Story Map: How to Improve Writing Skills

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Sidekli, Sabri

2013-01-01

The aim of written expression studies is to have students explain their knowledge, feelings, ideas and imaginations in a correct and effective manner. Therefore, the purpose of this study is to investigate the effect of story map on story writing skills of first grade teacher candidates who study at the Department of Elementary Education. The…

Improving Writing through Stages

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Rivera Barreto, Adriana Maritza

2011-01-01

Writing as a means of communication is one of the basic skills students must master at the university level. Although it is not an easy task because students are usually reluctant to correct, teachers have great responsibility at the time of guiding a writing process. For that reason, this study aimed at improving the writing process in fourth…

Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills.

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Wischgoll, Anke

2016-01-01

Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader's view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed.

Combined training of one cognitive and one metacognitive strategy improves academic writing skills

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Anke eWischgoll

2016-02-01

Full Text Available Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader’s view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M=22.8, SD=4.4, which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed.

Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills

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Wischgoll, Anke

2016-01-01

Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader’s view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed. PMID:26941671

IMPROVING THE SKILL AND THE INTEREST OF WRITING ADVERTISEMENTS AND POSTERS THROUGH ESA SEQUENCE

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Fatma Yuniarti

2016-04-01

Full Text Available The action reserach aims at improving the students’ writing skill especially to write advertsements and posters. Both are the short functional texts to be learned at the first semester of the ninth grade. According to the data on pre cycle, the students of class IXA Junior High School Swadhipa Natar, South Lampung got difficulties in writing advertisements and posters. A treatment was necessary to help the students overcome their problem. To consider the related literature, the writer decided to implement ESA sequence in the class. The elements of teaching in ESA Sequence are Engage (to arouse the students’ interests, Study (learn the language focus, and Activate (use the language freely and communicatively.The data were taken from the test of the linguistic competence mastery, the students writing, and the questionnaire. The result shows ESA Sequence can improve the students’ ability in writing advertisements and posters.Key words : ESA (Engange Study Activate, advertisement, poster.

Influence of Writing Ability and Computation Skill on Mathematics Writing

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Powell, Sarah R.; Hebert, Michael A.

2016-01-01

Mathematics standards expect students to communicate about mathematics using oral and written methods, and some high-stakes assessments ask students to answer mathematics questions by writing. Assumptions about mathematics communication via writing include (a) students possess writing skill, (b) students can transfer this writing skill to…

Facing the Challenge of Improving the Legal Writing Skills of Educationally Disadvantaged Law Students in a South African Law School

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Angela Diane Crocker

2018-01-01

Full Text Available Many first-year students in the School of Law at the University of KwaZulu-Natal, Howard College, who have been disadvantaged by a poor primary and secondary education, exhibit poor legal writing skills. Over a period of four years, in order to address this urgent need for legal writing instruction, the School of Law introduced two successive legal writing interventions. The first intervention was the Concise Writing Programme, followed by the Integrated Skills in Context Programme. The Concise Writing Programme focused on English writing skills and grammar in the hope that first-year law students would be able to transfer these generic writing skills to the more specific legal discourse within which they were learning to operate. The Law School reviewed the success of this initial programme and found that students who took part in the programme not only lacked the motivation to learn generic English writing skills, but that they also did not find it easy to transfer these skills to the more specific legal writing environment. The Law School then implemented a second legal writing intervention – The Integrated Skills in Context Programme. This programme acknowledged the fact that legal writing has a multi-faceted nature, encompassing legal analysis and application, as well as logical sequencing and argument, all of which could not be taught in a vacuum, particularly when most of the student base was largely unfamiliar with any form of legal discourse and many had English as a second language. This paper recognises that there is no silver bullet to improving the legal writing skills of these students. The reality is that it will take hard work as well as financial incentives to make a difference to these students' legal writing skills. Our students need intensive one-on-one attention by qualified academics, and this means that those doing the instruction must be recognised and adequately compensated.

IMPROVING THE SKILL AND THE INTEREST OF WRITING ADVERTISEMENTS AND POSTERS THROUGH ESA SEQUENCE

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author Fatma Yuniarti

2015-01-01

Full Text Available The action reserach aims at improving the students’ writing skill especially to write advertsements and posters. Both are the short functional texts to be learned at the second semester. According to the data on pre cycle, the students of second semester got difficulties to write advertisements and posters. A treatment was necessary to help the students overcome their problem. To consider the related literature, the writer decided to implement ESA sequence (Harmer 2001 in the class. The elements of teaching in ESA Sequence are Engage (to arouse the students’ interests, Study (learn the language focus, and Activate (use the language freely and communicatively. The data were taken from the test of the linguistic competence mastery, the students writing, and the questionnaire. The students’ linguistic competence got increased as shown by the score (58 in pre-cycle, 66 in cycle 1, and 70 in cycle 2. The students’ ability to write the short functional texts also get improved as indicated by the average score on writing tasks (53 in pre-cycle, 63 in cycle 1, 72 in cycle 2. The interest also gets better as shown by the score of the questionnaire (22,3 in pre-cycle, 33,5 in cycle 1, and 37 in cycle 2. It means ESA Sequence can improve the studets’ ability to write advertisements and posters.Key words : advertisement, ESA (Engange Study Activate, poster

NOTE TAKING PAIRS TO IMPROVE STUDENTS‟ SENTENCE BASED WRITING ACHIEVEMENT

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Testiana Deni Wijayatiningsih

2017-04-01

Full Text Available Students had skill to actualize their imagination and interpret their knowledge through writing which could be combined with good writing structure. Moreover, their writing skill still had low motivation and had not reached the standard writing structure. Based on the background above, this research has purpose to know the influence Note Taking Pairs in improving students‘sentence based writing achievement. The subject of this research was the second semester of English Department in Muhammadiyah University of Semarang. It also used statistic non parametric method to analyze the students‘ writing achievement. The result of this research showed that Note Taking Pairs strategy could improve students‘sentence based writing achievement. Hopefully this research is recommended into learning process to improve students‘writing skill especially in sentence-based writing subject.

The Impact of Using Email on Improving the Writing Skills among Iranian Students

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Janfaza, Abusaied; Shahsavari, Khadijeh; Soori, Afshin

2014-01-01

The need for the application of technology in education has been increased. One of the new approaches in technology is using email for learning a second or a foreign language. The present study aimed at investigating the effectiveness of using email in improving writing skills among Iranian EFL students. The participants of the study were 42…

SOME THOUGHTS ON WRITING SKILLS

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Sim Monica Ariana

2010-07-01

Full Text Available Writing is one of the central pillars of language learning and should be of major interest and concern to teachers, students and researchers. This paper is intended to be a plea for writing and explores issues regarding instruction and evaluation of writing skills of nonnative speaker students. It examines expectations of nonnative speakers writing quality and performance on writing proficiency exams, as well. Finally, it is trying to ring a bell about this skill that has been neglected in spite of its importance when it comes to foreign language acquisition

Genre Analysis and Writing Skill: Improving Iranian EFL Learners Writing Performance through the Tenets of Genre Analysis

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Nazanin Naderi Kalali

2015-12-01

Full Text Available The main thrust of this study was to determine whether a genre-based instruction improve the writing proficiency of Iranian EFL learners. To this end, 30 homogenous Iranian BA learners studying English at Islamic Azad University, Bandar Abbas Branch were selected as the participants of the study through a version of TOEFL test as the proficiency test. The selected participants were 15 females and 15 males who were randomly divided into two groups of experimental and control. The both experimental and control groups were asked to write on a topic determined by the researcher which were considered as the pre-test. The writing of the students were scored using holistic scoring procedure. The subjects received sixteen hours instruction—the experimental group using a genre-based pedagogy and the control group through the traditional methodology which was followed by a post-test—the subjects were, this time, asked to write on the same topic which they were asked to write before instruction. Their post-writings were also scored through the holistic scoring procedures. In analyzing the data, t-test statistic was utilized for comparing the performances of the two groups. It was found that there is statistically significant difference between the writing ability of the participants who go under a genre-based instruction and who don’t. The study, however, didn’t find any significant role for gender. Keywords: genre analysis, writing skill, holistic scoring procedure, pre-test, post-test, t-test

Using gamification to develop academic writing skills in dental undergraduate students.

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El Tantawi, Maha; Sadaf, Shazia; AlHumaid, Jehan

2018-02-01

To assess the satisfaction of first-year dental students with gamification and its effect on perceived and actual improvement of academic writing. Two first-year classes of dental undergraduate students were recruited for the study which extended over 4 months and ended in January 2015. A pre-intervention assessment of students' academic writing skills was performed using criteria to evaluate writing. The same criteria were used to evaluate the final writing assignment after the intervention. Students' satisfaction with game aspects was assessed. The per cent change in writing score was regressed on scores of satisfaction with game aspects controlling for gender. Perceived improvement in writing was also assessed. Data from 87 (94.6%) students were available for analysis. Students' overall satisfaction with the gamified experience was modest [mean (SD) = 5.9 (2.1)] and so was their overall perception of improvement in writing [mean (SD) = 6.0 (2.2)]. The per cent score of the first assignment was 35.6 which improved to 80 in the last assignment. Satisfaction with playing the game was significantly associated with higher percentage of improvement in actual writing skills [regression coefficient (95% confidence interval) = 21.1 (1.9, 40.2)]. Using gamification in an obligatory course for first-year dental students was associated with an improvement in academic writing skills although students' satisfaction with game aspects was modest and their willingness to use gamification in future courses was minimal. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The Impact of Using Email on Improving the Writing Skills Among Iranian Students

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Abusaied Janfaza

2014-10-01

Full Text Available The need for the application of technology in education has been increased. One of the new approaches in technology is using email for learning a second or a foreign language. The present study aimed at investigating the effectiveness of using email in improving writing skills among Iranian EFL students. The participants of the study were 42 pre-intermediate Iranian EFL students in an English language institute in Shiraz, Iran. The participants were randomly assigned into an experimental and a control group. Each group consisted of 21 participants. The treatment continued for three weeks and 3 sessions a week. The students in the experimental group used email for sending their assignments. These students were in contact with their teacher via email and asked writing questions. In contrast, the students in the control group taught writing without using the computer in traditional way. To be sure of homogeneity of the participants, a pre-test was administered before the treatment. After three weeks treatment, a post-test was administered to check the students’ improvement in writing. The findings revealed that the students in in the experimental group performed significantly better than the students in the control group.

Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children

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Puranik, Cynthia S.; Lonigan, Christopher J.; Kim, Young-Suk

2011-01-01

The purpose of this study was to examine which emergent literacy skills contribute to preschool children’s emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4–5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and letter-name and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children’s letter-writing skills may be a better indicator of children’s emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills, print knowledge, and letter-name and letter-sound knowledge. PMID:21927537

Effects of Pop Culture as Authentic Materials toward Students’ Writing Skill

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Ratnawati Ratnawati

2017-04-01

Full Text Available Writing, one of the four skills which has to be taught by educators in language learning. Starting from classroom observation implied that students confronted the difficulties in writing involving generating ideas, organizing words, and making compositions. This study supposes to explore some effects of pop culture as authentic materials for English language teaching in improving students‘ writing skill. Due to pop culture relates to students‘ life and experience, it is considered to be a stimulus for gaining students‘ ideas, information, motivation, and interest in teaching writing. The students of secondary school were involved in this study and descriptive case study was employed to observe the importance of pop culture in writing class. Also, questionnaires and students‘ works are the instruments to measure its effects. Both students‘ works and result of the questionnaires pointed out that significantly improvement obtained after applying pop culture. In line with findings, it can be said that pop cultures have significant effects toward students‘ writing skill. So, educators need to apply pop culture as their choices in future planning lesson.

Writing Self-Efficacy and Written Communication Skills

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Mascle, Deanna DeBrine

2013-01-01

Writing is an essential professional skill. The goal of writing instruction in business communication classes is to develop the skills and knowledge necessary to successfully meet future writing challenges. However, many writers struggle to transfer skills and knowledge from one context to another. The primary reason for this struggle is that…

THE STUDENTS’ ACADEMIC WRITING SKILL AFTER IMPLEMENTING BLENDED LEARNING USING FACEBOOK

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Dwi Sulisworo

2016-12-01

Full Text Available Almost all students use smartphone for their daily activities. Nowadays, the student’s literacy on information technology is very good, but sometimes it has not been considered in school learning. One of the essential competencies of undergraduate school is academic writing skill. There is a gap between the student competencies and the learning strategy in certain learning subjects. The aim of this research is to examine the effectiveness of blended mobile learning activity using Facebook to improve student writing skill. This research used timed essay examination to measure the writing skill after one semester learning activity using this strategy and student satisfaction responses to learning. There were four aspects used as criteria of writing skill: ideas, organization, wording, and flavor. The results showed that this learning approach had shown good results in some aspects, particularly in improving the skill of shaping ideas and organizing the ideas into written form. The uses of various learning strategies that make students more active and centered on students tend to increase the ability of students to search for new ideas creatively. Among others, the positive aspect is the students have the knowledge and understanding of new concepts that can support the idea of writing in the aspect of idea and various choices of words.

The Practice of Feedback Provision in teaching writing skills: Adu ...

African Journals Online (AJOL)

The study showed that the teachers and students had positive perception towards the contribution of feedback provision in improving writing skills. The study also showed that teachers don't provide regular writing activities which create conducive environment and encourage multi draft writing. The study further showed that ...

Rubric Use in Formative Assessment: A Detailed Behavioral Rubric Helps Students Improve Their Scientific Writing Skills

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Greenberg, Kathleen P.

2015-01-01

A detailed rubric initially designed as a scoring instrument for grading APA-style empirical research reports was tested for its ability to help students improve their scientific writing skills. Students who used the rubric while preparing their reports wrote a higher quality report than did students who did not. Students also improved the quality…

A novel approach to improving writing skills: ClimateSnack

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Reeve, Mathew

2014-05-01

Writing is a huge part of any research career. We can think of writing as a research tool we find in any research laboratory. Much like any research tool, we have to understand how to calibrate, adjust and apply it in order to achieve the very best experimental outcomes. We can learn how to use this tool with advice from writing workshops, online writing courses, books and so on. Unfortunately, when it comes to working with this tool, we often have to do it alone. But, like in any laboratory, the most rewarding way to learn and to achieve the best results is to interact with others. Through this interaction, we can improve our writing and remain motivated. ClimateSnack aims to help early career scientists understand how they can use writing as an effective research tool. We encourage the formation of writing groups at different universities and institutes. Members write short popular science articles and read them aloud at group meetings. The group uses knowledge from different learning resources to discuss the articles and give feedback. The author then improves their writing further before publishing on the ClimateSnack website. If early-career scientists can successfully increase their control of writing, they will more likely write memorable high-impact scientific articles, and confidently communicate their science via varied media to varied audiences.

Improving Narrative Writing Skills of Secondary Students with Disabilities Using Strategy Instruction

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Foxworth, Lauren L.; Mason, Linda H.; Hughes, Charles A.

2017-01-01

Writing standards and objectives outline complex skills for narrative essay writing at the secondary level. Students with disabilities often produce disorganized narratives with fewer narrative elements than their peers without disabilities. A multiple-probe design was used to examine effects of Self-Regulated Strategy Development for the Pick my…

Gap between Self-Efficacy and College Students' Writing Skills

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Lichtinger, Einat

2018-01-01

This study explores the disparity between college students' self-efficacy beliefs regarding their writing skills and their teachers' perceptions of the latter. It also examines ways to improve the academic writing instruction provided by the institution, and the impact of a first-year introductory academic-writing course. A total of 151 third-year…

TEACHING WRITING SKILL BY USING BRAINWRITING STRATEGY

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Nina Khayatul Virdyna

2016-05-01

Full Text Available English is getting more crucial to be mastered since its important part in the world nowadays.  It is not only as a means of communication but also a means transferring knowledge, news, and technology around the world. There are four basic skills in English such as listening, speaking, reading, and writing, every students must have problem in learning and mastering those skill. But writing is the main issue to be discussed in this article.  In writing, some of the writer’s students feel difficult to determine the topic when they want to write, they are hardly to complete a writing paper because they run out of idea. In this case the students need to absorb some information to understand a word, including how to combine a word with the other words. Therefore the teacher should have a strategy to get the students understanding and overcome their problems.Teaching is about just how to encourage the learners to achieve their goals and other times it requires that we actually facilitate resources and foster experiences so students can learn, continue learning and love the process. It is an art of the teacher to know how to make the students able to create knowledge of their own. Brainstorming is one of the teaching techniques in writing that can encourage the students to think about the topic as many as possible. This technique is help the students to enrich their vocabularies then create an idea become a writing composition. By using this strategy the students will be able to improve their writing skill. Brainwriting is an alternative method to brainstorming that tries to encourage a more uniform participation within a group. Like brainstorming, it is designed to generate lots and lots of ideas in a short amount of time.

Doing peer review and receiving feedback: impact on scientific literacy and writing skills.

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Geithner, Christina A; Pollastro, Alexandria N

2016-03-01

Doing peer review has been effectively implemented to help students develop critical reading and writing skills; however, its application in Human Physiology programs is limited. The purpose of the present study was to determine the impact of peer review on Human Physiology majors' perceptions of their scientific literacy and writing skills. Students enrolled in the Scientific Writing course completed multiple writing assignments, including three revisions after receiving peer and instructor feedback. Students self-assessed their knowledge, skills, and attitudes related to science and writing in pre- and postcourse surveys (n = 26 with complete data). Seven survey items related to scientific literacy and writing skills impacted by peer review were selected for analysis. Scores on these survey items were summed to form a composite self-rating score. Responses to two questions regarding the most useful learning activities were submitted to frequency analysis. Mean postcourse scores for individual survey items and composite self-rating scores were significantly higher than precourse means (P writing skills. In conclusion, peer review is an effective teaching/learning approach for improving undergraduate Human Physiology majors' knowledge, skills, and attitudes regarding science and scientific writing. Copyright © 2016 The American Physiological Society.

The Integration of Vocabulary and Effective Sentence Mastery towards Students’ Argumentative Writing Skills

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Tien Rafida

2017-06-01

Full Text Available The aims of this result to reveal the integrated of vocabulary and effective sentence mastery against the argumentation writing skill students’ PBI-SU FITK UIN the hypothesis proposed in this results are : (1 vocabulary mastery contribute to the argument to the arguments writing skill of students; (2 effective sentence mastery contribute to the argument writing skill of student; (3 vocabulary mastery and effective sentence mastery together contribute to the argument writing skill of students. This result uses a quantitative approach. The population in this study is PBI UIN-SU as many as 6 classes. As for the samples in this result are students of class II. By using cluster random sampling, obtained a sample of 140 students. The instrument used is a test. These results indicate that: (1 vocabulary mastery contributed positively and significantly to the argument essay writing skills of students. The amount of contribution is 18.4%; (2 Effective sentence mastery contribute positively and significantly to the argument essay writing skills of students. The amount of contribution is 11.7%; (3 mastery of vocabulary and mastery of effective sentences together contributed positively and significantly to the argument essay writing skills of students. The major contribution is 26.5%; (4 mastering vocabulary to effectively contribute by 16.39% against the argument essay writing skills of students; (5 Mastery effective sentence effectively contribute 13.11% against the argument essay writing skills of students. Based on the results of this study, it was concluded that the vocabulary and mastery of effective sentences are the two factors that influence the argument essay writing skills of students in addition to other factors. Therefore, the researchers suggest to all parties concerned to pay more attention to these two factors so that students' skills in essay writing can be further improved.

Learning to improve: using writing to increase critical thinking performance in general education biology.

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Quitadamo, Ian J; Kurtz, Martha J

2007-01-01

Increasingly, national stakeholders express concern that U.S. college graduates cannot adequately solve problems and think critically. As a set of cognitive abilities, critical thinking skills provide students with tangible academic, personal, and professional benefits that may ultimately address these concerns. As an instructional method, writing has long been perceived as a way to improve critical thinking. In the current study, the researchers compared critical thinking performance of students who experienced a laboratory writing treatment with those who experienced traditional quiz-based laboratory in a general education biology course. The effects of writing were determined within the context of multiple covariables. Results indicated that the writing group significantly improved critical thinking skills whereas the non-writing group did not. Specifically, analysis and inference skills increased significantly in the writing group but not the non-writing group. Writing students also showed greater gains in evaluation skills; however, these were not significant. In addition to writing, prior critical thinking skill and instructor significantly affected critical thinking performance, whereas other covariables such as gender, ethnicity, and age were not significant. With improved critical thinking skill, general education biology students will be better prepared to solve problems as engaged and productive citizens.

The Writing Skill in the Contemporary Society: The Kenyan Perspective

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Okari, Florence Mokeira

2016-01-01

This paper is an overview of the writing skill in the lower levels of learning in the contemporary society. The following areas of writing are highlighted: the writing programme and its goals, the basic methodology for writing tasks, broad groups of writing skills, the teaching of the writing skills in pre-primary and primary schools where…

Developing Technical Writing Skills in the Physical Chemistry Laboratory: A Progressive Approach Employing Peer Review

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Gragson, Derek E.; Hagen, John P.

2010-01-01

Writing formal "journal-style" lab reports is often one of the requirements chemistry and biochemistry students encounter in the physical chemistry laboratory. Helping students improve their technical writing skills is the primary reason this type of writing is a requirement in the physical chemistry laboratory. Developing these skills is an…

Blending Web 2.0 Technologies with Developing of Writing Skills in ESL Classroom: Some Insights

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Hind Talal Mashrah

2017-06-01

Full Text Available Recently, the educational field has adopted a new route for improving and increasing the way we learn languages, particularly English language, through using social networking services such as; Facebook, Twitter, YouTube, and other technologies in writing skills. In this respect, this paper discusses how ESL classroom can apply the social networking services or Web 2.0. Technologies effectively to promote learners' writing skills. The paper first details research studies about the characteristics of two social networking, Blogs and Wikis, to show the importance of implementing Web 2.0 technologies in writing skills. Then the benefits of applying social networking services as an essential approach for teaching and learning writing skills in L2 are presented. Paper also discusses the counter –argument, as opposite perspectives, that applying social networking websites is not always considered as a proper method to improve writing skills due to many reasons which may lead decreasing learners' level of English or make them far behind because of their difficulties they face when they use these technologies

Effect of a Resume-Writing Workshop on Resume-Writing Skills

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Tillotson, Kenyon; Osborn, Debra

2012-01-01

What is the best way to teach someone how to write an effective resume? A workshop format was used to teach college students the skills needed to write a successful resume. Archival data consisting of student resumes and rubric score sheets were used to determine the effectiveness of a resume-writing workshop by using a pre-post design evaluating…

Writing Skills for Technical Students. Fourth Edition.

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Carlisle, Vicky; Smith, Harriet; Baker, Fred; Ellegood, George; Kopay, Carol; Tanzer, Ward; Young, Diana; Dujordan, Jerome; Webster, Ron; Lewis, Sara Drew

This self-paced text/workbook is designed for the adult learner who needs a review of grammar and writing skills in order to write clearly and concisely on the job. It offers career-minded students 14 individualized instructional modules on grammar, paragraph writing, report writing, letter writing, and spelling. It is designed for both self-paced…

Development of research paper writing skills of poultry science undergraduate students studying food microbiology.

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Howard, Z R; Donalson, L M; Kim, W K; Li, X; Zabala Díaz, I; Landers, K L; Maciorowski, K G; Ricke, S C

2006-02-01

Because food and poultry industries are demanding an improvement in written communication skills among graduates, research paper writing should be an integral part of a senior undergraduate class. However, scientific writing assignments are often treated as secondary to developing the technical skills of the students. Scientific research paper writing has been emphasized in an undergraduate course on advanced food microbiology taught in the Poultry Science Department at Texas A& M University (College Station, TX). Students' opinions suggest that research paper writing as part of a senior course in Poultry Science provides students with scientific communication skills and useful training for their career, but more emphasis on reading and understanding scientific literature may be required.

THE USE OF TEACHING MEDIA TO ENHANCE STUDENTS’ SKILL IN WRITING FUNCTIONAL TEXTS

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Yusuf Hidayat

2017-04-01

Full Text Available Teaching writing functional texts usually tends to be conventionally applied. Most teachers tend to emphasize their teaching process traditionally without paying attention to the teaching media which can be used to help students’ success achieving the goal of learning. This paper is aimed at investigating the role of teaching media in enhancing students’ skill in writing functional texts. In this regard, classroom action research (CAR was employed as the method in this study. This study is intended to answer the following research questions: (1 Is teaching media effective for enhancing students’ skill in writing functional texts? (2 To what extent does teaching media enhance students’ skill in writing functional texts? Through the process of teaching and learning activities, in cycle 1, the writers taught writing functional texts through conventional teaching, they then gave a test on functional text to the students. Additionally, to confirm the writers’ belief to the students’ real writing proficiency, they then gave them TOEFL written test model. Next, in cycle 2, the writers taught the students by using teaching media. Finally, the writers gave them a test of writing functional text. After undertaking several tests in cycle 1, students got average score 56.60, and in cycle 2, they got 65.08. Thus, there was an improvement of the average score. In addition, the students’ enthusiasm also improved.

Improve your communication skills

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Barker, Alan

2016-01-01

Excellent communication skills are vital in today's workplace. Whether keeping the interest of a large audience, impressing a potential employer or simply winning the argument at an important meeting, sounding the part is key. This fourth edition of Improve Your Communication Skills is full of practical advice on all aspects of verbal and non-verbal communication. It gives vital tips on improving conversations and building rapport with colleagues, learning the skills of persuasion, and writing effective emails, letters and reports. This editionincludes new information focusing on communicating across borders and virtual teams and a new chapter on managing difficult conversations."

Improving report writing by peer assessment using Coursera

DEFF Research Database (Denmark)

Christiansen, Henrik Lehrmann

2015-01-01

report writing. In the case of report writing active learning could include peer evaluation which is what is investigated in this paper. This paper presents a case study from the Technical University of Denmark. A course on mobile communication was redesigned to include peer evaluation as a tool......Report writing is a general engineering competence and it should therefore be part of any university engineering education to learn how to write a good report. Active leaning methods are well-known to be effective in supporting student learning; hence it should preferably also be used for teaching...... for improving report writing skills. The peer evaluation process was automated using the elearning tool Coursera. What was investigated was the improvement in report writing as well as the consistency and quality of the peer assessed grades....

Relationship between the Phonological Awareness Skills and Writing Skills of the First Year Students at Primary School

Science.gov (United States)

Erdogan, Ozge

2011-01-01

The purpose of this study was to determine the relationship between the phonological awareness skills and writing skills of the first year students at primary school. In the study, the phonological awareness skills and writing skills of the students were measured at the beginning of the term. Students' writing skills were measured in the middle of…

Singaporean Kindergartners' Phonological Awareness and English Writing Skills

Science.gov (United States)

Dixon, L. Quentin

2011-01-01

This article describes the phonological awareness and English writing skills among a sample of 297 Singaporean kindergarten children, stratified by ethnicity (Chinese, Malay, and Indian), and examines the relationship between oral language and writing skills in this multilingual population. Overall, Singaporean kindergartners, nearly all of whom…

Using Online Resources to Improve Writing Skills and Attitudes about Writing and Plagiarism of Criminal Justice Students

Science.gov (United States)

Grohe, B.; Schroeder, J.; Davis, S. R. B.

2013-01-01

Cheating and plagiarism are significant problems in higher education because they occur often and interfere with learning. Plagiarism creates shortcuts that bypass the time and effort required to develop the writing and analytical skills necessary to produce evidence of progress in mastering course content. The purpose of a two-semester writing…

The Relationships among Writing Skills, Writing Anxiety and Metacognitive Awareness

Science.gov (United States)

Balta, Elif Emine

2018-01-01

The purpose of this study was to investigate the relationships among students' argumentative text writing skills, writing anxiety, and metacognitive awareness. The participants were composed of 375 8th graders in six middle schools in Sivas. Metacognitive Awareness Inventory (B Form) which was adapted in to Turkish by Karakelle & Saraç (2007)…

Writing Skills of Hearing-Impaired Students Who Benefit from Support Services at Public Schools in Turkey

Science.gov (United States)

Karasu, H. Pelin

2017-01-01

Support services provide an essential role for hearing-impaired students attending public schools, in terms of improving their language and academic skills. In this study, the writing skills of hearing-impaired students enrolled in public schools were evaluated, and the relationship between the writing scores, audiological variables and…

Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy

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Teresa Limpo

2017-10-01

Full Text Available It is well established that students’ beliefs in skill malleability influence their academic performance. Specifically, thinking of ability as an incremental (vs. fixed trait is associated with better outcomes. Though this was shown across many domains, little research exists into these beliefs in the writing domain and into the mechanisms underlying their effects on writing performance. The aim of this study was twofold: to gather evidence on the validity and reliability of instruments to measure beliefs in skill malleability, achievement goals, and self-efficacy in writing; and to test a path-analytic model specifying beliefs in writing skill malleability to influence writing performance, via goals and self-efficacy. For that, 196 Portuguese students in Grades 7-8 filled in the instruments and wrote an opinion essay that was assessed for writing performance. Confirmatory factor analyses supported instruments’ validity and reliability. Path analysis revealed direct effects from beliefs in writing skill malleability to mastery goals (ß = .45; from mastery goals to self-efficacy for conventions, ideation, and self-regulation (ß = .27, .42, and .42, respectively; and from self-efficacy for self-regulation to writing performance (ß = .16; along with indirect effects from beliefs in writing skill malleability to self-efficacy for self-regulation via mastery goals (ß = .19, and from mastery goals to writing performance via self-efficacy for self-regulation (ß = .07. Overall, students’ mastery goals and self-efficacy for self-regulation seem to be key factors underlying the link between beliefs in writing skill malleability and writing performance. These findings highlight the importance of attending to motivation-related components in the teaching of writing.

Some technical writing skills industry needs

Science.gov (United States)

Smith, F. R.

1981-01-01

It is suggested that engineers and other technical students be taught three classes of skills in technical writing. First, "Big Picture Things", which includes: the importance of clear writing, the wide scope of writing, the wide scope of writing tasks that will be faced in industry, and the principles of organization of technical materials such as; how to analyze, classify, partition, and interpret. Second, "Writing Procedures", which encompasses: how to get words on paper efficiently and team-write. Third, "Writing Details", in which two considerations are important: how to achieve precision in the use of language and the aspects of style. Three problems in style are cited: the problem of sentence transition, overuse of attributive adjectives, and verbosity in paragraph structure. The most important thing in technical writing is considered to be functionality, economy and clarity.

Children's high-level writing skills: development of planning and revising and their contribution to writing quality.

Science.gov (United States)

Limpo, Teresa; Alves, Rui A; Fidalgo, Raquel

2014-06-01

It is well established that the activity of producing a text is a complex one involving three main cognitive processes: Planning, translating, and revising. Although these processes are crucial in skilled writing, beginning and developing writers seem to struggle with them, mainly with planning and revising. To trace the development of the high-level writing processes of planning and revising, from Grades 4 to 9, and to examine whether these skills predict writing quality in younger and older students (Grades 4-6 vs. 7-9), after controlling for gender, school achievement, age, handwriting fluency, spelling, and text structure. Participants were 381 students from Grades 4 to 9 (age 9-15). Students were asked to plan and write a story and to revise another story by detecting and correcting mechanical and substantive errors. From Grades 4 to 9, we found a growing trend in students' ability to plan and revise despite the observed decreases and stationary periods from Grades 4 to 5 and 6 to 7. Moreover, whereas younger students' planning and revising skills made no contribution to the quality of their writing, in older students, these high-level skills contributed to writing quality above and beyond control predictors. The findings of this study seem to indicate that besides the increase in planning and revising, these skills are not fully operational in school-age children. Indeed, given the contribution of these high-level skills to older students' writing, supplementary instruction and practice should be provided from early on. © 2013 The British Psychological Society.

Factors influencing pre-service physics teachers' skills of writing teaching materials

Science.gov (United States)

Sinaga, Parlindungan

2016-02-01

Writing teaching materials is one of the generic pedagogical skills. Teachers and pre-service teachers should be trained to have the skills of writing teaching materials. This study examines the factors that influence the skills of writing in the disciplines among pre-service physics teachers. This study in particular aims to contribute to the development of science writing in the disciplines and to the organization of workshops on writing teaching materials for pre-service teachers. The problems of this research are formulated in the question of what are the factors that influence the skills of pre-service physics teachers in writing teaching materials. The research adopted mixed methods with embedded experimental design. The research subjects were 18 students enrolled in the school physics course. The instruments used consisted of conceptual understanding tests, learning strategy questionnaire, tests of the multiple representation skills, and one-on-one semi- structured interview. Results of data analysis show that the ability and skills of writing physics teaching materials of the pre- service physics teachers are determined by the factors of conceptual understanding of the subject matter with a contribution of 20%, the skills of making multiple representations of concepts with a contribution of 9.8% and students' self-regulation and learning strategy with a contribution of 33.5%. There are other factors that have not been investigated in this study; therefore, it is recommended that future research conduct further investigation on other factors that influence pre-service teachers' skills in writing physics teaching materials.

Using Comic Art to Improve Speaking, Reading and Writing

Science.gov (United States)

Bowkett, Steve

2011-01-01

"Using Comic Art to Improve Speaking, Reading and Writing" uses children's interest in pictures, comics and graphic novels as a way of developing their creative writing abilities, reading skills and oracy. The book's underpinning strategy is the use of comic art images as a visual analogue to help children generate, organise and refine their ideas…

UNIVERSITY STUDENTS’ PERCEPTIONS OF TRANSFER OF ACADEMIC WRITING SKILLS ACROSS TIME

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Tharwat EL-Sakran

2017-03-01

Full Text Available This study investigates university students' perceptions towards an English for advanced academic writing purposes (AAW course taught in a private university in the United Arab Emirates. It probes into the relevance of the skills taught to the students' academic disciplines. Data was gathered through a short survey administered to students who successfully completed the course. The transferability of skills was measured in light of some of the learning objectives of the AAW stated in its syllabus. Findings indicated positive students' attitudes towards the AAW course. They also revealed that some learning outcomes did transfer to students' writing tasks in their major courses. However, transfer of these skills was more noticeable in some university disciplines (e.g. English more than others (e.g. Business Administration. Detailed explanations of reasons and contexts for skill transfer are presented. This research concludes with some pedagogical recommendations and suggestions for course improvement and further research.

Critical evaluation as an aid to improved report writing: a case study

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Walker, Mirabelle; Williams, Judith

2014-05-01

Report writing is an important employability skill for Engineers and Technologists, and this case study describes how a Technology degree module took a novel approach to developing students' report writing skills. Students learned how to use a criterion-referenced critical evaluation framework for reports and other technological documents. They were given opportunities to practise using the framework both through exemplars and through evaluating the work of their peers. They also carried out self-assessment. The authors' analysis of this novel approach shows that most students responded well to it and benefited from it. Lessons are drawn from this work for others who wish to improve their students' report writing skills.

Assessing and Improving L2 Graduate Students' Popular Science and Academic Writing in an Academic Writing Course

Science.gov (United States)

Rakedzon, Tzipora; Baram-Tsabari, Ayelet

2017-01-01

This paper reports a study using a quasi-experimental design to examine whether an academic writing course in English can improve graduate students' academic and popular science writing skills. To address this issue, we designed pre- and post-assessment tasks, an intervention assessment task and a scoring rubric. The pre- and post-assessment tasks…

Building a scholar in writing (BSW): A model for developing students' critical writing skills.

Science.gov (United States)

Bailey, Annette; Zanchetta, Margareth; Velasco, Divine; Pon, Gordon; Hassan, Aafreen

2015-11-01

Several authors have highlighted the importance of writing in developing reflective thinking skills, transforming knowledge, communicating expressions, and filling knowledge gaps. However, difficulties with higher order processing and critical analysis affect students' ability to write critical and thoughtful essays. The Building a Scholar in Writing (BSW) model is a 6-step process of increasing intricacies in critical writing development. Development of critical writing is proposed to occur in a processed manner that transitions from presenting simple ideas (just bones) in writing, to connecting ideas (connecting bones), to formulating a thesis and connecting key components (constructing a skeleton), to supporting ideas with evidence (adding muscle), to building creativity and originality (adding essential organs), and finally, developing strong, integrated, critical arguments (adding brain). This process symbolically represents the building of a scholar. The idea of building a scholar equates to progressively giving life and meaning to a piece of writing with unique scholarly characteristics. This progression involves a transformation in awareness, thinking, and understanding, as well as advancement in students' level of critical appraisal skills. Copyright © 2015 Elsevier Ltd. All rights reserved.

Foreign Language Writing Fellows Programs: A Model for Improving Advanced Writing Skills

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Snyder, Delys Waite; Nielson, Rex P.; Kurzer, Kendon

2016-01-01

Within the growing field of scholarly literature on foreign language (FL) writing pedagogy, few studies have addressed pedagogical questions regarding the teaching of writing to advanced language learners. Writing fellows peer tutoring programs, although typically associated with first language writing instruction, likely can benefit and support…

Growth of Business English and the Need to Teach Memo-Writing Skills to Indian Tertiary-Level Learners

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Aruna Arputhamalar

2015-05-01

Full Text Available English has become an inevitable means of communication. Due to globalization and rapid growth in business communication, the need to learn the English language has also gained momentum. Employers are looking for employees who are skilled in the language skills. In India, English has become an important means of communication and learning in the education and professional setup. Though English is being taught in schools and colleges, Indian students miserably fail to produce a good quality lengthy composition. In this respect, this paper aims to focus on the need to teach memo-writing skills to tertiary students. To this end, a group of second year Indian BCA students was taken as samples for the study. The students were given a pre-test on memo writing. They lacked the essential skills in writing a memo. In order to improve their memo writing skills the students had to undergo four tasks. At the end of the tasks, they were able to write a good memo. The corporate world demands accurate business writings and our students have to be trained to meet the demands of the business world. This paper studies the growth of business English, the components of effective business writing and the need to teach business writing to tertiary students, which will enable them to be successful in the business world.

The Effectiveness of Scaffolding Design in Training Writing Skills Physics Teaching Materials

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Parlindungan Sinaga

2015-01-01

Full Text Available Result of field studies showed low writing skill of teachers in teaching material. The root of the problem lies in their inability on translating description of teaching material into writing. This research focused on the effectiveness of scaffolding design. The scaffolding design was tested in the selected topics of physics courses for pre-service teachers through learning to write activity approach. The treatment effectiveness was determined by considering the effect size and normalized gain percentage, while the hypothesis was tested using “the Kruskal-Wallis test”. The research results showed that scaffolding between the stages of planning and translating plans into text was effective in improving pre-service physics teachers’ ability of writing physics teaching materials and was similarly effective in improving their conceptual understanding of the topics of electromagnetism, waves, and optics. Learning to write activity implemented in the course of physics with selected topics was effective in improving the ability of pre-service teachers in translating among different modes of representation and making multiple concept representations. The hypothesis test demonstrated that there was a significant difference in the abilities of writing teaching materials and conceptual understanding between experimental and control classes.

Developing Business Writing Skills and Reducing Writing Anxiety of EFL Learners through Wikis

Science.gov (United States)

Kassem, Mohamed Ali Mohamed

2017-01-01

The present study aimed at investigating the effect of using wikis on developing business writing skills and reducing writing anxiety of Business Administration students at Prince Sattam bin Abdul Aziz University, KSA. Sixty students, who were randomly chosen and divided into two equivalent groups: control and experimental, participated in the…

Grant Writing Skill Building: A Business Administration Curriculum Proposal

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Blankenship, Dianna; Jones, Irma; Lovett, Marvin

2010-01-01

This paper reviews the need for grant writing skills within various types of organizations and the resulting proposal for including grant writing within business administration curriculum at the undergraduate and/or graduate levels. An introduction precedes the results of a survey regarding current grant writing courses within AACSB schools of…

Using journal writing to evoke critical thinking skills of students in teacher education

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Baldwin, Dolly Angela Serreno

1991-01-01

There has been little research which shows that students use critical thinking skills when they write. The use of journal writing has been studied for a variety of purposes, but little evidence exists that journal writing can enhance critical thinking skills. The writing assignments presented in this study were designed to enhance the critical thinking skills of college students enrolled in a reading methods course at a small college in southern West Virginia. Case studies were used to descri...

[A workshop to improve written communication skills of medical students].

Science.gov (United States)

Bitran, Marcela; Zúñiga, Denisse; Flotts, Paulina; Padilla, Oslando; Moreno, Rodrigo

2009-05-01

Despite being among the best academically prepared of the country, many medical students have difficulties to communicate in writing. In 2005, the School of Medicine at the Pontificia Universidad Católica de Chile introduced a writing workshop in the undergraduate curriculum, to enhance the students' writing skills. To describe the workshop and its impact on the writing skills of 3 cohorts of students. This 30-h workshop used a participative methodology with emphasis on deliberate practice and feedback. Students worked in small groups with a faculty member specially trained in writing. The qualities of the essays written before and after the workshop were compared. Essays were rated by a professional team that used an analytic rubric to measure formal aspects of text writing as well as more complex thinking processes. There was a significant improvement in the quality of the texts written after the workshop; the main changes occurred in argumentation, and in paragraph and text structure. This improvement was inversely proportional to the initial level of performance, and independent of gender. A writing workshop based on deliberate practice and personalized feedback is effective to enhance the writing proficiency of medical students. Due to its design, this workshop could be useful for students of other careers and universities.

Rhetorical meta-language to promote the development of students' writing skills and subject matter understanding

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Pelger, Susanne; Sigrell, Anders

2016-01-01

Background: Feedback is one of the most significant factors for students' development of writing skills. For feedback to be successful, however, students and teachers need a common language - a meta-language - for discussing texts. Not least because in science education such a meta-language might contribute to improve writing training and feedback-giving. Purpose: The aim of this study was to explore students' perception of teachers' feedback given on their texts in two genres, and to suggest how writing training and feedback-giving could become more efficient. Sample: In this study were included 44 degree project students in biology and molecular biology, and 21 supervising teachers at a Swedish university. Design and methods: The study concerned students' writing about their degree projects in two genres: scientific writing and popular science writing. The data consisted of documented teacher feedback on the students' popular science texts. It also included students' and teachers' answers to questionnaires about writing and feedback. All data were collected during the spring of 2012. Teachers' feedback, actual and recalled - by students and teachers, respectively - was analysed and compared using the so-called Canons of rhetoric. Results: While the teachers recalled the given feedback as mainly positive, most students recalled only negative feedback. According to the teachers, suggested improvements concerned firstly the content, and secondly the structure of the text. In contrast, the students mentioned language style first, followed by content. Conclusions: The disagreement between students and teachers regarding how and what feedback was given on the students texts confirm the need of improved strategies for writing training and feedback-giving in science education. We suggest that the rhetorical meta-language might play a crucial role in overcoming the difficulties observed in this study. We also discuss how training of writing skills may contribute to

Teaching good communication/proposal-writing skills: Overcoming one deficit of our educational system

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Reif-Lehrer, Liane

1992-09-01

Good communication skills require: (1) an understanding of one's audience and the subtle interactions between writer and reader, (2) organizational skills to methodically progress through the necessary stages of a project (e.g., writing a proposal), and (3) certain basic communication (writing/speaking) skills, i.e., a facility with the basic elements of transmitting information clearly. The task of writing a grant proposal in response to a specific set of instructions is used to illustrate the analysis and responses necessary to complete a major written communication project. The concept of focusing on—and writing for—the reader (in this case, the proposal reviewer) is emphasized. Although good communication skills affect life-styles, productivity, and economics in our society, the communication skills of the American pubic are sorely lacking—even among people with high levels of education—because students receive little training in these skills in the United States educational system. However, such skills can be taught to younger students as well as to adults.

Training writing skills: A cognitive development perspective

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Kellogg, Ronald T.

2008-01-01

Full Text Available Writing skills typically develop over a course of more than two decades as a child matures and learns the craft of composition through late adolescence and into early adulthood. The novice writer progresses from a stage of knowledge-telling to a stage of knowledgetransforming characteristic of adult writers. Professional writers advance further to an expert stage of knowledge-crafting in which representations of the author's planned content, the text itself, and the prospective reader's interpretation of the text are routinely manipulated in working memory. Knowledge-transforming, and especially knowledge-crafting, arguably occur only when sufficient executive attention is available to provide a high degree of cognitive control over the maintenance of multiple representations of the text as well as planning conceptual content, generating text, and reviewing content and text. Because executive attention is limited in capacity, such control depends on reducing the working memory demands of these writing processes through maturation and learning. It is suggested that students might best learn writing skills through cognitive apprenticeship training programs that emphasize deliberate practice.

Write a scientific paper (WASP) - a career-critical skill.

Science.gov (United States)

Grech, Victor; Cuschieri, Sarah

2018-02-01

The ability to write a scientific paper (WASP) is becoming progressively more critical because the "publish or perish" mantra is increasingly valid in today's world where success is judged by number of publications and quality of publications based on journals which publish the researcher's work. These metrics are used to gauge applicants in often cut-throat competitions for jobs and/or career advancement. However, the science and art of paper-writing comprise a vast panoply of different skills, from writing a proposal, to ethics and data protection applications, to data collection and analysis, to writing and dealing with editors and authors, and so on. Over the next few issues, Early Human Development will embark on a series of Best Practice Guidelines that will outline and explain the various requisite WASP skills while providing practical guidelines for paper writing. The purpose is to impart the authors' collective experience to trainees in this crucial aspect of career progress. This first set of WASP papers will mainly focus on statistical analysis using Excel™. Copyright © 2018 Elsevier B.V. All rights reserved.

COMPUTER-AIDED ACQUISITION OF WRITING SKILLS

NARCIS (Netherlands)

Verhoef, R.; Tomic, W.

2008-01-01

This article presents the results of a review of the literature questioning whether and to what extent computers can be used as a means of instruction for the guided acquisition of communicative writing skills in higher education. To answer this question, the present paper first explores the

AWE-Based Corrective Feedback on Developing EFL Learners' Writing Skill

Science.gov (United States)

Lu, Zhihong; Li, Xiaowei; Li, Zhenxiao

2015-01-01

The effective design and use of Automated Writing Evaluation (AWE) tools in developing English as a Foreign Language (EFL) learners' writing skill and learner autonomy have remained great challenges for system designers, developers, and EFL instructors compared with that of the pencil-paper writing in the context of regular teacher-fronted…

Fostering critical thinking and collaborative learning skills among medical students through a research protocol writing activity in the curriculum.

Science.gov (United States)

Sahoo, Soumendra; Mohammed, Ciraj Ali

2018-06-01

This intervention was aimed to analyse the effect of academic writing and journal critiquing as educational approaches in improving critical thinking and collaborative learning among undergraduate medical students. A research proposal writing format was created for the 4th year medical students of Melaka Manipal Medical College, Malaysia during their ophthalmology clinical postings. The students worked in small groups and developed research protocols through an evidence based approach. This was followed by writing reflective summaries in academic portfolios about the activity undertaken. A mixed methods study was designed to explore the possible role of collaborative research proposal writing in enhancing critical thinking and collaborative learning. Analysis of reflections submitted by 188 medical students after the intervention indicate that majority of them found an improvement in their skills of critical thinking and collaborative learning as a result of research protocol writing. All participants agreed that the model helped in applying concepts to new situations in the form of designing their own study, which reflected in enhanced higher order cognitive skills. This study shows that the introduction of a structured module in the core medical curriculum that focuses on research writing skills embedded with collaborative and reflective practices can enhance collaborative learning, critical thinking, and reasoning among medical students.

Fostering critical thinking and collaborative learning skills among medical students through a research protocol writing activity in the curriculum

Directory of Open Access Journals (Sweden)

Soumendra Sahoo

2018-06-01

Full Text Available Purpose This intervention was aimed to analyse the effect of academic writing and journal critiquing as educational approaches in improving critical thinking and collaborative learning among undergraduate medical students. Methods A research proposal writing format was created for the 4th year medical students of Melaka Manipal Medical College, Malaysia during their ophthalmology clinical postings. The students worked in small groups and developed research protocols through an evidence based approach. This was followed by writing reflective summaries in academic portfolios about the activity undertaken.A mixed methods study was designed to explore the possible role of collaborative research proposal writing in enhancing critical thinking and collaborative learning. Results Analysis of reflections submitted by 188 medical students after the intervention indicate that majority of them found an improvement in their skills of critical thinking and collaborative learning as a result of research protocol writing. All participants agreed that the model helped in applying concepts to new situations in the form of designing their own study, which reflected in enhanced higher order cognitive skills. Conclusion This study shows that the introduction of a structured module in the core medical curriculum that focuses on research writing skills embedded with collaborative and reflective practices can enhance collaborative learning, critical thinking, and reasoning among medical students.

Comprehension and Writing Strategy Training Improves Performance on Content-Specific Source-Based Writing Tasks

Science.gov (United States)

Weston-Sementelli, Jennifer L.; Allen, Laura K.; McNamara, Danielle S.

2018-01-01

Source-based essays are evaluated both on the quality of the writing and the content appropriate interpretation and use of source material. Hence, composing a high-quality source-based essay (an essay written based on source material) relies on skills related to both reading (the sources) and writing (the essay) skills. As such, source-based…

Using a Personalized System of Instruction to Improve the Writing Skills of Undergraduates.

Science.gov (United States)

Allen, George J.

1984-01-01

A traditional abnormal psychology course was restructured to emphasize writing using a personalized system of instruction. The major benefit was that students showed significant improvement in writing style and clarity. The major costs of the course were the high student turnover and the abnormally large workload for students and instructor. (RM)

Developing Critical Thinking Skills Using the Science Writing Heuristic in the Chemistry Laboratory

Science.gov (United States)

Stephenson, N. S.; Sadler-McKnight, N. P.

2016-01-01

The Science Writing Heuristic (SWH) laboratory approach is a teaching and learning tool which combines writing, inquiry, collaboration and reflection, and provides scaffolding for the development of critical thinking skills. In this study, the California Critical Thinking Skills Test (CCTST) was used to measure the critical thinking skills of…

On Developing the Writing Skills Course for Accounting Students

Science.gov (United States)

Firch, Tim; Campbell, Annhenrie; Lindsay, David H.; Garner, Don E.

2010-01-01

The CSU, Stanislaus, accounting program is providing a new course that meets the university-wide upper-division writing requirement and offers accounting students additional professional study. While a writing skills course is not unusual in a business program, few offer an alternative centered on the accounting body of knowledge. Undergraduate…

Roles of Metalinguistic Awareness and Academic Extensive Reading in the Development of EFL/ESL Academic Writing Skills

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Grace H. Wang

2013-11-01

Full Text Available This paper argues that the development of academic writing proficiency may require both explicit metalinguistic awareness (MA and extensive reading (ER of academic texts. Specifically, it argues that: (a there may be a connection between explicit MA and the development of writing skills; (b there is a connection between ER and the development of writing skills, but academic ER may be required for development of academic writing skills; (c there may be a connection between explicit MA and the development of reading skills, which may be exploited for the development of academic ER skills, which in turn supports the development of academic writing skills.

Measuring the Effectiveness of Writing Center Consultations on L2 Writers’ Essay Writing Skills

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Shanthi Tiruchittampalam

2018-02-01

Full Text Available With the international growth of English-medium education, tertiary institutions are increasingly providing academic support services to L2 students, and thus, the number of writing centers working with L2 student writers has also increased. Writing center practices originated in L1 English educational contexts and their appropriateness for L2 English writers requires examination. This study investigated the effect of writing center consultations on the essay writing skills of L1 Arabic foundation level students at an English-medium university in the Gulf region. Analysis was based on quantitative measures of writing ability of two distinct groups of students: an experimental group who participated in tutoring sessions at the university’s writing center and a control group who did not. Findings indicated that students who participated in writing center consultations scored significantly higher in overall essay writing scores, as well as in two aspects of writing: task fulfilment (that is ideas and text organization/coherence. These findings contribute to a limited bank of similar empirical studies on effectiveness of writing center sessions on students’ essay writing ability. They also support the case for the expansion of writing center work beyond the domains of predominantly L1 English academic communities.

Effect of Direct Grammar Instruction on Student Writing Skills

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Robinson, Lisa; Feng, Jay

2016-01-01

Grammar Instruction has an important role to play in helping students to speak and write more effectively. The purpose of this study was to examine the effects of direct grammar instruction on the quality of student's writing skills. The participants in this study included 18 fifth grade students and two fifth grade teachers. Based on the results…

Understanding Writing Problems in Young Children: Contributions of Cognitive Skills to the Development of Written Expression

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Childress, Amy

2011-01-01

While several models of adult writing have been proposed and studied, the development of writing skills in young children has only recently garnered attention. Using measures of fine-motor, language, working memory, and attention/executive functions, the current study explored motor and cognitive skills that may contribute to writing skill in…

Increasing Skills in Writing Literature Study on Research-Based Learning Through Authentical Assessment Lecturing in Innovation Class of Social Science Learning

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Naniek Sulistya Wardani

2017-08-01

Full Text Available The purpose of this study is to determine whether the improvement of literature review skills on research-based learning can be pursued through the authentic assessment of the lectures of the Innovation of Learning IPS of PGSD students. This type of research is a classroom action research, using a spiral model of C. Kemmis and Robin Mc. Taggart. The research procedure uses 2 cycles, each cycle consists of 3 stages namely, 1 action planning 2 implementation of action and observation, 3 reflection. The subjects of the study were all students of PGSD Class 2014 E of the subjects of Innovation of IPS Learning as much as 27 students consisting of 7 male students and 20 female students. Data collection techniques use observation and product assessment. Data analysis technique is a percentage technique that compares literacy review writing skills through authentic assessment in IPS lectures between cycles. The result of the research shows that there is an improvement of writing skill of study lecture study of IPS learning innovation, which is pursued through authentic assessment. This is evident from the improvement of writing skills worthy of achievement from cycle 1 to cycle 2 ie from 62.14% of 27 students increased to 72.60% of all students in cycle 2. Writing skills in research-based learning is a skill to express the idea of the problem , Organizing facts, concepts and principles, use of EYD grammar and grammar. Authentic assessment is an assessment consisting of connection aspects, reflection aspects, and feedback aspects

Helping Preschoolers Prepare for Writing: Developing Fine Motor Skills

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Huffman, J. Michelle; Fortenberry, Callie

2011-01-01

Early childhood is the most intensive period for the development of physical skills. Writing progress depends largely on the development of fine motor skills involving small muscle movements of the hand. Young children need to participate in a variety of developmentally appropriate activities intentionally designed to promote fine motor control.…

Needs Analysis of the English Writing Skill as the Base to Design the Learning Materials

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Tenri Ampa Andi

2018-01-01

Full Text Available This research used a descriptive method. It was aimed at identifying students’ learning needs for the English writing skill as the base for designing the learning materials. Writing skill covered the analysis of the types of paragraph, types of text, the components of writing and paragraph development. The subjects of the research were the fourth semester students that consisted of 330 students. The samples were taken 15 % randomly, so the number of samples was 50 students. The research used a questionnaire as the instrument to get responses from the students about their learning needs. The results showed that the learning needs for the writing skills coped with the types of paragraph development, the types of text, and components of writing skill. The types of paragraph development included the ways by definition (79.7%, classification (67.0%, listing (59.3%, cause effect (47.7%, example (47.3%, and comparison (45.7%. The types of text consisted of description (66.0%, news items (59.7%, narration (58.7%, discussion (56.7%, recount (57.0%, and exposition (50.7%. The components of writing skill contained structure (79.6%, vocabulary (79.4%, content (62.0%, organisation (53.6% and mechanic (34.0%. The implication of the findings would be the base of teaching and learning process, especially in designing the learning materials for the English writing skill.

The Relationship between Quantitative and Qualitative Measures of Writing Skills.

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Howerton, Mary Lou P.; And Others

The relationships of quantitative measures of writing skills to overall writing quality as measured by the E.T.S. Composition Evaluation Scale (CES) were examined. Quantitative measures included indices of language productivity, vocabulary diversity, spelling, and syntactic maturity. Power of specific indices to account for variation in overall…

Supporting the development of postgraduate academic writing skills in South African universities

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Schulze, Salome

2017-06-01

Full Text Available The ability to write according to the conventions and forms of disciplinary academic writing is essential to success at university. Meeting the demands of quality academic writing is a challenge to the increasing number of English Second Language (ESL students worldwide, from undergraduate to postgraduate level, who choose to study and publish in English. In particular, postgraduate students in South African universities struggle with the rigours of dissertation writing. Drawing on Lave and Wenger’s (1991 theory of collaborative learning in a community of practice (CoP, an exploratory, qualitative inquiry was undertaken to examine the support given by six selected South African higher education institutions (HEIs to promote the development of academic writing skills among master’s and doctoral students. Data were gathered from a purposeful sample of 10 expert informants through interviews, email communication, and scrutiny of institutional websites. Findings deal with academic writing skills as the core competence necessary for full participation in the academic CoP; the nature of postgraduate student engagement with core members of the CoP, such as supervisors and language experts; and the availability and efficacy of a range of intra-organisational resources, including informal and formal peer interaction with those who have more expertise in writing, books, manuals, visual representations, and technological tools, to develop academic writing among postgraduate students. Based on the findings, recommendations are made for ways in which institutions can strengthen, enrich, and extend the CoP to support academic writing skills of ESL postgraduate students.

MASTERING EFFECTIVE BUSINESS COMMUNICATION WRITING SKILLS BY FUTURE INTERNATIONAL RELATIONS PROFESSIONALS

OpenAIRE

Vasylyshyna, N. M.

2016-01-01

The article under consideration is related to the problem of mastering writing skills by future international relations professionals. The problem is that for the last ten years its performance has declined in comparison with other foreign сommunication skills at all key stages. In our investigation, the history of teaching-of-writing approaches over the last 50 years was characterised by five phases, some elements of which have been and continue to be concurrent in the best practice. Modern ...

IMPLEMENTING CONCEPT MAPPING TECHNIQUE TO IMPROVE STUDENTS’ DESCRIPTIVE WRITING ABILITY

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Rubiyah Rubiyah Rubiyah

2018-04-01

Full Text Available This Classroom Action Research aimed at investigating the implementation of Concept Mapping Technique to improve students’ descriptive writing ability. The research was conducted in two cycles at SMP Negeri 21 Samarinda, with 37 seventh grade students participating. In this research, there was one teacher- researcher who implemented the technique and there were two collaborators who did the observation. The data were collected both quantitatively and qualitatively by using writing assessment, interview guide, observation sheets and field notes. The findings showed that: 1 there was an improvement in the students’ descriptive writing average scores at the end of the second research cycle; 2 the implementation of the concept mapping technique was done properly by the teacher- researcher; 3 the concept mapping technique delivered through collaborative working improved the participation of the students in the teaching and learning process. Since all the criteria of success in this research were fulfilled by the end of the second cycle, it could be concluded that this classroom action research was successfully implemented and the technique proposed could very well improve the skills being targeted.

ESL Students’ Perceptions of the use of Higher Order Thinking Skills in English Language Writing

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Malini Ganapathy

2014-10-01

Full Text Available The transformation of the education curriculum in the Malaysia Education Development Plan (PPPM 2013-2025 focuses on the Higher Order Thinking (HOT concept which aims to produce knowledgeable students who are critical and creative in their thinking and can compete at the international level. HOT skills encourage students to apply, analyse, evaluate and think creatively in and outside the classroom. The purpose of this exploratory study was to investigate the impact of using HOT skills in a secondary ESL writing classroom. A total of 120 Form Two ESL students from three intact classes participated in this study. The students experienced project and group-based work both independently and collaboratively in groups during their writing lessons. The findings from the focus group interviews revealed the following student perceptions: felt engaged in active learning, experienced learner autonomy, developed their writing, researching and personal skills. The implications of this study suggest that using HOT skills in ESL writing lessons facilitate students’ writing ability and interest and it is recommended that HOT skills be explicitly infused in the teaching and learning of writing activities in ESL classrooms.

Doing Peer Review and Receiving Feedback: Impact on Scientific Literacy and Writing Skills

Science.gov (United States)

Geithner, Christina A.; Pollastro, Alexandria N.

2016-01-01

Doing peer review has been effectively implemented to help students develop critical reading and writing skills; however, its application in Human Physiology programs is limited. The purpose of the present study was to determine the impact of peer review on Human Physiology majors' perceptions of their scientific literacy and writing skills.…

Using Cooperative Learning to Foster the Development of Adolescents’ English Writing Skills

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Paula Andrea Caicedo Triviño

2016-01-01

Full Text Available Seventh grade teachers at a Colombian public school chose cooperative learning as a strategy to improve student’s social performance and as a tool to get learners to enrich their academic level. This article reports on an action research and innovation project focused on the results eight students obtained in their written performance in English classes during three cooperative lessons. This article gathers some existing research on writing skills and cooperative learning and a presentation and analysis about students’ real expectations and thoughts about writing in the English language. The systematization of this teaching experience also sheds lights on further actions to analyze closely students’ texts construction in a cooperative environment.

Technical report writing

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Vidoli, Carol A.

1992-01-01

This manual covers the fundamentals of organizing, writing, and reviewing NASA technical reports. It was written to improve the writing skills of LeRC technical authors and the overall quality of their reports.

Writing a bachelor thesis generates transferable knowledge and skills useable in nursing practice.

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Lundgren, Solveig M; Robertsson, Barbro

2013-11-01

Generic skills or transferable skills have been discussed in terms of whether or not skills learned in one context can be transferred into another context. The current study was aimed to explore nurses' self-perceptions of the knowledge and skills they had obtained while writing a Bachelor's thesis in nursing education, their experience of the extent of transfer and utilization in their current work. Responding nurses (N=42) had all worked from 1 to 1.5 years after their final examination and had completed a questionnaire that was structured with open-ended questions. Only five nurses reported that they were unable to use any of the knowledge and skills they had obtained from writing a thesis. A majority of the nurses (37/42) could give many examples of the practical application of the skills and knowledge they had obtained. Our findings indicate that writing a thesis as part of an undergraduate degree program plays a major role in the acquisition and development of knowledge and skills which can subsequently be transferred into and utilized in nursing practice. Copyright © 2012 Elsevier Ltd. All rights reserved.

Developing Writing Skill of Language Students by Applying Innovative Teaching Strategy Model Based on Social and Local Wisdom Contexts

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Syarifuddin Achmad

2017-12-01

Full Text Available The aim of this study is to build up students’ writing skills through Innovation Teaching Strategy Model (ITSM. This study was conducted in Letters and Culture Faculty of Universitas Negeri Gorontalo (UNG, with the students of English and Indonesian department as the participants. The current study is based on the social culture and local wisdom context utilizing Information Computer Technology (ICT. This model supports the students to have a high level of thinking and performance in writing skills in English and Indonesian language. This study utilized Research and Development (R &D approach using Focus Group Discussion (FGD and Reflection method with the strategy of one group pre-test and post-test design. This study reaches two target achievements; firstly creating the effective innovation teaching strategy model after statistic examining through one group pre-test and post-test design, and secondly improving the students’ competencies and writing skill through learning and teaching process treatment of writing course as an effect of applying Innovation teaching strategy model application.

Teaching Writing Strategies

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Zaououi,Merbouh

2010-03-01

Full Text Available Developing learners’ writing skills has been of concern for a long time in education. Students studying English in our educational institutions have been found to face problems mainly in writing, making them unable to cope with the institution’s literacy expectations. However, these students may be able to develop writing skills significantly with positive instructional attitudes towards the errors they make and awareness on the teachers’ part of learner problems. That is why they should improve classroom writing instruction to address the serious problem of students writing difficult. Teaching strategies has shown a dramatic effect on the quality of students’ writing. Strategy instruction involves explicitly and systematically teaching steps necessary to use strategies independently. The following table will explain the above ideas.

[Low level auditory skills compared to writing skills in school children attending third and fourth grade: evidence for the rapid auditory processing deficit theory?].

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Ptok, M; Meisen, R

2008-01-01

The rapid auditory processing defi-cit theory holds that impaired reading/writing skills are not caused exclusively by a cognitive deficit specific to representation and processing of speech sounds but arise due to sensory, mainly auditory, deficits. To further explore this theory we compared different measures of auditory low level skills to writing skills in school children. prospective study. School children attending third and fourth grade. just noticeable differences for intensity and frequency (JNDI, JNDF), gap detection (GD) monaural and binaural temporal order judgement (TOJb and TOJm); grade in writing, language and mathematics. correlation analysis. No relevant correlation was found between any auditory low level processing variable and writing skills. These data do not support the rapid auditory processing deficit theory.

Teaching children to write: A meta-analysis of writing intervention research

NARCIS (Netherlands)

Koster, M.; Tribushinina, E.; de Jong, P.F.; van den Bergh, H.

2015-01-01

It has been established that in the Netherlands, as in other countries, a majority of students do not attain the desired level of writing skills at the end of elementary school. Time devoted to writing is limited, and only a minority of schools succeed in effectively teaching writing. An improvement

Teaching Children to Write : A Meta-Analysis of Writing Intervention Research

NARCIS (Netherlands)

Koster, M.P.; Tribushinina, E.|info:eu-repo/dai/nl/31511780X; De Jong, Peter; van den Bergh, H.H.|info:eu-repo/dai/nl/074044400

2015-01-01

It has been established that in the Netherlands, as in other countries, a majority of students do not attain the desired level of writing skills at the end of elementary school. Time devoted to writing is limited, and only a minority of schools succeed in effectively teaching writing. An improvement

Parental Writing Support and Preschoolers' Early Literacy, Language, and Fine Motor Skills

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Bindman, Samantha W.; Skibbe, Lori E.; Hindman, Annemarie H.; Aram, Dorit; Morrison, Frederick J.

2014-01-01

The current study examines the nature and variability of parents' aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed. Results revealed that parents provided variable, but generally low–level, support for children's approximation of sound-symbol correspondence in their writing (i.e., graphophonemic support), as well as for their production of letter forms (i.e., print support). Parents frequently accepted errors rather than asking for corrections (i.e., demand for precision). Further analysis of the parent-child dyads (n = 103) who wrote the child's name on the invitation showed that parents provided higher graphophonemic, but not print, support when writing the child's name than other words. Overall parental graphophonemic support was positively linked to children's decoding and fine motor skills, whereas print support and demand for precision were not related to any of the child outcomes. In sum, this study indicates that while parental support for preschoolers' writing may be minimal, it is uniquely linked to key literacy-related outcomes in preschool. PMID:25284957

Individual differences in children's working memory and writing skill.

Science.gov (United States)

Swanson, H L; Berninger, V W

1996-11-01

The purpose of this research is to address (a) whether individual differences in working memory (WM) and writing are related to a general or process-specific system, (b) whether WM tasks operate independently of phonological short-term memory (STM) on measures of writing and reading, and (c) whether working memory predicts variance in writing beyond that predicted by reading alone. The present study correlated several WM and phonological STM measures with writing and reading measures. The study showed among the memory measures that a four-factor model reflecting phonological STM, verbal WM span, executive processing, and visual-spatial WM span best fit the multivariate data set. Working memory was correlated significantly with a number of writing measures, particularly those related to text generation. WM measures contributed unique variance to writing that was independent of reading skill, and STM measures best predicted transcription processes and reading recognition, whereas WM measures best predicted text generation and reading comprehension. Both verbal and visual-spatial working memory measures predicted reading comprehension, whereas only WM measures that reflect executive processing significantly predicted writing. In general, the results suggest that individual differences in children's writing reflect a specific capacity system, whereas reading comprehension draws upon a multiple capacity system.

ESL intermediate/advanced writing

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Munoz Page, Mary Ellen; Jaskiewicz, Mary

2011-01-01

Master ESL (English as a Second Language) Writing with the study guide designed for non-native speakers of English. Skill-building lessons relevant to today's topics help ESL students write complete sentences, paragraphs, and even multi-paragraph essays. It's perfect for classroom use or self-guided writing preparation.DETAILS- Intermediate drills for improving skills with parallel structure, mood, correct shifting errors & dangling participles- Advanced essay drills focusing on narrative, descriptive, process, reaction, comparison and contrast- Superb preparation for students taking the TOEFL

A Study of the Relationship between Persian and English Writing Skills among Adult EFL Learners in Iran

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Azim Javadi-Safa

2013-03-01

Full Text Available This research aims at investigating the relationship between writing skill and sub-skills of first language (Persian and foreign language (English. Therefore, 50 upper-intermediate EFL learners in Iran who were majoring in the English language were asked to write on two different topics in Persian and English. Then, the compositions were evaluated based on ESL Composition Profile. Subsequently, using Pearson product-moment correlation, the correlation between the compositions overall scores in L1 and L2, as well as the correlations between each of five major components of writing, including content, organization, vocabulary, language use, and mechanics in the two languages were examined. The results displayed large correlations between the compositions overall scores as well as between the four writing sub-skills in L1 and L2. The highest correlations were observed between writing sub-skills of vocabulary, mechanics, language use, and content respectively. These findings entail some pedagogical implications for effective language learning in both L1 and L2, utilizing the enhancing effect of cross-linguistic transfer of writing.

Writing Plays Using Creative Problem-Solving.

Science.gov (United States)

Raiser, Lynne; Hinson, Shirley

1995-01-01

This article describes a project which involved inner city elementary grade children with disabilities in writing and performing their own plays. A four-step playwriting process focuses on theme and character development, problem finding, and writing dialogue. The project has led to improved reading skills, attention, memory skills,…

Technical Writing in Hydrogeology.

Science.gov (United States)

Tinker, John R., Jr.

1986-01-01

A project for Writing Across the Curriculum at the University of Wisconsin-Eau Claire is described as a method to relate the process of writing to the process of learning hydrology. The project focuses on an actual groundwater contamination case and is designed to improve the technical writing skills of students. (JN)

Improving Students' Achievement in Writing Descriptive Text by Using Movie Posters

OpenAIRE

Saleha, Ayu -; -, Sumarsih -

2014-01-01

This study concerns on Improving Students' Achievement in Writing Descriptive Text by Using Movie Posters. The underlying objective of this study is to investigate whether teaching descriptive by using movie posters potentially improves students' skill. The research was conducted by using Classroom Action Research (CAR). The subject of the research was class X of SMA SWASTA UTAMA MEDAN. The number of the students was 28. The procedure of the research was administrated into two cycles which ea...

Enhancing Writing through Strengthened Executive Function

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Russell Jay Hendel

2014-10-01

Full Text Available We explore aspects of essay writing requiring high-level organizational capacity and executive function. The literature supports the approach that specific and focused writing-skill mastery leads to reduced anxiety and increased self-efficacy which correlates with improved writing skills. Although essay writing is a complex multi-dimensional task, two particular strategies, tree-diagram and reference methods, specifically address the organizational skills characteristic of executive function. The tree and reference methods presented in this paper address the flow of information, not content, and consequently, the methods presented in this paper apply to mathematics and English as well as to K-12 and college level.

WRITING SKILLS ENHANCEMENT THROUGH SATAY WORD GAME (PENINGKATAN KETERAMPILAN MENULIS MELALUI PERMAINAN SATE KATA

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Nani Ratnawati

2017-02-01

Full Text Available Abstract. First grade students of SDN Rancamulya Sumedang showed a lack of interest in writing through the copying technique so that the ability of the students has not reached the ex-pected level. This is because the students do not have the correct concept about writing activities with copying techniques. The research aims to examine the application of satay word game tech-nique to improve students’ writing skills. The method used was classroom action research. The instruments used were guidelines for observation, interview, test, and field notes. Based on the results obtained from the first cycle and the second cycle, the implementation of word satay game improved students' writing skills. The results also suggest that teachers should increase the quality of teaching particularly in the mastery of the material, self-discipline, interest and motivation, as well as the use of active and creative teaching in the learning process Abstrak. Penelitian dilatarbelakangi adanya kenyataan yang menunjukkan kurangnya minat siswa kelas I SDN Rancamulya Kec. Sumedang Utara, Kab. Sumedang dalam menulis melaui teknik mencontoh sehingga kemampuan siswa belum mencapai tingkat yang diharapkan. Kenyataan tersebut dikarenakan siswa kurang memiliki konsep yang benar mengenai kegiatan menulis dengan teknik mencontoh. Penelitian bertujuan menguji aplikasi teknik permainan sate kata untuk meningkatkan keterampilan menulis. Metode penelitian yang digunakan penelitian tindakan kelas. Instrumen yang digunakan yaitu pedoman observasi, pedoman wawancara, tes hasil belajar, dan catatan lapangan. Berdasarkan hasil yang diperoleh dari siklus I hingga siklus II terlihat perubahan yang positif dari pelaksanaan tindakan dan terbukti permainan sate kata dapat meningkatkan keterampilan menulis pada siswa kelas I SD Rancamulya Sumedang. Guru selayaknya harus meningkatkan kualitas pembelajaran menulis khususnya penguasaan materi, disiplin diri, minat dan motivasi yang tinggi

THINK-PAIR-SHARE: A TECNIQUE TO ENHANCE STUDENTS’ WRITING SKILL

OpenAIRE

Okta Ika Rahmawati

2017-01-01

Abstract: Think – Pair Share: A Tecnique to Enhance Students’ Writing Skill. This article refers to a classroom action research on teaching writing by implementing Think-Pair-Share at High School in Bojonegoro. Think-Pair-Share Technique is a kind of cooperative learning technique. This technique encourages students to actively involve in the learning process since they have to discuss with their partner about the material being learned. The subject of the study was the tenth-grade students o...

Beyond the Pencil: Expanding the Occupational Therapists’ Role in Helping Young Children to Develop Writing Skills

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Hope K . Gerde PhD

2014-01-01

Full Text Available Occupational therapists (OTs play an important role in early childhood classrooms as vital members of the educational team, particularly for young children’s writing development. Children’s emergent writing is a foundational literacy skill, which begins to develop well before they enter elementary school. However, early childhood classrooms are lacking in supports for early writing development. OTs are experts in guiding the development of early writing skills in young children and, therefore, should be considered as critical members of the early literacy curriculum team. This paper identifies the critical role emergent writing plays in early childhood literacy development and how to effectively assess young children’s writing ability. Practical guidance is provided to identify specific ways that OTs can merge their occupation-centered approach with their expertise in writing to serve as a key resource for classroom teachers and enhance the writing development of all children. Specific strategies are included for encouraging OTs to expand their approaches to writing beyond handwriting.

Critical Evaluation as an Aid to Improved Report Writing: A Case Study

Science.gov (United States)

Walker, Mirabelle; Williams, Judith

2014-01-01

Report writing is an important employability skill for Engineers and Technologists, and this case study describes how a Technology degree module took a novel approach to developing students' report writing skills. Students learned how to use a criterion-referenced critical evaluation framework for reports and other technological documents. They…

Impact of Web Based Learning on EFL: Using On-Line Discussion Forum (ODF) to Enhance Students' Writing Skill

Science.gov (United States)

Akmal

2017-01-01

Web based learning is considered as a breakthrough in the teaching of writing skill to the pre-service teachers at University of PGRI Semarang, Indonesia. The students should write argumentative, persuasive, and descriptive essays. This research offers significant contribution in term of the impact of web based learning on writing skill of English…

Do writing and storytelling skill influence assessment of reflective ability in medical students' written reflections?

Science.gov (United States)

Aronson, Louise; Niehaus, Brian; DeVries, Charlie D; Siegel, Jennifer R; O'Sullivan, Patricia S

2010-10-01

Increasingly, students are asked to write reflections as part of their medical education, but some question the influence of other factors on the evaluation of these reflections. In this pilot study, the investigators determined whether scores from a validated rubric to measure reflective ability were affected by irrelevant variance resulting from writing or storytelling ability. Students in clerkships wrote reflections on professionalism. All were given identical prompts, with half receiving additional structured guidelines on reflection. Sixty reflections, 30 from each group, were randomly chosen and scored for reflection, writing, and storytelling by trained raters using validated rubrics. There was no correlation between reflection and either writing (r = 0.049, P = .35) or storytelling (r = 0.14, P = .13). The guidelines increased reflection, but not writing or storytelling scores. Reflection is a distinct construct unaffected by learners' writing or storytelling skills. These findings support reflective ability as a distinct skill.

Relations between Early Reading and Writing Skills among Spanish-Speaking Language Minority Children

Science.gov (United States)

Goodrich, J. Marc; Farrington, Amber L.; Lonigan, Christopher J.

2016-01-01

Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children's Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language)…

Information Literacy Skills Are Positively Correlated with Writing Grade and Overall Course Performance

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Rachel Elizabeth Scott

2017-06-01

Full Text Available A Review of: Shao, X., & Purpur, G. (2016. Effects of information literacy skills on student writing and course performance. The Journal of Academic Librarianship, 42(6, 670-678. http://dx.doi.org/10.1016/j.acalib.2016.08.006 Abstract Objective – To measure the correlation of tested information literacy skills with individual writing scores and overall course grade. Design – Online, multiple-choice survey. Setting – Public research university in North Carolina, United States of America. Subjects – Freshmen students enrolled in either first-year seminar (UCO1200 or basic English writing course (ENG1000. Methods – A 25-question, forced-choice test was piloted with 30 students and measured for internal consistency using Cronbach’s Alphas. The survey instrument was slightly revised before being administered online via SelectSurvey, to 398 students in 19 different sections of either UCO1200 or ENG1000, during class sessions. The test measured students’ information literacy skills in four areas: research strategies, resource types, scholarly vs. popular, and evaluating websites. The preliminary questions asked for each student’s name, major (by category, number of library instruction sessions attended, and the names of library services utilized. The students’ information literacy scores were compared to their writing scores and overall course grades, both of which were obtained from course instructors. The information literacy scores were also analyzed for correlation to the number of library instruction sessions attended or the types of library services utilized. Main Results – Information literacy skills positively correlated with writing scores (n=344, r=-.153, p=0.004 and final course grades (n=345, r=0.112, p=0.037. Pearson’s Correlation Coefficients results demonstrated relationships between writing scores and the information literacy test section “Scholarly versus Popular Sources” (n=344, r=0.145, p=0.007, and final

Want to Improve Undergraduate Thesis Writing? Engage Students and Their Faculty Readers in Scientific Peer Review

Science.gov (United States)

Reynolds, Julie A.; Thompson, Robert J.

2011-01-01

One of the best opportunities that undergraduates have to learn to write like a scientist is to write a thesis after participating in faculty-mentored undergraduate research. But developing writing skills doesn't happen automatically, and there are significant challenges associated with offering writing courses and with individualized mentoring. We present a hybrid model in which students have the structural support of a course plus the personalized benefits of working one-on-one with faculty. To optimize these one-on-one interactions, the course uses BioTAP, the Biology Thesis Assessment Protocol, to structure engagement in scientific peer review. By assessing theses written by students who took this course and comparable students who did not, we found that our approach not only improved student writing but also helped faculty members across the department—not only those teaching the course—to work more effectively and efficiently with student writers. Students who enrolled in this course were more likely to earn highest honors than students who only worked one-on-one with faculty. Further, students in the course scored significantly better on all higher-order writing and critical-thinking skills assessed. PMID:21633069

Evaluating undergraduate nursing students' self-efficacy and competence in writing: Effects of a writing intensive intervention.

Science.gov (United States)

Miller, Louise C; Russell, Cynthia L; Cheng, An-Lin; Skarbek, Anita J

2015-05-01

While professional nurses are expected to communicate clearly, these skills are often not explicitly taught in undergraduate nursing education. In this research study, writing self-efficacy and writing competency were evaluated in 52 nontraditional undergraduate baccalaureate completion students in two distance-mediated 16-week capstone courses. The intervention group (n = 44) experienced various genres and modalities of written assignments set in the context of evidence-based nursing practice; the comparison group (n = 8) received usual writing undergraduate curriculum instruction. Self-efficacy, measured by the Post Secondary Writerly Self-Efficacy Scale, indicated significant improvements for all self-efficacy items (all p's = 0.00). Writing competency, assessed in the intervention group using a primary trait scoring rubric (6 + 1 Trait Writing Model(®) of Instruction and Assessment), found significant differences in competency improvement on five of seven items. This pilot study demonstrated writing skills can improve in nontraditional undergraduate students with guided instruction. Further investigation with larger, culturally diverse samples is indicated to validate these results. Copyright © 2014 Elsevier Ltd. All rights reserved.

TRAVEL WRITING: AN APPLICATION OF WRITING WORKSHOP TO ENHANCE STUDENTS’S CREATIVE WRITING

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Prayudias Margawati

2014-10-01

Full Text Available Writing is often assumed as uneasy skill to either learn or teach. For students, they find it difficult to develop ideas in writing. On the other hand, teachers, many of them, only ready with the materials but confuse with the appropriate ways to teach. This paper intends to describe and discuss a method of teaching writing namely writing workshop to improve students’ writing skill through travel writing. Writing workshop proposed by Calkins that consists of mini lesson, work time, peer conferring and/or response groups, share sessions, and publication celebration is applied in writing class for methodological purposes. In mini lesson, teacher offers something to the class that is meant to introduce a writing strategy done at the beginning of the workshop. During work time point, students start their new piece of writing. Teacher moves among students conferring with them while checking their works. Peer conferences or response groups provide a forum for students to talk about works in progress. When students work in group, one of them could arrange his/ her group needs during the work time. A share session may be varied, one possible way is each group shares their process of writing to other students. At the end of writing class, student writers come together to publish and/ or celebrate their final work. The publication could be in the form of portfolio, students’ diary, blog, or others. Travel writing genre is chosen as it could develop students’ creativity in describing/ narrating their own stories during, let say holiday or things they used to see on the way home weekly or monthly. Furthermore, travel writing as the product of creative writing teaches the readers of values, characteristics, and way of life. Last but not least, a professional writing teacher should set the writing workshop components in variety ways to achieve effective running-class.

Technical writing versus technical writing

Science.gov (United States)

Dillingham, J. W.

1981-01-01

Two terms, two job categories, 'technical writer' and 'technical author' are discussed in terms of industrial and business requirements and standards. A distinction between 'technical writing' and technical 'writing' is made. The term 'technical editor' is also considered. Problems inherent in the design of programs to prepare and train students for these jobs are discussed. A closer alliance between industry and academia is suggested as a means of preparing students with competent technical communication skills (especially writing and editing skills) and good technical skills.

Enhancing Argumentative Writing Skill through Contextual Teaching and Learning

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Hasani, Aceng

2016-01-01

This study aims to describe the influence of contextual learning model and critical thinking ability toward argumentative writing skill on university students. The population of the research was 147 university students, and 52 university students were used as sample with multi stage sampling. The results of the research indicate that; group of…

Incorporating A Structured Writing Process into Existing CLS Curricula.

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Honeycutt, Karen; Latshaw, Sandra

2014-01-01

Good communication and critical thinking are essential skills for all successful professionals, including Clinical Laboratory Science/Medical Laboratory Science (CLS/MLS) practitioners. Professional programs can incorporate writing assignments into their curricula to improve student written communication and critical thinking skills. Clearly defined, scenario-focused writing assignments provide student practice in clearly articulating responses to proposed problems or situations, researching and utilizing informational resources, and applying and synthesizing relevant information. Assessment rubrics, structured feedback, and revision writing methodologies help guide students through the writing process. This article describes how a CLS Program in a public academic medical center, located in the central United States (US) serving five centrally-located US states has incorporated writing intensive assignments into an existing 11-month academic year using formal, informal and reflective writing to improve student written communication and critical thinking skills. Faculty members and employers of graduates assert that incorporating writing intensive requirements have better prepared students for their professional role to effectively communicate and think critically.

Software Writing Skills for Your Research - Lessons Learned from Workshops in the Geosciences

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Hammitzsch, Martin

2016-04-01

Findings presented in scientific papers are based on data and software. Once in a while they come along with data - but not commonly with software. However, the software used to gain findings plays a crucial role in the scientific work. Nevertheless, software is rarely seen publishable. Thus researchers may not reproduce the findings without the software which is in conflict with the principle of reproducibility in sciences. For both, the writing of publishable software and the reproducibility issue, the quality of software is of utmost importance. For many programming scientists the treatment of source code, e.g. with code design, version control, documentation, and testing is associated with additional work that is not covered in the primary research task. This includes the adoption of processes following the software development life cycle. However, the adoption of software engineering rules and best practices has to be recognized and accepted as part of the scientific performance. Most scientists have little incentive to improve code and do not publish code because software engineering habits are rarely practised by researchers or students. Software engineering skills are not passed on to followers as for paper writing skill. Thus it is often felt that the software or code produced is not publishable. The quality of software and its source code has a decisive influence on the quality of research results obtained and their traceability. So establishing best practices from software engineering to serve scientific needs is crucial for the success of scientific software. Even though scientists use existing software and code, i.e., from open source software repositories, only few contribute their code back into the repositories. So writing and opening code for Open Science means that subsequent users are able to run the code, e.g. by the provision of sufficient documentation, sample data sets, tests and comments which in turn can be proven by adequate and qualified

The Effect of Teaching Critical Thinking on Al-Buraimi University College students’ Writing Skills: A Case Study

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Yahia Ashour Mohammed AlKhoudary

2015-11-01

Full Text Available This study explores the role of writing in developing students’ critical thinking. It also sheds light on traditional writing assignments which fail to help students develop their comprehension of course content and evaluate their writing products critically. Moreover, this probe is to discover learners and teachers’ attitude towards the role of critical thinking in promoting the writing skills at AlBuraimi University College (BUC. The result of this study focuses on the effect of integrating critical thinking on learners’ performance. The procedure of this investigation is based on a combination of qualitative, quantitative (1 one hundred students who are taking writing course are selected randomly and divided into two groups; (2 pre- and posttests conducted to both groups; (3 twenty teachers were selected randomly (10 males and 10 females; questionnaires are administered to EFL teachers at BUC. The findings of this study illustrate that students who write critically are mostly motivated and their performance is affected positively. It also reveals that there are significant differences in posttest scores between treatment and controlled group. Moreover, teachers’ response to questionnaire supports the idea of integrating critical thinking in teaching the writing skills at BUC. Thus, is recommended that teachers should use thinking skills to enhance students’ writing performance and creativity.

Improving Scientific Writing in Undergraduate Geosciences Degrees Through Peer Review

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Day, E. A.; Collins, G. S.; Craig, L.

2016-12-01

In the British educational system, students specialise early. Often geoscience undergraduates have not taken a class that requires extended writing since they were sixteen years old. This can make it difficult for students to develop the written skills necessary for a geoscience degree, which often has assessments in the form of essays and reports. To improve both the writing and editing skills of our undergraduates we have introduced a peer review system, in which seniors review the work of first year students. At Imperial College London we set written coursework in every year of the degree. Communication is taught and assessed in many courses. There are two major modules with substantial written components that bookend the undergraduate degree at Imperial; the freshmen all write an assessed essay, while all seniors take 'Science Communication', a course that aims to prepare them for a range of possible careers. In the 2015-16 academic year we linked these courses by introducing a modified form of peer marking and instruction. Seniors had to complete reviews of draft first year essays for credit in Science Communication. These reviews are completed for the department 'journal' and introduce the first and fourth years to the nature of peer review. Seniors learn how to critically, but kindly, evaluate the work of other students, and are also prepared for potentially submitting their senior theses to journals. Reviews were managed by volunteer seniors, who acted as associate editors. They allocated anonymous reviewers and wrote decision letters, which were sent to the freshmen before their final assessed essay submission. Ultimately the fourth year reviews were formally assessed and graded by members of staff, as were the revised and resubmitted first year essays. Feedback for both courses has improved since the introduction of student reviews of essays. The markers of the freshman essay have also commented on the improvement in the standard of the writing and a

Promoting linguistic complexity, greater message length and ease of engagement in email writing in people with aphasia: initial evidence from a study utilizing assistive writing software.

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Thiel, Lindsey; Sage, Karen; Conroy, Paul

2017-01-01

Improving email writing in people with aphasia could enhance their ability to communicate, promote interaction and reduce isolation. Spelling therapies have been effective in improving single-word writing. However, there has been limited evidence on how to achieve changes to everyday writing tasks such as email writing in people with aphasia. One potential area that has been largely unexplored in the literature is the potential use of assistive writing technologies, despite some initial evidence that assistive writing software use can lead to qualitative and quantitative improvements to spontaneous writing. This within-participants case series design study aimed to investigate the effects of using assistive writing software to improve email writing in participants with dysgraphia related to aphasia. Eight participants worked through a hierarchy of writing tasks of increasing complexity within broad topic areas that incorporate the spheres of writing need of the participants: writing for domestic needs, writing for social needs and writing for business/administrative needs. Through completing these tasks, participants had the opportunity to use the various functions of the software, such as predictive writing, word banks and text to speech. Therapy also included training and practice in basic computer and email skills to encourage increased independence. Outcome measures included email skills, keyboard skills, email writing and written picture description tasks, and a perception of disability assessment. Four of the eight participants showed statistically significant improvements to spelling accuracy within emails when using the software. At a group level there was a significant increase in word length with the software; while four participants showed noteworthy changes to the range of word classes used. Enhanced independence in email use and improvements in participants' perceptions of their writing skills were also noted. This study provided some initial evidence

Mentored residential writing retreats: a leadership strategy to develop skills and generate outcomes in writing for publication.

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Jackson, Debra

2009-01-01

There is an increasing expectation that academic and clinical nurses will contribute to disciplinary and professional discourses through scholarly writing. However, the difficulties and challenges associated with writing for publication mean that many papers will never be written. This current paper describes an innovative approach developed to support skill development and outcomes in writing for publication. Intensive residential writing retreats informed by the principles of servant leadership and incorporating strategies such as mentoring and peer learning were conducted in 2005 and 2007. Positive outcomes and benefits included publications submitted to peer-reviewed journals, as well as positive effects on collegial relationships, and team building. Novice writers benefited from intensive and sustained support and coaching by experienced writers. Organisational benefits included increased participation by staff and research higher degree students in publication activities, enhanced collegial relationships and opportunities for senior established writers to work with inexperienced writers.

How to write reports and proposals

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Forsyth, Patrick

2016-01-01

How to Write Reports and Proposals is essential reading for achieving effective writing techniques. Getting a message across on paper and presenting a proposal in a clear and persuasive form are vital skills for anyone in business. How to Write Reports and Proposals provides practical advice on how to impress, convince and persuade your colleagues or clients. It will help you: improve your writing skills; think constructively before writing; create a good report; produce persuasive proposals; use clear and distinctive language; present numbers, graphs and charts effectively. Full of checklists, exercises and real life examples, this new edition also contains content on how to write succinctly and with impact across different mediums. How to Write Reports and Proposals will help you to put over a good case with style.

Improving Student Writing: Methods You Can Use in Science and Engineering Classrooms

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Hitt, S. J.; Bright, K.

2013-12-01

Many educators in the fields of science and engineering assure their students that writing is an important and necessary part of their work. According to David Lindsay, in Scientific Writing=Thinking in Words, 99% of scientists agree that writing is an integral part of their jobs. However, only 5% of those same scientists have ever had formal instruction in scientific writing, and those who are also educators may then feel unconfident in teaching this skill to their students (2). Additionally, making time for writing instruction in courses that are already full of technical content can cause it to be hastily and/or peremptorily included. These situations may be some of the contributing factors to the prevailing attitude of frustration that pervades the conversation about writing in science and engineering classrooms. This presentation provides a summary of past, present, and ongoing Writing Center research on effective writing tutoring in order to give science and engineering educators integrated approaches for working with student writers in their disciplines. From creating assignments, providing instruction, guiding revisions, facilitating peer review, and using assessments, we offer a comprehensive approach to getting your students motivated to improve their writing. Our new research study focuses on developing student writing resources and support in science and engineering institutions, with the goal of utilizing cross-disciplinary knowledge that can be used by the various constituencies responsible for improving the effectiveness of writing among student engineers and scientists. We will will draw upon recent findings in the study of the rhetoric and compositional pedagogy and apply them to the specific needs of the science and engineering classroom. The fields of communication, journalism, social sciences, rhetoric, technical writing, and philosophy of science have begun to integrate these findings into classroom practice, and we will show how these can also

Potential of Mobile Learning in Teaching of ESL Academic Writing

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Zaki, Arlina Ahmad; Yunus, Melor Md

2015-01-01

The potentials of mobile learning in teaching academic writing skills for ESL students are explored in this paper. Although there have been studies on MALL to improve writing skills, academic writing was never really touched. Few aspects are covered like the changes in educational technology, defining MALL, identifying issues in academic writing…

Exploring evidence of higher order thinking skills in the writing of first year undergraduates

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Lynette Faragher

2014-08-01

Full Text Available Research indicates that concern is often expressed about the language and discourse skills new students bring with them when they first enrol at university, which leads to assumptions being made about their academic abilities. In this paper, an argument is developed through detailed analysis of student writing, that many new first year students have nascent Higher Order Thinking Skills and the potential to be successful in their studies. The work of Robert Marzano and his associates (Marzano, 2001; Marzano & Kendall, 2007, 2008 is applied to student writing.

Barriers to acquiring English reading and writing skills by Zulu ...

African Journals Online (AJOL)

This article reflects on an investigation into the barriers that hinder Zulu-speaking. English second language (L2) learners in the Foundation Phase from acquiring reading and writing skills. These barriers are categorised as contextual, language, school and intrinsic learner factors. A questionnaire based on these categories ...

Investigating the Practices of Assessment Methods in Amharic Language Writing Skill Context: The Case of Selected Higher Education in Ethiopia

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Tesfay, Hailay

2017-01-01

This study aims to investigate Ethiopian higher education Amharic language writing skills instructors' practices of Assessment Methods in writing skill context. It was also intended to look for their viewpoints about the practicality of implementing Assessment Methods in Amharic writing courses. In order to achieve the goals of this study,…

Effects of Note-Taking and Extended Writing on Expository Text Comprehension: Who Benefits?

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Hebert, Michael; Graham, Steve; Rigby-Wills, Hope; Ganson, Katie

2014-01-01

Writing may be an especially useful tool for improving the reading comprehension of lower performing readers and students with disabilities. However, it is reasonable to expect that students with poor writing skills in particular, may actually be less adept at using writing to improve their reading skills, and may not be able to do so without…

The value of writing skills as an addition to the medical school curriculum

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Malik B

2017-07-01

Full Text Available Bassit Malik  School of Medicine, Imperial College London, London, UK The Medical Schools Council statement lists the ability to communicate throughreading, writing, listening, and speaking as four skills all medical students shouldpossess as future doctors.1 First and foremost, writing in a legible manner is imperative for good clinicalpractice and poor prescribing and documenting can have harmful consequences forthe patient.1 The ability to write effectively is also an important medium in conveyingcomplex scientific concepts and critical clinical information. 

Trait Based Assessment on Teaching Writing Skill for EFL Learners

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Asrobi, Maman; Prasetyaningrum, Ari

2017-01-01

This study was conducted in order to investigate the effectiveness of trait based assessment on teaching writing skill for EFL learners. Designed as pre-experimental study with one group pretest and posttest design, it examined 20 students of the second semester of English Department of "Hamzanwadi University" in the academic year…

Argument-Driven Inquiry: Using the Laboratory to Improve Undergraduates' Science Writing Skills through Meaningful Science Writing, Peer-Review, and Revision

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Walker, Joi Phelps; Sampson, Victor

2013-01-01

This paper presents preliminary evidence supporting the use of peer review in undergraduate science as a means to improve student writing and to alleviate barriers, such as lost class time, by incorporation of the peer-review process into the laboratory component of the course. The study was conducted in a single section of an undergraduate…

Teaching Children to Write: A Meta-analysis of Writing Intervention Research

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Monica Koster

2015-10-01

Full Text Available It has been established that in the Netherlands, as in other countries, a majority of students do not attain the desired level of writing skills at the end of elementary school. Time devoted to writing is limited, and only a minority of schools succeed in effectively teaching writing. An improvement in the way writing is taught in elementary school is clearly required. In order to identify effective instructional practices we conducted a meta-analysis of writing intervention studies aimed at grade 4 to 6 in a regular school setting. Average effect sizes were calculated for ten intervention categories: strategy instruction, text structure instruction, pre-writing activities, peer assistance, grammar instruction, feedback, evaluation, process approach, goal setting, and revision. Five of these categories yielded statistically significant results. Pairwise comparison of these categories revealed that goal setting (ES = 2.03 is the most effective intervention to improve students’ writing performance, followed by strategy instruction (ES = .96, text structure instruction (ES = .76, peer assistance (ES = .59, and feedback (ES = .88 respectively. Further research is needed to examine how these interventions can be implemented effectively in classrooms to improve elementary students’ writing performance.

Measuring Student Self-Perceptions of Writing Skills in Programs of Journalism and Mass Communication

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Lingwall, Andrew; Kuehn, Scott

2013-01-01

This study explored student self-perceptions of writing skills in journalism and mass communication programs at thirteen public state universities in the mid-Atlantic region. Factor analysis revealed seven sets of perceptions among 860 students. A Media Writing Self-Perception Scale was constructed and found to be reliable. The authors propose…

IMPROVING STUDENTS’ WRITING ABILITY THROUGH STORYBOARD

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Miftahul Janah

2017-02-01

Full Text Available This study is a classroom action research which intended to improve students’ writing ability through Storyboard. The participants were the fourth semester students of English Department of STKIP Muhammadiyah Pringsewu in academic year 2014/ 2015. The instruments used in collecting data were observation, questionnaire, and documents.  Observation is used to know what is really happening in the class and the condition when the class activity is taking place. Questionnaire is used to know the students’ perception towards Storyboard in improving their writing ability, and documents is used to get students’ written texts. Then, 1 assembling the data, 2 coding the data, 3 comparing the data, 4 building meanings and interpretations, and 5 reporting the outcomes, are the steps in analyzing the data. Having analyzed the data, it was found that there was improvement of the students’ activeness in writing activity and in writing ability.

GUIDED USE OF WRITING PROMPTS TO IMPROVE ACADEMIC WRITING IN COLLEGE STUDENTS

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Lina Marcela Trigos Carrillo

2011-12-01

Full Text Available The paper presents empirical data supporting the hypothesis that the systematic and guided use of academic writing prompts is a successful instructional strategy to improve the academic writing in Spanish of college students, mainly during their first semesters. A combined methodology, with pre- and post-tests, was used in this research project conducted from July 2009 to June 2010. The participants were freshmen students of different disciplines of the Human Sciences in a private university in Bogota, Colombia. The aim of this research project was twofold. First, it sought to identify the difficulties students faced in the writing process of academic texts when they are related to real communicative contexts. Second, it involved the design and application of the guided and systematic use of writing prompts for academic writing in a sequence called "The Cognitive Pedagogical Model of Writing for Higher Education". The results show empirical evidence supporting the use of writing prompts designed with specific academic purposes to improve the academic writing level of college students in their first stages of study. However, further research is needed to consolidate the results presented here.

THE USE OF RESEARCH PAPER WRITING INSTRUCTIONAL MATERIALSTO IMPROVE STUDENTS‟ACADEMIC WRITING: A CLASSROOM ACTION RESEARCH

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M. Ali Ghufron

2017-04-01

Full Text Available Most of students in English Education Department of IKIP PGRI Bojonegoro frequently consider that academic writing, in term of writing scientific paper, is not easy task to do. The result of their academic writing performance at preliminary research indicated that they achieved low scores in writing a scientific article. Consequently, they are not motivated in academic writing. For this case, I used Research Paper Writing Instructional Materials as sources in teaching and learning. This research investigatedwhether the use of Research Paper Writing Instructional Materials can improve students‘ academic writing andhow class situation is when Research Paper Writing Instructional Materials are used as a source of teaching and learning process. This is a Classroom Action Research (CAR which is conducted at the fourth semester students of English Education Department of IKIP PGRI Bojonegoro in the academic year of 2014/2015. This research was done in two cycles. Each cycle consisted of four steps: Planning, Acting, Observing, and Reflecting. The qualitative data were collected through observation and interview. The quantitative data were collected through test. The research findings revealed that the use of Research Paper Writing Instructional Materialscan improve students‘ academic writing and improve students‘ motivation in academic writing class.Derived from the findings, it can be concluded that the use of Research Paper Writing Instructional Materialscan improve students‘ academic writing and class situation. Therefore, it is recommended for the lecturers to use Research Paper Writing Instructional Materialsas it can improve students‘ academic writing as well as class situation.

Is it differences in language skills and working memory that account for girls being better at writing than boys?

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Lorna Bourke

2012-03-01

Full Text Available Girls are more likely to outperform boys in the development of writing skills. This study considered gender differences in language and working memory skills as a possible explanation for the differential rates of progress. Sixty-seven children (31 males and 36 females (M age 57.30 months participated. Qualitative differences in writing progress were examined using a writing assessment scale from the Early Years Foundation Stage Profile (EYFSP. Quantitative measures of writing: number of words, diversity of words, number of phrases/sentences and grammatical complexity of the phrases/sentences were also analysed. The children were also assessed on tasks measuring their language production and comprehension skills and the visuo-spatial, phonological, and central executive components of working memory. The results indicated that the boys were more likely to perform significantly less well than the girls on all measures of writing except the grammatical complexity of sentences. Initially, no significant differences were found on any of the measures of language ability. Further, no significant differences were found between the genders on the capacity and efficiency of their working memory functioning. However, hierarchical regressions revealed that the individual differences in gender and language ability, more specifically spoken language comprehension, predicted performance on the EYFSP writing scale. This finding accords well with the literature that suggests that language skills can mediate the variance in boys’ and girls’ writing ability.

Improving Understanding in Ordinary Differential Equations through Writing in a Dynamical Environment

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Habre, Samer

2012-01-01

Research on writing in mathematics has shown that students learn more effectively in an environment that promotes this skill and that writing is most beneficial when it is directed at the learning aspect. Writing, however, necessitates proficiency on the part of the students that may not have been developed at earlier learning stages. Research has…

Scaffolding an intervention for essay writing | Conradie | Journal for ...

African Journals Online (AJOL)

This article reports on a series of language activities which were implemented to improve first-year students' writing skills in a South African university. These activities focus on writing skills in literature courses, with specific emphasis on organising and supporting an argument. They were specifically designed on the basis of ...

Evaluation of Candidate Teachers Related to the Weblog Writing Process

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Çelik, Tugba; Demirgünes, Sercan

2016-01-01

Weblogs offer a new writing and reading environment. Most people in the education process may improve their writing skills and achieve new perspectives related to writing via weblogs. In this study the changes that weblog writing process created in undergraduates'/candidate teachers' minds regarding writing are revealed. The weblog writing process…

Extending Students' Practice of Metacognitive Regulation Skills with the Science Writing Heuristic

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van Opstal, Mary T.; Daubenmire, Patrick L.

2015-05-01

Metacognition can be described as an internal conversation that seeks to answer the questions, 'how much do I really know about what I am learning' and, 'how am I monitoring what I am learning?' Metacognitive regulation skills are critical to meaningful learning because they facilitate the abilities to recognize the times when one's current level of understanding is insufficient and to identify the needs for closing the gap in understanding. This research explored how using the Science Writing Heuristic (SWH) as an instructional approach in a laboratory classroom affected students' practice of metacognitive skills while solving open-ended laboratory problems. Within our qualitative research design, results demonstrate that students in the SWH environment, compared to non-SWH students, used metacognitive strategies to a different degree and to a different depth when solving open-ended laboratory problems. As students engaged in higher levels of metacognitive regulation, peer collaboration became a prominent path for supporting the use of metacognitive strategies. Students claimed that the structure of the SWH weekly laboratory experiments improved their ability to solve open-ended lab problems. Results from this study suggest that using instruction that encourages practice of metacognitive strategies can improve students' use of these strategies.

EXTROVERT PERSONALITY AND ITS IMPACT ON STUDENTS’ ARGUMENTATIVE ESSAY WRITING SKILL

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Wida Sopia Marwa

2016-06-01

Full Text Available This research aims at finding the positive correlation between extroversion personality and students’ argumentative essay writing skill. The objective of this research is to know the correlation between extroversion personality and students’ argumentative essay of sophomore English Department students in University of Kuningan. The population in this research was all sophomore English Department students with total 60 students. A convenience purposive sampling was applied to get the sample students. The samples of this research were 12 extrovert students. From the results of statistical tests to test the correlation between two variables, this research used Pearson product moment. As the result of the calculation, it was found that r-observed (0,778 > t-tables (0, 532. Then, based on the hypothesis test with two tail test, the result of hypothesis test obtained t-observed (3, 917 > t-tables (1, 782. Thus, it can be concluded that Ha was accepted and there was a correlation between extroversion personality and students’ argumentative essay writing skill.

Reflective Blogfolios in the Language Classroom: Impact on EFL Tertiary Students’ Argumentative Writing Skills and Ways of Knowing

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Ammar Abdullah Mahmoud Ismial

2016-10-01

Full Text Available The emerging paradigm shift in educational contexts from walled classroom environments to virtual, hybrid, blended, and lately personal learning environments has brought about vast changes in the foreign language classroom practices.  Numerous calls  for experimenting with new instructional treatments to enhance students' language performance in these new learning environments have been voiced by researchers and language educators in different settings. The current study aimed at investigating the impact of using reflective blogfolios in teaching argumentation to EFL tertiary students on their argumentative essay writing skills and ways of knowing. As well, the study investigated the relationship between student's ways of knowing and their argumentative writing capabilities. The participants of the study were fifty one EFL tertiary students in the Emirati context. Two assessment instruments were used, including a ways-of-knowing scale and a rubric for tapping EFL students' argumentative writing skills. Results of the study indicated that using reflective blogfolios in the foreign language classroom brought about significant changes in EFL tertiary students' argumentative writing skills and their ways of knowing. Results of the study also indicated that connected ways of knowing were better predictors of EFL tertiary students' argumentative writing performance than separate ways of knowing. Details of the instructional intervention, the assessment instruments, results of the study, implications for foreign language instruction in virtual learning environments, and suggestions for further research are discussed. Keywords: Reflective blogfolios, argumentative writing skills, ways of knowing

Improving Undergraduates’ Argumentative Group Essay Writing through Self-assessment

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Yong Mei Fung

2015-10-01

Full Text Available When writing an argumentative essay, writers develop and evaluate arguments to embody, initiate, or simulate various kinds of interpersonal and textual interaction for reader consideration (Wu & Allison, 2003. This is quite challenging for English as a second language (ESL learners. To improve the quality of their writing, students need to review their draft throughout the writing process. This study aimed to investigate the effect of self-assessment in group writing and how group work improves students’ writing ability. An intact class comprising 22 first-year undergraduates participated in the study.  Data were collected from pre- and post-treatment writing tests, semi-structured interview and reflection entries. The results revealed that self-assessment has a significant effect on students’ writing performance. Group work also enhanced social and cognitive development of the students. This study provides insights into the use of self-assessment in writing class to develop learner autonomy and improve writing ability. Keywords: Argumentative essay, Self-assessment, Learner autonomy, Group writing, ESL learners

The Effect of Two Types of Corrective Feedback on EFL Learners’ Writing Skill

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Sina Soltanabadi Farshi

2015-02-01

Full Text Available The purpose of this study was to compare the effects of two types of corrective feedback on EFL learners’ writing skill. Thirty five advanced learners in three groups participated in this study. Structures of written texts were taught in all three classes during fourteen sessions of treatment; and each session, a related topic was given and the learners were asked to write about it. In class A, the learners had to deliver their assignments to the teacher in classroom; then the teacher wrote the corrective notes on their papers and gave their papers back the next session. In class B, students had to write their assignments on their electronic instruments, and after that send written tasks via email to the teacher, and he also sent the corrective comments on their errors through email. In class C, as control group, no corrective feedback was given to learners’ errors in their written tasks. Moreover, in class C, learners were free to deliver their writings whether in class or by email. The obtained results showed both methods to be effective since the scores of both experimental groups were significantly higher than the scores of control group, but electronic feedback was more effective and profitable than traditional type; because scores of the learners in group B (Electronic feedback were significantly higher than class C (Traditional feedback. Keywords: writing skill, corrective feedback, electronic feedback, traditional feedback

The Meanings Attributed to Writing Skills in English by Turkish Children: A Concept Map Study

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Erginer, Ergin; Yar, Veda

2013-01-01

One of the four basic language skills of children, writing, is central to expressing themselves and to developing high level thinking capabilities. Competence in writing is a rather complex learning structure in which cognitive and, especially, psycho-motor learning processes are intensively employed and it further needs to be fed by perceptive…

THE EFFECTS OF LEARNING MODELS AND LINGUISTIC INTELLIGENCE ON THE PERSUASIVE WRITING SKILL

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Yusri, Yusri; Emzir, Emzir

2017-01-01

The objective of this study is to know the effects of learning models (problem solving and project based learning) and linguistic intelligence  on the students of persuasive writing skill of the fourth semester students  of English Department, State Polytechnic of Sriwijaya Palembang, in the academic year of 2016-2017. The writer used linguistic intelligence test and persuasive writing test to collect the data. The data was analyzed  statistically by using two-factor ANOVA a...

Writing Skills in Students of Education. (Case: University Pedagogical Experimental Libertador. Mérida, Venezuela

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Gisela Consolación Quintero Chacón

2017-02-01

Full Text Available This paper presents the partial results of a research conducted on the writing skills of students of the Education at the Pedagogical University Experimental Libertador in Venezuela. The overall objective of the research was to identify the characteristics of syntactic, semantic and pragmatic types of texts produced by students. The method used for the interpretation of the data was discourse analysis, which allowed communication processes addressing their structures to describe them textually. The difficulty table was adapted from Rudy Mostacero containing one hundred fifty seven (157 difficulties was reduced to twenty-four (24; distributed as follows: eleven (11 for syntax, eight (8 to semantics and five (5 to the Pragmatic. The results show a high percentage of features in the semantic and pragmatic dimension valued regular and bad. These results will help to design a comprehensive program that will act in favor of innovative proposals for improving the writing process in the training of professionals in Education career.

A workshop series using peer-grading to build drug information, writing, critical-thinking, and constructive feedback skills.

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Davis, Lindsay E

2014-12-15

To utilize a skills-based workshop series to develop pharmacy students' drug information, writing, critical-thinking, and evaluation skills during the final didactic year of training. A workshop series was implemented to focus on written (researched) responses to drug information questions. These workshops used blinded peer-grading to facilitate timely feedback and strengthen assessment skills. Each workshop was aligned to the didactic coursework content to complement and extend learning, while bridging and advancing research, writing, and critical thinking skills. Attainment of knowledge and skills was assessed by rubric-facilitated peer grades, faculty member grading, peer critique, and faculty member-guided discussion of drug information responses. Annual instructor and course evaluations consistently revealed favorable student feedback regarding workshop value. A drug information workshop series using peer-grading as the primary assessment tool was successfully implemented and was well received by pharmacy students.

A Study of Students’ Assessment in Writing Skills of the English Language

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Muhammad Javed

2013-07-01

Full Text Available This paper addresses to evaluate and assess the students’ competency in writing skills at Secondary school level in the English Language focusing five major content areas: word completion, sentence making/syntax, comprehension, tenses/ grammar and handwriting. The target population was the male and female students of grade 10 of urban and rural Secondary schools from public and private sector. Forty (40 Secondary schools of District Bahawalnagar, Pakistan were taken using stratified sampling. A sample consisting of 440 students (11students from each school was randomly selected using a table of random numbers. An achievement test consisting of different items was developed to assess the students’ competency and capability in sub-skills of writing such as word completion, sentence making/syntax, comprehension, tenses/grammar and handwriting. Mean score and standard deviation were used to analyze the students’ proficiency in each sub-skill. The t-test was applied to make the comparison on the bases of gender, density and public and private sector. The overall performance of all the students was better in comprehension as compared to other sub-skills namely word completion, sentence making/syntax, tenses/grammar and handwriting. The analysis, based on t-value, revealed no significant difference between the performance of male and female students and the students of public and private schools, whereas there was a significant difference between the performance of urban and rural students.

INCREASING STUDENTS’ WRITING SKILL TO DEVELOP IDEAS IN DESCRIPTIVE TEXT THROUGH THE USE OF INTERNET-BASED MATERIALS

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Aulia Hanifah Qomar

2017-02-01

Full Text Available The objective of the research are: (1 to identify weather and to what extend the use of internet-based materials increase students’ skill in developing ideas to write descriptive text; and (2 to describe the strengths and the weaknesses of internet-based materials in this research. The Classroom Action Research which was carried out at Muhammadiyah University of Metro for the third semester in the academic year of 2012/2013. In collecting the data, she used interviews, observations, questionnaires, diaries, documents, and tests. The data were analyzed through Constant Comparative Method and descriptive statistics. The research findings showed that internet-based materials can increase students’ writing skill in developing ideas to write descriptive text. The increase in students’ writing skill includes: 1 The number of appropriate paragraphs in describing something is all describing the topic. 2 The number of appropriate sentences in describing something was all representing main idea in the paragraphs. 3 Students had knowledge able substantive, development of thesis topic relevant to assign topic. 4 Students were fluent expression, ideas clearly stated / support, well organized, logical sequencing, cohesive and correct the generic structure of descriptive text such as identification and description. 5 Students were sophisticated range, effective word or diction choice and usage word from mastery, appropriate register. 6 Students have effective complex construction, few errors of agreement, tense number, word order/function, articles, pronoun, and preposition. 7 Students were demonstrated mastery of conventions, few errors spelling, punctuation, capitalization, paragraphing. The final result of the tests showed that their score were increasing in the mean score; from 69 (pre test to 73 (test in cycle 1, 79 (test in cycle 2, and 81 (in cycle 3. It was above the minimum standard of the school (72. Related to the strengths of internet

Using ICT to foster (pre)reading and writing skills in young children

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Voogt, Joke; McKenney, Susan

2008-01-01

This study examines how technology can support the development of emergent reading and writing skills in four- to five-year-old children. The research was conducted with PictoPal, an intervention which features a software package that uses images and text in three main activity areas: reading,

Internal Structure and Development of Keyboard Skills in Spanish-Speaking Primary-School Children With and Without LD in Writing.

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Jiménez, Juan E; Marco, Isaac; Suárez, Natalia; González, Desirée

This study had two purposes: examining the internal structure of the Test Estandarizado para la Evaluación Inicial de la Escritura con Teclado (TEVET; Spanish Keyboarding Writing Test), and analyzing the development of keyboarding skills in Spanish elementary school children with and without learning disabilities (LD) in writing. A group of 1,168 elementary school children carried out the following writing tasks: writing the alphabet in order from memory, allograph selection, word copying, writing dictated words with inconsistent spelling, writing pseudowords from dictation, and independent composition of sentence. For this purpose, exploratory factor analysis for the TEVET was conducted. Principal component analysis with a varimax rotation identified three factors with eigenvalues greater than 1.0. Based on factorial analysis, we analyzed the keyboarding skills across grades in Spanish elementary school children with and without LD (i.e., poor handwriters compared with poor spellers, who in turn were compared with mixed compared with typically achieving writers). The results indicated that poor handwriters did not differ from typically achieving writers in phonological processing, visual-orthographic processing, and sentence production components by keyboarding. The educational implications of the findings are analyzed with regard to acquisition of keyboarding skills in children with and without LD in transcription.

Utilising Social Networking Sites to Improve Writing: A Case Study with Chinese Students in Malaysia

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Vikneswaran, Thulasi; Krish, Pramela

2016-01-01

With the advancement of technology, writing in English is no longer confined to the classroom as nowadays students are exposed to various forms of writing on the Internet. Specifically with Generation Y in mind, online writing is a new method that needs to be implemented to enhance Malaysian students' writing skills. This article aims at…

Learning Through Reflective Writing: A Teaching Strategy. A Review of: Sen, B. A. (2010. Reflective writing: A management skill. Library Management, 31(1/2, 79-93.

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Kristen L. Young

2010-12-01

Full Text Available Objective – To explore student thought on both reflection and reflective writing as a process, and to analyze the writing by the application of clearly defined and identifiable outcomes.Design – Mixed method approach consisting of a qualitative analysis of 116 written reflections from master’s level students as well as a quantitative statistical analysis.Setting –The University of Sheffield masters-level librarianship program’s course INF6005, “Management for LIS.”Subjects – Of the 31 students registered the course during the 2007-2008 academic year, 22 (71%, allowed their reflections to be used for the purposes of research. Of these, 7 students identified themselves as male, and 15 were female. All students included were over 21 years of age and had previous library experience, with varying degrees of management experience in supervisory roles. Not all supervisory experience was gathered within the library domain.Methods –A total of 116 reflective journal entries were submitted by the participating students during the eight month period from October 2008 to May 2009. In order to identify themes, qualitative analysis was applied to the reflective writing responses. Descriptive statistics were also applied to test the hypothesis, illustrate the relationships between reflective writing and outcomes, and locate identifiable outcomes.Main Results – Practising reflection demonstrated benefits for individuals groups both in and outside of the workplace. On the whole, individuals gained the most from reflection and saw it in the most positive light when it was practised as a daily activity. Quantitatively, when students began to master the practice of reflection, they demonstrated an increase in their ability to learn and an overall improvement of self-development and critical thinking skills, and gained a defined awareness of personal mental function. When decision making became easier, students understood they had begun to master

Implementing and Evaluating a Writing Course for Psychology Majors

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Goddard, Perilou

2003-01-01

In this article, I describe Writing in Psychology, a semester-length 3-credit elective course designed to improve students' writing skills, familiarize them with psychology's writing conventions, and teach them American Psychological Association (APA) style. Students produced a case report, a report of an empirical study, a conference abstract,…

THE INFLUENCE OF LANGUAGE COMPETENCE, WRITING COMPETENCE, AND CULTURAL COMPETENCE ON PRODUCING A SUCCESSFUL WRITING

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Hermanto Hermanto

2008-11-01

Full Text Available Writing is a skill derived from a long way of learning and exercises. Different from other language skills, writing is considered the difficult language skill to acquire since it involves many aspects of linguistics, social, and writing knowledge and conventions. There are at least three important elements of writing useful to produce a good piece of composition, language competence, writing competence and cultural competence. This paper shows the influence of these three elements in order to produce good, readable, communicative, and successful writing

Expressive writing in people with traumatic brain injury and learning disability.

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Wheeler, Lisa; Nickerson, Sherry; Long, Kayla; Silver, Rebecca

2014-01-01

There is a dearth of systematic studies of expressive writing disorder (EWD) in persons with Traumatic Brain Injury (TBI). It is unclear if TBI survivors' written expression differs significantly from that experienced by persons with learning disabilities. It is also unclear which cognitive or neuropsychological variables predict problems with expressive writing (EW) or the EWD. This study investigated the EW skill, and the EWD in adults with mild traumatic brain injuries (TBI) relative to those with learning disabilities (LD). It also determined which of several cognitive variables predicted EW and EWD. Principle Component Analysis (PCA) of writing samples from 28 LD participants and 28 TBI survivors revealed four components of expressive writing skills: Reading Ease, Sentence Fluency, Grammar and Spelling, and Paragraph Fluency. There were no significant differences between the LD and TBI groups on any of the expressive writing components. Several neuropsychological variables predicted skills of written expression. The best predictors included measures of spatial perception, verbal IQ, working memory, and visual memory. TBI survivors and persons with LD do not differ markedly in terms of expressive writing skill. Measures of spatial perception, visual memory, verbal intelligence, and working memory predict writing skill in both groups. Several therapeutic interventions are suggested that are specifically designed to improve deficits in expressive writing skills in individuals with TBI and LD.

Peer-editing Practice in the Writing Classroom: Benefits and Drawbacks

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Ann Rosnida Md. Deni

2011-01-01

Full Text Available Small scale studies have shown that peer-editing is beneficial to students as it increases their awareness of the complex process of writing, it improves their knowledge of and skills in writing and helps them become more autonomous in learning. Teachers too may benefit from peer-editing as this practice discloses invaluable information on students’ writing weaknesses and strengths: and teachers’ teaching effectiveness. This is a small scale study conducted on fifteen first-year degree students majoring in Tourism to view the usefulness of peer-editing practice in enhancing their writing skills. Retrospective notes were taken to record students’ receptiveness and reaction towards peer editing practice: students writing samples and peer- editing questionnaires were analyzed to view students’ revisions and comments; and an open— ended questionnaire was distributed to identify students perceptions of peer—editing practice in the writing classroom. Analysis of data gathered revealed that peer-editing practice benefitted both the teacher and most of her students as it exposed important information that could improve her teaching of writing and her students’ writing practices. Data analysis also. however, discloses that peer-editing practice may have adverse effects on students’ motivation and improvement in writing if they are not deployed properly.

The Impact of Computer-Assisted Writing on Improving Writing Scores for Urban Eighth-Grade Students

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Williams-Butler, LaTilya

2016-01-01

The purpose of this study was to investigate the impact standards-based aligned computer-assisted writing instruction had on improving writing scores for eighth-grade students that attend an urban middle school. The researcher wanted to remedy the problem of low writing achievement of eighth-grade students and determine if writing across the…

Drafting and acting on feedback supports student learning when writing essay assignments.

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Freestone, Nicholas

2009-06-01

A diverse student population is a relatively recent feature of the higher education system in the United Kingdom. Consequently, it may be thought that more "traditional" types of assessment based around essay writing skills for science undergraduates may be of decreasing value and relevance to contemporary students. This article describes a study in which the process of feedback on, and associated redrafting of, an essay was closely supervised to improve essay writing skills and subsequent exam performance. The results of this study show that students can significantly improve their learning and academic performance, as assessed by final examination mark, by a process that more closely mimics a "real-world" situation of review and redrafting. Additionally, the data show that students benefit from feedback only when this is used appropriately by the student. The article also discusses the continuing importance and relevance of essay writing skills so that writing, and acting upon feedback to do with that writing, remains an integral part of the process of learning.

MBA Students' Workplace Writing: Implications for Business Writing Pedagogy and Workplace Practice

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Lentz, Paula

2013-01-01

Employers frequently complain about the state of their employees' writing skills. Much of the current research on this subject explores workplace writing skills from the employer's perspective. However, this article examines workplace writing from the employees' perspective. Specifically, it analyzes MBA students' responses to a course assignment…

The Utility of Writing Assignments in Undergraduate Bioscience

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Libarkin, Julie; Ording, Gabriel

2012-01-01

We tested the hypothesis that engagement in a few, brief writing assignments in a nonmajors science course can improve student ability to convey critical thought about science. A sample of three papers written by students (n = 30) was coded for presence and accuracy of elements related to scientific writing. Scores for different aspects of scientific writing were significantly correlated, suggesting that students recognized relationships between components of scientific thought. We found that students' ability to write about science topics and state conclusions based on data improved over the course of three writing assignments, while the abilities to state a hypothesis and draw clear connections between human activities and environmental impacts did not improve. Three writing assignments generated significant change in student ability to write scientifically, although our results suggest that three is an insufficient number to generate complete development of scientific writing skills. PMID:22383616

Microcomputers and the Improvement of Revision Skills.

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Balajthy, Ernest; And Others

1987-01-01

Discusses use of word processing software as an effective tool in writing and revision instruction, and describes the role of the teacher. Examples of exercises that encourage revision and of software designed to teach effective revision skills are reviewed. (MBR)

Writing Editorials.

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Pappas, Marjorie L.

2003-01-01

Presents a thematic unit for middle schools on editorial writing, or persuasive writing, based on the Pathways Model for information skills lessons. Includes assessing other editorials; student research process journals; information literacy and process skills; and two lesson plans that involve library media specialists as well as teachers. (LRW)

Feedback effects on students' writing motivation, process, and performance

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Duijnhouwer, H.

2010-01-01

Many students’ writing capacities remain insufficient during college years (Kellogg & Whiteford, 2009). Teachers try to improve students’ writing skills by providing them with feedback on their texts. Remarkably, research on the effects of feedback provided on written products is scarce (Graham &

Writing Well as an Essential Skill for Professionals in Parks, Recreation, and Tourism: Why Do We Need It and How Do We Do It?

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Wells, Mary Sarah; Piatt, Jennifer A.; Paisley, Karen P.

2012-01-01

Although writing is an important skill for all professionals, many students in parks, recreation, and tourism do not see the relevance of learning and applying the skills of writing well in parks, recreation, and tourism courses. This article outlines the reasons good writing is beneficial for students and provides concrete guidelines for how they…

Exploring Students' Reflective Writing on Facebook

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Annamalai, Nagaletchimee; Jaganathan, Paramaswari

2017-01-01

According to our experience, facilitating online reflective writing via Facebook motivates students to improve their writing skills and reflective thinking. Six students and a teacher from an urban school in the northern region of Malaysia were involved in this study. The qualitative data in the form of online archives were categorized as…

The 'Build-Up' Approach to Academic Writing Skills Development: The Case for a Discipline-Driven Collaborative Design

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O'Brien, Orna; Dowling-Hetherington, Linda

2013-01-01

This paper discusses the design and delivery of support for academic writing skills development. The paper also presents a case study of such support on an undergraduate, part-time degree programme at University College Dublin (UCD). Elton (2010) suggests that the approach to academic writing is discipline dependent and that neither specialists in academic writing nor practising academics in a discipline can separately provide students with the necessary support to develop the ability to writ...

Promoting Picture Word Inductive Model (PWIM to Develop Students’ Writing Skill

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Fitri Novia

2015-04-01

Full Text Available Abstract: The objective of this study was to find out whether or not there was significant difference between students who were taught using picture word inductive model (PWIM and that of those who were not. The experimental method was used to conduct the study. The population of this study was the eighth grade students in SMP N 1 Sirah Pulau Padang.  Out of this pouplation, 68 students were taken as a sample and were divided  equally into two groups by using purposive sampling method. Therefore, class VIII 1 was the experimental group whereas VIII 3 as the control group, each of them consists of 34 students. The data were collected by asking students to write descriptive paragraph. To find out the validity, content validity was used. Inter-rater reliability was used to find out the reliability. T-test was used to analyze the data. Based on the result, the value of t-obtained was 3.155, at the significant level p<0.05 in two tailed testing with do = 66, the critical value of t-table = 1.9966. Since the value of t-obtained was higher than t-table, the Null Hypotheses (Ho was rejected and Alternative Analysis (Ha was accepted. It meant that there was significant difference between students who were taught using picture word inductive model (PWIM and that of those who were not. In conclusion, PWIM could help students to develop writing skill.   Key Word: Writing skill, Picture Word Inductive Model (PWIM.

Using a Collaborative Critiquing Technique to Develop Chemistry Students' Technical Writing Skills

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Carr, Jeremy M.

2013-01-01

The technique, termed "collaborative critiquing", was developed to teach fundamental technical writing skills to analytical chemistry students for the preparation of laboratory reports. This exercise, which can be completed prior to peer-review activities, is novel, highly interactive, and allows students to take responsibility for their…

Models for Delivering Written Business Communication Skills: Improving the Process

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Penrod, Catherine B.; Tucker, Mary; Hartman, Katherine B.

2017-01-01

Employers, higher education faculty, and accrediting bodies value communication as an important entry-level job skill. Unfortunately, research indicates that college graduates have inadequate communication skills and, in particular, lack strong business writing acumen. The ways business communication is taught, integrated, and assessed varies by…

Promoting critical thinking and academic writing skills in nurse education.

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Borglin, Gunilla

2012-07-01

Although academic skills, conceptualised as writing and critical thinking, are a vital part of university studies, research indicates that many students leave without having mastered these skills effectively. This research also reflects on nursing students. Nursing could also be said to be hampered by a number of complex educational challenges that are likely to impact on the academic socialisation process in general. These challenges include being a relatively 'young' academic discipline, the 'theory-practice' divide, a knowledge bed lying on a complex intersection of two 'antithetical sciences' and, at least in the Scandinavian countries, an increasing number of nurse educators with a PhD in nursing science but with limited time to develop their own teaching skills. In combination, these challenges have the potential to act as stumbling blocks, both from a teaching and learning perspective. I would suggest that a departure in teaching from theoretical educational models, such as Lea and Street's 'academic literacies model,' including skills, socialisation and academic literacy models simultaneously, could be one of several ways forward to create a learning environment that takes these issues into account. Copyright © 2011 Elsevier Ltd. All rights reserved.

Kindergarten Predictors of Third Grade Writing

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Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne

2015-01-01

The primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. Then, they were assessed on writing in third grade using three writing tasks – one narrative and two expository prompts. Children’s written compositions were evaluated in terms of writing quality (the extent to which ideas were developed and presented in an organized manner). Structural equation modeling showed that kindergarten oral language and lexical literacy skills (i.e., word reading and spelling) were independently predicted third grade narrative writing quality, and kindergarten literacy skill uniquely predicted third grade expository writing quality. In contrast, attention and letter writing automaticity were not directly related to writing quality in either narrative or expository genre. These results are discussed in light of theoretical and practical implications. PMID:25642118

Use of computer-based interventions to improve literacy skills in students with autism spectrum disorders: A systematic review

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Ramdoss, S.; Mulloy, A.; Lang, R.B.; O'Reilly, M.F.; Sigafoos, J.; Lancioni, G.E.; Didden, H.C.M.; El Zein, F.

2011-01-01

The purpose of this review is to provide a systematic analysis of studies investigating computer-based interventions (CBI) to improve literacy skills (e.g., reading, writing, and vocabulary) in students with autism spectrum disorders (ASD). This review synthesizes intervention outcomes, appraises

The Effect of Dialogue Journal Writing on EFL Students' Writing Skill

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Ali Gholami Mehrdad

2008-02-01

Full Text Available Despite the role writing plays in learning a foreign language, many students do not show much interest in taking an active part in writing classes (Myint, 1997. Thus different activities have been proposed to motivate students to write one of which is dialogue journal writing, and the present work tries to investigate the possible effect(s of such activity on writing ability of a group of English students at Islamic Azad University- Hamedan branch. To do this, 50 students obtaining 1 and 2 on the TWE scale on the structure section of a TOEFL test were selected and randomly assigned to experimental and control groups. After some introductory sessions, the students were asked to write paragraphs on a weekly schedule and hand them in to be corrected. In the experimental group the students were, furthermore, asked to keep journals and hand them in. After 4 months, the students in both groups took part in a writing exam in which they had to write two paragraphs on the topics given. The comparison of the means at p

Language Literacy in Writing

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Saeideh Ahangari

2008-05-01

Full Text Available This paper explores the ways in which the transfer of assumptions from first language (L1 writing can help the process of writing in second language (L2. In learning second language writing skills, learners have two primary sources from which they construct a second language system: knowledge and skills from first language and input from second language. To investigate the relative impact of first language literacy skills on second language writing ability, 60 EFL students from Tabriz Islamic Azad University were chosen as participants of this study, based on their language proficiency scores. The subjects were given two topics to write about: the experimental group subjects were asked to write in Persian and then translate their writing into English. The control group wrote in English. The results obtained in this study indicate that the content and vocabulary components of the compositions were mostly affected by the use of first language.

Identifying Problems in Students’ Final Projects Based on Scientific Writing Guidelines

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Endang Ernawati

2010-11-01

Full Text Available Article analyzed student’s difficulties and abilities in writing their final projects, which were undergraduate theses and undergraduate paper conducted by some students at the English Department, Bina Nusantara University. This was a preliminary study to support an appropriate student guideline in writing their final project. The study was conducted by applying qualitative methods that was by analyzing the four theses and one paper in terms of their format: titles, introduction, theoretical background, analysis, conclusion, bibliography, and paper rubric to analyze the contents. It can be concluded that generally, students, guided by their mentor/lecturer, understand the final paper guidelines and they are able to apply it in their thesis and paper. But, there are still lack of clarity and relevancy in expressing their ideas properly, and their ability in writing in both English and Bahasa Indonesia must be improved. These problems can be overcome by socializing the writing guidelines to both students and lecturers, providing them with critical thinking skills, cooperation with library that will guide them in information literacy skills, and language center that will improve their writing skills. 

Young People's Writing: Attitudes, Behaviour and the Role of Technology

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Clark, Christina; Dugdale, George

2009-01-01

Writing is an important issue in the UK today. While children's and young people's writing standards steadily improved until 2006, levels have not increased in recent years. Writing is much more than just an educational issue--it is an essential skill that allows people to participate fully in today's society and to contribute to the economy.…

Beyond "Writing to Learn": Factors Influencing Students' Writing Outcomes

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Jani, Jayshree S.; Mellinger, Marcela Sarmiento

2015-01-01

Social work educators concur that writing and critical thinking are basic components of effective practice, yet students are often deficient in these skills. Although there is agreement among educators about the need to enhance students' writing skills, there is little understanding of the nature of students' problems--a necessary step…

How To Improve Listening Skills for Technical Students

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Galina Artyushina

2011-10-01

Full Text Available Communication competence includes four main activities: speaking, listening, reading, and writing. Listening is the most difficult skill for many of our students. But that of the time a person is engaged in communication, approximately 9% is devoted to writing, 16% to reading, 30% to speaking, and 45% to listening. That’s why for non-linguistic universities the perfection and development of the speech learning procedure becomes actual especially when we use academic hours of student independent work (self-study for this purpose.

Improving patient outcomes through registered dietitian order writing.

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Roberts, Susan R

2013-10-01

Traditionally, registered dietitians (RD) have not had order writing privileges in most patient-care facilities and rely on physicians to implement their recommendations. Research has demonstrated that this model results in a high percentage of RD recommendations not being ordered. Timely nutrition interventions are important due to the prevalence of malnutrition in the hospital setting and when RD recommendations are implemented, important outcomes are improved. In addition, several studies have demonstrated that when RDs have order writing privileges, which allows more assurance that an intervention will occur and timely interventions, improved outcomes, such as improved nutrition status, better management of electrolytes and glycemic control, reaching goal calories sooner, reduction in inappropriate parenteral nutrition use, cost savings, and less error with electronic order entry. The process for implementation and outcomes of an RD order writing program at 1 large, urban, tertiary medical center is described. The program has been successful, but the implementation process required multiple years and ongoing monitoring through data collection to ensure success. RDs interested in order writing privileges must consider federal and state regulations, their individual scope of practice (relevant training and competency assessment), and how to obtain approval from the appropriate hospital governing committees. RDs who obtain order writing privileges must understand "with privilege comes responsibility" and should plan to conduct outcomes research to promote the value and acceptance of RD order writing by regulatory agencies at all levels and hospital leaders, for instance physicians and administrators.

Enhancing students’ mathematical problem posing skill through writing in performance tasks strategy

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Kadir; Adelina, R.; Fatma, M.

2018-01-01

Many researchers have studied the Writing in Performance Task (WiPT) strategy in learning, but only a few paid attention on its relation to the problem-posing skill in mathematics. The problem-posing skill in mathematics covers problem reformulation, reconstruction, and imitation. The purpose of the present study was to examine the effect of WiPT strategy on students’ mathematical problem-posing skill. The research was conducted at a Public Junior Secondary School in Tangerang Selatan. It used a quasi-experimental method with randomized control group post-test. The samples were 64 students consists of 32 students of the experiment group and 32 students of the control. A cluster random sampling technique was used for sampling. The research data were obtained by testing. The research shows that the problem-posing skill of students taught by WiPT strategy is higher than students taught by a conventional strategy. The research concludes that the WiPT strategy is more effective in enhancing the students’ mathematical problem-posing skill compared to the conventional strategy.

Assessment of Written Expression Skills of University Students in Terms of Text Completion Technique

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Abdulkadir KIRBAŞ

2017-12-01

Full Text Available Writing is to transfer the visualised ideas on the paper. Writing, one of the language skills, is a significant tool of communication which provides the permanency of information conveying emotions and thoughts. Since writing has both cognitive and physical aspects, it makes writing the hardest and the latest language skill to improve. The studies show that writing activity is the most difficult skill students have difficulty. In higher education, in order to improve writing skills of students and give basic information and skills about writing skills written expression, composition and writing education lessons are taught both in the department of Turkish Language and Literature and in the departments of Turkish Language in the Faculties of Education. One of the aims of these lessons is to teach students written expression techniques together with the purposes and practices. One of the written expression techniques is text completion skill that improves student’s creativity and enhances her/his imaginary world. The purpose of this study is to assess students’ skills of using text completion technique with reference to the writing studies of students in higher education. the sample of the study consists of 85 college students studying in the department of Turkish Language and Literature in Gümüşhane University in 2016-2017 academic year. The data of the study were obtained from the written expression studies of the students. The introduction part of the article ‘On Reading’ by F. Bacon was given to the students and they were required to complete the text. ‘Text Completion Rating Scale in Writing Expression’ was developed to assess the data of the study by taking opinions of lecturers and Turkish education experts. The data of the study were presented with percentage and frequency rates. At the end of the study, it was concluded that students had weakness in some skills such as writing an effective body part about the topic given

Development of Chinese Handwriting Skills among Kindergarten Children: Copying of the Composition in Chinese Characters and Name Writing

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Tse, Linda F. L.; Siu, Andrew M. H.; Li-Tsang, Cecilia W. P.

2017-01-01

Although copying and name writing skills are regarded as the indicators of handwriting development in alphabetic writing systems, there is limited information on logographs such as Chinese. Chinese characters are not only simply a combination of strokes as letters in English, but also place a great demand on visuospatial ability to maintain good…

Using Portfolio to Assess Rural Young Learners' Writing Skills in English Language Classroom

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Aziz, Muhammad Noor Abdul; Yusoff, Nurahimah Mohd.

2015-01-01

This study aimed at discussing the benefits of portfolio assessment in assessing students' writing skills. The study explores the use of authentic assessment in the classroom. Eleven primary school children from Year 4 in a rural school in Sabah participated in this study. Data were collected by observing them during the English Language lessons…

The Benefits of Peer Review and a Multisemester Capstone Writing Series on Inquiry and Analysis Skills in an Undergraduate Thesis.

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Weaver, K F; Morales, V; Nelson, M; Weaver, P F; Toledo, A; Godde, K

2016-01-01

This study examines the relationship between the introduction of a four-course writing-intensive capstone series and improvement in inquiry and analysis skills of biology senior undergraduates. To measure the impact of the multicourse write-to-learn and peer-review pedagogy on student performance, we used a modified Valid Assessment of Learning in Undergraduate Education rubric for Inquiry and Analysis and Written Communication to score senior research theses from 2006 to 2008 (pretreatment) and 2009 to 2013 (intervention). A Fisher-Freeman-Halton test and a two-sample Student's t test were used to evaluate individual rubric dimensions and composite rubric scores, respectively, and a randomized complete block design analysis of variance was carried out on composite scores to examine the impact of the intervention across ethnicity, legacy (e.g., first-generation status), and research laboratory. The results show an increase in student performance in rubric scoring categories most closely associated with science literacy and critical-thinking skills, in addition to gains in students' writing abilities. © 2016 K. F. Weaver et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Improving Aural Skills within the Curriculum: A Literature Review

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Barlow, Sarah

2016-01-01

Success in music theory studies appears to be simply a matter of learning the rules and applying them. This is not the case with aural skills, which include labelling a scale played on piano, or writing a rhythm heard on a drum. Student success in aural tasks is not always consistent, and the student skill seems to fade over time if there is no…

Writing for Change — An Interactive Guide to Effective Writing ...

International Development Research Centre (IDRC) Digital Library (Canada)

In Writing for Change, you will learn the core skills of effective writing, how to write ... It is full of practical exercises and examples from the field of international development. ... Climate Change, Vulnerability, and Health in Colombia and Bolivia.

Effects of Writing Instruction on Kindergarten Students' Writing Achievement: An Experimental Study

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Jones, Cindy D'On

2015-01-01

This full-year experimental study examined how methods of writing instruction contribute to kindergarten students' acquisition of foundational and compositional early writing skills. Multiple regression with cluster analysis was used to compare 3 writing instructional groups: an interactive writing group, a writing workshop group, and a…

THE STUDENTS’ ACADEMIC WRITING SKILL AFTER IMPLEMENTING BLENDED LEARNING USING FACEBOOK

OpenAIRE

Dwi Sulisworo; Triwati Rahayu; Rifai Nur Akhsan

2016-01-01

Almost all students use smartphone for their daily activities. Nowadays, the student’s literacy on information technology is very good, but sometimes it has not been considered in school learning. One of the essential competencies of undergraduate school is academic writing skill. There is a gap between the student competencies and the learning strategy in certain learning subjects. The aim of this research is to examine the effectiveness of blended mobile learning activity using Facebook to ...

Materials for Assessing the Writing Skill

Science.gov (United States)

Nimehchisalem, Vahid

2010-01-01

This paper reviews the issues of concern in writing scale development in English as Second Language (ESL) settings with an intention to provide a useful guide for researchers or writing teachers who wish to develop or adapt valid, reliable and efficient writing scales considering their present assessment situations. With a brief discussion on the…

The Effect of Two Types of Corrective Feedback on EFL Learners' Writing Skill

Science.gov (United States)

Farshi, Sina Soltanabadi; Safa, Saeedeh Khalili

2015-01-01

The purpose of this study was to compare the effects of two types of corrective feedback on EFL learners' writing skill. Thirty five advanced learners in three groups participated in this study. Structures of written texts were taught in all three classes during fourteen sessions of treatment; and each session, a related topic was given and the…

The Use of Information and Communication Technology (ICT) in Teaching ESL Writing Skills

Science.gov (United States)

Yunus, Melor Md; Nordin, Norazah; Salehi, Hadi; Embi, Mohamed Amin; Salehi, Zeinab

2013-01-01

Despite the existence of many studies showing positive effects of using Information and Communication Technology (ICT) in the teaching and learning process in general, the use of ICT in teaching writing skills in English as a Second Language (ESL) classrooms is still not very encouraging. This study attempts to seek findings on the use of ICT in…

Materials for Assessing the Writing Skill

Directory of Open Access Journals (Sweden)

Vahid Nimehchisalem

2010-07-01

Full Text Available This paper reviews the issues of concern in writing scale development in English as Second Language (ESL settings with an intention to provide a useful guide for researchers or writing teachers who wish to develop or adapt valid, reliable and efficient writing scales considering their present assessment situations. With a brief discussion on the rationale behind writing scales, the author considers the process of scale development by breaking it into three phases of design, operationalization and administration. The issues discussed in the first phase include analyzing the samples, deciding on the type of scale and ensuring the validity of its design. Phase two encompasses setting the scale criteria, operationalization of definitions, setting a numerical value, assigning an appropriate weight for each trait, accounting for validity and reliability. The final phase comprises recommendations on how a writing scale should be used.

An Examination of Student Writing Self-Efficacy across Three Levels of Adult Writing Instruction

Science.gov (United States)

Alderman, Rodney L.

2015-01-01

Adults in today's society do not possess the necessary writing skills required to be successful in postsecondary education and in employment. Writing is an essential skill for college and the workplace. Society also expects college graduates to be critical thinkers and to utilize higher-order thinking skills. Perceived self-efficacy may impact…

Using Task-based Materials in Teaching Writing for EFL Classes in Indonesia

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Hanna Sundari

2018-05-01

Full Text Available Task-based language teaching has been widely used for language classroom. Using tasks as main activities, task-based materials was developed particularly for writing class. This article is intended to present the study of effectiveness of task-based materials in improving writing class for university. To accommodate the research purposes, mixed method approach was carried out by using quasi experimental research and content analysis of sentence complexity. The respondents were 210 students from writing classes as experiment and control with writing test as instrument. The results of data analysis showed that there were significant differences of writing skill to those who taught using developed task-based materials. Despite the fact that the score did not significantly differ on the aspect of writing mechanics, a developed task-based material has been proved to improve students’ writing skill in the aspect of format, content, organization and grammar. Moreover, the levels of lexical complexity and accuracy from the students whose materials use task-based design are higher than those who do not use it. Then, it can be drawn a conclusion that the use of developed task-based materials brings significant effects toward writing performance.

Internal Structure and Development of Keyboard Skills in Spanish-Speaking Primary-School Children with and without LD in Writing

Science.gov (United States)

Jiménez, Juan E.; Marco, Isaac; Suárez, Natalia; González, Desirée

2017-01-01

This study had two purposes: examining the internal structure of the "Test Estandarizado para la Evaluación Inicial de la Escritura con Teclado" (TEVET; Spanish Keyboarding Writing Test), and analyzing the development of keyboarding skills in Spanish elementary school children with and without learning disabilities (LD) in writing. A…

The Impacts of Emotional Intelligence Enhancement on Iranian Intermediate EFL Learners' Writing Skill

Science.gov (United States)

Ebrahimi, Mohammad Reza; Khoshsima, Hooshang; Zare-Behtash, Esmail

2018-01-01

The current study tried to empirically examine the influence of enhancing Emotional Intelligence on writing skill. The method of doing the study was giving an "Interchange Placement Test" to the university students who majored in English (EFL learners) in Iran. After selecting intermediate level students for participating in the study,…

On Improving Text Readability by Creating a Personal Writing Style

Science.gov (United States)

Shen, Yuru

2017-01-01

English writing is one of the four indispensable skills that English learners need to master, but unfortunately, many Chinese college students have much difficulty composing clear, concise and coherent essays although they have studied English for at least over six years. To address the problem, the researchers and teachers in China have tried…

Teaching strategies for improving reading and writing in English ...

African Journals Online (AJOL)

Teaching strategies for improving reading and writing in English First Additional Language for men and women. ... Reading and writing have become one serious national issue in primary schools in South ... AJOL African Journals Online.

IMPROVING STUDENTS’ WRITING ABILITY THROUGH CUE CARDS TECHNIQUE

Directory of Open Access Journals (Sweden)

Fenny Thresia

2017-05-01

Full Text Available This research is a qualitative research with two variables. The classroom action research is conducted at phisics study program of Muhammadiyah University of Metro. The subject of this research is first semester students of physics study program. The number of the students is 22. The objective of this research was to know how cue cards technique improve the students’ writing ability in descriptive text. The researcher choose one class because they have problem in writing ability. This research was conducted in two cycles. Each cycle consisted of planning, acting, observing and reflecting. The data were collected from test (pre test and post test, observation. The result of this research can be seen from the average score of pre test (before treatment was 61,86, in cycle 1 was 70,90 and in post test cycle 2 was 78. That was involved in upgrading maximally. It implied that cue cards technique can improve the students writing ability in descriptive text. In other words, the class had fulfilled criteria success of standard students competency from the school.It was supported by the observation of the students. From the result of the discussion, the researcher concludes that in this research there is an improvement student writing ability in descriptive text using cue cards technique at the students of physics academic year 2015/2016. Key Words : Descriptive Text, Writing Ability, Cue Cards Technique

Concept Maps for Improved Science Reasoning and Writing: Complexity Isn’t Everything

Science.gov (United States)

Dowd, Jason E.; Duncan, Tanya; Reynolds, Julie A.

2015-01-01

A pervasive notion in the literature is that complex concept maps reflect greater knowledge and/or more expert-like thinking than less complex concept maps. We show that concept maps used to structure scientific writing and clarify scientific reasoning do not adhere to this notion. In an undergraduate course for thesis writers, students use concept maps instead of traditional outlines to define the boundaries and scope of their research and to construct an argument for the significance of their research. Students generate maps at the beginning of the semester, revise after peer review, and revise once more at the end of the semester. Although some students revised their maps to make them more complex, a significant proportion of students simplified their maps. We found no correlation between increased complexity and improved scientific reasoning and writing skills, suggesting that sometimes students simplify their understanding as they develop more expert-like thinking. These results suggest that concept maps, when used as an intervention, can meet the varying needs of a diverse population of student writers. PMID:26538388

Opinion: Senior Scientists Should Be Writing

DEFF Research Database (Denmark)

Gøtze, Jens Peter; Rehfeld, Jens F.

2015-01-01

Success in science is largely defined by publishing scientific results in relevant journals. However, writing science is about much more than simply describing methods, reporting results, calculating statistics, and quantifying one’s career achievements. It’s a critical skill that can improve one...

Exploring the Relationship between Writing Apprehension and Writing Performance: A Qualitative Study

Science.gov (United States)

Badrasawi, Kamal J. I.; Zubairi, Ainol; Idrus, Faizah

2016-01-01

Writing skill is seen as a cornerstone of university students' success in both academic and career life. This qualitative study was conducted to further explore the teachers' and students' perceptions on the relationship between writing apprehension and writing performance, contributing factors of writing apprehension, and strategies to reduce…

Evaluating Pragmatic Competence in Nigerian Undergraduates’ Language Errors within Descriptive ESL Writing

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Anas Sa’idu Muhammad

2017-01-01

Full Text Available This study investigates the level of pragmatic competence for ESL writing skills among Nigerian undergraduates. Methodologically, it adopts descriptive research design within the explanatory framework of the QUAN-Qual model. The instruments used are descriptive essay text and focus group interview questions. In writing the descriptive essays, a total of 402 undergraduates’ participated through convenience sampling. Quantitatively, an independent samples t-test was carried out. The results indicated the females required putting more efforts towards improving their pragmatic competence in the ESL writing as they achieved a higher means for language errors, compared to that of the males. Moreover, the ttest value demonstrated that the females lacked skills in the pragmatic skills of mechanical structure, grammatical function, and sentence structures and this made them commit more language errors. Qualitatively, a focus group interview was held randomly with 12 participants out of the 402 undergraduates through purposive sampling. The results of the interview sessions revealed novelties of culture-specific, learning feasibility and the academic discourse as the key elements that constraint most of the Nigerian undergraduates ESL writing skills, particularly the females. Therefore, this study revealed strong implications on how best to develop Nigerian learners’ pragmatic competence in ESL writing skills

Examining the Impact of L2 Proficiency and Keyboarding Skills on Scores on TOEFL-iBT Writing Tasks

Science.gov (United States)

Barkaoui, Khaled

2014-01-01

A major concern with computer-based (CB) tests of second-language (L2) writing is that performance on such tests may be influenced by test-taker keyboarding skills. Poor keyboarding skills may force test-takers to focus their attention and cognitive resources on motor activities (i.e., keyboarding) and, consequently, other processes and aspects of…

Partnering with Parents in the Writing Classroom

Science.gov (United States)

Zurcher, Melinda A.

2016-01-01

Writing is a complex act that requires students' concentrated time and effort to master--time and effort that teachers strain to find in a crowded curriculum. Despite this struggle to prioritize writing, students in the 21st century need writing skills to participate in the workplace, academia, economy, and democracy. If writing skills really are…

Development of writing skills based on mobile learning Desarrollo de habilidades escriturales apoyado con tecnología móvil

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Heidy Robles

2012-11-01

Full Text Available Nowadays the use of the mobile learning has an impact in the teaching of a second language since it is incorporating in the processes of learning in order to support the different abilities of the language particularly the oral skills. However, there are few studies that deal with improving writing skills through mobile devices. This article describes a quantitative study to test the effect of using academic and non-academic resources in mobile devices to develop writing skills in English in a group of freshmen university students. The theoretical framework used in this research examines the Systemic Functional Linguistics (Halliday specifically, the genre theory of Martin & Rose (2007 and the approach of language learning assisted by mobile devices (MALL. The student’s writing skills were evaluated in the texts produced by them according to the generic structure of the text, cohesion, accuracy and mechanics aspects (spelling/capitalization and punctuation before and after the m-learning experience. The data show a better performance in the student’s writing skills after using the resources; the results correlated significantly with the number of times of academic resources reviewed by students.Hoy en día el uso de tecnología móvil ha impactado en la enseñanza de una segunda lengua ya que en los procesos de aprendizaje se están implementado el uso de dispositivos móviles con el fin de apoyar las diferentes habilidades de la lengua, particularmente la oral. Sin embargo, son pocos los estudios que apuntan a mejorar la habilidad de escribir. Este artículo describe un estudio de corte cuantitativo realizado para determinar el efecto del uso de recursos académicos y no académicos en dispositivos móviles, en el desarrollo de habilidades escriturales en inglés, de un grupo de estudiantes universitarios de primer ingreso. Esta investigación se fundamenta en la perspectiva Sistémico Funcional (Halliday específicamente en la teoría de g

Writing Across the Curriculum -- An Online Course in Computer Security

Directory of Open Access Journals (Sweden)

Neelu Sinha, Ph.D.

2006-07-01

Full Text Available Writing fosters both critical thinking and student learning, serving as one of the most effective ways to understand a topic. Writing across the Curriculum (WAC began in the late 1970’s, as a pedagogical reform movement in response to a perceived deficiency in literacy among college students. Over the past two decades universities have worked to broaden the scope of student writing from composition classes to classes in the students’ major. This paper chronicles the application of WAC into the discipline of Computer Science. The purpose of this study is to develop an online Computer Security course (for sophomores and juniors in Computer Science, under the umbrella of WAC, to help improve the students’ writing overall and focus on skills students require in upper level courses in the major. Developing this course as an online course (rather than a traditional face-to-face course offers flexible configurability and scalability, features that are useful to prepare students for constantly changing real world security challenges. This paper includes all aspects of course design and insight into lessons learned. Results indicate that both the faculty and students benefit from such a writing intensive course. Reading and responding to the students’ writing enables faculty to gain valuable insights into the students’ thoughts, ideas, problems, and other issues. Students reported increased knowledge and comprehension of the subject material, deeper understanding of the conventions within Computer Science, improved analysis and reporting skills, ability to understand and present abstract concepts effectively, and skill in producing professional documents.

An Analysis of Deaf Students' Spelling Skills during a Year-Long Instructional Writing Approach

Science.gov (United States)

Bowers, Lisa M.; Dostal, Hannah; McCarthy, Jillian H.; Schwarz, Ilsa; Wolbers, Kimberly

2016-01-01

Numerous studies have shown that spelling presents unique challenges for children who are deaf or hard of hearing (d/hh), and most do not develop age appropriate spelling skills. Spelling errors from 29 middle school d/hh students were analyzed from writing samples that were gathered at the beginning, middle, and end of a year-long writing…

Instructional scaffolding to improve students' skills in evaluating clinical literature.

Science.gov (United States)

Dawn, Stefani; Dominguez, Karen D; Troutman, William G; Bond, Rucha; Cone, Catherine

2011-05-10

To implement and assess the effectiveness of an activity to teach pharmacy students to critically evaluate clinical literature using instructional scaffolding and a Clinical Trial Evaluation Rubric. The literature evaluation activity centered on a single clinical research article and involved individual, small group, and large group instruction, with carefully structured, evidence-based scaffolds and support materials centered around 3 educational themes: (1) the reader's awareness of text organization, (2) contextual/background information and vocabulary, and (3) questioning, prompting, and self-monitoring (metacognition). Students initially read the article, scored it using the rubric, and wrote an evaluation. Students then worked individually using a worksheet to identify and define 4 to 5 vocabulary/concept knowledge gaps. They then worked in small groups and as a class to further improve their skills. Finally, they assessed the same article using the rubric and writing a second evaluation. Students' rubric scores for the article decreased significantly from a mean pre-activity score of 76.7% to a post-activity score of 61.7%, indicating that their skills in identifying weaknesses in the article's study design had improved. Use of instructional scaffolding in the form of vocabulary supports and the Clinical Trial Evaluation Rubric improved students' ability to critically evaluate a clinical study compared to lecture-based coursework alone.

The impact of interactive whiteboard technology on medical students' achievement in ESL essay writing : an early study in Egypt.

OpenAIRE

Albaaly, E.; Higgins, S.

2011-01-01

This study investigated the impact of the interactive whiteboard on Egyptian medical students' achievement in essay writing in English as a second language (ESL). First, the writing micro-skills judged essential to help these students improve their essay writing were identified, using a questionnaire which investigated experts' views. This gave rise to a taxonomy of 29 writing micro-skills, which then provided the basis for the design of a teaching module. This module was subsequently taught ...

An Exploration of Changes in First-Year College Students' Writing Skills between High School and the Conclusion of the Composition Course

Science.gov (United States)

Prior, Susan Vivienne

2012-01-01

Effective writing skills are important for success in college, work, and for society. Although there is little argument about the importance of communication skills, there is more debate about whether or not students and graduates are actually attaining these skills. An examination of the impact of completing the college composition course on…

The Writing Mathematician

Science.gov (United States)

Yoon, Caroline

2017-01-01

Popular culture casts mathematics and writing as opposites--a false dichotomy, which can be harmful for our discipline of mathematics education. Positioning writing outside the domain of the mathematician's abilities and cultivated skill set can create doubt in the mathematician wishing to write--not that one cannot be both writer and…

Writing as Praxis

Science.gov (United States)

Yagelski, Robert P.

2012-01-01

In 2003, the National Commission on Writing released "The Neglected "R,"" its report on the state of writing instruction in the nation's schools. The report identified an apparent paradox: writing, which the Commission defines as an essential skill for the many that has helped transform the world, is nevertheless increasingly…

Medical Writing Competency Model - Section 1: Functions, Tasks, and Activities.

Science.gov (United States)

Clemow, David B; Wagner, Bertil; Marshallsay, Christopher; Benau, Dan; L'Heureux, Darryl; Brown, David H; Dasgupta, Devjani Ghosh; Girten, Eileen; Hubbard, Frank; Gawrylewski, Helle-Mai; Ebina, Hiroko; Stoltenborg, Janet; York, J P; Green, Kim; Wood, Linda Fossati; Toth, Lisa; Mihm, Michael; Katz, Nancy R; Vasconcelos, Nina-Maria; Sakiyama, Norihisa; Whitsell, Robin; Gopalakrishnan, Shobha; Bairnsfather, Susan; Wanderer, Tatyana; Schindler, Thomas M; Mikyas, Yeshi; Aoyama, Yumiko

2018-01-01

This article provides Section 1 of the 2017 Edition 2 Medical Writing Competency Model that describes the core work functions and associated tasks and activities related to professional medical writing within the life sciences industry. The functions in the Model are scientific communication strategy; document preparation, development, and finalization; document project management; document template, standard, format, and style development and maintenance; outsourcing, alliance partner, and client management; knowledge, skill, ability, and behavior development and sharing; and process improvement. The full Model also includes Section 2, which covers the knowledge, skills, abilities, and behaviors needed for medical writers to be effective in their roles; Section 2 is presented in a companion article. Regulatory, publication, and other scientific writing as well as management of writing activities are covered. The Model was developed to aid medical writers and managers within the life sciences industry regarding medical writing hiring, training, expectation and goal setting, performance evaluation, career development, retention, and role value sharing to cross-functional partners.

Teaching Written Communication Strategies: A Training to Improve Writing

Directory of Open Access Journals (Sweden)

Hanane Benali Taouis

2018-03-01

Full Text Available This research can be described as an experimental quantitative one including: a strategy training; two homogenous experimental groups with different levels of proficiency; and two homogenous control groups. The subjects are 60 Spanish high school students, who have been selected after taking the Oxford Quick Placement-Test. The study aims at investigating the possible relationship between the effect of the strategy training and the subjects' level of proficiency. It is also designed to analyze the effect of the training on the use of communication strategies in the written medium. It is meant to study the effect of the strategy training on the subjects' writing skill in English. The results show that the students' level of proficiency exerts a strong effect on the subjects' use of written communication strategies (CSs and on their strategy preference in written production. They also demonstrate how strategy training improves the subjects' written communication ability.

Writing Skill and Categorical Error Analysis: A Study of First Year Undergraduate University Students

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Adnan Satariyan

2014-09-01

Full Text Available Abstract This study identifies and analyses the common errors in writing skill of the first year students of Azad University of South Tehran Branch in relation to their first language (L1, the type of high school they graduated, and their exposure to media and technology in order to learn English. It also determines the categories in which the errors are committed (content, organisation/discourse, vocabulary, mechanics, or syntax and whether or not there is a significant difference in the percentage of errors committed and these categories. Participants of this study are 190 first year students that are asked to write an essay. An error analysis model adapted from Brown (2001 and Gayeta (2002 is then used to evaluate the essay writings in terms of content, organisation, vocabulary, mechanics, and syntax or language use. The results of the study show that the students have greater difficulties in organisation, content, and vocabulary and experience less difficulties in mechanics and syntax.

Games as a measure of reading and writing generalization after computerized teaching of reading skills

Directory of Open Access Journals (Sweden)

Ana Carolina Sella

2016-01-01

Full Text Available Abstract Behavior Analysis is usually accused of not being able to account for the generalization of verbal behavior that is present in linguistically competent individuals. However, several behavior analytic studies investigate this theme, and gamification has been seen as a useful way to study generalization. The purpose of this study was to evaluate reading and writing generalization in games, after these behaviors were taught through the program Learning to Read in Small Steps. Participants were four children between 7 and 12 years old who had reading and writing deficits. The experimental design was a pre-posttest design that encompassed five phases. Performance in probes suggests generalization of reading and writing skills to new activities (games and responses. This study represents a small step in a systematic understanding of how games can be used to assess behavior change.

Tape write-efficiency improvements in CASTOR

International Nuclear Information System (INIS)

Murray, S; Bahyl, V; Cancio, G; Cano, E; Lo Presti, G; Lo Re, G; Ponce, S; Kotlyar, V

2012-01-01

The CERN Advanced STORage manager (CASTOR) is used to archive to tape the physics data of past and present physics experiments. For reasons of physical storage space, all of the tape resident data in CASTOR are repacked onto higher density tapes approximately every two years. Improving the performance of writing files smaller than 2GB to tape is essential in order to keep the time needed to repack all of the tape resident data within a period of no more than 1 year. This paper reports on the solution to writing efficiently to tape that is currently in its early deployment phases at CERN.

A Three-Year Reflective Writing Program as Part of Introductory Pharmacy Practice Experiences

Science.gov (United States)

Vaughn, Jessica; Kerr, Kevin; Zielenski, Christopher; Toppel, Brianna; Johnson, Lauren; McCauley, Patrina; Turner, Christopher J.

2013-01-01

Objectives. To implement and evaluate a 3-year reflective writing program incorporated into introductory pharmacy practice experiences (IPPEs) in the first- through third-year of a doctor of pharmacy (PharmD) program. Design. Reflective writing was integrated into 6 IPPE courses to develop students’ lifelong learning skills. In their writing, students were required to self-assess their performance in patient care activities, identify and describe how they would incorporate learning opportunities, and then evaluate their progress. Practitioners, faculty members, and fourth-year PharmD students served as writing preceptors. Assessment. The success of the writing program was assessed by reviewing class performance and surveying writing preceptor’s opinions regarding the student’s achievement of program objectives. Class pass rates averaged greater than 99% over the 8 years of the program and the large majority of the writing preceptors reported that student learning objectives were met. A support pool of 99 writing preceptors was created. Conclusions. A 3-year reflective writing program improved pharmacy students’ reflection and reflective writing skills. PMID:23788811

Re-learning how to write: student successes and challenges in a targeted geoscience communication course

Science.gov (United States)

Elwood Madden, M.; Miller-Deboer, C.; Eodice, M.; Miller, J.; Johnson, J.; Rifenburg, M.

2013-12-01

Students in OU's Geology and Geophysics (G&G) program must complete either English Technical Writing or a major-specific Geowriting class as sophomores or juniors. We asked students in Geowriting and students in a G&G colloquium course (required for G&G scholarship students and an elective for others) to complete surveys reporting their writing experiences and attitudes, as well as write an abstract for a Scientific American story to assess writing skills at the beginning and end of the semester. Geowriting students had stronger writing skills and more positive attitudes towards writing at the beginning of the semester than their colloquium peers, suggesting that students who were already interested and skilled in writing were self-selecting into the class. During the semester, Geowriting focused on improving the clarity, organization, efficiency, and mechanics of student writing and discussed how science writing is similar in some ways (argument, sentence structure, etc.), but also different in many aspects (concise, forthright, repetitive, etc) from writing tactics taught in high school and some college composition courses. Colloquium students attended the weekly scientific talks, but did not write in the class; however, some students were enrolled in freshman-level composition courses and Technical Writing. End-of-semester surveys showed Geowriting students had a more positive change in attitude and expectations towards writing than their colloquium peers. However, one significant difference in attitude towards writing was indicated by negative feelings towards in-class writing, which may be a result of 'writing fatigue' within the Geowriting group. This writing fatigue could be explained by student end-of -semester cognitive overload. Through other measures, colloquium students showed a greater improvement in writing skills (concise, clear, organized, etc) compared to Geowriting students; however, Geowriting students maintained higher skill levels than the

Effects of direct instruction and strategy modeling on upper-primary students' writing development

NARCIS (Netherlands)

López, P.; Torrance, M.; Rijlaarsdam, G.; Fidalgo, R.

Strategy-focused instruction is one of the most effective approaches to improve writing skills. It aims to teach developing writers strategies that give them executive control over their writing processes. Programs under this kind of instruction tend to have multiple components that include direct

An integrated approach to enhancing prospective English language teachers' writing skills

Directory of Open Access Journals (Sweden)

Recep Sahin Arslan

2013-10-01

Full Text Available This study reports on the experience of a group of pre-service teachers of English in a compulsory writing coursein the preparatory program of an English language teaching department in the Turkish context. This studyspecifically attempts to investigate to what extent the writing course contributes to the acquisition of basicconventions of written discourse in English when prospective teachers of English are involved in an extensivewriting practice which is based upon integration of product, process and genre based approaches to writing. Thestudy lasted for a period of 28 weeks with fifty-nine pre-service teachers of English who participated in thestudy. The participants studied the basic genre types which included expository writing such as classification,process, argumentation, opinion, cause and effect, compare and contrast, and narrative paragraphs and essays.The participants specifically received instruction as to the basic constituents of paragraph and essays writing;namely, organization, process, unity, coherence, word choice, language use, grammar, and mechanics whichwere further put into 49 observable competencies. Data were collected through an analytic assessment rubricapplied to participants’ pre-study and post-study essays. In addition, participants were distributed a pre-study anda post-study self-perception questionnaire in order to evaluate any possible improvements in their writingcompetence. The results of the study suggest that exposing pre-service teachers of English to various genres byinvolving them in an extensive writing practice adds to their writing competency positively in learning theprocess of writing practice, organizing the text, including relevant content in the text, using languageappropriately, producing correct grammar, coming up with relevant vocabulary, and following correctmechanical conventions.

The Effects of an Intervention in Writing with Digital Interactive Books

Science.gov (United States)

Curcic, Svjetlana; Johnstone, Robin S.

2016-01-01

This study examined the effects of an intervention in writing with digital interactive books. To improve the writing skills of seventh- and eighth-grade students with a learning disability in reading, we conducted a quasi-experimental study in which the students read interactive digital books (i-books), took notes, wrote summaries, and acted as…

Enhancing Writing Self-Efficacy Beliefs of Students with Learning Disabilities Improves Their Writing Processes and Products

Science.gov (United States)

de Caso, Ana Maria; Garcia, Jesus Nicasio; Diez, Carmen; Robledo, Patricia; Alvarez, Maria Lourdes

2010-01-01

Introduction: The use of self efficacy has been suggested as an effective classroom intervention procedure. The present research examined the use of self-efficacy training on the writing of Spanish elementary student with learning disabilities. Objectives: We present a research study focused on the improvement of the writing product and the…

Sustaining Preschoolers' Engagement during Interactive Writing Lessons

Science.gov (United States)

Hall, Anna H.

2016-01-01

Interactive writing is a developmentally appropriate activity used to enhance children's literacy development in the preschool setting. This article describes the unique needs of preschoolers as emerging writers, including their developing fine motor skills, early literacy skills, and social skills related to group writing. Strategies are provided…

Improving Undergraduates' Argumentative Group Essay Writing through Self-Assessment

Science.gov (United States)

Fung, Yong Mei; Mei, Hooi Chee

2015-01-01

When writing an argumentative essay, writers develop and evaluate arguments to embody, initiate, or simulate various kinds of interpersonal and textual interaction for reader consideration (Wu & Allison, 2003). This is quite challenging for English as a second language (ESL) learners. To improve the quality of their writing, students need to…

STUDENTS’ ABILITY IN WRITING AN INTRODUCTORY PARAGRAPH OF ARGUMENTATIVE ESSAY

OpenAIRE

RINI ANITA

2016-01-01

Writing well is not just an option for young people – it is necessary. They need writing skill as one of predicator of academic success and a basic requirement for participation in civic life. Seeing writing skill as one of  important skill to be a well comprehended by young people, include students, writing appears as nightmare for struggling writers. Likewise, they often waste most of their time just for starting to write. This paper is intended to  find out the students’ ability in writing...

Writing for publication: institutional support provides an enabling environment.

Science.gov (United States)

Kramer, Beverley; Libhaber, Elena

2016-04-18

Due to the excessive service delivery loads in public hospitals supported by academic institutions in developing environments, researchers at these institutions have little time to develop scientific writing skills or to write up their research. It is imperative to expand the writing skills of researchers and train the next generation of health sciences academics in order to disseminate research findings. This study reports on the implementation of approaches for writing and publication and the extent of support to staff suffering from the overload of service delivery and of heavy teaching duties. Workshops in scientific writing and writing retreats were initiated and were offered to all staff. Feedback from participants of the writing skills workshops indicated that the workshops provided an injection of confidence and proficiency. Protected writing time resulted in 132 papers submitted to journals and 95 in preparation from 230 participants of the writing retreats over a two year period. Staff commended the off-site, collegial environment, which also supported future collaboration with new-found colleagues. This enabling environment facilitates not only the development of writing skills per se, but also the dissemination of the generated scientific knowledge. In addition, the training in writing skills of this generation will be of value in the training of future cohorts in countries with similar health care deliverables.

PROJECT BASED TASK TO IMPROVE THE ENGLISH DEPARTMENT STUDENTS‘ MASTERY IN CRITICAL WRITING

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Ribut Surjowati

2017-12-01

Full Text Available The paper is aimed at describing the students‘ writing improvement in the EFL classroom after the implementation of Project Based Task (PBT was done in writing class of the fourth semester students in FBS-UWKS. For them, writing is difficult and complicated subject, they almost had no idea of what and how to write, which were caused by their lack of motivation and information of how and what they are writing. This research is classroom action research (CAR and the fourth semester students of UWKS were the subjects. Before PBT was implemented, 25% students got 70. It was due to their lack of motivation and anthusiam so that they had no idea of how to write the essay correctly. However, after PBT was implemented, the students‘ anthusiatic was increasing in writing. It is because they were involved in the learning process and designing their own challenging task. There were two cycles implemented and the students‘ writing score was improving significantly in the first cycle and in the second cycle, 81% students‘s passed success indicator. In conclusion, this PBT is a teaching technique which can improve the students‘ writing mastery

Teaching information literacy skills to sophomore-level biology majors.

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Thompson, Leigh; Blankinship, Lisa Ann

2015-05-01

Many undergraduate students lack a sound understanding of information literacy. The skills that comprise information literacy are particularly important when combined with scientific writing for biology majors as they are the foundation skills necessary to complete upper-division biology course assignments, better train students for research projects, and prepare students for graduate and professional education. To help undergraduate biology students develop and practice information literacy and scientific writing skills, a series of three one-hour hands-on library sessions, discussions, and homework assignments were developed for Biological Literature, a one-credit, one-hour-per-week, required sophomore-level course. The embedded course librarian developed a learning exercise that reviewed how to conduct database and web searches, the difference between primary and secondary sources, source credibility, and how to access articles through the university's databases. Students used the skills gained in the library training sessions for later writing assignments including a formal lab report and annotated bibliography. By focusing on improving information literacy skills as well as providing practice in scientific writing, Biological Literature students are better able to meet the rigors of upper-division biology courses and communicate research findings in a more professional manner.

The Relationship between Language Skills and Writing Outcomes for Linguistically Diverse Students in Upper Elementary School

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Silverman, Rebecca D.; Coker, David; Proctor, C. Patrick; Harring, Jeffrey; Piantedosi, Kelly W.; Hartranft, Anna M.

2015-01-01

The purpose of this study was to explore relationships between language variables and writing outcomes with linguistically diverse students in grades 3-5. The participants were 197 children from three schools in one district in the mid-Atlantic United States. We assessed students' vocabulary knowledge and morphological and syntactical skill as…

Improving the Argumentative Writing of Students with Learning Disabilities: Descriptive and Normative Considerations

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Ferretti, Ralph P.; Andrews-Weckerly, Scott; Lewis, William E.

2007-01-01

Education seeks to cultivate dispositions and skills that promote effective participation in democratic institutions, including the capacity to produce thoughtful written arguments about controversial issues. Unfortunately, students' argumentative writing is generally neither effective nor persuasive, and this is especially so for students with…

Perceptions of Challenges in Writing Academically: Iranian Postgraduate Students’ Perspectives

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Sedigheh Shakib Kotamjani

2017-05-01

Full Text Available Academic writing skills are essential tools that postgraduate students reading for their doctoral degree have to master to be able to produce dissertations, research reports and academic assignments of quality in the course of their studies; and publish research-based articles in established journals. This paper discusses the perceptions of a group of Iranian postgraduate students pursuing their doctoral degrees at UPM (Universiti Putra Malaysia on the challenges they face in writing academically. They provided the data for this paper via their responses to a survey.  The findings indicate that these postgraduate students perceived some academic writing skills to be more challenging than the others.  The paper concludes with a discussion on the implications of the findings; and recommendations on how the situation can be improved.

The Effectiveness of Internet-Based Peer Feedback Training on Chinese EFL College Students' Writing Proficiency

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Jiang, Jiahong; Yu, Yibing

2014-01-01

English writing, an indispensable skill in English learning, plays an important role in improving learners' language proficiency. With the wide spread and use of wired or wireless internet, EFL students can easily help and be helped with English writing. Therefore, the application of internet-based peer feedback training on writing to foreign or…

Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework

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Puranik, Cynthia S.; Lonigan, Christopher J.

2014-01-01

Researchers and educators use the term emergent literacy to refer to a broad set of skills and attitudes that serve as foundational skills for acquiring success in later reading and writing; however, models of emergent literacy have generally focused on reading and reading-related behaviors. Hence, the primary aim of this study was to articulate and evaluate a theoretical model of the components of emergent writing. Alternative models of the structure of individual and developmental differences of emergent writing and writing-related skills were examined in 372 preschool children who ranged in age from 3- to 5-years using confirmatory factor analysis. Results from a confirmatory factor analysis provide evidence that these emergent writing skills are best described by three correlated but distinct factors, (a) Conceptual Knowledge, (b) Procedural Knowledge, and (c) Generative Knowledge. Evidence that these three emergent writing factors show different patterns of relations to emergent literacy constructs is presented. Implications for understanding the development of writing and assessment of early writing skills are discussed. PMID:25316955

Use of Microthemes to Increase Writing Content for Introductory Science Laboratory

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Michelle L. Lewis

2012-02-01

Full Text Available Writing is a learning activity, as well as a communication skill. Many instructors recognize the value of writing as a learning tool but struggle to develop effective writing assignments. Instructors are generally pressed for time during lecture due to the necessity to deliver content and, therefore, cannot dedicate time necessary to teach science writing skills effectively. Traditional term papers assigned to a class with varying writing skills may not accomplish the desired goal of teaching both technical writing skills and critical thinking skills. Students that are already struggling with content may be at a disadvantage in terms of conveying complex ideas. An answer to this problem is the microtheme paper which we employ in an Introductory Botany laboratory setting.

Do iPad Applications Help Students with Developmental Disabilities Improve Life-Readiness Skills?

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Dunn, Michael; Barrio, Brenda; Hsiao, Yun-Ju

2016-01-01

Students with developmental disabilities often struggle with life-readiness skills (e.g., literacy skills such as reading and writing, task completion, and communication), which also help prepare students for the workplace. Assistive technology tools offer these students a means to do better in these areas. In this action-research study, we…

Effect of WhatsApp on Critique Writing Proficiency and Perceptions toward Learning

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Awada, Ghada

2016-01-01

This article reports the results of an experimental study on the effectiveness of mobile technology (WhatsApp) in improving the critique writing skills of English as a Foreign Language learners and increasing their motivation for learning. The participants (n = 52) are Average-English proficient learners enrolled in two writing courses given at…

Fostering the Memoir Writing Skills as a Creative Non-Fiction Genre Using a WebQuest Model

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Al-Sayed, Rania Kamal Muhammad; Abdel-Haq, Eman Muhammad; El-Deeb, Mervat Abou-Bakr; Ali, Mahsoub Abdel-Sadeq

2016-01-01

The present study aimed at developing the memoir writing skills as a creative non-fiction genre of second year distinguished governmental language preparatory school pupils using the a WebQuest model. Fifty participants from second year at Hassan Abu-Bakr Distinguished Governmental Language School at Al-Qanater Al-Khairia(Qalubia Governorate) were…

Improving Academic Writing in Nursing Education

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Mattsson, Janet

2016-01-01

Background: At a specialist nursing education in intensive care, located at a University college in Sweden, there was a desire among the faculty to develop their ability to support specialist nursing students in their academic development, as well as in their academic writing, to improve the overall quality of the master theses. A quality…

An ESL Audio-Script Writing Workshop

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Miller, Carla

2012-01-01

The roles of dialogue, collaborative writing, and authentic communication have been explored as effective strategies in second language writing classrooms. In this article, the stages of an innovative, multi-skill writing method, which embeds students' personal voices into the writing process, are explored. A 10-step ESL Audio Script Writing Model…

The Effect of Think-Pair-Share-Write Based on Hybrid Learning on Metakognitive Skills, Creative Thinking and Cognitive Learning at SMA Negeri 3 Malang

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Ika Yulianti Siregar

2017-07-01

Full Text Available The results of biology learning observation show that there are many constraints during the learning process in the class and consultation meeting between teacher and students. The think-pair-share-write based on hybrid learning was conducted to analyze the effect on metacognitive skills, creative thinking and learning outcomes. The research design was quasi experiment with pretest-posttest non-equivalent control group design. The independent variable is think-pair-share-write based on Hybrid learning model, while the dependent variables are metacognitive skills, creative thinking, and cognitive learning outcomes. Metacognitive skills are measured by using metacognitive rubrics. Creative thinking skills and cognitive learning outcomes are measured by using a description test. The data were taken by conducting pretest and posttest. The hypothesis test used was anakova with level of significance 0,05 (P <0,05, as the test result was significant then the test was continued to LSD. Before the anakova test, normality and homogeneity test were performed. The results showed that think-pair-share-write based on Hybrid Learning significantly affecting: 1 the metacognitive skills with F arithmetic of 183,472 and Sig. 0,000; 2 the creative thinking skill with F value of 325,111 and Sig. 0,000; 3 the cognitive learning outcomes with F arithmetic of 175.068 and Sig. 0,000.

Increasing Research Productivity and Professional Development in Psychology With a Writing Retreat.

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Stanley, Ian H; Hom, Melanie A; Chu, Carol; Joiner, Thomas E

2017-09-01

Writing is a core feature of the training requirements and career demands of psychology faculty members and graduate students. Within academic psychology, specifically, writing is vital for the generation of scientific knowledge through manuscripts and grant applications. Although resources exist regarding how to improve one's writing skills, few models have been described regarding how to promote a culture of writing productivity that realizes tangible deliverables, such as manuscripts and grant applications. In this article, we discuss the rationale, model, and initial outcome data of a writing retreat developed and implemented to increase research productivity among psychology faculty and trainees. We also review best practices for conducting writing retreats and identify key areas for future SoTL on advancing writing.

Tips for scholarly writing in nursing.

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Dexter, P

2000-01-01

Professional nurses, and certainly those in academia and nursing service leadership positions, are experiencing an increasing need for writing skills. Among the most important skills required for scholarly writing are those relating to critical thinking. With this in mind, suggestions for scholarly writing in nursing are presented in this article, organized according to Paul's criteria for critical thinking: clarity, precision, specificity, accuracy, relevance, consistency, logicalness, depth, completeness, significance, fairness, and adequacy for purpose. Although becoming proficient in scholarly writing takes time and effort, the rewards in terms of career advancement, professional contributions, and personal satisfaction and enjoyment are considerable.

The Quotation Theory of Writing

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Olson, David R.; Oatley, Keith

2014-01-01

Learning to read and write is seen as both the acquisition of skills useful in a modern society and an introduction to a world increasingly organized around the reading and writing of authoritative texts. While most agree on the importance of writing, insufficient attention has been given to the more basic question of just what writing is, that…

Predictors of writing competence in 4- to 7-year-old children.

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Dunsmuir, Sandra; Blatchford, Peter

2004-09-01

This longitudinal study sought to improve understanding of the factors at home and school that influence children's attainment and progress in writing between the ages of 4 and 7 years. (i) To investigate the relationship between home variables and writing development in preschool children; (ii) to determine associations between child characteristics and writing development (iii) to conduct an analysis of the areas of continuity and discontinuity between variables at home and at school, and influences on subsequent writing development. Sixty children attending four urban primary schools participated in this study. Semi-structured interviews, questionnaires, observation schedules and standardized assessments were used. Writing samples were collected each term. Associations between measures and continuity over time were assessed using multiple regression analysis. Preschool variables that were found to be significantly associated with writing proficiency at school entry included mother's educational level, family size, parental assessment of writing and a measure of home writing. Child characteristics, skills and competencies were measured at school entry and those found to be significantly associated with writing at 7 years included season of birth, vocabulary score, pre-reading skills, handwriting and proficiency in writing name. The only preschool variable that maintained its significant relationship to writing at 7 years was home writing. Teacher assessments of pupil attitudes to writing were consistently found to be significantly associated with writing competence. This comprehensive study explored the complex interaction of cognitive, affective and contextual processes involved in learning to write, and identified specific features of successful writers. Results are discussed in relation to educational policy and practice issues.

A Process for Assessing and Improving Business Writing at the MBA Level

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May, Gary L.; Thompson, Margaret A.; Hebblethwaite, Jennifer

2012-01-01

Assurance of learning continues to be a hot topic in higher education. Both accreditation agencies and employers are asking a key question: Are we graduating students who actually have the knowledge and skills that we promise? This case study focuses on business writing in an MBA program and presents a prescriptive, five-step program to improve…

Everyday Reading and Writing: English. 5112.24.

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Knowles, Marlene; Wardell, Arlene

A curriculum guide to help students improve their everyday English skills has been designed for the Dade County Public Schools. The course, for grades 8 through 12, is to help students learn to read, write, and interpret letters, business forms, instructions, signs, maps, and magazines. The practical subject matter emphasizes basic reading and…

Functional Anatomy of Writing with the Dominant Hand

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Najee-ullah, Muslimah ‘Ali; Hallett, Mark

2013-01-01

While writing performed by any body part is similar in style, indicating a common program, writing with the dominant hand is particularly skilled. We hypothesized that this skill utilizes a special motor network supplementing the motor equivalence areas. Using functional magnetic resonance imaging in 13 normal subjects, we studied nine conditions: writing, zigzagging and tapping, each with the right hand, left hand and right foot. We identified brain regions activated with the right (dominant) hand writing task, exceeding the activation common to right-hand use and the writing program, both identified without right-hand writing itself. Right-hand writing significantly differed from the other tasks. First, we observed stronger activations in the left dorsal prefrontal cortex, left intraparietal sulcus and right cerebellum. Second, the left anterior putamen was required to initiate all the tested tasks, but only showed sustained activation during the right-hand writing condition. Lastly, an exploratory analysis showed clusters in the left ventral premotor cortex and inferior and superior parietal cortices were only significantly active for right-hand writing. The increased activation with right-hand writing cannot be ascribed to increased effort, since this is a well-practiced task much easier to perform than some of the other tasks studied. Because parietal-premotor connections code for particular skills, it would seem that the parietal and premotor regions, together with basal ganglia-sustained activation likely underlie the special skill of handwriting with the dominant hand. PMID:23844132

Functional anatomy of writing with the dominant hand.

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Horovitz, Silvina G; Gallea, Cecile; Najee-Ullah, Muslimah 'ali; Hallett, Mark

2013-01-01

While writing performed by any body part is similar in style, indicating a common program, writing with the dominant hand is particularly skilled. We hypothesized that this skill utilizes a special motor network supplementing the motor equivalence areas. Using functional magnetic resonance imaging in 13 normal subjects, we studied nine conditions: writing, zigzagging and tapping, each with the right hand, left hand and right foot. We identified brain regions activated with the right (dominant) hand writing task, exceeding the activation common to right-hand use and the writing program, both identified without right-hand writing itself. Right-hand writing significantly differed from the other tasks. First, we observed stronger activations in the left dorsal prefrontal cortex, left intraparietal sulcus and right cerebellum. Second, the left anterior putamen was required to initiate all the tested tasks, but only showed sustained activation during the right-hand writing condition. Lastly, an exploratory analysis showed clusters in the left ventral premotor cortex and inferior and superior parietal cortices were only significantly active for right-hand writing. The increased activation with right-hand writing cannot be ascribed to increased effort, since this is a well-practiced task much easier to perform than some of the other tasks studied. Because parietal-premotor connections code for particular skills, it would seem that the parietal and premotor regions, together with basal ganglia-sustained activation likely underlie the special skill of handwriting with the dominant hand.

Pre-writing Techniques In The Writing Process For The L2 Classroom

OpenAIRE

Gülşah Geyimci

2014-01-01

This study investigated pre-writing techniques in the learning process to improve written communication skills of learners using qualitative research methods. This study was performed in a public school, Suphi Öner Primary School in Turkey, in Mersin. Students were seventh grade class that their level was pre-intermediate. This class was made up of twenty students. It took three weeks, the students' samples, drawings and blogs were documented by the students. In order to examine the results, ...

Contributory Role of Collaborative Assessment in Improving Critical Thinking and Writing

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Mansoor Fahim

2014-01-01

Full Text Available Instilling critical thinking skills in language learners’ mind and enhancing second language writing are gaining momentum in the field of English language teaching. Though some approaches to meeting these objectives have been proposed, review of the literature revealed that the contributory role of collaborative assessment in fostering critical thinking and second language writing has been overlooked to date. Thus, this study was conducted to delve into this issue. To this aim, two intact intermediate EFL classes in Iran, each of which contains 18 learners, were included in the study; they were randomly assigned to Student-Student (S-S collaborative assessment and Teacher-Student (T-S collaborative assessment groups.  After receiving six sessions of treatment, both groups wrote an essay on an IELTS topic. Results of the study indicated that collaborative assessment, regardless of its type, has the potential to foster critical thinking and writing proficiency. Further, it came to light that S-S collaborative assessment group significantly outperformed the T-S collaborative assessment group in terms of gains in critical thinking and writing proficiency. In light of the findings, language teachers are suggested to involve learners in collaborative assessment processes; further, some suggestions are offered at the end to show some fruitful avenues for further research.

Classroom Writing Environments and Children's Early Writing Skills: An Observational Study in Head Start Classrooms

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Zhang, Chenyi; Hur, Jinhee; Diamond, Karen E.; Powell, Douglas

2015-01-01

This study examined the classroom writing environment in 31 Head Start classrooms, and explored the relations between the writing environment, children's (N = 262) name-writing, and children's letter knowledge using pathway analysis. Our analyses showed that Head Start classrooms provided opportunities (i.e., writing materials and teachers'…

EXPLORING THE BEST WAYS TO SUPPORT FIRST YEAR UNIVERSITY STUDENTS’ ACADEMIC WRITING SKILLS

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Rossana Perez del Aguila

2014-12-01

Full Text Available ABSTRACT: This article presents the findings of an action research project carried out in 2012 with 12 first-year university students taking ‘Education Studies’ in a university in England. The aim of the project was to explore the best ways to support students’ academic writing skills. The literature review highlights the challenges students encounter when trying to learn the discourse of adiscipline; and in the light of this examination, a reflection on the strengths and weaknesses of my own practice provides the context for carrying out an action research project. The teaching intervention was assessed using the following methods of data collection: questionnaires and semi-structured interviews with students, and content analysis of my own feedback on student’s final assignments. The outcomes of the research demonstrate that students’ difficulties with their academic writing are related to their struggle to understand specialized concepts, theories and methods of the discipline.

How to conduct a workshop on medical writing: Tips, advice and experience sharing.

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Rathore, Farooq Azam; Mansoor, Sahibzada Nasir

2015-06-01

Medical writing has become an essential skill for anybody in academia and engaged in teaching. Workshops on medical writing are an effective way to teach the essential skills of medical writing to students and faculty members. There is a huge demand for these workshops all around the globe. Usually there is no curriculum of medical writing for the undergraduates or dedicated structured training sessions for the faculty members. One of the authors won an Author AID grant to conduct a series of workshops on medical writing. Eight workshops were conducted in three months, benefitting more than 200 students and faculty staff. We share our experience of holding this successful series of workshops with the aim that it might serve as a guide for researchers and faculty members who are eager to share and transfer their skills and knowledge. We also offer lessons learnt during this educational activity, tips to improve the quality and delivery of the content with limited resources and maximizing the impact. Experienced medical writers need to conduct these workshops to transfer their skills and to facilitate their colleagues and students to become better medical writers. Planning, rehearsal, motivation, resource management, good team work, audience analysis and feedback can make a workshop successful. Well prepared workshop content delivered in an interactive way with a variety of activities makes the workshop an engaging and interesting educational activity.

Implementing an Online Writing Assessment Strategy for Gerontology

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Brown, Pamela S.; Hanks, Roma S.

2008-01-01

Assessment of student learning is a growing concern for programs in gerontology. This report focuses on the conception, design, funding, and implementation of an innovative online workshop to assess and improve writing skills of students enrolled in distance-learning gerontology classes. The approach is multidisciplinary and involves a…

I Love to Rite! Spelling Checkers in the Writing Classroom.

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Eiser, Leslie

1986-01-01

Highlights the advantages of word processors and spelling checkers in improving student writing skills. Explains how spelling checkers work and describes the types of available checkers. Also provides lists of Apple, IBM, and Commodore word processors and checkers. (ML)

Training Engineers to Write: Old Assumptions and New Directions.

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Schillaci, William C.

1996-01-01

States that universities and engineering firms do not generally train engineers in business technical writing, although firms benefit from having engineers who can write clear descriptions of their work. Suggests a program to promote writing skills of engineers and engineering students with limited English skills that involves clear, logical lists…

Middlesex Community College Software Technical Writing Program.

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Middlesex Community Coll., Bedford, MA.

This document describes the Software Technical Writing Program at Middlesex Community College (Massachusetts). The program is a "hands-on" course designed to develop job-related skills in three major areas: technical writing, software, and professional skills. The program was originally designed in cooperation with the Massachusetts High…

Writing for Science Literacy

Science.gov (United States)

Chamberlin, Shannon Marie

Scientific literacy is the foundation on which both California's currently adopted science standards and the recommended new standards for science are based (CDE, 2000; NRC, 2011). The Writing for Science Literacy (WSL) curriculum focuses on a series of writing and discussion tasks aimed at increasing students' scientific literacy. These tasks are based on three teaching and learning constructs: thought and language, scaffolding, and meta-cognition. To this end, WSL is focused on incorporating several strategies from the Rhetorical Approach to Reading, Writing, Listening and Speaking to engage students in activities designed to increase their scientific literacy; their ability to both identify an author's claim and evidence and to develop their own arguments based on a claim and evidence. Students participated in scaffolded activities designed to strengthen their written and oral discourse, hone their rhetorical skills and improve their meta-cognition. These activities required students to participate in both writing and discussion tasks to create meaning and build their science content knowledge. Students who participated in the WSL curriculum increased their written and oral fluency and were able to accurately write an evidence-based conclusion all while increasing their conceptual knowledge. This finding implies that a discourse rich curriculum can lead to an increase in scientific knowledge.

Implementasi Strategi Writing to Learn untuk Meningkatkan Kemampuan Kognitif dan Keterampilan Berpikir Kritis Siswa SMA pada Materi Hukum Newton

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Hilda Nurul Melida

2016-12-01

Full Text Available Abstract The result of former study showed that students’ cognitive ability and critical thinking skills were still low. The ‘writing to learn’ strategy is predicted to be able to enhance students’ cognitive ability and critical thinking skills. The aims of this research are (1 investigate the comparison of cognitive ability and critical thinking skills enhancement between the classes that apply the use of ‘writing to learn’ strategy and the classes that administer conventional learning, (2 examine the effectiveness of ‘writing to learn’ strategy in improving cognitive ability and critical thinking skills, and (3 examine the relationship between the quality of writing and cognitive ability and critical thinking skills. This research used nonequivalent control group design in high school one of Bandung. The result showed the implementation of ‘writing to learn’ strategy increased students’ cognitive ability and critical thinking skills of newtons’ laws of motion in experiment class, i.e. with each value of n-gain was 0.58 and 0.67 that the increase was higher than the control class, i.e. with each value of n-gain was 0.36 and 0.50. ‘Writing to learn’ strategy gave an impact towards the enhancement of students’ cognitive ability and critical thinking skills with each value of the effect size was 0.80 and 1.1. The quality of writing gave enough contribution in improving cognitive ability and critical thinking skills with each coefficient of correlation 0.24 and 0.63. Keywords : Writing to learn strategy, cognitive ability, critical thinking skills. Abstrak Hasil studi pendahuluan memperlihatkan bahwa siswa memiliki kemampuan kognitif dan keterampilan berpikir kritis yang masih rendah. Strategi writing to learn diprediksi dapat meningkatkan kemampuan dan keterampilan berpikir kritis siswa. Penelitian ini bertujuan untuk (1 mengetahui perbandingan peningkatan kemampuan kognitif dan keterampilan berpikir kritis antara

Cohesive Errors in Writing among ESL Pre-Service Teachers

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Kwan, Lisa S. L.; Yunus, Melor Md

2014-01-01

Writing is a complex skill and one of the most difficult to master. A teacher's weak writing skills may negatively influence their students. Therefore, reinforcing teacher education by first determining pre-service teachers' writing weaknesses is imperative. This mixed-methods error analysis study aims to examine the cohesive errors in the writing…

Poster Development and Presentation to Improve Scientific Inquiry and Broaden Effective Scientific Communication Skills.

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Rauschenbach, Ines; Keddis, Ramaydalis; Davis, Diane

2018-01-01

We have redesigned a tried-and-true laboratory exercise into an inquiry-based team activity exploring microbial growth control, and implemented this activity as the basis for preparing a scientific poster in a large, multi-section laboratory course. Spanning most of the semester, this project culminates in a poster presentation of data generated from a student-designed experiment. Students use and apply the scientific method and improve written and verbal communication skills. The guided inquiry format of this exercise provides the opportunity for student collaboration through cooperative learning. For each learning objective, a percentage score was tabulated (learning objective score = points awarded/total possible points). A score of 80% was our benchmark for achieving each objective. At least 76% of the student groups participating in this project over two semesters achieved each learning goal. Student perceptions of the project were evaluated using a survey. Nearly 90% of participating students felt they had learned a great deal in the areas of formulating a hypothesis, experimental design, and collecting and analyzing data; 72% of students felt this project had improved their scientific writing skills. In a separate survey, 84% of students who responded felt that peer review was valuable in improving their final poster submission. We designed this inquiry-based poster project to improve student scientific communication skills. This exercise is appropriate for any microbiology laboratory course whose learning outcomes include the development of scientific inquiry and literacy.

Developing Students' Referencing Skills: A Matter of Plagiarism, Punishment and Morality or of Learning to Write Critically?

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Vardi, Iris

2012-01-01

Just as plagiarism is viewed poorly in the academic community, so is plagiarism viewed poorly in student writing, with a range of sanctions and penalties applying for not displaying academic integrity. Yet learning to cite effectively to progress one's argument, position or understandings is a skill that takes time to develop and hone. This paper…

The Effect of Journal Writing on Students' Cognitive Critical Thinking Skills: "A Quasi-Experimental Research on an English as a Foreign Language (EFL) Undergraduate Classroom in Egypt"

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Shaarawy, Hanaa Youssef

2014-01-01

Based on writing weekly academic journals and on Bloom's (1984) taxonomy of cognitive critical thinking skills, this article reports on a quasi-experiment where journal writing was an additional task to an academic writing course. The experiment was carried out with first year university students (semester two) in one of the Egyptian private…

IMPROVING STUDENTS‟ ABILITY IN WRITING RECOUNT TEXTS BY USING AUTHENTIC TASK

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Ahmad Yusri

2017-04-01

Full Text Available This study uncovers the improvement of the students‘ ability through authentic task in writing recount text. It is used to look for and write down what they have seen in real world. This study is Classroom Action Research. It is planned as well as possible. Moreover, the subject of the study was a class of the tenth grade students of Islamic Boarding High School ―Hikmatusysyarief” MA NW Salut in the School Year 2010/2011. It was conducted in two cycles. Then, the instruments utilized were observation checklist, questionnaire, and students‘ writing product. The result of this study indicates that authentic task as a technique has improved the students‘ ability in writing recount text as well as plan. In the first cycle, there is 57% students‘ who gained score higher than 60% and the students who gained score less than 60 are 52%, meanwhile the students score at the second cycle shown 81% of the students get higher than 60 (17 out of 21 students and 19% of the students gained score less than 60 (4 out of 21 students. It is also to indicate that the students‘ involvement in teaching and learning process was surely active, particularly when they worked in group. In short, this technique is believed to improve the students‘ ability in writing recount text and their involvement in teaching and learning processes.

Writing Matters to Urban Middle Level Students

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Yost, Deborah S.; Vogel, Robert

2012-01-01

This article provides an overview of the Writers Matter program, which allows adolescents to use their life stories as a vehicle for self-expression and writing skill development. Evaluations of the program have show increased writing skills among participating students in the areas of focus, content, organization, and grammar. Additional benefits…

Improving Undergraduates' Critical Thinking Skills through Peer-learning Workshops

Science.gov (United States)

Cole, S. B.

2013-12-01

Critical thinking skills are among the primary learning outcomes of undergraduate education, but they are rarely explicitly taught. Here I present a two-fold study aimed at analyzing undergraduate students' critical thinking and information literacy skills, and explicitly teaching these skills, in an introductory Planetary Science course. The purpose of the research was to examine the students' information-filtering skills and to develop a short series of peer-learning workshops that would enhance these skills in both the students' coursework and their everyday lives. The 4 workshops are designed to be easily adaptable to any college course, with little impact on the instructor's workload. They make use of material related to the course's content, enabling the instructor to complement a pre-existing syllabus while explicitly teaching students skills essential to their academic and non-academic lives. In order to gain an understanding of undergraduates' existing information-filtering skills, I examined the material that they consider to be appropriate sources for a college paper. I analyzed the Essay 1 bibliographies of a writing-based introductory Planetary Science course for non-majors. The 22 essays cited 135 (non-unique) references, only half of which were deemed suitable by their instructors. I divided the sources into several categories and classified them as recommended, recommended with caution, and unsuitable for this course. The unsuitable sources ranged from peer-reviewed journal articles, which these novice students were not equipped to properly interpret, to websites that cannot be relied upon for scientific information (e.g., factoidz.com, answersingenesis.org). The workshops aim to improve the students' information-filtering skills by sequentially teaching them to evaluate search engine results, identify claims made on websites and in news articles, evaluate the evidence presented, and identify specific correlation/causation fallacies in news articles

Literacy Cafe: Making Writing Authentic

Science.gov (United States)

Daniels, Erika

2007-01-01

The "Literacy Cafe," a celebration of genre study and student writing, offers students (and visitors!) a positive environment in which to engage in reading and discussion of writing without self-consciousness or fear of criticism. It works because students learn to recognize writing as a learning tool and a relevant, authentic skill in the real…

The Effects of a Summary Writing Strategy on the Literacy Skills of Adolescents with Disabilities

Science.gov (United States)

Asaro-Saddler, Kristie; Muir-Knox, Haley; Meredith, Holly

2018-01-01

Many adolescents, particularly adolescents with disabilities, have difficulty with literacy tasks such as reading and writing. Yet research has found that when students with disabilities receive appropriate instruction, they typically are able to improve their overall writing outcomes. This study explored the effectiveness of a summary writing…

Relationship between gender and tactile-kinesthetic sensitivity and the quality of writing among students with and without writing difficulties

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Vujanović Marina M.

2017-01-01

Full Text Available Writing, a skill that students practice as soon as they start primary school, requires coordination between motor, perceptual and cognitive abilities. In order to determine the effect of gender on writing difficulties and the possible differences in the relationship between tactile-kinesthetic perception and writing skills of boys and girls with and without writing difficulties, a study was conducted in 2016 on a sample of 1,156 fifth to eighth grade students of eight Belgrade primary schools. Although the results obtained suggest that girls write faster than boys, difficulties with writing fast were equally present in both groups of students. However, difficulties with writing quality occurred with statistically significantly greater frequency among boys. Pencil grip, kinesthetic sensibility test results and consistency of pressure were not unrelated to students' gender, with girls achieving better results. Moreover, boys had significantly lower scores than girls on tactile function tests. The obtained results indicate that gender is a determinant of writing difficulties as measured through speed of writing and legibility. Also, girls have more developed kinesthetic-tactile functions, which are correlated with writing quality.

Training of academic writing: improving competitiveness of Czech universities

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Tomáš Foltýnek

2013-01-01

Full Text Available Project “Impact of Policies for Plagiarism in Higher Education across Europe” has reached its final phase. We have collected lots of data reflecting facts and opinions about plagiarism and related areas. Training of academic writing is one of important means for plagiarism prevention.The paper compares levels of training of academic writing between the Czech republic and the rest of Europe. The answers in a questionnaire survey dealing with plagiarism and training of academic writing will be compared and analysed. According to these answers, best practices in European higher education institutions will be identified, and gaps in the Czech institutions will be described. Removing gaps than poses a step to improve the competitiveness of the Czech higher education institutions.

Teaching Process Writing in an Online Environment

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Carolan, Fergal; Kyppö, Anna

2015-01-01

This reflective practice paper offers some insights into teaching an interdisciplinary academic writing course aimed at promoting process writing. The study reflects on students' acquisition of writing skills and the teacher's support practices in a digital writing environment. It presents writers' experiences related to various stages of process…

Impact Evaluation of the National Writing Project's College-Ready Writing Project in High Poverty Rural Districts

Science.gov (United States)

Gallagher, H. Alix; Arshan, Nicole; Woodworth, Katrina

2016-01-01

Writing is an essential skill for participating in modern American society. Although it is crucial to careers and civic engagement, student writing falls far short of national expectations (College Board, 2004; NCES, 2012; Persky, Daane, & Jin, 2003). The Common Core State Standards (CCSS) seek to increase the rigor of writing instruction…

The SEA-change Model in Information Literacy: Assessing Information Literacy Development with Reflective Writing

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Barbara Anne Sen

2014-07-01

Full Text Available Reflective writing is a key professional skill, and the University of Sheffield Information School seeks to develop this skill in our students through the use of reflective assessments. Reflection has been used as a means of supporting Information Literacy development in the Higher Education context and recent pedagogical IL frameworks highlight the important role of reflection. This paper presents an analysis of Undergraduate students’ reflective writing on one module. The writing is mapped against two models of reflection to understand the nature and depth of the students’ reflection and through this understand their Information literacy development, with the overall aim of improving the teaching and learning experience for the future. Key findings are that students did reflect deeply and identified a number of ways in which they felt their IL had developed (e.g. developing a knowledge of specialist sources, ways they could have improved their information literacy practices (e.g. through storing information in a more organised fashion, and ways that we could improve our teaching (e.g. by providing appropriate scaffolding for the activities.

Reach Out and Write Someone.

Science.gov (United States)

Arnold, Vanessa D.; Roach, Terry D.

1993-01-01

Writing letters to elected officials and letters to the editor helps students articulate their thoughts based on sound evidence and valid reasoning, avoiding "sounding off" and emotional appeals. Writing skills, critical thinking, and civic values are reinforced. (SK)

Writing Week-Journals to Improve the Writing Quality of Fourth-Graders' Compositions

Science.gov (United States)

Rosário, Pedro; Högemann, Julia; Núñez, José Carlos; Vallejo, Guillermo; Cunha, Jennifer; Oliveira, Vera; Fuentes, Sonia; Rodrigues, Celestino

2017-01-01

Students' writing problems are a global educational concern and is in need of particular attention. This study aims to examine the impact of providing extra writing opportunities (i.e., writing journals) on the quality of writing compositions. A longitudinal cluster-randomized controlled design using a multilevel modeling analysis with 182 fourth…

Reading, writing, and phonological processing skills of adolescents with 10 or more years of cochlear implant experience.

Science.gov (United States)

Geers, Ann E; Hayes, Heather

2011-02-01

This study had three goals: (1) to document the literacy skills of deaf adolescents who received cochlear implants (CIs) as preschoolers; (2) to examine reading growth from elementary grades to high school; (3) to assess the contribution of early literacy levels and phonological processing skills, among other factors, to literacy levels in high school. A battery of reading, spelling, expository writing, and phonological processing assessments were administered to 112 high school (CI-HS) students, ages 15.5 to 18.5 yrs, who had participated in a reading assessment battery in early elementary grades (CI-E), ages 8.0 to 9.9 yrs. The CI-HS students' performance was compared with either a control group of hearing peers (N = 46) or hearing norms provided by the assessment developer. Many of the CI-HS students (47 to 66%) performed within or above the average range for hearing peers on reading tests. When compared with their CI-E performance, good early readers were also good readers in high school. Importantly, the majority of CI-HS students maintained their reading levels over time compared with hearing peers, indicating that the gap in performance was, at the very least, not widening for most students. Written expression and phonological processing tasks posed a great deal of difficulty for the CI-HS students. They were poorer spellers, poorer expository writers, and displayed poorer phonological knowledge than hearing age-mates. Phonological processing skills were a critical predictor of high school literacy skills (reading, spelling, and expository writing), accounting for 39% of variance remaining after controlling for child, family, and implant characteristics. Many children who receive CIs as preschoolers achieve age-appropriate literacy levels as adolescents. However, significant delays in spelling and written expression are evident compared with hearing peers. For children with CIs, the development of phonological processing skills is not just important for

The Implementation of Role Play to Improve EFL Speaking Skill of the Second Semester Students of Akademi Bahasa Asing Balikpapan

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Muhammad Rochman

2014-08-01

Full Text Available Speaking is an important skill learned by English student although English covers four skills namely speaking, listening, speaking and writing. Speaking is the main bridge for the students to master English. Unfortunately the fact has shown that the students were quite difficult to improve their speaking skill because they were accustomed to use their native language language in their daily life than using English. The above facts signify that the lecturer should apply the techniques that can motivate students to speak and engage students in encouraging activities. One of the techniques that encourage students to speak is role play. Role play is the choice implemented by the researcher in improving the speaking skill of the first year students at ABA Balikpapan since using role play, the students can express their idea, opinion, and feeling well in their performance without being worried to make mistake. Based on the result of the study, it can be concluded that the result of this research was satisfying. This research claims that it was successful in the effort in improving students’ English speaking skill through Role-Play. Role-Play activity could increase the students’ motivation in joining the teaching and learning activity. Their motivation is reflected in their efforts in preparing the Role-Play.

The effect of fine and grapho-motor skill demands on preschoolers' decoding skill.

Science.gov (United States)

Suggate, Sebastian; Pufke, Eva; Stoeger, Heidrun

2016-01-01

Previous correlational research has found indications that fine motor skills (FMS) link to early reading development, but the work has not demonstrated causality. We manipulated 51 preschoolers' FMS while children learned to decode letters and nonsense words in a within-participants, randomized, and counterbalanced single-factor design with pre- and posttesting. In two conditions, children wrote with a pencil that had a conical shape fitted to the end filled with either steel (impaired writing condition) or polystyrene (normal writing condition). In a third control condition, children simply pointed at the letters with the light pencil as they learned to read the words (pointing condition). Results indicate that children learned the most decoding skills in the normal writing condition, followed by the pointing and impaired writing conditions. In addition, working memory, phonemic awareness, and grapho-motor skills were generally predictors of decoding skill development. The findings provide experimental evidence that having lower FMS is disadvantageous for reading development. Copyright © 2015 Elsevier Inc. All rights reserved.

Writing to dictation and handwriting performance among Chinese children with dyslexia: relationships with orthographic knowledge and perceptual-motor skills.

Science.gov (United States)

Cheng-Lai, Alice; Li-Tsang, Cecilia W P; Chan, Alan H L; Lo, Amy G W

2013-10-01

The purpose of this study was to investigate the relationships between writing to dictation, handwriting, orthographic, and perceptual-motor skills among Chinese children with dyslexia. A cross-sectional design was used. A total of 45 third graders with dyslexia were assessed. Results of stepwise multiple regression models showed that Chinese character naming was the only predictor associated with word dictation (β=.32); handwriting speed was related to deficits in rapid automatic naming (β=-.36) and saccadic efficiency (β=-.29), and visual-motor integration predicted both of the number of characters exceeded grid (β=-.41) and variability of character size (β=-.38). The findings provided support to a multi-stage working memory model of writing for explaining the possible underlying mechanism of writing to dictation and handwriting difficulties. Copyright © 2013 Elsevier Ltd. All rights reserved.

Poster Development and Presentation to Improve Scientific Inquiry and Broaden Effective Scientific Communication Skills †

Science.gov (United States)

Rauschenbach, Ines; Keddis, Ramaydalis; Davis, Diane

2018-01-01

We have redesigned a tried-and-true laboratory exercise into an inquiry-based team activity exploring microbial growth control, and implemented this activity as the basis for preparing a scientific poster in a large, multi-section laboratory course. Spanning most of the semester, this project culminates in a poster presentation of data generated from a student-designed experiment. Students use and apply the scientific method and improve written and verbal communication skills. The guided inquiry format of this exercise provides the opportunity for student collaboration through cooperative learning. For each learning objective, a percentage score was tabulated (learning objective score = points awarded/total possible points). A score of 80% was our benchmark for achieving each objective. At least 76% of the student groups participating in this project over two semesters achieved each learning goal. Student perceptions of the project were evaluated using a survey. Nearly 90% of participating students felt they had learned a great deal in the areas of formulating a hypothesis, experimental design, and collecting and analyzing data; 72% of students felt this project had improved their scientific writing skills. In a separate survey, 84% of students who responded felt that peer review was valuable in improving their final poster submission. We designed this inquiry-based poster project to improve student scientific communication skills. This exercise is appropriate for any microbiology laboratory course whose learning outcomes include the development of scientific inquiry and literacy. PMID:29904518

Child and Home Predictors of Children's Name Writing

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Hope K. Gerde

2012-01-01

Full Text Available The current study used dominance analysis to investigate the relative importance of multiple factors on children's (ages 3–5; mean age of 47.3 months name writing skill when they enter preschool. Children ( were tested individually at the beginning of preschool on six factors thought to be important for name writing success: letter knowledge, decoding, motor skills, problem behaviors, self-regulation, and home literacy environment. Collectively, these variables explained 37.1% of the variation in children's name writing, but the importance of each factor differed widely. Children’s knowledge of capital letters (11.8% and their motor development (11.8% were the most important for children’s name writing whereas the home learning environment (2.3% and reported problem behaviors (1.5% were the least important factors. These findings suggest that researchers and teachers should focus on letter knowledge and motor development in understanding and promoting children’s name writing skills.

The Effectiveness of Using WhatsApp Messenger as One of Mobile Learning Techniques to Develop Students' Writing Skills

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Fattah, Said Fathy El Said Abdul

2015-01-01

The present study was an attempt to determine the effectiveness of using a WhatsApp Messenger as one of mobile learning techniques to develop students' writing skills. Participants were 30 second year college students, English department from a private university in Saudi Arabia. The experimental group (N = 15) used WhatsApp technology to develop…

Can We Succeed in Teaching Business Students to Write Effectively?

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Pittenger, Khushwant K. S.; Miller, Mary C.; Allison, Jesse

2006-01-01

This article presents the results of a study where business students' writing skills were assessed using an external objective measure in a business communication course. The student performance was disappointing before instructor intervention. After the intervention, student performance improved noticeably. The implications of the study are…

IMPROVING THE STUDENTS’ EFL WRITING ABILITY THROUGH “PUT YOURSELF IN THE PICTURE” STRATEGY

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Muhammad Lukman Syafii

2015-09-01

Full Text Available Abstract: This Action research was intended to improve the students’ EFL writing ability through “Put Yourself in the Picture” strategy. This research involved 33 first year managemen major of students A of Muhammadiyah University of Ponorogo in the academic year 2015/2016. This research was conducted in two cycles by following the procedures of the action research, namely, planning, implementing, observing, and reflecting. Each cycle of the research encompassed three meetings. The data of the research were gathered through observation checklists, field notes, questionnaire, and portfolio. The findings of research showed that “Put Yourself in the Picture” strategy has proven effectively to improve the student’ writing ability. The improvement could be seen from the increase of the students’ average writing score. Besides, “Put Yourself in the Picture” strategy can increase the students’ participation during the process of writing. Key words: “Put Yourself in the Picture” strategy, writing ability

Alphabet Writing and Allograph Selection as Predictors of Spelling in Sentences Written by Spanish-Speaking Children Who Are Poor or Good Keyboarders.

Science.gov (United States)

Peake, Christian; Diaz, Alicia; Artiles, Ceferino

This study examined the relationship and degree of predictability that the fluency of writing the alphabet from memory and the selection of allographs have on measures of fluency and accuracy of spelling in a free-writing sentence task when keyboarding. The Test Estandarizado para la Evaluación de la Escritura con Teclado ("Spanish Keyboarding Writing Test"; Jiménez, 2012) was used as the assessment tool. A sample of 986 children from Grades 1 through 3 were classified according to transcription skills measured by keyboard ability (poor vs. good) across the grades. Results demonstrated that fluency in writing the alphabet and selecting allographs mediated the differences in spelling between good and poor keyboarders in the free-writing task. Execution in the allograph selection task and writing alphabet from memory had different degrees of predictability in each of the groups in explaining the level of fluency and spelling in the free-writing task sentences, depending on the grade. These results suggest that early assessment of writing by means of the computer keyboard can provide clues and guidelines for intervention and training to strengthen specific skills to improve writing performance in the early primary grades in transcription skills by keyboarding.

Writing assessment in higher education: Making the framework work

NARCIS (Netherlands)

Callies, M.; Zaytseva, E.; Present-Thomas, R.L.

2013-01-01

The importance of appropriate assessment methods for academic writing skills in higher education has received increasing attention in SLA research in recent years. Despite this, there is still relatively little understanding of how academic writing skills develop at the most advanced levels of

The Writing Suitcase.

Science.gov (United States)

Rich, Susan J.

1985-01-01

Discusses one teacher's method for encouraging young children's literacy developemnt. Offers practical suggestions for involving parents in stimulating their child's early reading and writing skills. (DT)

Improving Dictionary Skills in Ndebele

African Journals Online (AJOL)

rbr

Abstract: This article proposes ways of improving dictionary skills amongst the Ndebele. One way of accomplishing this is incorporating the teaching of dictionary skills into teacher training syllabi. Teachers can impart their knowledge to students and a dictionary culture can develop for enhancing effective use of current ...

Integrating scientific argumentation to improve undergraduate writing and learning in a global environmental change course

Science.gov (United States)

Kreutz, K. J.; Koffman, B. G.; Trenbath, K. L.

2013-12-01

warmer average global temperatures. On the post-assessment, nearly half of the respondents who originally had selected the sea level answer had switched to the correct response. Student understanding of climate-related concepts improved even if we did not explicitly teach a given subject. Thus, our approach challenged students to go beyond analyzing and interpreting data, to the point where they could articulate an argument based on a range of evidence. Students appreciated the challenge: in anonymous course evaluations, six out of fifteen students reported that scientific writing was the most valuable aspect of the course. Overall, we found that incorporating scientific argumentation improved student learning in this course. Here we will present relevant course content, exercises, assessment data, and student feedback to evaluate progress towards our goal of using a written argumentation approach to improving critical thinking, data analysis, and writing skills. We also discuss plans to incorporate peer review into the Spring 2014 course writing curriculum.

Enhancing Critical Thinking Skills and Writing Skills through the Variation in Non-Traditional Writing Task

Science.gov (United States)

Sinaga, Parlindungan; Feranie, Shelly

2017-01-01

The research aims to identify the impacts of embedding non-traditional writing tasks within the course of modern physics conducted to the students of Physics Education and Physics Study Programs. It employed a quasi-experimental method with the pretest-posttest control group design. The used instruments were tests on conceptual mastery, tests on…

Enhancing Literacy Skills through Technology.

Science.gov (United States)

Sistek-Chandler, Cynthia

2003-01-01

Discusses how to use technology to enhance literacy skills. Highlights include defining literacy, including information literacy; research to support reading and writing instruction; literacy software; thinking skills; organizational strategies for writing and reading; how technology can individualize literacy instruction; and a new genre of…

Mathematical writing

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Vivaldi, Franco

2014-01-01

This book teaches the art of writing mathematics, an essential -and difficult- skill for any mathematics student.   The book begins with an informal introduction on basic writing principles and a review of the essential dictionary for mathematics. Writing techniques are developed gradually, from the small to the large: words, phrases, sentences, paragraphs, to end with short compositions. These may represent the introduction of a concept, the abstract of a presentation or the proof of a theorem. Along the way the student will learn how to establish a coherent notation, mix words and symbols effectively, write neat formulae, and structure a definition.   Some elements of logic and all common methods of proofs are featured, including various versions of induction and existence proofs. The book concludes with advice on specific aspects of thesis writing (choosing of a title, composing an abstract, compiling a bibliography) illustrated by large number of real-life examples. Many exercises are included; over 150...

TEACHING BUSINESS CORRESPONDENCE FOR TOURISM AND HOSPITALITY THROUGH COLLABORATIVE WRITING APPROACH

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Budi Purnomo

2017-04-01

Full Text Available This research aims at answering problems: (1 ―How to teach business correspondence for tourism and hospitality (BCTH through collaborative writing approach (CWA?‖ (2 ―What are the advantages of teaching BCTH through CWA?‖ and (3 ―What are the disadvantages of teaching BCHT through CWA?‖ This study is a descriptive and qualitative research. It uses three techniques for collecting data: observation and field notes, questionnaire and in-depth interviewing. It was undertaken in a Business Correspondence class at Sahid Tourism Institute of Surakarta from July to December 2013. There are 28 undergraduate students of semester five and one English lecturer as research subjects. Through CWA students in pairs were given tasks to compose (1 introduction letter, (2 letter of inquiry and offer, (3 reservation letter, (4 letter of collection, (5 letter of changes and cancelation, (6 letter of complaint, (7 letter of joint venture, (8 invitation letter, (9 application letter, (10 letter of resignation, (11 letter of recommendation and (12 business report. The research findings show that procedures to teach BCTH through CWA are: teacher explains a BCTH topic and shows a model of letter; students choose their partners themselves; teacher gives a writing task to students; student A writes a letter and student B writes a reply letter; pairs exchange information during the process of writing; students submit their products of writing; teacher makes a correction for their products outside of class. The advantages of teaching BCTH through CWA are: CWA helps students work together to reach the best products of writing; CWA improves the content of writing; CWA develops grammatical and structural proficiency and CWA reduces stress and saves time. The disadvantages of teaching BCTH through CWA are: CWA affects a conflict related to personal learning style; CWA improves the use of unexpected spoken Indonesian and Javanese languages during doing the tasks and

A Comparative Study of the Effect of Homogeneous and Heterogeneous Collaborative Interaction on the Development of EFL Learners’ Writing Skill

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Parviz Maftoon

2009-05-01

Full Text Available This study investigates the effect of homogeneous and heterogeneous peer interaction on the development of Iranian EFL learners’ writing skill. Sixty female students of TEFL participated in the study. The participants were divided into two groups based on their English proficiency test scores. The homogeneous group consisted of 14 participants paired with partners with similar English proficiency test scores, while the heterogeneous group consisted of 16 participants who were paired with partners who had higher test scores. The pairs had interaction and peer collaboration before carrying out three types of writing tasks. The Repeated Measures ANOVA was used to compare the student writers’ pretest writing scores with their three post-test scores. The results showed that both groups, very similarly, had significantly higher post-test scores in all three writing tasks. The findings are explained based on the sociocultural theory and Vygotsky’s notion of the zone of proximal development (ZPD. The study offers several important pedagogical implications and suggestions for further research.

Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading

Science.gov (United States)

Graham, Steve; Hebert, Michael

2011-01-01

Reading is critical to students' success in and out of school. One potential means for improving students' reading is writing. In this meta-analysis of true and quasi-experiments, Graham and Herbert present evidence that writing about material read improves students' comprehension of it; that teaching students how to write improves their reading…

Best practices in writing instruction

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Fitzgerald, Jill; MacArthur, Charles A

2014-01-01

An indispensable teacher resource and course text, this book presents evidence-based practices for helping all K-12 students develop their skills as writers. Every chapter draws clear connections to the Common Core State Standards (CCSS). Leading authorities describe how to teach the skills and strategies that students need to plan, draft, evaluate, and revise multiple types of texts. Also addressed are ways for teachers to integrate technology into the writing program, use assessment to inform instruction, teach writing in the content areas, and tailor instruction for English language learner

Improving together: collaborative learning in science communication

Science.gov (United States)

Stiller-Reeve, Mathew

2015-04-01

Most scientists today recognise that science communication is an important part of the scientific process. Despite this recognition, science writing and communication are generally taught outside the normal academic schedule. If universities offer such courses, they are generally short-term and intensive. On the positive side, such courses rarely fail to motivate. At no fault of their own, the problem with such courses lies in their ephemeral nature. The participants rarely complete a science communication course with an immediate and pressing need to apply these skills. And so the skills fade. We believe that this stalls real progress in the improvement of science communication across the board. Continuity is one of the keys to success! Whilst we wait for the academic system to truly integrate science communication, we can test and develop other approaches. We suggest a new approach that aims to motivate scientists to continue nurturing their communication skills. This approach adopts a collaborative learning framework where scientists form writing groups that meet regularly at different institutes around the world. The members of the groups learn, discuss and improve together. The participants produce short posts, which are published online. In this way, the participants learn and cement basic writing skills. These skills are transferrable, and can be applied to scientific articles as well as other science communication media. In this presentation we reflect on an ongoing project, which applies a collaborative learning framework to help young and early career scientists improve their writing skills. We see that this type of project could be extended to other media such as podcasts, or video shorts.

Cultivating Advanced Technical Writing Skills through a Graduate-Level Course on Writing Research Proposals

Science.gov (United States)

McCarthy, Brian D.; Dempsey, Jillian L.

2017-01-01

A graduate-level course focused on original research proposals is introduced to address the uneven preparation in technical writing of new chemistry graduate students. This course focuses on writing original research proposals. The general course structure features extensive group discussions, small-group activities, and regular in-class…

Movie-Generated EFL Writing: Discovering the Act of Writing through Visual Literacy Practices

Science.gov (United States)

Hekmati, Nargess; Ghahremani Ghajar, Sue-san; Navidinia, Hossein

2018-01-01

The present article explores the idea of using movies in EFL classrooms to develop students' writing skill. In this qualitative study, 15 EFL learners were engaged in different writing activities in a contextualized form of movies, meaning that the films acted as text-books, and activities were designed based on the contexts of the films. Taking…

Empowerment of Students Critical Thinking Skills Through Implementation of Think Talk Write Combined Problem Based Learning

OpenAIRE

Yanuarta, Lidya; Gofur, Abdul; Indriwati, Sri Endah

2016-01-01

Critical thinking is a complex reflection process that helps individuals become more analytical in their thinking. Empower critical thinking in students need to be done so that students can resolve the problems that exist in their life and are able to apply alternative solutions to problems in a different situations. Therefore, Think Talk Write (TTW) combined Problem Based Learning (PBL) were needed to empowered the critical thinking skills so that students were able to face the challenges of...

Solving the Students’ Problems in Writing Argumentative Essay Through the Provision of Planning

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Lestari Setyowati

2017-10-01

Full Text Available Most Indonesian students who are learning English often consider writing as not only the most difficult skill to master, but also a demanding activity. To help them cope these problems, the application of planning in the writing process seems to be a solution. This study attempts to find out howdifferent planning formats can improve EFL students’ writing performance in argumentative essays. The subjects of the studywere the fourth semester students taking essay writing class. The research was conducted from May to June 2015, consisting of three cycles in Classroom Action Research design by using different planning types, namely rough drafting and outlining strategy in which each cycle consisted of two meetings.The students’ compositions were measured by using primary trait scoring rubric for argumentative essay. The result of the study shows that the provision of planning is effective to improve the students’ performance in writing argumentative essay. The effectiveness of different types planningdepends on the students’ preference of which to use.

Improving Young Children's Writing: The Influence of Story Structure on Kindergartners' Writing Complexity

Science.gov (United States)

Watanabe, Lynne M.; Hall-Kenyon, Kendra M.

2011-01-01

This study examined the change in complexity of kindergarteners' writing after implementing writing instruction based on story elements. Writing samples from six students of three ability levels were collected over a 6-week period. Writing samples included students' oral language, pictures, and written text and were analyzed using two rubrics…

Teaching Writing to EFL Learners: An Investigation of Challenges Confronted by Indonesian Teachers

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Kuni Hikmah Hidayati

2018-06-01

Full Text Available Teaching English writing skill which involves developing linguistic and communicative competence of learners is considered a challenging task. When teaching writing, therefore, EFL teachers in general and Indonesian teachers in particular encounter many challenges (i.e. difficulties. This study aims to find out Indonesian teachers’ challenges in teaching English writing skill and discuss possible solutions to remove, or at least, minimize, the problems. The data was collected by interviewing 10 English teachers who come from different part of East Java, Indonesia and teach English in either private or public Junior and Senior High Schools. The instrument used was structured interview. The data collected from the interview was, then, analyzed descriptively. The findings show that there are internal and external factors contribute to the challenges that the teachers confront. The internal factors include linguistic competence, native language interference, motivation and reading habits of the learners, while the external ones include the class condition, aids available for teaching writing and the availability of time. The research findings would facilitate the teachers and the concerning authorities to improve the ELT especially in teaching writing.

Helping Students with Cognitive Disabilities Improve Social Writing Skills through Email Modeling and Scaffolding

Science.gov (United States)

Wang, Xiao-lei; Eberhard, Dominique; Voron, Mike; Bernas, Ronan

2016-01-01

The purpose of this study is to examine the effects of email modeling and scaffolding on the social writing quality of students with cognitive disabilities. Ten students from a university-affiliated lab school (mean age = 19.3; SD = 1.2) with an average of IQ of 55.30 (SD = 5.98) and 10 teacher candidates in a university teacher education…

Writing and mathematical problem solving in Grade 3

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Belinda Petersen

2017-06-01

Full Text Available This article looks at writing tasks as a methodology to support learners’ mathematical problemsolving strategies in the South African Foundation Phase context. It is a qualitative case study and explores the relation between the use of writing in mathematics and development of learners’ problem-solving strategies and conceptual understanding. The research was conducted in a suburban Foundation Phase school in Cape Town with a class of Grade 3 learners involved in a writing and mathematics intervention. Writing tasks were modelled to learners and implemented by them while they were engaged in mathematical problem solving. Data were gathered from a sample of eight learners of different abilities and included written work, interviews, field notes and audio recordings of ability group discussions. The results revealed an improvement in the strategies and explanations learners used when solving mathematical problems compared to before the writing tasks were implemented. Learners were able to reflect critically on their thinking through their written strategies and explanations. The writing tasks appeared to support learners in providing opportunities to construct and apply mathematical knowledge and skills in their development of problem-solving strategies.

The Use of Descriptors with Exemplar and Model Answers to Improve Quality of Students' Narrative Writing in English French and Arabic

Science.gov (United States)

Somba, Anne W.; Obura, Ger; Njuguna, Margaret; Itevete, Boniface; Mulwa, Jones; Wandera, Nooh

2015-01-01

The importance of writing skills in enhancing student performance in language exams and even other subject areas is widely acknowledged. At Jaffery secondary, the approach to the teaching of writing has generally been to use three approaches: product-based approach with focus on what the students composed; process-based approach that is focused on…

"Righting" the Writing Problem.

Science.gov (United States)

Shaughnessy, Michael F.; Eastham, Nicholas

The problem of college students' writing skills or lack thereof is generally agreed upon in academia. One cause is the inordinate amount of multiple choice/true false/fill in the blank type of tests that students take in high school and college. Not only is there is a dearth of actual classes in writing available, few students recognize the need…

Transferring skills in quality collaboratives focused on improving patient logistics.

Science.gov (United States)

Weggelaar-Jansen, Anne Marie; van Wijngaarden, Jeroen

2018-04-02

A quality improvement collaborative, often used by the Institute for Healthcare Improvement, is used to educate healthcare professionals and improve healthcare at the same time. However, no prior research has been done on the knowledge and skills healthcare professionals need to achieve improvements or the extent to which quality improvement collaboratives help enhance both knowledge and skills. Our research focused on quality improvement collaboratives aiming to improve patient logistics and tried to identify which knowledge and skills are required and to what extent these were enhanced during the QIC. We defined skills important for logistic improvements in a three-phase Delphi study. Based on the Delphi results we made a questionnaire. We surveyed participants in a national quality improvement collaborative to assess the skills rated as 1) important, 2) available and 3) improved during the collaborative. At two sense-making meetings, experts reflected on our findings and hypothesized on how to improve (logistics) collaboratives. The Delphi study found 18 skills relevant for reducing patient access time and 21 for reducing throughput time. All skills retrieved from the Delphi study were scored as 'important' in the survey. Teams especially lacked soft skills connected to project and change management. Analytical skills increased the most, while more reflexive skills needed for the primary goal of the collaborative (reduce access and throughput times) increased modestly. At two sense-making meetings, attendees suggested four improvements for a quality improvement collaborative: 1) shift the focus to project- and change management skills; 2) focus more on knowledge transfer to colleagues; 3) teach participants to adapt the taught principles to their own situations; and 4) foster intra-project reflexive learning to translate gained insights to other projects (inter-project learning). Our findings seem to suggest that Quality collaboratives could benefit if more

Difficulties Encountered by Students in Learning the Productive Skills in EFL Classroom and the Relationship between Speaking and Writing: Case of First Year LMD Students at Abou Bekr-Belkaid

OpenAIRE

Belhabib, Imane

2015-01-01

Language plays a vital role in the development of human ability since it is the major means to communicate effectively in a target situation. When teaching English as a Foreign Language (TEFL), the learners need to master the four language skills: Listening, Speaking, Reading and Writing in order to achieve a high level of abilities in producing and receiving the target language in its oral or written forms. Students encounter difficulties in speaking and writing as productive skills and they...

Learning to Write and Draw

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... Share on Facebook Share on LinkedIn Share via email Print How Your Child’s Writing and Art Changes Over Time Creativity is a ... What Can You Do to Encourage Art and Writing Skills Resources and References Share on Twitter Share on ... Print You might also be interested in Article ...

Assurance of Learning in a Writing-Intensive Business Course

Science.gov (United States)

Carnes, Lana; Awang, Faridah; Smith, Halie

2015-01-01

Writing intensive courses provide a means of addressing declining student writing proficiency. Programmatic learning goals accomplished through a writing-intensive course can be used to develop students' writing skills. For business communication faculty members to maximize the value of their courses to business programs, they should demonstrate…

Identity Styles: Predictors of Reading and Writing Abilities

Directory of Open Access Journals (Sweden)

Zohre Mohamadi

2016-09-01

Full Text Available How the individual differences prime different learning process is well addressed in literature. But, what is missing from these analyses is how learners with different identity styles approach reading and writing skills and if different identity styles can predict differentiated language performance. The present study aims at investigating the relationship between identity styles, and reading/writing skills of Iranian intermediate female EFL learners. One the basis of the results of Nelson language proficiency test, 120 participants were selected to participate in this research. Participants' answers to Berzonsky's Identity Style Inventory (ISI3 and reading and writing parts of Preliminary English Test were analyzed. The results indicated that informational and normative identity styles were found to be positively correlated and diffuse-avoidant style was negatively correlated with reading and writing abilities whereas commitment identity didn't bear any significant relationships. The findings also indicated that informational style acted as the best predictor of these skills. Implications for language teachers are suggested.

“Read-To-Write-Tasks” in English for Specific Purposes Classes

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Galina Kavaliauskienė

2011-04-01

Full Text Available At university level students face demanding tasks of reading an enormous amount of professional materials in English. Writing various assignments is another challenging part of higher education. Online activities are the priority for conducting assignments at tertiary level. Students usually start doing the English for Specific Purposes (ESP course before learning subject-matters of the future profession, i.e. in their first year. The cornerstone of the ESP is unfamiliar lexis and numerous concepts of subject-matter. In order to succeed, students need to develop proficiency in reading professional texts and writing skillfully on relevant subject issues. The aim of this paper is to study, first, learners‘ attitudes to online reading of professional materials as well as to writing various assignments online and, second, to examine learners‘ self-assessment of proficiency in these skills. Our research employed brief written surveys designed in accordance with the standards in Social Sciences, which were administered to the students doing the ESP course, and the verbal data obtained during individual interviews intended to assess learners‘ success and achievements throughout the academic year. The respondents were the students specializing in psychology at Mykolas Romeris University, Vilnius, Lithuania. All the participants were unanimous in the importance of writing and reading skills for the ESP tasks. 100% of respondents support reading professional materials, and 80% of respondents support exercising online writing. Self-assessment of reading proficiency demonstrates that 90% of students believe they possess very good or good skills of reading, and 70% of learners are sure of their good skills in writing. Respondents’ performance in these skills is less impressive. Some recommendations towards perfecting students’ proficiency in “read-to-write-tasks” are suggested. It is important to help learners develop better rates of reading

Improving Test-Taking Skills of LD Adolescents.

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Markel, Geraldine

1981-01-01

A multicomponent model to improve test taking skills of learning disabled (LD) adolescents is proposed to encourage anxiety management, problem solving skills, assertiveness, study skills, and student confidence and control. The role of the LD consultant in this process is described. (CL)

Improving Process Writing with the Use Authentic Assessment

Science.gov (United States)

bin Abdul Aziz, Muhammad Noor; Yusoff, Nurahimah Mohd

2016-01-01

The paper discusses on how process writing is improved with the use of authentic assessment in an English Language classroom. Eleven primary school children from Year 4 in a rural school in Sabah are the participants of the study. Data were collected by observing them during the English Language lessons and at the end of the series of…

Writing abilities in intellectual disabilities: a comparison between Down and Williams syndrome.

Science.gov (United States)

Varuzza, Cristiana; De Rose, Paola; Vicari, Stefano; Menghini, Deny

2015-02-01

Writing is a complex task that requires the integration of multiple cognitive, linguistic, and motor abilities. Until now, only a few studies investigated writing abilities in individuals with Intellectual Disability (ID). The aim of the present exploratory study was to provide knowledge on the organization of writing in two populations with ID, Down syndrome (DS) and Williams syndrome (WS), trying to disentangle different components of the process. A battery tapping diverse writing demands as low-level transcription skills as well as high-level writing skills was proposed to 13 individuals with WS, 12 individuals with DS and 11 mental-age-matched typically developing (TD) children. Results showed that the two groups with genetic syndromes did not differ from TD in writing a list of objects placed in bedroom, in the number of errors in the text composition, in a text copying task and in kind of errors made. However, in a word dictation task, individuals with DS made more errors than individuals with WS and TD children. In a pseudoword dictation task, both individuals with DS and WS showed more errors than TD children. Our results showed good abilities in individuals with ID in different aspects of writing, involving not only low-level transcription skills but also high-level composition skills. Contrary to the pessimistic view, considering individuals with ID vulnerable for failure, our results indicate that the presence of ID does not prevent the achievement of writing skills. Copyright © 2014 Elsevier Ltd. All rights reserved.

Toward a parallel and cascading model of the writing system: A review of research on writing processes coordination

OpenAIRE

Thierry Olive

2014-01-01

Efficient coordination of the different writing processes is central to producing good-quality texts, and is a fundamental component of writing skill. In this article, I propose a general theoretical framework for considering how writing processes are coordinated, in which writing processes are concurrently activated with more or less overlap between processes depending on their working memory demands, and with the flow of information cascading from central to peripheral levels of processing....

Should You Know How to Do Marketing, Advertising, & Public Relations Writing?

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Sides, Charles H.

1992-01-01

Argues that technical writers who develop broader writing skills prove to be more valuable to their employers during periods of economic downturn. Offers an overview of the basic skills needed to write marketing, advertising, and public relations documents. (PRA)

Ethnicity moderates the outcomes of self-enhancement and self-improvement themes in expressive writing.

Science.gov (United States)

Tsai, William; Lau, Anna S; Niles, Andrea N; Coello, Jordan; Lieberman, Matthew D; Ko, Ahra C; Hur, Christopher; Stanton, Annette L

2015-10-01

The current study examined whether writing content related to self-enhancing (viz., downward social comparison and situational attributions) and self-improving (viz., upward social comparison and persistence) motivations were differentially related to expressive writing outcomes among 17 Asian American and 17 European American participants. Content analysis of the essays revealed no significant cultural group differences in the likelihood of engaging in self-enhancing versus self-improving reflections on negative personal experiences. However, cultural group differences were apparent in the relation between self-motivation processes and changes in anxiety and depressive symptoms at 3-month follow-up. Among European Americans, writing that reflected downward social comparison predicted positive outcomes, whereas persistence writing themes were related to poorer outcomes. For Asian Americans, writing about persistence was related to positive outcomes, whereas downward social comparison and situational attributions predicted poorer outcomes. Findings provide evidence suggesting culturally distinct mechanisms for the effects of expressive disclosure. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Business writing: a foolproof system for getting started.

Science.gov (United States)

Dyer-Caplan, T; Gurin, J

1999-05-01

Writing well is a valuable skill, but one often lacking among higher and lower level employees. Most people recognize good writing when they see it, but are at a loss to define exactly what it is. I define it as writing that's easy to follow and understand.

LEARNING TO TEACH WRITING THROUGH WRITING

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Svetlana Suchkova

2013-01-01

Full Text Available This paper discusses some major issues concerning teaching writing to future teachers. There are a lot of EFL/ESL textbooks focused on teaching writing. However, those that are intended for trainee teachers are rare on the market. The goal of this paper is to share the result of several years of work on the writing syllabus and materials that is effective in the process of teaching future teachers. It contains sample of tasks based on certain principles that may promote teachers to become effective writers for themselves and, at the same time, to acquire initial professional skills necessary in their future career. A course book can not address any audience in general. It must focus on a particular learner, the objectives, and content of the process of learning. In the situation when no textbook meets these requirements, the problem of providing students with an appropriate textbook must be solved by creating new textbooks.

Technology-Assisted Rehabilitation of Writing Skills in Parkinson’s Disease: Visual Cueing versus Intelligent Feedback

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Evelien Nackaerts

2017-01-01

Full Text Available Recent research showed that visual cueing can have both beneficial and detrimental effects on handwriting of patients with Parkinson’s disease (PD and healthy controls depending on the circumstances. Hence, using other sensory modalities to deliver cueing or feedback may be a valuable alternative. Therefore, the current study compared the effects of short-term training with either continuous visual cues or intermittent intelligent verbal feedback. Ten PD patients and nine healthy controls were randomly assigned to one of these training modes. To assess transfer of learning, writing performance was assessed in the absence of cueing and feedback on both trained and untrained writing sequences. The feedback pen and a touch-sensitive writing tablet were used for testing. Both training types resulted in improved writing amplitudes for the trained and untrained sequences. In conclusion, these results suggest that the feedback pen is a valuable tool to implement writing training in a tailor-made fashion for people with PD. Future studies should include larger sample sizes and different subgroups of PD for long-term training with the feedback pen.

Reflective writing: the student nurse's perspective on reflective writing and poetry writing.

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Coleman, Dawn; Willis, Diane S

2015-07-01

Reflective writing is a mandatory part of nurse education but how students develop their skills and use reflection as part of their experiential learning remains relatively unknown. Understanding reflective writing in all forms from the perspective of a student nurse is therefore important. To explore the use of reflective writing and the use of poetry in pre-registered nursing students. A qualitative design was employed to explore reflective writing in pre-registered nursing students. A small university in Scotland. BSc (Hons) Adult and Mental Health Pre-registration Student Nurses. Two focus groups were conducted with 10 student nurses during March 2012. Data was analysed thematically using the framework of McCarthy (1999). Students found the process of reflective writing daunting but valued it over time. Current educational methods, such as assessing reflective accounts, often lead to the 'narrative' being watered down and the student feeling judged. Despite this, reflection made students feel responsible for their own learning and research on the topic. Some students felt the use of models of reflection constricting, whilst poetry freed up their expression allowing them to demonstrate the compassion for their patient under their care. Poetry writing gives students the opportunity for freedom of expression, personal satisfaction and a closer connection with their patients, which the more formal approach to reflective writing did not offer. There is a need for students to have a safe and supportive forum in which to express and have their experiences acknowledged without the fear of being judged. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

How to develop and write a case for technical writing

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Couture, B.; Goldstein, J.

1981-01-01

Case of different sizes and shapes for teaching technical writing to engineers at Wayne State University have been developed. The case approach was adopted for some assignments because sophomores and juniors lacked technical expertise and professional knowledge of the engineering world. Cases were found to be good exercises, providing realistic practice in specific writing tasks or isolating particular skills in the composing process. A special kind of case which narrates the experiences of one technical person engaged in the problem-solving process in a professional rhetorical situation was developed. This type of long, realistic fiction is called a an "holistic" case. Rather than asking students to role-play a character, an holistic case realistically encompasses the whole of the technical writing process. It allows students to experience the total communication act in which the technical task and data are fully integrated into the rhetorical situation and gives an opportunity to perform in a realistic context, using skills and knowledge required in communication on the job. It is believed that the holistic case most fully exploits the advantages of the case method for students of professional communication.

Librarians, Faculty, and the Writing Center Partnering to Build an Interdisciplinary Course: A Case Study at the University of Houston, USA

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Simons, Alexandra C.

2017-01-01

This article covers how an interdisciplinary course was developed using the expertise and resources of a history professor, the history and psychology subject librarians, and the university's writing center. The course, supported by a grant, was aimed at helping students improve their research, information literacy, and writing skills across…

Implementation and Outcomes of a Faculty-Based, Peer Review Manuscript Writing Workshop.

Science.gov (United States)

Kulage, Kristine M; Larson, Elaine L

2016-01-01

The publication of scholarly work and research findings is an important expectation for nursing faculty; however, academic writing is often neglected, leaving dissemination through manuscript writing an area of concern for the nursing profession. Writing initiatives have been utilized to promote scholarly dissemination in schools of nursing, but those described in the literature have been primarily non-United States based and student focused. This article describes a faculty-based manuscript writing workshop, assesses participants' impressions, and describes its impact on scholarly output. The workshop is a collaborative learning process utilizing peer review to improve manuscript quality and model behaviors for improving writing and peer-reviewing skills. Seventeen workshop participants including three predoctoral students, 6 postdoctoral fellows, and 8 faculty members completed an anonymous workshop survey (81% response rate). All but 1 of 17 manuscripts reviewed in the workshop are published, accepted, or in the review process. All participants indicated that the workshop was a valuable use of time and would recommend it to colleagues. The greatest reported workshop benefit was its function as an impetus to complete and submit manuscripts. We recommend the manuscript writing workshop model for other schools of nursing seeking ways to expand their scholarly output and create accountability for dissemination through manuscript writing. Copyright © 2016 Elsevier Inc. All rights reserved.

Effects of disfluency in writing.

Science.gov (United States)

Medimorec, Srdan; Risko, Evan F

2016-11-01

While much previous research has suggested that decreased transcription fluency has a detrimental effect on writing, there is recent evidence that decreased fluency can actually benefit cognitive processing. Across a series of experiments, we manipulated transcription fluency of ostensibly skilled typewriters by asking them to type essays in two conditions: both-handed and one-handed typewriting. We used the Coh-Metrix text analyser to investigate the effects of decreased transcription fluency on various aspects of essay writing, such as lexical sophistication, sentence complexity, and cohesion of essays (important indicators of successful writing). We demonstrate that decreased fluency can benefit certain aspects of writing and discuss potential mechanisms underlying disfluency effects in essay writing. © 2016 The British Psychological Society.

Create, compose, connect! reading, writing, and learning with digital tools

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Hyler, Jeremy

2014-01-01

Find out how to incorporate digital tools into your English language arts class to improve students' reading, writing, listening, and speaking skills. Authors Jeremy Hyler and Troy Hicks show you that technology is not just about making a lesson engaging; it's about helping students become effective creators and consumers of information in today's fast-paced world. You'll learn how to use mobile technologies to teach narrative, informational, and argument writing as well as visual literacy and multimodal research. Each chapter is filled with exciting lesson plans and tech tool suggestions that you can take back to your own classroom immediately.

Dynamic Assessment of Writing: The Impact of Implicit/Explicit Mediations on L2 Learners' Internalization of Writing Skills and Strategies

Science.gov (United States)

Alavi, Sayyed Mohammad; Taghizadeh, Mahboubeh

2014-01-01

Dynamic assessment is a procedure in which development is simultaneously assessed and improved with regard to the individual's or group's Zone of Proximal Development (ZPD; Lantolf & Poehner, 2004). This study aimed to follow dynamic assessment and investigate the impact of three types of implicit and explicit feedback on the essay writing of…

How to write a medical book chapter?

Science.gov (United States)

Kendirci, Muammer

2013-01-01

Invited medical book chapters are usually requested by editors from experienced authors who have made significant contributions to the literature in certain fields requested by an editor from an experienced. Before the start of the writing process a consensus should be established between the editor and the author with regard to the title, deadline, specific instructions and content of the manuscript. Certain issues concerning a chapter can be negotiated by the parties beforehand, but some issues cannot. As writing a medical book chapter is seen as an honor in its own right, the assignment needs to be treated with sincerity by elucidating the topic in detail, and maximal effort should be made to keep in mind that the chapter will reach a large target audience. The purpose of this review article is to provide guidance to residents and junior specialists in the field of urology to improve their writing skills. PMID:26328134

Improving the interview skills of college students using behavioral skills training.

Science.gov (United States)

Stocco, Corey S; Thompson, Rachel H; Hart, John M; Soriano, Heidi L

2017-07-01

Obtaining a job as a college graduate is partly dependent on interview performance. We used a multiple baseline design across skills to evaluate the effects of behavioral skills training with self-evaluation for five college students. Training effects were evaluated using simulated interviews as baseline and posttraining assessments. All participants acquired targeted skills, but we observed some individual differences. Participants were satisfied with training outcomes and rated the procedures as acceptable. Furthermore, ratings from university staff who provide interview training indicated that training improved performance across several skills for the majority of participants. © 2017 Society for the Experimental Analysis of Behavior.

Process-Product Approach to Writing: the Effect of Model Essays on EFL Learners’ Writing Accuracy

OpenAIRE

Parastou Gholami Pasand; Eshrat Bazarmaj Haghi

2013-01-01

Writing is one the most important skills in learning a foreign language. The significance of being able to write in a second or foreign language has become clearer nowadays. Accordingly, different approaches to writing such as product approach, process approach and more recently process-product approach came into existence and they have been the concern of SL/FL researchers. The aim of this study is to answer the question that whether the use of an incomplete model text in process-product app...

Assessing Writing Skills

Science.gov (United States)

Narayanan, M.

2013-12-01

This is an encore presentation of what was presented at the 2012 AGU International Conference. It was entitled: 'ASSESSING CORE COMPETENCIES.' The poster presentation, however, has been redesigned and reorganized with new, revised perspectives. The importance of ASSESSMENT principles has been emphasized. Catherine Palomba and Trudy Banta offer the following definition of assessment, adapted from one provided by Marchese in 1987. Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. (Palomba and Banta 1999). Educational institutions are committing substantial resources to the establishment of dedicated technology-based laboratories, so that they will be able to accommodate and fulfill students' desire to master certain of these specific skills. This type of technology-based instruction may raise some fundamental questions about the core competencies of the student learner. Some of the most important questions are : 1. Is the utilization of these fast high-powered computers and user-friendly software programs creating a totally non-challenging instructional environment for the student learner ? 2. Can technology itself all too easily overshadow the learning outcomes intended ? 3. Are the educational institutions simply training students how to use technology rather than educating them in the appropriate field ? 4. Are we still teaching content-driven courses and analysis oriented subject matter ? 5. Are these sophisticated modern era technologies contributing to a decline in the Critical Thinking Capabilities of the 21st century technology-savvy students ? The author tries to focus on technology as a tool and not on the technology itself. He further argues that students must demonstrate that they have the have the ability to think critically before they make an attempt to use technology in a chosen application-specific environment. The author further

The Critical Care Communication project: improving fellows' communication skills.

Science.gov (United States)

Arnold, Robert M; Back, Anthony L; Barnato, Amber E; Prendergast, Thomas J; Emlet, Lillian L; Karpov, Irina; White, Patrick H; Nelson, Judith E

2015-04-01

The aim of this study was to develop an evidence-based communication skills training workshop to improve the communication skills of critical care fellows. Pulmonary and critical care fellows (N = 38) participated in a 3-day communication skills workshop between 2008 and 2010 involving brief didactic talks, faculty demonstration of skills, and faculty-supervised small group skills practice sessions with simulated families. Skills included the following: giving bad news, achieving consensus on goals of therapy, and discussing the limitations of life-sustaining treatment. Participants rated their skill levels in a pre-post survey in 11 core communication tasks using a 5-point Likert scale. Of 38 fellows, 36 (95%) completed all 3 days of the workshop. We compared pre and post scores using the Wilcoxon signed rank test. Overall, self-rated skills increased for all 11 tasks. In analyses by participant, 95% reported improvement in at least 1 skill; with improvement in a median of 10 of 11 skills. Ninety-two percent rated the course as either very good/excellent, and 80% recommended that it be mandatory for future fellows. This 3-day communication skills training program increased critical care fellows' self-reported family meeting communication skills. Copyright © 2014 Elsevier Inc. All rights reserved.

IMPROVING THE HARD SKILLS AND SOFT SKILLS OF MADRASAH TEACHERS FOR DEALING ASEAN ECONOMIC COMMUNITY (AEC

Directory of Open Access Journals (Sweden)

Laely Mahmudah

2016-11-01

Full Text Available ASEAN Economic Community (AEC has been started rolling. Market competition, industry, and skilled workers, especially in the field of education are becoming increasingly stringent. Madrasah teachers as the front liners in the education process should improve the quality of human resources. Hard skills and soft skills of madrasah teachers must be improved to deal with the Asean Economic Community (AEC. Hard skills are academic skills that include pedagogic competence and professional competence. How to improve the hard skills is to meet the pedagogic competence (ability to manage learning students and professional competence (the ability to master the learning material is broad and deep. Soft skills is the ability to organize themselves (intrapersonal skills, such as creativity, motivation, and self-contained and the ability to interact with others (interpersonal skills, such as communication, team building and adaptation to maximize performance. Soft skills include personal competence and social competence. Madrasah teachers should be able to change the mindset of a passenger became good driver. Professional madrasah teachers are teachers who have the balanced hard skills and soft skills, which can compete healthily in AEC era.

ORAL DRILLS AND WRITING IMPROVEMENT IN THE FOURTH GRADE.

Science.gov (United States)

MILLER, BARBARA D.; NEY, JAMES W.

BELIEVING FORMAL WRITTEN ENGLISH TO BE A "FOREIGN LANGUAGE" TO MOST AMERICAN PUBLIC SCHOOL STUDENTS, RESEARCHERS USED THE AUDIO-LINGUAL METHOD OF FOREIGN LANGUAGE INSTRUCTION TO PROMOTE WRITING IMPROVEMENT IN FOURTH-GRADERS. TWO RANDOMLY-SELECTED CLASSES OF STUDENTS OF AVERAGE ABILITY COMPOSED THE STUDY POPULATION--ONE CLASS FOR THE EXPERIMENT,…

Technical report writing today

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Riordan, Daniel G

2014-01-01

"Technical Report Writing Today" provides thorough coverage of technical writing basics, techniques, and applications. Through a practical focus with varied examples and exercises, students internalize the skills necessary to produce clear and effective documents and reports. Project worksheets help students organize their thoughts and prepare for assignments, and focus boxes highlight key information and recent developments in technical communication. Extensive individual and collaborative exercises expose students to different kinds of technical writing problems and solutions. Annotated student examples - more than 100 in all - illustrate different writing styles and approaches to problems. Numerous short and long examples throughout the text demonstrate solutions for handling writing assignments in current career situations. The four-color artwork in the chapter on creating visuals keeps pace with contemporary workplace capabilities. The Tenth Edition offers the latest information on using electronic resum...

Analysis of the study skills of undergraduate pharmacy students of the University of Zambia School of Medicine.

Science.gov (United States)

Ezeala, Christian Chinyere; Siyanga, Nalucha

2015-01-01

It aimed to compare the study skills of two groups of undergraduate pharmacy students in the School of Medicine, University of Zambia using the Study Skills Assessment Questionnaire (SSAQ), with the goal of analysing students' study skills and identifying factors that affect study skills. A questionnaire was distributed to 67 participants from both programs using stratified random sampling. Completed questionnaires were rated according to participants study skill. The total scores and scores within subscales were analysed and compared quantitatively. Questionnaires were distributed to 37 students in the regular program, and to 30 students in the parallel program. The response rate was 100%. Students had moderate to good study skills: 22 respondents (32.8%) showed good study skills, while 45 respondents (67.2%) were found to have moderate study skills. Students in the parallel program demonstrated significantly better study skills (mean SSAQ score, 185.4±14.5), particularly in time management and writing, than the students in the regular program (mean SSAQ score 175±25.4; Pstudy. The students in the parallel program had better time management and writing skills, probably due to their prior work experience. The more intensive training to students in regular program is needed in improving time management and writing skills.

IMPROVING THE HARD SKILLS AND SOFT SKILLS OF MADRASAH TEACHERS FOR DEALING ASEAN ECONOMIC COMMUNITY (AEC)

OpenAIRE

Laely Mahmudah

2016-01-01

ASEAN Economic Community (AEC) has been started rolling. Market competition, industry, and skilled workers, especially in the field of education are becoming increasingly stringent. Madrasah teachers as the front liners in the education process should improve the quality of human resources. Hard skills and soft skills of madrasah teachers must be improved to deal with the Asean Economic Community (AEC). Hard skills are academic skills that include pedagogic competence and professional compete...

Improving The Hard Skills And Soft Skills Of Madrasah Teachers For Dealing ASEAN Economic Community (Aec)

OpenAIRE

Mahmudah, Laely

2016-01-01

ASEAN Economic Community (AEC) has been started rolling. Market competition, industry, and skilled workers, especially in the field of education are becoming increasingly stringent. Madrasah teachers as the front liners in the education process should improve the quality of human resources. Hard skills and soft skills of madrasah teachers must be improved to deal with the Asean Economic Community (AEC). Hard skills are academic skills that include pedagogic competence and professional compete...

Writing Together to Get AHEAD: an interprofessional boot camp to support scholarly writing in the health professions.

Science.gov (United States)

von Isenburg, Megan; Lee, Linda S; Oermann, Marilyn H

2017-04-01

Writing for publication is an integral skill for both sharing research findings and career advancement, yet many faculty lack expertise, support, and time to author scholarly publications. Health professions educators identified writing as an area in which a new educators' academy could offer support. To address this need, a writing task force was formed consisting of a librarian, a School of Medicine faculty member, and a School of Nursing faculty member. The task force launched two initiatives to motivate and support faculty writing and publication over two academic years. In the first year, a structured interprofessional "boot camp" consisting of a sequenced, modularized approach to manuscript completion was offered. In the second year, community building, in-person writing sessions, and incentives were added to the structured tasks. In year one, twenty participants enlisted in the boot camp, nine of whom completed a manuscript for submission by the end of the program. Qualitative feedback indicated potential improvements, which were put in place in the second program. In year two, twenty-eight participants enrolled, and eleven submitted thirteen manuscripts for publication by the end of the program. Structured tasks, frequent deadlines, and professional editorial assistance were highly valued by participants. Time remains a barrier for faculty seeking to complete manuscripts. As experts in many facets of the publication process, librarians are well positioned to partner with others to facilitate faculty and staff development in writing.

Using Authentic Picture Books and Illustrated Books to Improve L2 Writing among 11-Year-Olds

Science.gov (United States)

Birketveit, Anna; Rimmereide, Hege Emma

2017-01-01

The case study investigates what impact extensive reading of authentic picture books/illustrated books had on the learners' writing skills in a Norwegian EFL (English as a foreign language) classroom of 11-year-olds. Furthermore, the study also looks into the importance the pictures/illustrations had for the learners and what type of picture-text…

Lesson Study: Developing a Knowledge Base for Elementary Writing Instruction

Science.gov (United States)

McQuitty, Vicki

2011-01-01

Concern about students' writing skills has led to recommendations that elementary teachers receive more professional development in how to teach writing (National Commission on Writing, 2006). However, there is currently little evidence about the knowledge teachers need to teach writing well, and it is therefore difficult for teacher…

Writing: A Mosaic of New Perspectives

Science.gov (United States)

Grigorenko, Elena L., Ed.; Mambrino, Elisa, Ed.; Preiss, David D., Ed.

2012-01-01

This book captures the diversity and richness of writing as it relates to different forms of abilities, skills, competencies, and expertise. Psychologists, educators, researchers, and practitioners in neighboring areas are interested in exploring how writing develops and in what manner this development can be fostered, but they lack a handy,…

Point-of-view writing: A method for increasing medical students' empathy, identification and expression of emotion, and insight.

Science.gov (United States)

Shapiro, Johanna; Rucker, Lloyd; Boker, John; Lie, Desiree

2006-03-01

Although interest exists among medical educators in using writing that reflects on clinical experience to enhance medical students' communication skills, empathy, and overall professionalism, little empirical research documents the value of this approach. This study explored whether students trained in one type of writing would first demonstrate increased awareness of emotional aspects of a clinical encounter in their writing; and second, be evaluated more positively in an OSCE situation by standardized patients. Ninety-two students were assigned to either a point-of-view writing or a clinical reasoning condition as part of a second year doctoring course. At the end of the year, students were evaluated in an OSCE format on 3 cases, and completed a writing assignment about an ER death from cardiac arrest. Student essays were scored according to presence or absence of various themes. A linguistic analysis of the essays was also performed. Point-of-view and clinical reasoning group scores were compared on both measures, as well as on the standardized patient OSCE ratings. Students trained in point-of-view writing demonstrated significantly more awareness of emotional and spiritual aspects of a paper case in a writing assignment than did students trained in clinical reasoning. By contrast, students in the clinical reasoning group were more likely to distance from the scenario. The two groups did not differ on SP OSCE ratings. Training in point-of-view writing can improve medical students' written skills on certain affective dimensions. It is not clear that these skills can translate into clinical behavior.

Writing Retreat Increases Productivity And Community For Women Geoscientists

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O'Connell, S.; Holmes, M.

2011-12-01

Five, weeklong geoscientist writing retreats have been completed with an NSF ADANCE PAID grant. During the five nights and four and a half days, eight to twenty-four academics have gathered in a rural setting outside of Boston to get to focus on writing papers and proposals while getting to know each other. Participants range in age and experience from graduate students to emeritus professors. Over twenty papers and proposals acknowledge their production, in part to this writing retreat. Impact extends beyond papers as informal mentoring and discussions at meals and in the evenings centers on succeeding in academia. Research and teaching are foremost in the conversation. Post-docs learn strategies for applying for jobs and grants, and senior professors discuss strategies for working with academic administrations, running departments and mentoring students. They also learn new technologies and perspectives from younger participants. Particularly helpful are discussions on work-life balance. Networking opportunities extend beyond the retreat as participants join each other at their home institutions to give seminars, develop research projects and mentor each other's students. All weeks follow the same format. Participants arrive Sunday and meet during an evening welcome reception. Monday is devoted to writing. Tuesday a writing coach is available. In the morning, using examples from the scientific literature, she discusses strategies and techniques for writing clearly at a group session. During the afternoon, participants work with the coach individually or in small groups to improve their own writing projects. Wednesday evening a skill session is offered on a topic of interest. These have included undergraduate research, NSF funding, productive techniques for dealing with conflict, and generational characteristics and attitudes, which can hamper communication. A Thursday evening wrap-up session prepares participants for Friday's departure. We believe that this model

How the Writing Context Shapes College Students' Strategies for Writing from Sources. Technical Report No. 16.

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Nelson, Jennie; Hayes, John R.

Observing the composing processes of students working over real time in naturalistic settings, two exploratory studies asked: (1) What skills and assumptions do freshman and advanced writers invoke when they are searching for information to be used in writing? (2) What strategies and goals do students bring to a typical writing-from-sources task…

The effect of reflective writing interventions on the critical thinking skills and dispositions of baccalaureate nursing students.

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Naber, Jessica; Wyatt, Tami H

2014-01-01

The importance of critical thinking is well-documented by the American Association of Colleges of Nursing and the National League for Nursing. Reflective writing is often used to increase understanding and analytical ability. The lack of empirical evidence about the effect of reflective writing interventions on critical thinking supports the examination of this concept. Study objectives were: This study used an experimental, pretest-posttest design. The setting was two schools of nursing at universities in the southern United States. The convenience sample included 70 fourth-semester students in baccalaureate nursing programs. Randomly assigned control and experimental groups completed the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Dispositions Inventory Test (CCTDI). The experimental group completed six reflective writing assignments. Both groups completed the two tests again. Results showed that the experimental group had a significant increase (p=0.03) on the truthseeking subscale of the CCTDI when compared to the control group. The experimental group's scores increased on four CCTST subscales and were higher than the control group's on three CCTST subscales. The results of this study make it imperative for nursing schools to consider including reflective writing-especially assignments based on Paul's (1993) model-in nursing courses. If future studies, testing over longer periods of time, show significant increases in critical thinking, those interventions could be incorporated into nursing curriculum and change the way nurse educators evaluate students. Copyright © 2013 Elsevier Ltd. All rights reserved.

Embedding Publication Skills in Science Research Training: A Writing Group Programme Based on Applied Linguistics Frameworks and Facilitated by a Scientist

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Cargill, Margaret; Smernik, Ronald

2016-01-01

Few systematic efforts have been reported to develop higher degree by research student skills for writing publishable articles in science and technology fields. There is a need to address this lack in the light of the current importance of publication to science research students and the high supervisor workload entailed in repeated draft…

Mentoring disadvantaged nursing students through technical writing workshops.

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Johnson, Molly K; Symes, Lene; Bernard, Lillian; Landson, Margie J; Carroll, Theresa L

2007-01-01

Recent studies have identified a problematic gap for nursing students between terse clinical writing and formal academic writing. This gap can create a potential barrier to academic and workplace success, especially for disadvantaged nursing students who have not acquired the disciplinary conventions and sophisticated writing required in upper-level nursing courses. The authors demonstrate the need for writing-in-the-discipline activities to enhance the writing skills of nursing students, describe the technical writing workshops they developed to mentor minority and disadvantaged nursing students, and provide recommendations to stimulate educator dialogue across disciplines and institutions.

Conversations with Technical Writing Teachers: Defining a Problem.

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Selting, Bonita R.

2002-01-01

Considers if teaching technology is problematic for technical writing instructors. Presents ideas of 64 Association of Teachers of Technical Writing (ATTW) members who were queried on their roles as teachers of technical writing in relation to the demands made upon them to also be teachers of technology skills. Concludes with a call for more…

Emergent name-writing abilities of preschool-age children with language impairment.

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Cabell, Sonia Q; Justice, Laura M; Zucker, Tricia A; McGinty, Anita S

2009-01-01

The 2 studies reported in this manuscript collectively address 3 aims: (a) to characterize the name-writing abilities of preschool-age children with language impairment (LI), (b) to identify those emergent literacy skills that are concurrently associated with name-writing abilities, and (c) to compare the name-writing abilities of children with LI to those of their typical language (TL) peers. Fifty-nine preschool-age children with LI were administered a battery of emergent literacy and language assessments, including a task in which the children were asked to write their first names. A subset of these children (n=23) was then compared to a TL-matched sample to characterize performance differences. Results showed that the name-writing abilities of preschoolers with LI were associated with skills in alphabet knowledge and print concepts. Hierarchical multiple regression analysis indicated that only alphabet knowledge uniquely contributed to the variance in concurrent name-writing abilities. In the matched comparison, the TL group demonstrated significantly more advanced name-writing representations than the LI group. Children with LI lag significantly behind their TL peers in name-writing abilities. Speech-language pathologists are encouraged to address the print-related skills of children with LI within their clinical interventions.

Developing and assessing EFL students’ writing skills via a class-blog

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Eleni Daskalogiannaki

2012-02-01

Full Text Available This paper presents the implementation and the positive findings of a study that merges blog use and portfolio development for teaching and assessing writing. More specifically, it investigates whether a class blog can be integrated into the Greek EFL teaching context as an effective means to engage learners in process writing and as a form of e-portfolio, where they can keep track of their writing development. It also examines blog use for enhancing students’ motivation, interaction, participation and learning. The study followed a project-based approach and was conducted in a state Junior High School in Greece. Data was collected over a 4-month period via a questionnaire as well as from analyzing students’ writing samples and teacher’s observations of whole-class behavior during blogging. The findings reveal that the blog encouraged students to approach writing as a cognitive process of constant modification, motivated them to write more and better in various writing genres, and helped them become competent, autonomous and critical writers.

Integrating Scientific Argumentation to Improve Undergraduate Writing and Learning in a Global Environmental Change Course

Energy Technology Data Exchange (ETDEWEB)

Koffman, Bess G. [School of Earth and Climate Sciences, 5790 Bryand Global Sciences Center, University of Maine, Orono, Maine 04469, USA; Department of Earth Sciences, 6105 Sherman Fairchild Hall, Dartmouth College, Hanover, New Hampshire 03755, USA; Kreutz, Karl J. [School of Earth and Climate Sciences, 5790 Bryand Global Sciences Center, University of Maine, Orono, Maine 04469, USA; Climate Change Institute, 300 Bryand Global Sciences Center, University of Maine, Orono, Maine 04469, USA; Trenbath, Kim [Maine Center for Research in STEM Education, 5727 Estabrooke Hall, University of Maine, Orono, Maine, 04469, USA; National Renewable Energy Laboratory, 15013 Denver West Parkway, Golden, Colorado 80401, USA

2017-08-01

We present a strategy for using scientific argumentation in an early undergraduate laboratory course to teach disciplinary writing practices and to promote critical thinking, knowledge transformation, and understanding of the scientific method. The approach combines targeted writing instruction; data analysis and interpretation; formulation of a hypothesis; and construction of an argument. Students submit and receive feedback on two drafts of two different argumentation essays, providing the opportunity for guided practice. Each written argument is intended to draw on several weeks' course material, including short lectures, discussions, readings, and problem sets. Thus our aim with these writing assignments is to help students synthesize content and concepts, deepening their learning. We have found that this inquiry-based approach to writing engages students in course material, and significantly improves both writing and learning. We observed the greatest improvement among students with the lowest initial scores, suggesting that lower-achieving students benefitted disproportionately from this approach. Students have responded positively to the use of writing in the course, many stating on course evaluations that this is the first time they have received instruction in scientific writing. They have also pointed to a greater 'big-picture' understanding of the course gained through writing. We describe the course and our curriculum, and provide suggestions for implementation as well as rubrics used to evaluate problem sets and student argumentation essays.

National Assessment of College Student Learning: Identifying College Graduates' Essential Skills in Writing, Speech and Listening, and Critical Thinking. Final Project Report.

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Jones, Elizabeth A.; And Others

This study used an iterative Delphi survey process of about 600 faculty, employers, and policymakers to identify writing, speech and listening, and critical thinking skills that college graduates should achieve to become effective employees and citizens (National Education Goal 6). Participants reached a consensus about the importance in critical…

The Effect of Text Chat Assisted with Word Processors on Saudi English Major Students' Writing Accuracy and Productivity of Authentic Texts

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Ahmad Mosa Batianeh

2014-10-01

Full Text Available Abstractــ-This study explored the effects of using online chat and word processors on students' writing skills that include; organizing a text, spelling, punctuation, grammar, phrasal verbs, idioms, idiomatic expressions, pragmatics, creativity, vocabulary growth, content, relational words, conjunctions, authenticity, figures of speech, imagination, coherence, style, socio-cultural aspects, language use, and the production of authentic text. The study group consisted of students in the Department of Languages and Translation at Taibah University who registered for the Writing Two course in the first semester of the 2012 - 2013 academic year. Fourty subjects were divided into two sections: section one was assigned as an experimental group (supported by Facebook and Skype and section two was assigned as a control group and was asked to write their essays with paper and pencil. Facebook and Skype accounts were created for every student in the experimental group. Data was analyzed from pre-test and post-test results to evaluate the question posed by the study: Does the use of online text chat assisted with word processors help undergraduate students develop their writing skills more than traditional methods of teaching? The results revealed that students who worked with Facebook and Skype showed a significant improvement in their writing skills when compared to the control group. In light of these findings, it is recommended that online discussions via Facebook, Skype, and other social media sites should be utilized when teaching writing and the other language skills.

Discussion of skill improvement in marine ecosystem dynamic models based on parameter optimization and skill assessment

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Shen, Chengcheng; Shi, Honghua; Liu, Yongzhi; Li, Fen; Ding, Dewen

2016-07-01

Marine ecosystem dynamic models (MEDMs) are important tools for the simulation and prediction of marine ecosystems. This article summarizes the methods and strategies used for the improvement and assessment of MEDM skill, and it attempts to establish a technical framework to inspire further ideas concerning MEDM skill improvement. The skill of MEDMs can be improved by parameter optimization (PO), which is an important step in model calibration. An efficient approach to solve the problem of PO constrained by MEDMs is the global treatment of both sensitivity analysis and PO. Model validation is an essential step following PO, which validates the efficiency of model calibration by analyzing and estimating the goodness-of-fit of the optimized model. Additionally, by focusing on the degree of impact of various factors on model skill, model uncertainty analysis can supply model users with a quantitative assessment of model confidence. Research on MEDMs is ongoing; however, improvement in model skill still lacks global treatments and its assessment is not integrated. Thus, the predictive performance of MEDMs is not strong and model uncertainties lack quantitative descriptions, limiting their application. Therefore, a large number of case studies concerning model skill should be performed to promote the development of a scientific and normative technical framework for the improvement of MEDM skill.

Does Automated Feedback Improve Writing Quality?

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Wilson, Joshua; Olinghouse, Natalie G.; Andrada, Gilbert N.

2014-01-01

The current study examines data from students in grades 4-8 who participated in a statewide computer-based benchmark writing assessment that featured automated essay scoring and automated feedback. We examined whether the use of automated feedback was associated with gains in writing quality across revisions to an essay, and with transfer effects…

Teaching Writing and Communication in a Mathematical Modeling Course

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Linhart, Jean Marie

2014-01-01

Writing and communication are essential skills for success in the workplace or in graduate school, yet writing and communication are often the last thing that instructors think about incorporating into a mathematics course. A mathematical modeling course provides a natural environment for writing assignments. This article is an analysis of the…

Use of Overhead Transparencies in Collaborative Business Writing.

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Barker, Randolph T.; And Others

1991-01-01

Asserts that small group collaborative writing exercises that produce overhead transparencies for large class critique can be an effective method for teaching letter and memorandum construction. Offers a five-step process for encouraging individual and collaborative writing skills. (PRA)

strategies for improving supervisory skills for effective primary ...

African Journals Online (AJOL)

Elizabeth

certain basic concepts such as inspection and supervision, the responsibility of supervisors, relevant areas in ... Strategies For Improving Supervisory Skills For Effective Primary Education In Nigeria. Enaigbe A. P. 236 ... book, attendance book etc. 6) Managerial Skills: These are skills on time management, good use.

Tutor Feedback on Draft Essays: Developing Students' Academic Writing and Subject Knowledge

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Court, Krista

2014-01-01

Providing feedback on draft essays is an accepted means of enacting a social-constructivist approach to assessment, aligning with current views on the value of formative feedback and assessment for learning (AFL). However, the use of this process as a means of improving not only content but also students' academic writing skills has not been…

Peer Evaluation in CMC Learning Environment and Writing Skill

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Morteza Mellati

2014-09-01

Full Text Available Peer evaluation and technology-based instruction as the various domains of language teaching perspectives might affect language development. Group work in a technology-based environment might be more successful when learners are involved in developing the assessment process particularly peer assessment. This study investigated the effectiveness of peer evaluation in technology-based language environment and its effects on English writing ability. To reach this goal, 70 Iranian learners were participated in English language writing context. They were divided into two groups, one group assigned to CMC (Computer-Mediated Communication language learning context and the other assigned to a traditional learning environment. Both groups were encouraged to evaluate their classmates’ writing tasks. In addition, interviews were conducted with two learners. Comparing these two groups provides comprehensive guidelines for teachers as well as curriculum designers to set adjusted writing language environment for more effective and creative language teaching and learning. E-collaboration classroom tasks have high intrinsic motivation as well as significant effects on learners’ outcomes. Cooperative tasks specifically in technology-based environment lead learners to group working and consequently group learning. Computer-Mediated Communication is meaningful, especially in contexts in which teachers stimulate group work activities.

A writing intensive introductory course for RN to BSN students.

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Tesh, Anita S; Hyde, Yolanda M; Kautz, Donald D

2014-01-01

This article describes learning strategies used with RN to BSN students in their 1st nursing course to successfully learn how to write formal papers using the American Psychological Association (APA) format. This 1st nursing course, a writing intensive, requires 4 short papers with self, peer, and teacher critiques and opportunities to rewrite. Students learn the style of professional nursing discourse, mastery of APA format, and development of additional skills in following directions and in critiquing their own work. An additional benefit is to enhance learning about professional nursing topics. By mastering writing skills in this initial course, students are able to successfully complete writing assignments in future courses and, in some cases, move on to publication.

TEACHING WRITING IN ENGLISH AS A FOREIGN LANGUAGE

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I Made Purna Wijaya

2015-11-01

Full Text Available This article aims at describing about teaching writing in English as a foreign Language. The reasons for teaching writing to students of English as a Foreign language include reinforcement, language development, learning style and the most importantly, writing as skill in its own right. Like many other aspects of English language teaching, the type of writing that students should do, will depend on their age, interest and level. These include writing post cards, letters of various kinds, filling in forms such as job applications, writing narrative compositions, report, newspaper and magazine article. The result showed that the students’ success of writing such matters absolutely depend on their motivations.

Using Tracking Software for Writing Instruction

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Yagi, Sane M.; Al-Salman, Saleh

2011-01-01

Writing is a complex skill that is hard to teach. Although the written product is what is often evaluated in the context of language teaching, the process of giving thought to linguistic form is fascinating. For almost forty years, language teachers have found it more effective to help learners in the writing process than in the written product;…

Teaching Organizational Skills

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Bakunas, Boris; Holley, William

2004-01-01

Kerr and Zigmond (1986) found that 67 percent of all high school teachers surveyed viewed organizational skills as crucial for student success in school. How can teachers get their students to agree? One way is to teach organizational skills just as they would teach writing or computation skills. Explain and demonstrate what students are to do,…

Do Literature Review Skills Transfer from One Course to Another?

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Cook, Kathleen E.; Murowchick, Elise

2014-01-01

Creating literature reviews encompasses skills that are central to psychology students' academic and professional lives, yet writing them consistently challenges students. Research shows that instruction leads to improvement in students' literature reviews within courses (Boscolo, Arfé, & Quarisa, 2007; Granello, 2001), but little work…

Designing a Website to Support Students' Academic Writing Process

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Åberg, Eva Svärdemo; Ståhle, Ylva; Engdahl, Ingrid; Knutes-Nyqvist, Helen

2016-01-01

Academic writing skills are crucial when students, e.g., in teacher education programs, write their undergraduate theses. A multi-modal web-based and self-regulated learning resource on academic writing was developed, using texts, hypertext, moving images, podcasts and templates. A study, using surveys and a focus group, showed that students used…

Skills for the literacy process.

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Côrrea, Kelli Cristina do Prado; Machado, Maria Aparecida Miranda de Paula; Hage, Simone Rocha de Vasconcellos

2018-03-01

Examine a set of competencies in children beginning the process of literacy and find whether there is positive correlation with their level of writing. Study conducted with 70 six-year-old students enrolled in the first year of Elementary School in municipal schools. The children were submitted to the Initial Reading and Writing Competence Assessment Battery (BACLE) and the Diagnostic Probing Protocol for classification of their level of writing. Descriptive statistical analysis and the Spearman coefficient were used for correlation between instruments. The students presented satisfactory performance in the tasks of the BACLE. Regarding the writing hypothesis, most children presented syllabic level with sound value. Significant positive correlation was observed between body scheme/time-space orientation and language skills. The group of schoolchildren performed satisfactorily on tests that measure pre-reading and writing skills. The areas of body scheme/time-space orientation and language presented significant correlation with the level of writing hypothesis, indicating that children with higher scores in these areas present better levels of writing. Identification of the necessary competencies for learning of reading and writing can provide teachers and educational audiology professionals with conditions for evaluation and early intervention in certain abilities for the development of reading and writing.

Analysis of the study skills of undergraduate pharmacy students of the University of Zambia School of Medicine

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Christian Chinyere Ezeala

2015-09-01

Full Text Available It aimed to compare the study skills of two groups of undergraduate pharmacy students in the School of Medicine, University of Zambia using the Study Skills Assessment Questionnaire (SSAQ, with the goal of analysing students’ study skills and identifying factors that affect study skills. A questionnaire was distributed to 67 participants from both programs using stratified random sampling. Completed questionnaires were rated according to participants study skill. The total scores and scores within subscales were analysed and compared quantitatively. Questionnaires were distributed to 37 students in the regular program, and to 30 students in the parallel program. The response rate was 100%. Students had moderate to good study skills: 22 respondents (32.8% showed good study skills, while 45 respondents (67.2% were found to have moderate study skills. Students in the parallel program demonstrated significantly better study skills (mean SSAQ score, 185.4±14.5, particularly in time management and writing, than the students in the regular program (mean SSAQ score 175±25.4; P<0.05. No significant differences were found according to age, gender, residential or marital status, or level of study. The students in the parallel program had better time management and writing skills, probably due to their prior work experience. The more intensive training to students in regular program is needed in improving time management and writing skills.

Error identification and improvement in English first additional ...

African Journals Online (AJOL)

This paper seeks to identify errors committed by learners in EFAL essay writing, focussing on causes behind such errors, and strategies to eliminate them as a way of improving learners' writing skills. Document review was adopted as the research method in this study. 15 Grade 10 essays from Mmapadi Secondary school ...

Improving the quality of the order-writing process for inpatient orders and outpatient prescriptions.

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Meyer, T A

2000-12-15

Because many preventable medication errors occur at the ordering stage, a program for improving the quality of writing inpatient orders and outpatient prescriptions at one institution was developed. To determine whether potential problems existed in the order-writing process for inpatients, all physician orders for a seven-day period in 1997 were reviewed (n = 3740). More than 10% of all orders had illegible handwriting or were written with a felt-tip pen, which makes NCR copies difficult to read. Other potential errors were also identified. Following educational programs for physicians and residents focusing on the importance of writing orders clearly, physician orders were reviewed for a 24-hour period (n = 654). The use of felt-tip pens decreased to 1.37% of all orders, and no orders had illegible handwriting. A similar quality improvement approach was used to evaluate the outpatient prescription-writing process. A review of all new prescriptions for a consecutive seven-day period at a local hospital-owned community pharmacy (n = 1425) revealed that about 15% of the prescriptions had illegible handwriting and roughly 10% were incomplete. Additional data were gathered through a survey sent to 71 outside provider pharmacies requesting information on problems related to prescriptions written by physicians from the institution; 66% responded. Failure to print prescriber name (96%), illegible signature (94%), failure to include DEA number (89%), and illegible handwriting other than signature (69%) were reported as the main problems. Each physician was given a self-inking name stamp to use when writing prescriptions. In addition, educational programs covering examples of poorly written prescriptions and the legal requirements of a prescription were held for physicians and residents. A follow-up survey showed that 72% of pharmacies saw stamps being used; when stamps were not used, however, illegible signatures continued to be a problem. Follow-up reviews of outpatient

Improving Geoscience Learning and Increasing Student Engagement Using Online Interactive Writing Assignments with Calibrated Peer Review.

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Harbor, Jon

2014-05-01

Peer review is a hallmark of the publication process for scientific research, yet it is rarely used as a pedagogical approach in university geoscience courses. Learning outcomes for university geoscience courses include content knowledge and critical thinking and analysis skills, and often include written communication of scientific issues or concepts. Because lecture and memorization is not the most effective learning approach for many students, instructors are increasingly exploring teaching approaches that involve active engagement. In this context, writing assignments that engage students in using content, constructing arguments, and critiquing other students' work are highly desirable. However, many of us struggle with extensive writing requirements in our courses because the workload associated with having the instructor provide detailed comments on writing is daunting, especially in large-enrollment courses, and organizing effective peer review by students is very challenging. Calibrated Peer Review (CPR) is a web-based program that involves students in writing and in reviewing each other's writing. It is designed to allow for more involved writing and feedback experiences with much less instructor time. Here we report on the results of a qualitative-methods analysis of narrative survey responses from students using CPR in an introductory geoscience class. In addition to an impact on the students' writing and their understanding of what goes in to effective writing, the results indicate that CPR acted as reinforcement for content learning, and an impetus for gaining a deeper understanding of content material. It allowed students to see how other students explained and analyzed content, and to check their understanding of a topic in relation to other students in the class. Not surprisingly, the instructor reported that students performed far better on exam questions that tested knowledge covered by CPR assignments.

The science writing tool

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Schuhart, Arthur L.

This is a two-part dissertation. The primary part is the text of a science-based composition rhetoric and reader called The Science Writing Tool. This textbook has seven chapters dealing with topics in Science Rhetoric. Each chapter includes a variety of examples of science writing, discussion questions, writing assignments, and instructional resources. The purpose of this text is to introduce lower-division college science majors to the role that rhetoric and communication plays in the conduct of Science, and how these skills contribute to a successful career in Science. The text is designed as a "tool kit," for use by an instructor constructing a science-based composition course or a writing-intensive Science course. The second part of this part of this dissertation reports on student reactions to draft portions of The Science Writing Tool text. In this report, students of English Composition II at Northern Virginia Community College-Annandale were surveyed about their attitudes toward course materials and topics included. The findings were used to revise and expand The Science Writing Tool.

Embedded academic writing support for nursing students with English as a second language.

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Salamonson, Yenna; Koch, Jane; Weaver, Roslyn; Everett, Bronwyn; Jackson, Debra

2010-02-01

This paper reports a study which evaluated a brief, embedded academic support workshop as a strategy for improving academic writing skills in first-year nursing students with low-to-medium English language proficiency. Nursing students who speak English as a second language have lower academic success compared with their native English-speaking counterparts. The development of academic writing skills is known to be most effective when embedded into discipline-specific curricula. Using a randomized controlled design, in 2008 106 students pre-enrolled in an introductory bioscience subject were randomized to receive either the intervention, a 4-day embedded academic learning support workshop facilitated by two bioscience (content) nursing academics and a writing and editing professional, or to act as the control group. The primary focus of the workshop was to support students to work through a mock assignment by providing progressive feedback and written suggestions on how to improve their answers. Of the 59 students randomized to the intervention, only 28 attended the workshop. Bioscience assignment results were analysed for those who attended (attendees), those randomized to the intervention but who did not attend (non-attendees), and the control group. Using anova, the results indicated that attendees achieved statistically significantly higher mean scores (70.8, sd: 6.1) compared to both control group (58.4, sd: 3.4, P = 0.002) and non-attendees (48.5, sd: 5.5, P = 0.001). A brief, intensive, embedded academic support workshop was effective in improving the academic writing ability of nursing students with low-to-medium English language proficiency, although reaching all students who are likely to benefit from this intervention remains a challenge.

A review of creative and expressive writing as a pedagogical tool in medical education.

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Cowen, Virginia S; Kaufman, Diane; Schoenherr, Lisa

2016-03-01

The act of writing offers an opportunity to foster self-expression and organisational abilities, along with observation and descriptive skills. These soft skills are relevant to clinical thinking and medical practice. Medical school curricula employ pedagogical approaches suitable for assessing medical and clinical knowledge, but teaching methods for soft skills in critical thinking, listening and verbal expression, which are important in patient communication and engagement, may be less formal. Creative and expressive writing that is incorporated into medical school courses or clerkships offers a vehicle for medical students to develop soft skills. The aim of this review was to explore creative and expressive writing as a pedagogical tool in medical schools in relation to outcomes of medical education. This project employed a scoping review approach to gather, evaluate and synthesise reports on the use of creative and expressive writing in US medical education. Ten databases were searched for scholarly articles reporting on creative or expressive writing during medical school. Limitation of the results to activities associated with US medical schools, produced 91 articles. A thematic analysis of the articles was conducted to identify how writing was incorporated into the curriculum. Enthusiasm for writing as a pedagogical tool was identified in 28 editorials and overviews. Quasi-experimental, mixed methods and qualitative studies, primarily writing activities, were aimed at helping students cognitively or emotionally process difficult challenges in medical education, develop a personal identity or reflect on interpersonal skills. The programmes and interventions using creative or expressive writing were largely associated with elective courses or clerkships, and not required courses. Writing was identified as a potentially relevant pedagogical tool, but not included as an essential component of medical school curricula. © 2016 John Wiley & Sons Ltd.

Study of science students' expectation for university writing courses

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Shanthi Nadarajan

2013-07-01

Full Text Available The New Malaysia Education Blueprint (2012 states that the private sector continues to have concerns for Malaysian graduates’ English proficiency. The present study investigates the views and expectations of science students taking English courses in a public university. The findings revealed that learners saw opportunities to communicate and job applications process as important soft skills. They preferred practical learning methods above traditional teaching methods. Learners considered group performance, personal attitudes and online activities as important learning opportunities, while factual knowledge, report writing were least supported despite the fact that the majority viewed both assessments and instructional process as relevant. The data revealed that though they were dissatisfied with their existing level of proficiency, many students continued to expect an A for their course. An assessment of the learner’s’ language ability revealed that language ability was less under the learner’s control and more dependent on learner proficiency level. Taken together, this study suggests that the curriculum for the Professional Writing course should be highly diversified and balanced, with some emphasis on getting less proficient learners to read and improve their grammar skills while better students should be given opportunities to develop creative talents and interpersonal skills.