Engaging Introductory Writing Students Through Facebook Assignments

2013 ◽  
Vol 18 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Elyse D'nn Lovell ◽  
Betsy Palmer
Keyword(s):  
Writing Students ◽  
Introductory Writing

Summary Writing: A Tool to Improve Student Comprehension and Writing in Psychology

1995 ◽  
Vol 22 (2) ◽  
pp. 113-115 ◽  
Author(s):  
Sally A. Radmacher ◽  
Elizabeth Latosi-Sawin
Keyword(s):  
Text Comprehension ◽  
Student Writing ◽  
Final Exam ◽  
Summary Writing ◽  
Effective Strategies ◽  
Student Comprehension ◽  
Writing Students ◽  
Curriculum Director ◽  
Reading Text ◽  
The Mean

A psychology instructor and a Writing Across the Curriculum director used summary writing to improve text comprehension and develop student writing skills. The mean score on the final exam for the class with summary writing was 8% higher than the mean score of the class without summary writing. Students evaluated these activities as effective tools to (a) learn the content of the course; (b) develop more effective strategies for reading text; and (c) make their own writing clearer, more concise, and more accurate.

scholarly journals Grammar Jam: Adding a Creative Editing Tactic

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
David Gillespie
Keyword(s):  
College Writing ◽  
Specific Advice ◽  
Writing Students

The author argues reading, hearing, and then composing musical lyrics involving grammatical concerns can help college writing students to edit more effectively for a song's grammar topic. Explaining that the songs need to offer specific advice, such as how to both spot and correct the grammatical problem, the writer offers lyrical examples and provides scholarly evidence for this approach. The essay explains what Grammar Jam is, why music can work, and how to use the tactic in the classroom.

scholarly journals Indonesian Freshmen’s Challenges in Collaborative Learning during COVID-19 Pandemic:A Reflection of a Procedural Writing Class

2021 ◽  
Author(s):  
Listyani
Keyword(s):  
Collaborative Learning ◽  
Education Program ◽  
English Language ◽  
Collaborative Work ◽  
Research Question ◽  
Language Education ◽  
English Language Education ◽  
Writing Class ◽  
Writing Students ◽  
Teaching Learning

One of the impacts of the COVID-19 pandemic in the world of education is the implementation of online learning. Almost all teaching/learning activities must be changed and adjusted with the virtual classes. One among other activities commonly done in an English language education program is group work or collaborative work between or among students. Due to the pandemic situation, this particular activity should also be done online. This study aims to describe freshmen’s perspectives on collaborative work done in a Procedural Writing class. The teacher of the writing class randomly paired the students to work collaboratively. There is only one research question in this study: What challenges do Procedural Writing students experience in doing collaborative learning during the pandemic COVID 19? Data were derived from reflections that fourteen (14) Procedural Writing students at an English Language Education Program (ELEP), UKSW, Indonesia, wrote in the sixth week of Semester II/ 2020-2021 academic year, and from interviews with two participants who said that they were not happy with collaborative learning. Findings showed that in general, the freshmen felt that collaborative work helped them write better, they got more ideas, helped in their grammar, and exchanged knowledge. Only two students felt unhappy due to misunderstanding and ideas which were not delivered successfully. This study will hopefully be useful for writing teachers, practitioners in education, as well as students so that they will have a wider horizon of what writing students feel and experience in collaborative learning during this pandemic era.

scholarly journals The Use of Four-Square Technique to Improve Students’ Writing Ability

Tamaddun ◽  
2021 ◽  
Vol 20 (1) ◽  
pp. 1-14
Author(s):  
Yulianti Yunus ◽  
Syarifuddin Dollah ◽  
Munir Munir
Keyword(s):  
Research Data ◽  
Control Group ◽  
Writing Ability ◽  
Writing Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Four Square ◽  
Score Result ◽  
Dependent Sample ◽  
Experimental Group

This research was quasi-experimental research that aimed to find out the extent of the improvement students' writing ability by using the Four Square Technique on the descriptive text at students X SMAN 3 Takalar. the researcher took 53 samples, 28 students as the experimental group and 25 students as the control group. The research data was obtained by giving a pre-test and post-test and analyzed by using the Dependent Sample T- Test. The result of the data showed that students' writing ability improved. It was proved from score result of tobs (16,673) which was higher than ttable (2.052) and sig. P (0.05) was higher than sig.score (0.000). Students' writing ability improve by 0.1% after using the Four Square Technique from pre-test mean score was 65.07 and the post-test mean score was 75.14. So, it can be concluded that using Four Square Technique can improve students' writing ability in writing a descriptive text at students X SMAN 3 Takalar. By using it, students showed that they can be motivated in writing, students more easily generate and organize their ideas into a text so that students’ writing was more organized also easy to understand.

The Incidence of Sentence Openers in Selected Technical or Scientific Periodicals and Journals

1975 ◽  
Vol 5 (2) ◽  
pp. 91-98 ◽  
Author(s):  
John Chard
Keyword(s):  
Scientific Writing ◽  
Writing Students ◽  
Scientific Periodicals

Technical and scientific writing students can approximate professional style by determining the types and incidence of sentence openers in their own manuscripts. This article analyzes a variety of technical and scientific writing and suggests that students analyze their own writing in the same manner.

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