Write Well, Improving Writing Skill

Top PDF Write Well, Improving Writing Skill:

AN INVESTIGATION INTO FINDING COMMON MISTAKES OF WRITING SKILL AND IMPROVING WRITING SKILL OF FIRST-YEAR STUDENTS OF UNIVERSITY OF FOREIGN LANGUAGE STUDIES - THE UNIVERSITY OF DANANG BY TEAM WORKING ON FACEBOOK

AN INVESTIGATION INTO FINDING COMMON MISTAKES OF WRITING SKILL AND IMPROVING WRITING SKILL OF FIRST-YEAR STUDENTS OF UNIVERSITY OF FOREIGN LANGUAGE STUDIES - THE UNIVERSITY OF DANANG BY TEAM WORKING ON FACEBOOK

This article aims to find out the students’ common mistakes in learning writing English. Our suggestion is that using team working on Facebook is the way to help English teachers improve students’ English writing performance. English is one of the compulsory subjects in Vietnam. However, Vietnamese students still cannot write English fluently and coherently. The main reasons can be traditional teaching and learning methods. The students had not practiced writing a lot in classroom as well as at home. They did not have correction from their teacher and students’ interaction, so they could not find out their mistakes in their academic writing.
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The effectiveness of using wh questions in improving the writing skill of upper primary school students in Malaysia

The effectiveness of using wh questions in improving the writing skill of upper primary school students in Malaysia

The purpose of this study is to analyze the progress in the students’ writing skills by teaching them the WH Questions. For some teachers, it is easy to put the blame of their students’ inability to write on the poor instruction that they received in Year One, Year Two, Year Three, Year Four and Year Five. Rather than pointing fingers, this study hoped to find a solution to help those illiterate in English so that not only can the students write in English but also improve their performance in the English Language essays. Through this study it is also hoped that schoolteachers, school administrators and curriculum developers will realize the importance of teaching writing using the right method. As discussed earlier, the researcher would like to see the effect of WH Questions in pre-writing. In addition, the intervention programs in schools have to be proactive and made to function in full sincerity. Furthermore, this study also hoped to be an eye opener to teachers that the students’ performance in school reflects our dedication in improving them, no matter how little we have done or how hard to do it. The students’ improvement, no matter how small, would become a proof that we have tried our best. It is also to offer insights into a pre- writing technique that will help improve students’ writing performance.
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View of IMPROVING ENGLISH WRITING SKILL OF ELEMENTARY STUDENTS BY USING WHAT’S MISSING METHODS

View of IMPROVING ENGLISH WRITING SKILL OF ELEMENTARY STUDENTS BY USING WHAT’S MISSING METHODS

Although the What’s Missing learning method is successful in improving students' writing skills, there are still some obstacles that were experienced when the research took place, especially in the experimental class which previously in class learning students still lacked confidence. In What’s Missing learning method students must be more involved in learning, and each student is given the opportunity to write in front of the class. Thus, researchers need to prepare a considerable amount of time and also easy-to-understand and interesting teaching materials for students so that they can inspire learning and be active in learning, one of which is giving rewards to students and appreciating every work that students have done.
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The Use of STAD to Improve Students’ Writing Skill

The Use of STAD to Improve Students’ Writing Skill

This study aims to know whether Student Team Achievement Division (STAD) can improve students’ ability in writing descriptive text or not. To answer this research questions, the researchers applied experimental study. Two classes of the second-grade students in MTs (Islamic Junior Secondary School) Babun Najah were chosen as the sample of this study. In order to get the data, the test was used as the main research instrument. The researcher applied teaching writing descriptive text by using STAD in the experimental class. Based on the result, it was found that the t-test score of post-test in experimental and control groups is higher than the t-table score (4.21>1.69). This means that the alternate hypothesis was accepted or the implementation of STAD improves the students’ ability in writing descriptive text. The findings also revealed that the writing component that had improved by using STAD is the content component. The students show more knowledgeable in their writing. In addition, through STAD the students had the opportunity to work together in a group to share and learn in order to produce good writing.
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A Descriptive Investigation of Theories and Approaches to Writing Skill: a Contribution to Teaching Methodology Behrooz Marzban Ferdowsi University of Mashhad

A Descriptive Investigation of Theories and Approaches to Writing Skill: a Contribution to Teaching Methodology Behrooz Marzban Ferdowsi University of Mashhad

The effects of sentence combining on low achieving writers were moderate. The effect was 0.46. It showed that this kind of instruction has a moderate impact on improving the quality of the writing of adolescents in general. Sentence-combiningis an alternative approach to more traditional grammar instruction. Sentence-combining instruction involves teaching students to construct more complex and sophisticated sentences through exercises in which two or more basic sentences are combined into a single sentence. In one approach, students at higher and lower writing levels are paired to receive six lessons that teach (a) combining smaller related sentences into a compound sentence using the connectors and, but, and because; (b) embedding an adjective or adverb from one sentence into another; (c) creating complex sentences by embedding an adverbial and adjectival clause from one sentence into another; and (d) making multiple embeddings involving adjectives, adverbs, adverbial clauses, and adjectival clauses. The instructor provides support and modeling and the student pairs work collaboratively to apply the skills taught (pp. 43-54).
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The effectiveness of creative writing in language learning : a comparative study between Bangla medium and English medium elementary level

The effectiveness of creative writing in language learning : a comparative study between Bangla medium and English medium elementary level

Writing is a difficult skill for many learners as it involves more than putting sentences together in language that is grammatically correct and appropriate. When we speak we have the audience present and we always get immediate feedback from the listeners. However, writing is not always for the audience present and hence we have to get in right first time in writing (Hadfield, 2008). In case of writing, it demands clear and comprehensive message as there is no direct interaction between writer and readers. Through writing we express our thoughts and ideas in an organized way and to make a successful writing we go through a mental process. When we write we first combine our ideas and thoughts and then arrange them in the form of sentences and organize the sentences into a cohesive text. This mental process of writing arises some sub-skills like- drafting, organizing, editing, revising, etc. Therefore, often it seems that language learners face more difficulty to cope up writing skill than other three.
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Reading to Inform Your Writing

Reading to Inform Your Writing

In Letter to the Lake, written by poet Susan Marie Swanson, with illustrations by Peter Cata- lanatto, the young female character, on a cold wintry morning, recalls spending her sum- mers on a lake. In her mind she composes a letter to the lake, detailing specific moments. The notion of writing a letter to an inanimate object is surprising to most children, even when they realize that the letter is just in the child’s mind. Children are quick to call out things they could write to in order to help recall their past experiences. Some of our stu- dents used the technique in their writer’s notebook, addressing entries to their old apart- ments, their baby blanket, their bunk bed at camp, their grandmother’s rocking chair, and even a bookmobile they visited when they lived in a rural section of our country. To Encourage Students to Use Pleasing Sounds and Rhythms in Their Writing Duke Ellington is quoted as having said, “If it sounds good, it is good.” Part of the chal- lenge in the writing workshop is to encourage children to pay attention to the sounds of words and their arrangements and to notice the rhythm in the books they read, not just in poetry but in prose. Then we can encourage children to listen to the sound of their own writing, letting their fine-tuned ears push them to revise their works in progress. Young writers need to trust that “if it sounds good, it is good.” Train by Charles Temple, with illustrations by Larry Johnson, is one of those books that clearly demonstrates how the writer can deliberately choose and arrange words to create pleasing effects. In a review of the book that I wrote for The New Advocate (Winter 1997), I point out that “the reader feels the magic of a long train ride. The author’s choice of words and their arrangements, coupled with the gentle repetition and rhythm of the sounds, makes the reader feel the movement of that train.” After reading this book aloud and discussing the sounds of the words, I ask children if they have ever changed a word in their writing because it simply didn’t sound right.
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Thinking_In_PostScript.pdf

Thinking_In_PostScript.pdf

(which is normally the whole point of PostScript programming). In this case, the throughput of the program can be measured by how fast the pages print when you send it your program to draw pictures. And it is very much up to you and your program to control how fast those pages print. The vast majority of all computer programs in existence today simply read data from a file, let you edit the data in some way, and then write it back to a file again. These are thought of as editors, word processors, spread sheets, drawing programs, statistical packages, and so forth. The files they read and write are documents. For the most part, documents are not interchangeable between systems or programs, so you just read into and write out from your single program, and hope to glean something useful from the data itself when the document is visible in the program. PostScript programs rarely operate directly on files and usually are not constructed just to rearrange bodies of data. PostScript is a language designed for expression of visual images, communication of data to remote systems, and one-way data manipulation. Throughput is everything. PostScript programs are perhaps more analogous to utility programs or device drivers, where the task is not to perform a specific application task, but to provide a general mechanism for accomplishing data transfer, imaging, or device control. The input may well be arbitrary (as opposed to a carefully constructed data file), and the output may be simply a sheet of paper with some marks on the surface.
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The Simple Math of Writing Well: Writing for the 21st Century

The Simple Math of Writing Well: Writing for the 21st Century

Simple math demands a separation between essential and inessential rules of writing – a line too often muddied by well- meaning English teachers who allow their preferences to color the classroom. An essential rule is this: A complete sentence must include a subject and a verb. An inessential rule is this: Sentences should not be too long. I shuddered some years ago to hear a fellow professor commend a student paper as “wonderfully written, but with a few too many commas.” A comment like that makes me want to visit a math class and compliment an assignment as “wonderfully computed, but with a few too many 2s.” Both commentaries are equally ludicrous, and the former does not acknowledge the magnificent mathematical complexity of the language we use to share life with one another.
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UP-3881.7_Univac_1004_III_Tape_System_General_Description.pdf

UP-3881.7_Univac_1004_III_Tape_System_General_Description.pdf

Write Checking:- A Write Check operation during tape writing provides an automatic check of each character as it is recorded. A programmed Erase-before-Write instructi[r]

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Writing, Silence, and Well-Being

Writing, Silence, and Well-Being

versation; rather, we wrote to think and be in the moment, perhaps to reflect, to wonder, to worry, to hope, but ultimately to be in that moment. We wrote at my request but without a rhetorical exigency. And that’s the crucial point. For the conference partici- pants who wrote together at my request at that moment did not write to speak to me or to each other but to be with me and with each other. In that regard, the impact of their writing, at least in that moment, was primarily on them, individually and collectively. The potential effect of their writing-in-the-moment, however, could extend much fur- ther. If this practice of writing-in-the-moment—of writing not to produce a text to be shared but to inhabit the moment—if this practice encourages the writer just to be rather than to speak, it opens up the possibility for that writer to be differently; that is, it opens up the possibility of redefining the writerly self in relation to other selves present at that moment as well as others who were not physically present at that moment but might have been present in the writing that happened at that moment. This potential for redefining our selves in relation to one another resides in our individual acts of writing-in-the-moment, in which we engage in silence. In this way, the silence of writing-in-the-moment, this silence that is paradoxically filled with words, provides an opportunity to be without speaking, to think without thinking aloud, to be mindful without speaking your mind. This silence of writing-in-the-moment might thus give voice to our humanness, our inherent connection to one another, to our oneness. Yes, it is possible that the writing itself—that is, the texts we create in the moment—might emphasize difference or high- light discord, if we were to share them. It is possible, perhaps even likely, that those of us who were writing together in that conference room in Estes Park in June 2017 cre- ated texts that diverged in ways that might lead to disagreement or even conflict if we had shared them. But the act of writing-in-the-moment—as distinct from the texts pro- duced in that moment—the act of writing-in-the-moment might illuminate our inher- ent connection to each other and perhaps create a space to pause, to reflect, to listen. To be. Together.
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Library, Teaching and Learning. Writing Essays. and other assignments Lincoln University

Library, Teaching and Learning. Writing Essays. and other assignments Lincoln University

Successful writers work through the five stages below to complete an assignment. Approaching writing as a series of steps can help to make the task seem more manageable: it breaks the writing into a series of smaller tasks, and it can help you to manage your time more efficiently. That doesn’t mean it is a neat linear process! You may find you have to return to some of the stages several times. Also, many writers prefer to start writing early, developing a plan as they write and then re-organising the ideas they have generated into a complete first draft.

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Writing As A Survival Skill:  How Neuroscience Can Improve Writing In Organizations

Writing As A Survival Skill: How Neuroscience Can Improve Writing In Organizations

Most scholarship on the genres of organizational writing tends to agree on basic characteristics of classes of documents like memos, negative and positive messages, and feasibility reports. However, the actual knowledge base on teaching writing is, truth to tell, painfully thin. Until the 1970s, virtually all instruction on writing depended on more-or-less watered-down formulae derived from classical rhetoric (Knoblauch & Brannon, 1984). While the principles of rhetoric have some applicability in teaching students how to organize an argument, they are inadequate for virtually every other aspect of teaching writing, as they were based on ancient principles for helping speakers persuade listeners in oral, not written, arguments. As a result, rhetoric can teach us little about word choice, tone, or optimal structures for sentences, let alone how to convey potentially incendiary information to an audience of hostile stakeholders. From the 1980s onward, the teaching of writing has been dominated by a shift in emphasis, from document to writer. This pedagogical shift resulted in writing courses that focused almost entirely on the stages involved in writing - so-called process writing - including brainstorming, outlining, drafting, and revising. Unfortunately, the process writing approach held that practice made perfect in writing but failed to provide any tangible suggestions for how writers should choose words, form sentences, or organize paragraphs to ensure their clarity and readability. This current emphasis in teaching writing is at least partially responsible for the hand- wringing of many administrators at top universities nation-wide over the failure of their writing programs to produce students capable of writing clearly and to the demands of business and industry (see, for example, Bartlett, 2003).
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ishuffle: Improving Hadoop Performance with Shuffle-on-Write

ishuffle: Improving Hadoop Performance with Shuffle-on-Write

Map output collection - The shuffler contains mul- tiple DataSpillHandler, one per map task, to col- lect map output that has been written to local disks. Map tasks write the stored partitions to the local file system when a spill of the in-memory buffer occurs. We intercept the writer class IFile.Writer in the combiner and add a DataSpillHandler class to it. While the default writer writing a spill to local disk, the DataSpillHandler copies the spill to a circu- lar buffer, DataSpillQueue, from where data is shuf- fled/dispatched to different nodes in Hadoop. During output collection, the DataSizePredictor monitors in- put data sizes and resulted partition sizes, and reports these statistics to the shuffle manager.
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Preparing for the GED Essay

Preparing for the GED Essay

When a writer gathers ideas, he or she thinks of specific things to write about the assigned topic. Although this is a thinking stage, it helps to write your ideas on paper. First, examine the writing assignment and decide what you want to say about it. Then, begin to jot down notes on the topic. Write words and phrases. Use your experiences to help you think of ideas. Do not worry about organizing your list, spelling words correctly, or writing complete sentences. You will take care of these details in later steps.

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TEACHING WRITING SKILLS IN UNIVERSITY LARGE CLASSES IN PAKISTAN: ISSUES, CHALLENGES AND SOLUTIONS

TEACHING WRITING SKILLS IN UNIVERSITY LARGE CLASSES IN PAKISTAN: ISSUES, CHALLENGES AND SOLUTIONS

give collective or generalized feedback” (R-6). In fact, using technology creates a comfort zone for both teachers and students, specifically in large writing classes. The effective use of available teaching aids may reduce the issues of large classes and definitely it will increase the involvement of students. Therefore, one of the respondents advised, “As it is the era of technology, instructors should also include multi-media projectors in their writing classes”(R-7).Majority of the respondents believed that peer checking is an effective strategy used in large writing classes applied for multiple-choice questions (MCQs) and ineffective for checking of subjective material. One of the teachers explained it as, “I do believe in peer checking, but it generally depends on the topic and is not reliable for all topics” (R-1). The long-term benefits and objectives should be communicated to the students for the sake of their future concerns, such as to become a good writer, etc. Another respondent suggested, “We must let the students know their goals, we have to highlight their benefits” (R-8). In this way, involvement increases and ultimately, leaning part of large writing class heightens to the maximum.
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CliffsAP United States History

CliffsAP United States History

The most important reference work is America: History and Life. Published since 1964 by the American Bibliographical Center (ABC-CLIO), this is a comprehensive bibliographic index to articles, book reviews, and dissertations in American history. It provides short abstracts (summaries) of articles in hundreds of history journals. It’s well worth your time to look over America: History and Life and learn how to use its indexes. Reading the abstracts of the articles on a particular topic will save you considerable time The reference section of the college library is the best place to find sources of information on people, places, and events in American history. In addition to America: History and Life, you should be familiar with the Harvard Guide to American History. Originally published in 1954 and revised in 1974, the guide includes general works and specialized monographs on the major topics and periods of American history. There are also sections on historical sources, methodology, and historio- graphy (the history of historical writing). Interpreting maps and statistical data are important skills for doing well on the AP exam. You should look over a good historical atlas such as James Truslow Adams’s Atlas of American History to supplement your ongoing review of the maps in your text. Many of the charts, tables, and graphs in textbooks and on the exam are based on the data in Historical Statistics of the United States: Colonial Times to 1970. Published by the Bureau of the Census, it contains statistical tables from 1610 covering important economic and social developments. Other useful reference works include:
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Forming a Well Organized Writing Activities

Forming a Well Organized Writing Activities

Analysis of students of English classes at schools in Bishkek, Kyrgyzstan, though they have good knowledge in grammar, they have difficulties in expressing their ideas in English. They can not create well organized and coherent texts in English Courses. Parallel to this, in language training, writing is one of the most difficult tasks and includes several skills: spelling, usage of grammar, vocabulary, organization of lexis, etc. Traditionally, writing is based on what has been learnt; repetition of grammar, spelling, word choice etc. Corbett (1965) explains traditional writing as “an emphasis on correct usage of grammar and spelling“. For Zamel (1976) “grammar instruction might have harmful effects on writing“. According to Sharwood-Smith (1974) “grammar is probably not a useful unit for teaching writing, even though so many drills and exercises are based on it“. But the content is more important than the grammar, spelling and punctuation in written speech. As it has been seen, to teach to know all the grammatical rules and spelling is not enough for writing. On the other hand Kırmızı and Kırmızı (2015), say that it is almost imperative in the teaching of the writing skill to ensure the cognitive, behavioral and motivational engagement of students, which is facilitated by increased writing self-efficacy.
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buy essay review. Essay Writing service: Buy essays online, buy term paper, buy...

buy essay review. Essay Writing service: Buy essays online, buy term paper, buy...

scholarships. It argumentative essay essay it of the write an from the to engage support that never met in less. 9th my favorite Learn to buy essay review buy essay review you impress admissions essay has several. For a not the only format mainly in their opinion on a perfect personal is a useful model for you. For a number of writing your Argument Essay the arts and social Argumentative

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TEACHING WRITING SKILL THROUGH COLLABORATIVE WRITING TECHNIQUE: FROM THEORY TO PRACTICE

TEACHING WRITING SKILL THROUGH COLLABORATIVE WRITING TECHNIQUE: FROM THEORY TO PRACTICE

which they are going to write. They place the goals in rank order from high to low, and then they share a higher order goal. From the sharing, they set a common goal for the group. Meanwhile, specification of the goal is negotiated during the process. Secondly, the participants must have different knowledge and there must be a gap information between them. Because of this information gap, they (group members) have to negotiate content, style, and even the goal of writing. Thirdly, the participants interact as a group. They exchange thought, feeling, ideas between them, and result in reciprocal effect on each other. Fourthly, the participants distanced themselves from the text. To see their collaborative text, they produce many written drafts during one session and they move away from the text in time and space. Setting the text aside for a time will make them have a new perspective to find their mistakes in the text. In addition, Chin (1996) asserts that collaborative writing is an area where group ware may provide significant benefit. It allows students to simultaneously work on different portions of the same document and/or to review and critique the written work of others.
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