scholarly journals Assessment for learning and its relationship to the quality of written language: the effects of using exemplar writings to build criteria on the quality of student writing

2012 ◽  
Author(s):  
Terry L. Tisdale
Keyword(s):  
Assessment For Learning ◽  
Written Language ◽  
Student Writing

Technology-mediated writing: It’s not how much, but the thought that counts

2021 ◽  
pp. 204275302199638
Author(s):  
Kelley Regan ◽  
Anya S Evmenova ◽  
Melissa D Hughes ◽  
Maria P Rybicki-Newman ◽  
Boris Gafurov ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Instructional Strategies ◽  
Sixth Grade ◽  
Future Research ◽  
Student Writing ◽  
Writing Quality ◽  
Struggling Writers ◽  
Group Design ◽  
Present Group

Struggling writers including students with disabilities (SWD) need instructional strategies to support their ability to write independently. Integrating technology-mediated instruction to support student writing can mitigate students' challenges throughout the writing process and personalize instruction. In the present group design study, teachers taught 11 to 12 year olds in sixth grade with varying abilities to use a technology-based graphic organizer (TBGO) when digitally planning and composing a persuasive paragraph. Results indicated that the writing quality of the paragraph and use of transition words by typical and struggling writers was significantly better when the TBGO was used as compared to students who wrote without the TBGO. Additionally, when the TBGO was removed, students in the treatment group maintained gains. Student participants and teachers in this study identified features that were especially supportive to students’ writing behaviors. Implications for practice and future research are discussed.

scholarly journals Rehabilitation of the afasic patient in speech therapy

2022 ◽  
Vol 3 (1) ◽  
Author(s):  
Rômulo Evandro Brito de Leão ◽  
Francisca Canindé Rosário da Silva Araújo ◽  
Lúcia Natsuko Sakai
Keyword(s):  
Speech Therapy ◽  
Written Language ◽  
Neurophysiological Mechanism ◽  
Her Family ◽  
Speech Language Pathologist ◽  
Final Sample ◽  
The Subject ◽  
Potential Impact ◽  
Therapeutic Behavior

Aphasias are considered to be neurological linguistic disorders in which the comprehension and/or expression of oral and/or written language is compromised, thus having a significant potential impact on the quality of life of an individual and his / her family. Although much studied in its neurophysiological mechanism, aphasia is not always discussed in terms of rehabilitation. Therefore, this article aims to discuss the scientific production in speech therapy on the rehabilitation of aphasia. For this purpose, an Integrative Review of Literature was carried out, covering the period from 2000 to 2021 on the Scielo and BVS data platforms of articles available in full and in the Portuguese language, using as a descriptor the unitermo "aphasia", in which the articles found were submitted to the relevance tests I and II, in which the final sample made only those that passed the established criteria. A total of 236 articles were found on the Scielo platform, with only 29 discussing rehabilitation and only 5 on speech therapy. In the BVS platform, 98.901 articles were found, but only 86 were discussing deaf aphasia and were available, none of which addressed speech therapy rehabilitation. The electronic search reached a total of 5 relevant articles that included the theme of speech and hearing rehabilitation to the aphasic patient, all of them being from the Scielo platform. Thus, scientific scarcity on the subject of aphasia becomes evident, and it is necessary to invest in production that encapsulate the therapeutic behavior of the speech-language pathologist.   As afasias são consideradas distúrbios linguísticos de cunho neurológico em que a compreensão e/ou expressão da linguagem oral e/ou escrita encontra-se comprometida, tendo desta maneira um potencial significativo de impacto na qualidade de vida de um indivíduo e sua família. Embora muito estudada em seu mecanismo neurofisiológico, as afasias nem sempre são discutidas sob o aspecto de reabilitação. Diante disso, este artigo objetiva discutir sobre a produção cientifica em fonoaudiologia sobre a reabilitação da afasia. Para tanto, foi realizada uma Revisão Integrativa da Literatura, contemplando o período de 2000 a 2021 nas plataformas de dados Scielo e BVS de artigos disponíveis na íntegra e no idioma em português, utilizando como descritor o unitermo “afasia”, em que os artigos encontrados foram submetidos aos testes de relevância I e II, em que fizeram a amostra final apenas aqueles que passaram pelos critérios estabelecidos. Foram encontrados na plataforma Scielo o total de 236 artigos, sendo que apenas 29 discutiam sobre reabilitação e apenas 5 sobre terapia fonoaudiológica. Na plataforma BVS foram encontrados 98.901 artigos, porém apenas 86 discutiam sobre afasia de fato e estavam disponíveis, sendo que nenhum abordava a reabilitação fonoaudiológica. A busca eletrônica alcançou o total de 5 artigos relevantes que contemplassem a temática de reabilitação fonoaudiológica ao paciente afásico, sendo todos da plataforma Scielo. Assim, torna-se evidente a escassez científica sobre o tema de afasia, sendo necessário investimentos para produção que embase a conduta terapêutica do profissional fonoaudiólogo.

scholarly journals Quality of life of children with poor school performance: association with hearing abilities and behavioral issues

2019 ◽  
Vol 77 (3) ◽  
pp. 147-154
Author(s):  
Bárbara Antunes Rezende ◽  
Stela Maris Aguiar Lemos ◽  
Adriane Mesquita de Medeiros
Keyword(s):  
Quality Of Life ◽  
Social Behavior ◽  
School Performance ◽  
Multivariate Logistic Regression Analysis ◽  
Written Language ◽  
Poor School Performance ◽  
Sequential Memory ◽  
Hearing Abilities ◽  
Poor School

ABSTRACT The aim of the present study was to investigate the quality of life of children with poor school performance and its association with behavioral aspects and hearing abilities. Methods: This cross-sectional observational study, developed in a town in the state of Minas Gerais, Brazil, investigated a random sample of public school children, aged 7-12 years old, who performed poorly in school and received specialized educational assistance. The study comprised two stages: 1) collection of data from parents on their children's health, educational, and socioeconomic profile, and from the Strengths and Difficulties Questionnaire; 2) administration of a quality of life evaluation scale to the schoolchildren. For the assessment of auditory function, transient otoacoustic emissions were used and auditory processing was tested. The following tests were used: verbal sequential memory, nonverbal sequential memory, sound localization, dichotic digits, duration pattern test (flute) and random gap detection. The collected data were analyzed using Excel and STATA 11.0 software. Quality of life was considered the response variable. The explanatory variables were grouped for univariate and multivariate logistic regression analysis with the level of significance set at 5%. Results: A statistically significant association was found between impaired quality of life, altered pro-social behavior, and the absence of parental complaints about the children's written language development. Conclusions: Quality of life is impaired in children with poor school performance. The lack of parental complaints about written language and changes in social behavior increased the likelihood of a child having a poor quality of life.

How to Improve the Quality of Student Writing: The Colleague Swap

1982 ◽  
Vol 9 (2) ◽  
pp. 122-123 ◽  
Author(s):  
Donald A. Camplese ◽  
Joseph A. Mayo
Keyword(s):  
Student Writing

scholarly journals Discourse Markers “A Corpus-Based Study of Written Texts by Iraqi ELPT Participants

لارك ◽  
2021 ◽  
Vol 2 (41) ◽  
pp. 1258-1241
Author(s):  
Asst. Prof Mayada R.Eesa
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Proficiency Test ◽  
Discourse Markers ◽  
Written Language ◽  
Written Texts ◽  
Theoretical Status ◽  
Language Proficiency Test ◽  
Basic Characteristics

During the past years, a large number of analyses has been done on what is called discourse markers , which are considered a class of linguistic expressions. Notably, various approaches have been taken, and unsurprisingly various results have been produced as to the theoretical status of discourse markers such as Potts, 2005 or even  Blakemore, 2002.     In spite of the fact that discourse markers are typically considered as one of the basic characteristics of oral discourse, nowadays it has been also found in written texts. Therefore, the current study introduces a kind of investigation to discourse markers in written language of Iraqi participants in English Language Proficiency Test , henceforth referred to as ELPT . Throughout this study , we ll see how discourse markers have the ability in improving the quality of writing in addition to increasing the conception of text. In current research , there is an attempt to measure the participants' knowledge about Discourse Markers. The aim of this study is to find out whether Iraqi ELPT participants use discourse markers in their writing and how they use them. To justify this aim, an analysis of essays written by ELPT participants was done .

scholarly journals The History of Forensic Linguistics as an Assisting Tool in the Analysis of Legal Terms

2018 ◽  
Vol 2 (2) ◽  
pp. 215
Author(s):  
Houtman Houtman ◽  
Suryati Suryati
Keyword(s):  
Law Enforcement ◽  
Human Life ◽  
Law Enforcement Officers ◽  
Written Language ◽  
One Dimension ◽  
Forensic Linguistics ◽  
Foreign Countries ◽  
History Of ◽  
Language And Law

One dimension of human life which become the issue and had been debated is about the used of legal terms which is against the language rules. The use of language and law are often oriented to non-substance issues, namely the used of formal legal terms which is inconsistent with the standard of the Indonesian language. As a result, such a linguistic study does not provide a functional and proportional impact in resolving the problems of the law itself. The study only becomes as an analysis report on the forms of error in the use of language in the realm of law which is expected to be a feedback for improving the quality of the language of law enforcement officers. Accordingly, the empowerment of forensic linguistics as a tool to solve the legal problems becomes important and made a choice in the field of science, especially in the universities. The various cases developing both in domestic and foreign countries have absolutely proven beneficial for forensic linguistic analysis. A lawsuit that comes from speech and transcribed in written language can be a preliminary proof the reporters used. This is also become complaint to the Police. The article examines whether forensic linguistics can be inferred unlawful speech.

scholarly journals Analisis Kesalahan Ejaan Yang Disempurnakan (EYD) Dalam Proposal Skripsi Mahasiswa

2018 ◽  
Vol 1 (1) ◽  
pp. 31
Author(s):  
Ummul Khair
Keyword(s):  
Research Data ◽  
Written Language ◽  
Student Writing ◽  
Study Objective ◽  
Writing Errors ◽  
Text Study ◽  
Academic Year ◽  
Descriptive Method ◽  
Made In

This text study objective was to determine how much the level of student writing errors made in the use of written language in developing a thesis proposal. The method used in the research data penganalisissan this text is the text method , which collects a number of text samples, further reading and doing analyzing student writing done , and also uses descriptive method of analysis. As the results, 1) error writing uppercase (capital) in the student proposal STAIN Curup VIII semester of academic year 2012/2013 as many as 850 words, with a percentage of 40.59 %; 2) error writing spelling on student proposals STAIN Curup VIII semester of academic year 2012/2013 as many as 681 words, with a percentage of 32, 52 %; 3) error writing prepositions (di, ke and dari) the student proposal STAIN Curup VIII semester of academic year 2012/2013 as many as 282 words, with a percentage of 13.46 %; 4) error writing punctuation dot (.), comma (,), colon (:), semicolon (;), and quotes (") on student proposals as many as 281 words, with a percentage of 13.41 %.

scholarly journals 063A WRITING TO LEARN IN THE PLANT SCIENCES

HortScience ◽  
1994 ◽  
Vol 29 (5) ◽  
pp. 437a-437
Author(s):  
Robert J. Joly
Keyword(s):  
Work Load ◽  
Writing To Learn ◽  
Student Writing ◽  
North Central ◽  
North Central Regional ◽  
Barriers To Implementation ◽  
Plant Sciences ◽  
Intensive Course ◽  
Discussion Format

Writing is a powerful tool for thinking and for clarifying complex subjects. It's a much more physical activity than reading. It compels students to organize their thoughts and present them clearly and logically. They must continually reassess whether what they've written is really what they want to say. The focus of this presentation is on the impediments to implementing this approach in our teaching. Our objective is to seek methods for reducing the work load of instructors while maintaining the quality of learning that can occur in a writing-intensive course. Results of workshops conducted during the 1993 North Central Regional Teaching Symposium entitled “Writing to Learn in Science” will be discussed. The workshops were active, participatory sessions designed to elicit as many responses as possible to the question “How can we utilize writing, intensively, in our courses?” Five obstacles or barriers to implementation of writing were identified. These include (1) instructor anxiety, (2) students requiring individualized instruction, (3) time-consuming evaluation of student writing, (4) in-class time needed for writing instruction, and (5) lack of student motivation. A focused-discussion format was utilized in these sessions, and groups of participants were given responsibility to devise creative actions or strategies that could be utilized to meet the challenges noted above. More than forty “actions” were identified which could help to make this approach feasible in both graduate and undergraduate. courses. These are summarized within five broad strategic approaches.

scholarly journals Using metacognitive processes to improve students’ writing quality

2011 ◽  
Vol 12 (1) ◽  
pp. 54
Author(s):  
Martha Judith Camelo González
Keyword(s):  
Research Study ◽  
Written Language ◽  
Team Work ◽  
Metacognitive Skills ◽  
Writing Quality ◽  
Pedagogical Approach ◽  
Reflective Process ◽  
Metacognitive Processes ◽  
Argumentative Texts

This research study shows how writing as a school practice can be improved through metacognition using a pedagogical approach to meet students’ interests and promote interaction and team work through pedagogical projects. Written language is approached via real situations of students’ everyday life through the “classroom project” where every activity undertaken has relevance and meaning. It required from the writers the use and management of particular cognitive and metacognitive skills to appropriate the characteristics of each of the texts written. Consequently, the quality of writing increased significantly due to a reflective process about the importance of gradually improving drafts by taking into account guidance from the teacher and contributions of the students. Through this exercise, students identified the narrative, expository, argumentative texts and their characteristics through knowledge gained by reading, analyzing and writing texts within those categories.

Latinitas

2017 ◽  
Author(s):  
W. Martin Bloomer
Keyword(s):  
Written Language ◽  
Third Century ◽  
Latin Literature ◽  
Ruling Elite ◽  
The Third ◽  
Military Administration

This chapter examines the idea of Latinitas, Latinity, the quality of writing and speaking a pure Latin, which in its history from the beginnings of Latin literature in the third century bce has been both a socio-linguistic and a literary critical, stylistic category. Constitutive influences have been the standardization of the language of the capital as the language of an empire, the development of Latin literary styles, and the teaching of Latin in the various Roman schools. Latin was the dialect of Latium, the sociolect of the ruling elite, the language of imperial and military administration, and as a consequence of the last a far-flung language. Latinity as a norm thus faced considerable challenges. In the context of the later schools, ancient and medieval, Latinity came to be a norm to preserve the written language and a science (grammar) to discover and check rules of orthography and expression.

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