The MSL compiler writing project

1992 ◽  
Vol 24 (2) ◽  
pp. 41-44 ◽  
Author(s):  
E. F. Elsworth
Keyword(s):  
Writing Project

Global Issues: The Odyssey of the Athens Writing Project

1998 ◽  
Vol 87 (4) ◽  
pp. 72
Author(s):  
Georgianna Striggles Fotinelli
Keyword(s):  
Writing Project ◽  
Global Issues

A Review of ‘Digital Sejong City Cultural Dictionary’ Writing Project

2021 ◽  
Vol 43 (5) ◽  
pp. 387-409
Author(s):  
Nu Ri Kang ◽  
Sang Woo Lee ◽  
Kab Nyun Kim
Keyword(s):  
Writing Project

What Is Peace? Being an Autoethnographic Account of Methodological Musings From the Beach

2017 ◽  
Vol 24 (6) ◽  
pp. 371-380
Author(s):  
Anandam Kavoori
Keyword(s):  
Lived Experience ◽  
Field Work ◽  
Peace Studies ◽  
Liminal Space ◽  
Writing Project ◽  
Emotional Process ◽  
The World ◽  
Different Parts

This autoethnographic essay is focused on methodological space of “problematization”—the wrenching intellectual and emotional process (and lived experience) that a scholar goes through before settling into a long-term writing project—in this case travel to different parts of the world, in an attempt to explore the idea and experience of “Peace” in each of those places. Weaving through elements of family memoir, Georgia history, eco-criticism, and Peace Studies (across different sub fields), the essay illuminates the personal and liminal space of methodological engagement before field work.

scholarly journals THE TRADITION OF WRITING MUṢḤĀF AL-QUR'ĀN AKBĀR IN MUṢḤĀF AL-QUR'ĀN SCIENCES EDUCATION FOUNDATION (YPIIQ) WONOSOBO

2020 ◽  
Vol 5 (2) ◽  
pp. 194-212
Author(s):  
Shofaussamawati Shofaussamawati ◽  
Zahro Firdausa Zahro Firdausa
Keyword(s):  
Qualitative Method ◽  
Field Research ◽  
Boarding School ◽  
Writing Project ◽  
Giant Size ◽  
Method Approach ◽  
Existing Data

The aim of this article is to describe the writing of Muṣḥāf al-Qur'ān Sciences Education Foundation (YPIIQ) Wonosobo still written by hand in this sophisticated era. The type of this research uses the field research by a qualitative method approach which finds out the phenomenon and analyse the existing data. The process of collecting data uses interview, observation and documentation techniques, and it has found some interesting things. Firstly, the emergence of the tradition of writing Muṣḥāf by hand and giant size departing from KH. Muntaha's idea, he is the caretaker of the Al-Asy'ariyyah Taḥfῑż al-Qur’ān Islamic Boarding School, Kalibeber, Mojotengah, Wonosobo, Central of Java. The devotion of KH. Muntaha Al-Hafidz to al-Qur'ān made him to finally realise the grand Qur'ān  writing project. KH. Muntaha al-Hafidz also wants to continue writing Al-Qur’ān  that had been written by his grandfather, namely KH. Abdurrahim (1860-1916 AD). Secondly, before writing, there are certain provisions that must be carried out by writers namely they must be in a sacred condition when writing the muṣḥāf,  do the sunnah prayers of two raka'at and  write it accompanied by fasting except several days that are forbidden to fast. Thirdly, the strong factor that encourages the tradition of writing muṣḥāf at the Qur’ān Sciences Education Foundation (YPIIQ) Wonosobo is still being carried out till now because of devotion to teachers and wants to always glorify the muṣḥāf.

scholarly journals The Essay

2020 ◽  
Vol 1 (4) ◽  
pp. 347-353
Author(s):  
Devika Chawla
Keyword(s):  
Prime Minister ◽  
Personal Essay ◽  
Childhood Memories ◽  
Question Mark ◽  
Writing Project ◽  
Found Object ◽  
Lost Object

A found object might bring sorrow or delight, but a lost object presents a question mark. Its absence can feel like a cleave, a permanent one, in our memory. Absences inevitably lead us to quests. In this personal essay, which is linked with a larger writing project on family and material memory, I search for the contents of an “essay” written by me when I was ten years old, on the very day that India’s Prime Minister Indira Gandhi was assassinated. In searching for this lost object, I excavate and access childhood memories that were forgotten or, perhaps, lay dormant waiting to be awakened. The essay remains unfound (lost), but in looking for it, this essay that you are reading here, emerges, showing me why the object, the essay must remain lost, so that a forgotten moment of my childhood can live.

scholarly journals Using Graphic Organizer as a Media in Students’ Writing Project

2018 ◽  
Vol 2 (02) ◽  
pp. 105
Author(s):  
Anastasia Dewi Anggraeni ◽  
Helda Jolanda Pentury
Keyword(s):  
Key Words ◽  
Research Method ◽  
Graphic Organizers ◽  
Graphic Organizer ◽  
Writing Project ◽  
Descriptive Research ◽  
Writing Skill ◽  
Creative Media

<p>“Picture tells a thousand words“. It is important that teachers help the students organize their writing which they are learning to build and enhance their writing skill. Graphic organizer is a creative great media for comparing and contrasing text or story and can easily be applied to any kind of topic to help the students understand the differences between the texts or stories. Beside that aim, graphic organizer also helps the students to organize their writing skill and enhance their writing skill well. Graphic organizer is considered to enhance student’s writing skill, also expresses the students creativity by using the all kind of text, image and graphics, so the research employing observation and carried by descriptive research method. By implementing the strategy of using graphic organizer in students’s writing project, teacher will hopefully get the insight of using creative media to enhance students’ writing skill.</p><p> </p>Key words: graphic organizers; media, writing

scholarly journals Is it Application of Extended Writing Truly Push Writing Student Ability?

2017 ◽  
Vol 1 (2) ◽  
pp. 15-23
Author(s):  
Ismail Ismail
Keyword(s):  
Action Research ◽  
Writing Skills ◽  
Writing Project ◽  
Project Assessment ◽  
Minimal Criterion ◽  
Obvious Consequence ◽  
Data Source ◽  
The Mean ◽  
Student Ability ◽  
It Application

The extended writing allowed the incorporation of the process into the assessment of writing skills and encouraged increased students autonomy. The research was conducted through a classroom action research (CAR) that comprising 18 students. The results of the student's writing text in the cycle 1 and cycle 2 had increased in different scores. The means scores in data source where 61.67 become 63.61 in cycle 1, and after revision, in the cycle 2, the mean score in cycle 2 was 74.72 by application of extended writing project assessment. The successful minimal criterion (KKM) was 70. It can be seen that the application of Extended Writing Project Assessment was increased significantly. The most obvious consequence of this is that the ideas presented by the students are better, and the time needed to complete an essay is much more efficient.

scholarly journals STUDENTS’ COLLABORATIVE STORY WRITING PROJECT IN AN EXTENSIVE READING PROGRAM

2019 ◽  
Vol 30 (2) ◽  
pp. 197
Author(s):  
Anita Kurniawati Hadiyanto
Keyword(s):  
Short Story ◽  
Reading Program ◽  
Extensive Reading ◽  
Structured Interviews ◽  
Reading Behaviors ◽  
Writing Project ◽  
Teachers And Students ◽  
Story Writing ◽  
Project Data ◽  
Reading Activity

As the nature of Extensive Reading (ER) emphasizes the reading activity, most ER follow up activities are developed to support the act of reading. This might neglect the fact that reading can also be a stimulus for creative and imaginative writing. Although ER has a potential role to develop students’ L2 writing, not many have explored it. This preliminary study investigates a writing project undertaken as a post-ER activity. This project was done at the end of an ER program in an EFL context. In this project, the students worked collaboratively to write a 1,000-word short story. The study examined how the ER teachers and ER students in the study perceived the story writing project. Data were gathered from semi-structured interviews with three ER teachers and six ER students. Findings showed that both the teachers and students perceived the story writing project as beneficial to enhance the students’ creativity and imagination. They also agreed on the connection between reading and writing. The quality of the story was perceived to be significantly influenced by the students’ reading behaviors. Practical suggestions on how to integrate this project into an ER program were also offered.

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