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style</title> <meta name="description" content="Search results for: writing style"> <meta name="keywords" content="writing style"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="writing style"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 1610</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: writing style</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1610</span> Writing Style in a Thousand Splendid Suns</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maroof%20Sakhi">Maroof Sakhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article studies writing style in A Thousand Splendid Suns. It mainly discusses code-switching and usage of Persian words in the novel. Hosseini mainly writes in English; however, constantly he applies Persian words, phrases and syntax. Code-switching is used for different purposes in A Thousand Splendid Suns. It gives a voice to a character from Afghanistan. It is also used to mark a difference between the American and Afghanistan cultures and languages. Furthermore, representation of Persian language can be interpreted as valorization of the author’s mother tongue. In short, the writing style in A Thousand Splendid Suns represents Hosseini’s identity, culture and linguistic background. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=code-switching" title="code-switching">code-switching</a>, <a href="https://publications.waset.org/abstracts/search?q=hybridity" title=" hybridity"> hybridity</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20background" title=" linguistic background"> linguistic background</a>, <a href="https://publications.waset.org/abstracts/search?q=Persian%20literature" title=" Persian literature"> Persian literature</a> </p> <a href="https://publications.waset.org/abstracts/156374/writing-style-in-a-thousand-splendid-suns" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156374.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1609</span> The Significance of Ernest Hemingway's Writing Style in the Development of Georgian Prose of 1950-1960s</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natia%20Kvachakidze">Natia Kvachakidze</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The given research aims to study and analyze the influence of Ernest Hemingway’s writing style on Georgian prose of 1950s and 1960s. It is universally known that Ernest Hemingway’s unique writing style has had an enormous effect on various writers. His work remains highly relevant and influential even today. This is especially true about the works written in English, but literary prose created in other languages is not an exception. Certain stylistic peculiarities characteristic for Hemingway’s writing can be traced in literary works written in various languages. It is particularly interesting for us, Georgians, how all these aspects were reflected in Georgian prose of the second-half of XX century. This particular paper (which is a part of a larger research) focuses on major significant peculiarities of Georgian prose of 1950-1960s that might be connected to Hemingway's writing. In this respect, GuramRcheulishvili’s (1934-1960) works should be particularly distinguished (especially his short fiction), but literary works of other Georgian authors are not at all less important. The research involves the analysis of the prose works of some Georgian writers of the given period in the context of tracing similarities and parallels between them and the characteristic features of Ernest Hemingway’s writing style. The use of everyday language as well as short and simple sentences, a concise and sparse style, repetitions, intense dialogues are some of the essential traits in question. Themes like birth and death, war and violence, family, nature, disillusionment also prove to be vitally important for this research. Complex interconnections between the author, the narrator, and the protagonist (often autobiographical) provide another interesting subject to study. At the same time, this paper aims at studying and revealing how Hemingway’s method was reflected and transformed in Georgian prose. In this respect, it is interesting to trace not only the direct effect of Hemingway’s style but also the role of certain Georgian translations of the works of this American writer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hemingway" title="hemingway">hemingway</a>, <a href="https://publications.waset.org/abstracts/search?q=prose" title=" prose"> prose</a>, <a href="https://publications.waset.org/abstracts/search?q=georgian%20writers" title=" georgian writers"> georgian writers</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20style" title=" writing style"> writing style</a> </p> <a href="https://publications.waset.org/abstracts/146845/the-significance-of-ernest-hemingways-writing-style-in-the-development-of-georgian-prose-of-1950-1960s" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146845.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">179</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1608</span> Academic Writing vs Creative Writing for Arabic Speaking Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yacoub%20Aljaffery">Yacoub Aljaffery</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many English writing instructors try to avoid creative writing in their classrooms thinking they need to teach essay rules and organization skills. They seem to forget that creative writing has do’s and don’ts as well. While academic writing is different from fiction writing in some important ways (although perhaps the boundaries are fruitfully blurring), there is much that can be writerly selves. The differences between creative writing and academic writing are that creative writing is written mainly to entertain with the creativity of the mind and academic writing is written mainly to inform in a formal manner or to incite the reader to make an action such as purchase the writer’s product. In this research paper, we are going to find out how could Arabic speaking students, who are learning academic writing in universities, benefit from creative writing such as literature, theatrical scripts, music, and poems. Since Arabic language is known as poetic language, students from this culture tend to like writing with creativity. We will investigate the positive influence of creative writing rules on academic essays and paragraphs in universities, and We will prove the importance of using creative writing activities in any academic writing classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL%20teaching" title="ESL teaching">ESL teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methods" title=" teaching methods"> teaching methods</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing ">academic writing </a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20writing" title=" creative writing"> creative writing</a> </p> <a href="https://publications.waset.org/abstracts/16224/academic-writing-vs-creative-writing-for-arabic-speaking-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16224.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">554</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1607</span> Shakespeare’s Sister and the Crisis of Women’s Autonomy: A Critical Analysis of a Room of One’s Own</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Mohammadi">Ali Mohammadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explored the root causes of women's lack of writing in literature by digging into Virginia Woolf's A Room of One’s Own. Virginia Woolf was the pioneer of feminist literary criticism in the 20th century. She was hugely preoccupied, throughout her writing life, with the role of women in history and with the relationship between women and fiction. Besides, she wrote continuously about the difficulties of women's writing and of writing as a woman. This research aims to mirror a number of key arguments concerning women’s issues: the social and economic conditions necessary for writing; the problem of a tradition of women's writing; the concept of a 'female sentence' articulating women's voices and values and the idea of the androgynous aesthetic in which an author would be able to write free from an awareness of their sex as male or female. Woolf was very wary of making any definitive assertions about women's writing, or at least in terms of its style or form. Indeed, much of the essay is taken up with her reflections on the lack of women's writing over the history of English literature. It was concluded that the reason for this absence of female writing does not just spring from the deficiency of genius, but of material circumstances and facilities. Additionally, the demands of the domestic household, the poverty of education available to women, and the laws that denied married women’s ownership of funds or property made it virtually impossible for women to take up writing as a profession. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=facilities" title=" facilities"> facilities</a>, <a href="https://publications.waset.org/abstracts/search?q=genius" title=" genius"> genius</a>, <a href="https://publications.waset.org/abstracts/search?q=literature" title=" literature"> literature</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a> </p> <a href="https://publications.waset.org/abstracts/132278/shakespeares-sister-and-the-crisis-of-womens-autonomy-a-critical-analysis-of-a-room-of-ones-own" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132278.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">190</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1606</span> Study of Hydrocarbons Metering Issues in Algerian Fields under the New Law Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Hadjadj">A. Hadjadj</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Maamir"> S. Maamir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <span style="line-height: 20.8px;">Since the advent of the law 86/14 concerning the</span><br style="line-height: 20.8px;" /> <span style="line-height: 20.8px;">exploitation of the national territory by foreign companies in</span><br style="line-height: 20.8px;" /> <span style="line-height: 20.8px;">partnership with the Algerian oil and gas company, the problem of</span><br style="line-height: 20.8px;" /> <span style="line-height: 20.8px;">hydrocarbons metering in the sharing production come out.</span><br style="line-height: 20.8px;" /> <span style="line-height: 20.8px;">More generally, good management counting hydrocarbons can</span><br style="line-height: 20.8px;" /> <span style="line-height: 20.8px;">provide data on the production wells, the field and the reservoir for</span><br style="line-height: 20.8px;" /> <span style="line-height: 20.8px;">medium and long term planning, particularly in the context of the</span><br style="line-height: 20.8px;" /> <span style="line-height: 20.8px;">management and field development.</span><br style="line-height: 20.8px;" /> <span style="line-height: 20.8px;">In this work, we are interested in the transactional metering which</span><br style="line-height: 20.8px;" /> <span style="line-height: 20.8px;">is a very delicate and crucial period in the current context of the new</span><br style="line-height: 20.8px;" /> <span style="line-height: 20.8px;">hydrocarbon’s law characterized by assets system between the</span><br style="line-height: 20.8px;" /> <span style="line-height: 20.8px;">various activities of Sonatrach and its foreign partners.</span><br style="line-height: 20.8px;" /> <span style="line-height: 20.8px;">After a state of the art on hydrocarbons metering devices in</span><br style="line-height: 20.8px;" /> <span style="line-height: 20.8px;">Algeria and elsewhere, we will decline the advantages and</span><br style="line-height: 20.8px;" /> <span style="line-height: 20.8px;">disadvantages of each system, and then we describe the problem to</span><br style="line-height: 20.8px;" /> <span style="line-height: 20.8px;">try to reach an optimal solution.</span> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transactional%20metering" title="transactional metering">transactional metering</a>, <a href="https://publications.waset.org/abstracts/search?q=flowmeter%20orifice" title=" flowmeter orifice"> flowmeter orifice</a>, <a href="https://publications.waset.org/abstracts/search?q=heat%20flow" title=" heat flow"> heat flow</a>, <a href="https://publications.waset.org/abstracts/search?q=Sonatrach" title=" Sonatrach"> Sonatrach</a> </p> <a href="https://publications.waset.org/abstracts/1901/study-of-hydrocarbons-metering-issues-in-algerian-fields-under-the-new-law-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1901.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">362</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1605</span> Composition Writing of the Associate in Hospitality Management Freshman Students of Cebu Technological University Tuburan Campus: Proposed Writing Skill Exercises.</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Antoniette%20Belle%20R.%20Bontuyan">Antoniette Belle R. Bontuyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study was to determine the levels of performance in Composition Writing of English 122: Writing in the Discipline of the Associate in Hospitality Management Freshman Students in relation to their reading and writing experiences at the Cebu Technological University Tuburan Campus, Academic Year 2009-2010 as basis for a proposed skill exercises. Specifically, this research answers the following questions: Firstly, based on the students’ written compositions, what the students’ levels of performance in the following are: Composition Topic with subcomponents of Topic Development, Organizational or Logical Conclusions, Accurate, Relevant Evidence or Detail, Voice/Tone/Style, and the Composition Conventions with subcomponents of Structure, Grammar and Usage, Spelling, Capitalization, Punctuation. Secondly, what the students’ extents of experiences in view of Writing and Reading Experiences are. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=COMPOSITION%20WRITING" title="COMPOSITION WRITING">COMPOSITION WRITING</a> </p> <a href="https://publications.waset.org/abstracts/19166/composition-writing-of-the-associate-in-hospitality-management-freshman-students-of-cebu-technological-university-tuburan-campus-proposed-writing-skill-exercises" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19166.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">311</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1604</span> The Constructivist Approach to Teaching Second Language Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andreea%20Cervatiuc">Andreea Cervatiuc</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on teaching second language writing through a constructivist approach. Unlike traditional approaches to teaching second language writing, which were product-oriented and emphasized surface features of writing, such as spelling and grammar, the constructivist approach to teaching second language writing is process-oriented and fosters discovery of meaning, creativity, collaboration, and writing for an audience. Educators who take a constructivist approach to teaching second language writing create communities of writers in their classrooms, emphasize that the goal of writing is to share ideas with others, and engage their students in collaborative, creative, and authentic writing activities, such as writing conferences, group story writing, finish the story, and chain writing. The constructivist approach to teaching second language writing combines a focus on genres, scaffolding, and treating writing as a process. Through constructivist writing, students co-create knowledge and engage in meaningful dialogue with various texts and their peers. The findings of this study can have implications for applied linguists, teachers, and language learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructivist%20second%20language" title="constructivist second language">constructivist second language</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20genres" title=" writing genres"> writing genres</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20writing" title=" process writing"> process writing</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title=" scaffolding"> scaffolding</a> </p> <a href="https://publications.waset.org/abstracts/194112/the-constructivist-approach-to-teaching-second-language-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194112.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">10</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1603</span> Exploring Syntactic and Semantic Features for Text-Based Authorship Attribution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haiyan%20Wu">Haiyan Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Ying%20Liu"> Ying Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Shaoyun%20Shi"> Shaoyun Shi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Authorship attribution is to extract features to identify authors of anonymous documents. Many previous works on authorship attribution focus on statistical style features (e.g., sentence/word length), content features (e.g., frequent words, n-grams). Modeling these features by regression or some transparent machine learning methods gives a portrait of the authors' writing style. But these methods do not capture the syntactic (e.g., dependency relationship) or semantic (e.g., topics) information. In recent years, some researchers model syntactic trees or latent semantic information by neural networks. However, few works take them together. Besides, predictions by neural networks are difficult to explain, which is vital in authorship attribution tasks. In this paper, we not only utilize the statistical style and content features but also take advantage of both syntactic and semantic features. Different from an end-to-end neural model, feature selection and prediction are two steps in our method. An attentive n-gram network is utilized to select useful features, and logistic regression is applied to give prediction and understandable representation of writing style. Experiments show that our extracted features can improve the state-of-the-art methods on three benchmark datasets. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authorship%20attribution" title="authorship attribution">authorship attribution</a>, <a href="https://publications.waset.org/abstracts/search?q=attention%20mechanism" title=" attention mechanism"> attention mechanism</a>, <a href="https://publications.waset.org/abstracts/search?q=syntactic%20feature" title=" syntactic feature"> syntactic feature</a>, <a href="https://publications.waset.org/abstracts/search?q=feature%20extraction" title=" feature extraction"> feature extraction</a> </p> <a href="https://publications.waset.org/abstracts/129270/exploring-syntactic-and-semantic-features-for-text-based-authorship-attribution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129270.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1602</span> Corpus Stylistics and Multidimensional Analysis for English for Specific Purposes Teaching and Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Svetlana%20Strinyuk">Svetlana Strinyuk</a>, <a href="https://publications.waset.org/abstracts/search?q=Viacheslav%20Lanin"> Viacheslav Lanin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academic English has become lingua franca for international scientific community which stimulates universities to introduce English for Specific Purposes (EAP) courses into curriculum. Teaching L2 EAP students might be fulfilled with corpus technologies and digital stylistics. A special software developed to reach the manifold task of teaching, assessing and researching academic writing of L2 students on basis of digital stylistics and multidimensional analysis was created. A set of annotations (style markers) – grammar, lexical and syntactic features most significant of academic writing was built. Contrastive comparison of two corpora “model corpus”, subject domain limited papers published by competent writers in leading academic journals, and “students’ corpus”, subject domain limited papers written by last year students allows to receive data about the features of academic writing underused or overused by L2 EAP student. Both corpora are tagged with a special software created in GATE Developer. Style markers within the framework of research might be replaced depending on the relevance and validity of the result which is achieved from research corpora. Thus, selecting relevant (high frequency) style markers and excluding less relevant, i.e. less frequent annotations, high validity of the model is achieved. Software allows to compare the data received from processing model corpus to students’ corpus and get reports which can be used in teaching and assessment. The less deviation from the model corpus students demonstrates in their writing the higher is academic writing skill acquisition. The research showed that several style markers (hedging devices) were underused by L2 EAP students whereas lexical linking devices were used excessively. A special software implemented into teaching of EAP courses serves as a successful visual aid, makes assessment more valid; it is indicative of the degree of writing skill acquisition, and provides data for further research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus%20technologies%20in%20EAP%20teaching" title="corpus technologies in EAP teaching">corpus technologies in EAP teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=multidimensional%20analysis" title=" multidimensional analysis"> multidimensional analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=GATE%20Developer" title=" GATE Developer"> GATE Developer</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus%20stylistics" title=" corpus stylistics"> corpus stylistics</a> </p> <a href="https://publications.waset.org/abstracts/91140/corpus-stylistics-and-multidimensional-analysis-for-english-for-specific-purposes-teaching-and-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91140.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">199</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1601</span> The Impact of Collaborative Writing through Wikis and Blogs on Iranian EFL Learners’ Writing Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farhad%20Ghorbandordinejad">Farhad Ghorbandordinejad</a>, <a href="https://publications.waset.org/abstracts/search?q=Shamsoddin%20Aref"> Shamsoddin Aref</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Wikis and blogs, defined as educational tools in line with the objectives of collaborative writing, are regarded as innovative ways of writing addressing the problems of conventional types of writing. Although writing in wikis and blogs step in different contexts, they are both aiming at betterment of collaborative writing procedures. It is believed that due to certain reasons bringing in wikis and blogs to learners' life can lead to better performance of writing. This study aimed at dipping into pedagogical aspects of wikis and blogs in the hope of eliminating prior traditional mistakes and bringing students together in a more constructive L2 context. To this end, three groups of intermediate students were experimented in three settings of wiki-group, blog-group and conventional (control) group. Despite conventional group learners, participants in both experimental groups experienced L2 writing in a new telecollaborative context. An achievement test was administered after the treatment to check learners’ degree of improvement in EFL writing. The results of this study provide a deep insight towards the effectiveness of writing in the contexts of wikis and blogs compared with conventional writing procedures. The overall conclusion drawn from the distinction of conventional writing, on one hand, and wikis and blogs, on the other hand, indicates that the latter channels of writing are more constructive for learners’ writing improvements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20writing" title="collaborative writing">collaborative writing</a>, <a href="https://publications.waset.org/abstracts/search?q=wikis" title=" wikis"> wikis</a>, <a href="https://publications.waset.org/abstracts/search?q=blogs" title=" blogs"> blogs</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20achievement" title=" writing achievement"> writing achievement</a> </p> <a href="https://publications.waset.org/abstracts/41516/the-impact-of-collaborative-writing-through-wikis-and-blogs-on-iranian-efl-learners-writing-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41516.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">391</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1600</span> Discovering the Relationship between Teaching Creativity and Creative Writing in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Humaira%20Irfan%20Khan">Humaira Irfan Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper explores teaching of creative writing in Pakistani classroom. The data collected from the questionnaire and focus group interview with a large public sector university’s Master of Arts in English students, who are also in-service school teachers, discovers that English teachers in Pakistan do not teach to develop the creative writing of pupils. The findings show that English teachers can define creative writing but are confused about strategies needed in rousing learners’ interest in creative writing. The teachers make their students memorise compositions from the textbooks to be reproduced in class. English teachers must be encouraged and trained to engage in activities that are essential for enhancing creative writing in schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creative%20writing" title="creative writing">creative writing</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20creative%20writing" title=" teaching creative writing"> teaching creative writing</a>, <a href="https://publications.waset.org/abstracts/search?q=textbooks" title=" textbooks"> textbooks</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a> </p> <a href="https://publications.waset.org/abstracts/22332/discovering-the-relationship-between-teaching-creativity-and-creative-writing-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22332.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1599</span> Using Focused Free-Writing to Help English to Speakers of Other Languages Students Generate Ideas for Critical, Academic Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ratnawati%20Mohd%20Asraf">Ratnawati Mohd Asraf</a>, <a href="https://publications.waset.org/abstracts/search?q=Sabreena%20Ahmed"> Sabreena Ahmed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes how the method of focused freewriting can be used to help teachers to foster critical thinking through writing. In this study, we used focused freewriting during the pre-writing stage of our writing course to help our English to Speakers of Other Languages (ESOL) students to generate ideas and to think critically about the issues they were to write on. In each of the four classes where we applied this technique, we used pictures or videos to stimulate their thinking during the prewriting stage of writing and then asked them to write non-stop for ten minutes about whatever that came to their minds as a result of being presented with these prompts. We then asked them to focus on the themes that emerged from their brief writing. Using observations, in-depth interviews, and an analysis of their brief essays, our study found that focused freewriting helped our students to generate ideas and think critically about the issues they were writing on. We postulate that by using focused freewriting and discussions during the prewriting stage of writing, instructors can help their students to think critically about various issues and facilitate their efforts at organising their arguments for critical, academic essays. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing">academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20writing" title=" critical writing"> critical writing</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=focused%20free-writing" title=" focused free-writing"> focused free-writing</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-writing" title=" pre-writing"> pre-writing</a> </p> <a href="https://publications.waset.org/abstracts/100302/using-focused-free-writing-to-help-english-to-speakers-of-other-languages-students-generate-ideas-for-critical-academic-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100302.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1598</span> Technology Impact in Learning and Teaching English Language Writing </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laura%20Naka">Laura Naka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The invention of computer writing programs has changed the way of teaching second language writing. This artificial intelligence engine can provide students with feedback on their essays, on their grammatical and spelling errors, convenient writing and editing tools to facilitate student’s writing process. However, it is not yet proved if this technology is helping students to improve their writing skills. There are several programs that are of great assistance for students concerning their writing skills. New technology provides students with different software programs which enable them to be more creative, to express their opinions and ideas in words, pictures and sounds, but at the end main and most correct feedback should be given by their teachers. No matter how new technology affects in writing skills, always comes from their teachers. This research will try to present some of the advantages and disadvantages that new technology has in writing process for students. The research takes place in the University of Gjakova ‘’Fehmi Agani’’ Faculty of Education-Preschool Program. The research aims to provide random sample response by using questionnaires and observation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learning" title="English language learning">English language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title=" academic writing"> academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20L2." title=" teaching L2."> teaching L2.</a> </p> <a href="https://publications.waset.org/abstracts/22239/technology-impact-in-learning-and-teaching-english-language-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22239.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">571</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1597</span> Learners’ Reactions to Writing Activities in an Elementary Algebra Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Early%20Sol%20A.%20Gadong">Early Sol A. Gadong</a>, <a href="https://publications.waset.org/abstracts/search?q=Lourdes%20C.%20Zamora"> Lourdes C. Zamora</a>, <a href="https://publications.waset.org/abstracts/search?q=Jonny%20B.%20Pornel"> Jonny B. Pornel</a>, <a href="https://publications.waset.org/abstracts/search?q=Aurora%20Fe%20C.%20Bautista"> Aurora Fe C. Bautista</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Various research has shown that writing allows students to engage in metacognition and provides them with a venue to communicate their disposition towards what they are learning. However, few studies have explored students’ feelings about the incorporation of such writing activities in their mathematics classes. Through reflection sheets, group discussions, and interviews, this mixed-methods study explored students’ perceptions and insights on supplementary writing activities in their Elementary Algebra class. Findings revealed that while students generally have a positive regard for writing activities, they have conflicting views about how writing activities can help them in their learning. A big majority contend that writing activities can enhance the learning of mathematical content and attitudes towards mathematics if they allow students to explore and synthesize what they have learned and reflected on their emotional disposition towards mathematics. Also, gender does not appear to play a significant role in students’ reactions to writing activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=writing%20in%20math" title="writing in math">writing in math</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognition" title=" metacognition"> metacognition</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20factors%20in%20learning" title=" affective factors in learning"> affective factors in learning</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20algebra%20classroom" title=" elementary algebra classroom"> elementary algebra classroom</a> </p> <a href="https://publications.waset.org/abstracts/17578/learners-reactions-to-writing-activities-in-an-elementary-algebra-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17578.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">443</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1596</span> Codifying the Creative Self: Conflicts of Theory and Content in Creative Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Danielle%20L.%20Iamarino">Danielle L. Iamarino</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the embattled territory of academic creative writing—and most focally, the use of critical theory in the teaching and structuring of creative practice. It places creative writing in contemporary social, cultural, and otherwise anthropological contexts, and evaluates conventional creative writing pedagogies based on how well they serve the updated needs of increasingly diverse student congregations. With continued emphasis on student-centered learning, this paper compares theoretical to practical applications of discipline-specific knowledge, examining and critiquing theory in terms of its relevance, accessibility, and whether or not it is both actionable and beneficial in the creative writing classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creative%20writing" title="creative writing">creative writing</a>, <a href="https://publications.waset.org/abstracts/search?q=literary%20theory" title=" literary theory"> literary theory</a>, <a href="https://publications.waset.org/abstracts/search?q=content" title=" content"> content</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=workshop" title=" workshop"> workshop</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/13983/codifying-the-creative-self-conflicts-of-theory-and-content-in-creative-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13983.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">337</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1595</span> Applying Dictogloss Technique to Improve Auditory Learners’ Writing Skills in Second Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aji%20Budi%20Rinekso">Aji Budi Rinekso</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are some common problems that are often faced by students in writing. The problems are related to macro and micro skills of writing, such as incorrect spellings, inappropriate diction, grammatical errors, random ideas, and irrelevant supporting sentences. Therefore, it is needed a teaching technique that can solve those problems. Dictogloss technique is a teaching technique that involves listening practices. So, it is a suitable teaching technique for students with auditory learning style. Dictogloss technique comprises of four basic steps; (1) warm up, (2) dictation, (3) reconstruction and (4) analysis and correction. Warm up is when students find out about topics and do some preparatory vocabulary works. Then, dictation is when the students listen to texts read at normal speed by a teacher. The text is read by the teacher twice where at the first reading the students only listen to the teacher and at the second reading the students listen to the teacher again and take notes. Next, reconstruction is when the students discuss the information from the text read by the teacher and start to write a text. Lastly, analysis and correction are when the students check their writings and revise them. Dictogloss offers some advantages in relation to the efforts of improving writing skills. Through the use of dictogloss technique, students can solve their problems both on macro skills and micro skills. Easier to generate ideas and better writing mechanics are the benefits of dictogloss. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory%20learners" title="auditory learners">auditory learners</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skills" title=" writing skills"> writing skills</a>, <a href="https://publications.waset.org/abstracts/search?q=dictogloss%20technique" title=" dictogloss technique"> dictogloss technique</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20learning" title=" second language learning"> second language learning</a> </p> <a href="https://publications.waset.org/abstracts/110953/applying-dictogloss-technique-to-improve-auditory-learners-writing-skills-in-second-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110953.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1594</span> Positive Politeness in Writing Centre Consultations with an Emphasis on Praise</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Avasha%20Rambiritch">Avasha Rambiritch</a>, <a href="https://publications.waset.org/abstracts/search?q=Adelia%20Carstens"> Adelia Carstens</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In especially the context of a writing center, learning takes place during, and as part of, the conversations between the writing center tutor and the student. This interaction or dialogue is an integral part of writing center research and is the focus of this largely qualitative study, employing a politeness lens. While there is some research on positive politeness strategies employed by writing center tutors, there is very little research on specifically praising as a positive politeness strategy. This study attempts to fill this gap by analyzing a corpus of 10 video-recorded consultations to determine how tutors in a writing center utilize the positive politeness strategy of praise. Findings indicate that while tutors exploit a range of politeness strategies, praise is used more often than any other strategy. The research indicates that praise as a politeness strategy is utilized significantly more when commenting on higher-order concerns, as in line with the writing center literature. The benefits of this study include insights into how such analyses can be used to better prepare and equip the tutors (usually postgraduate students appointed as part-time tutors in the writing center) for the work they do on a daily basis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=writing%20center" title="writing center">writing center</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title=" academic writing"> academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20politeness" title=" positive politeness"> positive politeness</a>, <a href="https://publications.waset.org/abstracts/search?q=tutor" title=" tutor"> tutor</a> </p> <a href="https://publications.waset.org/abstracts/135646/positive-politeness-in-writing-centre-consultations-with-an-emphasis-on-praise" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135646.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">215</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1593</span> Effectiveness of a Traits Cooperative Learning on Developing Writing Achievement and Composition among Teacher Candidates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdelaziz%20Hussien">Abdelaziz Hussien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article reports investigations of a study into the effectiveness of a traits cooperative learning (TCL) on teacher candidates’ writing achievement, composition, and attitudes towards traits of writing approach and small group learning. Mixed methodologies were used with the participants in a repeated measures quasi-experimental design. Forty-two class teacher candidates, enrolled in the Bahrain Teachers College, completed the pre and post author-developed measures. The results suggest that TCL has a positive effect on the participants’ writing achievement, composition, and attitudes towards traits of writing approach, but not on the attitudes towards small group learning. Further implications to teacher education are presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=trait-based%20language%20education" title="trait-based language education">trait-based language education</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperative%20learning" title=" cooperative learning"> cooperative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20achievement" title=" writing achievement"> writing achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20composition" title=" writing composition"> writing composition</a>, <a href="https://publications.waset.org/abstracts/search?q=traits%20of%20writing" title=" traits of writing"> traits of writing</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education "> teacher education </a> </p> <a href="https://publications.waset.org/abstracts/102335/effectiveness-of-a-traits-cooperative-learning-on-developing-writing-achievement-and-composition-among-teacher-candidates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102335.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">169</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1592</span> Development of a Rating Scale for Elementary EFL Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20S.%20Assiri">Mohammed S. Assiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In EFL programs, rating scales used in writing assessment are often constructed by intuition. Intuition-based scales tend to provide inaccurate and divisive ratings of learners’ writing performance. Hence, following an empirical approach, this study attempted to develop a rating scale for elementary-level writing at an EFL program in Saudi Arabia. Towards this goal, 98 students’ essays were scored and then coded using comprehensive taxonomy of writing constructs and their measures. An automatic linear modeling was run to find out which measures would best predict essay scores. A nonparametric ANOVA, the Kruskal-Wallis test, was then used to determine which measures could best differentiate among scoring levels. Findings indicated that there were certain measures that could serve as either good predictors of essay scores or differentiators among scoring levels, or both. The main conclusion was that a rating scale can be empirically developed using predictive and discriminative statistical tests. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=analytic%20scoring" title="analytic scoring">analytic scoring</a>, <a href="https://publications.waset.org/abstracts/search?q=rating%20scales" title=" rating scales"> rating scales</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20assessment" title=" writing assessment"> writing assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20constructs" title=" writing constructs"> writing constructs</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20performance" title=" writing performance"> writing performance</a> </p> <a href="https://publications.waset.org/abstracts/16785/development-of-a-rating-scale-for-elementary-efl-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16785.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">463</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1591</span> A Case Study on Quantitatively and Qualitatively Increasing Student Output by Using Available Word Processing Applications to Teach Reluctant Elementary School-Age Writers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vivienne%20Cameron">Vivienne Cameron</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Between 2010 and 2017, teachers in a suburban public school district struggled to get students to consistently produce adequate writing samples as measured by the Pennsylvania state writing rubric for measuring focus, content, organization, style, and conventions. A common thread in all of the data was the need to develop stamina in the student writers. Method: All of the teachers used the traditional writing process model (prewrite, draft, revise, edit, final copy) during writing instruction. One teacher taught the writing process using word processing and incentivizing with publication instead of the traditional pencil/paper/grading method. Students did not have instruction in typing/keyboarding. The teacher submitted resulting student work to real-life contests, magazines, and publishers. Results: Students in the test group increased both the quantity and quality of their writing over a seven month period as measured by the Pennsylvania state writing rubric. Reluctant writers, as well as students with autism spectrum disorder, benefited from this approach. This outcome was repeated consistently over a five-year period. Interpretation: Removing the burden of pencil and paper allowed students to participate in the writing process more fully. Writing with pencil and paper is physically tiring. Students are discouraged when they submit a draft and are instructed to use the Add, Remove, Move, Substitute (ARMS) method to revise their papers. Each successive version becomes shorter. Allowing students to type their papers frees them to quickly and easily make changes. The result is longer writing pieces in shorter time frames, allowing the teacher to spend more time working on individual needs. With this additional time, the teacher can concentrate on teaching focus, content, organization, style, conventions, and audience. S/he also has a larger body of works from which to work on whole group instruction such as developing effective leads. The teacher submitted the resulting student work to contests, magazines, and publishers. Although time-consuming, the submission process was an invaluable lesson for teaching about audience and tone. All students in the test sample had work accepted for publication. Students became highly motivated to succeed when their work was accepted for publication. This motivation applied to special needs students, regular education students, and gifted students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=elementary-age%20students" title="elementary-age students">elementary-age students</a>, <a href="https://publications.waset.org/abstracts/search?q=reluctant%20writers" title=" reluctant writers"> reluctant writers</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20process" title=" writing process"> writing process</a> </p> <a href="https://publications.waset.org/abstracts/89150/a-case-study-on-quantitatively-and-qualitatively-increasing-student-output-by-using-available-word-processing-applications-to-teach-reluctant-elementary-school-age-writers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89150.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1590</span> Expansive-Restrictive Style: Conceptualizing Knowledge Workers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ram%20Manohar%20Singh">Ram Manohar Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Meenakshi%20Gupta"> Meenakshi Gupta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Various terms such as ‘learning style’, ‘cognitive style’, ‘conceptual style’, ‘thinking style’, ‘intellectual style’ are used in literature to refer to an individual’s characteristic and consistent approach to organizing and processing information. However, style concepts are criticized for mutually overlapping definitions and confusing classification. This confusion should be addressed at the conceptual as well as empirical level. This paper is an attempt to bridge this gap in literature by proposing a new concept: expansive-restrictive intellectual style based on phenomenological analysis of an auto-ethnography and interview of 26 information technology (IT) professionals working in knowledge intensive organizations (KIOs) in India. Expansive style is an individual’s preference to expand his/her horizon of knowledge and understanding by gaining real meaning and structure of his/her work. On the contrary restrictive style is characterized by an individual’s preference to take minimalist approach at work reflected in executing a job efficiently without an attempt to understand the real meaning and structure of the work. The analysis suggests that expansive-restrictive style has three dimensions: (1) field dependence-independence (2) cognitive involvement and (3) epistemological beliefs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=expansive" title="expansive">expansive</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20workers" title=" knowledge workers"> knowledge workers</a>, <a href="https://publications.waset.org/abstracts/search?q=restrictive" title=" restrictive"> restrictive</a>, <a href="https://publications.waset.org/abstracts/search?q=style" title=" style"> style</a> </p> <a href="https://publications.waset.org/abstracts/25002/expansive-restrictive-style-conceptualizing-knowledge-workers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25002.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">424</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1589</span> Design and Realization of Social Responsibility Report Writing System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hao%20Qin">Hao Qin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper proposes a guiding tool for companies to write social responsibility report by developing an applicable writing system based on analysis of its functional requirements, writing indicators and roles. The system’s operation and results concerned will be demonstrated as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20responsibility" title="social responsibility">social responsibility</a>, <a href="https://publications.waset.org/abstracts/search?q=report%20writing" title=" report writing"> report writing</a>, <a href="https://publications.waset.org/abstracts/search?q=system" title=" system"> system</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20and%20realization" title=" design and realization"> design and realization</a> </p> <a href="https://publications.waset.org/abstracts/43610/design-and-realization-of-social-responsibility-report-writing-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43610.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">378</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1588</span> Content Based Instruction: An Interdisciplinary Approach in Promoting English Language Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sanjeeb%20Kumar%20Mohanty">Sanjeeb Kumar Mohanty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Content Based Instruction (CBI) in English Language Teaching (ELT) basically helps English as Second Language (ESL) learners of English. At the same time, it fosters multidisciplinary style of learning by promoting collaborative learning style. It is an approach to teaching ESL that attempts to combine language with interdisciplinary learning for bettering language proficiency and facilitating content learning. Hence, the basic purpose of CBI is that language should be taught in conjunction with academic subject matter. It helps in establishing the content as well as developing language competency. This study aims at supporting the potential values of interdisciplinary approach in promoting English Language Learning (ELL) by teaching writing skills to a small group of learners and discussing the findings with the teachers from various disciplines in a workshop. The teachers who are oriented, they use the same approach in their classes collaboratively. The inputs from the learners as well as the teachers hopefully raise positive consciousness with regard to the vast benefits that Content Based Instruction can offer in advancing the language competence of the learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=content%20based%20instruction" title="content based instruction">content based instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20approach" title=" interdisciplinary approach"> interdisciplinary approach</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skills" title=" writing skills"> writing skills</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20approach" title=" collaborative approach"> collaborative approach</a> </p> <a href="https://publications.waset.org/abstracts/77459/content-based-instruction-an-interdisciplinary-approach-in-promoting-english-language-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77459.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">277</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1587</span> The Writing Eight Exercise and Its Impact on Kindergartners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karima%20Merchant">Karima Merchant</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to analyze the impact of the Writing Eight Exercise, an exercise from the Brain Integration Therapy, with Kindergartners who are struggling with writing tasks in school. With the help of this exercise, children were able to cross the midline, an invisible line running from our brain to our feet, which separates the body’s right from left. Crossing the midline integrates the brain hemispheres, thus encouraging bilateral movement. The study was spread over 15 weeks where the children were required to do the Writing Eight Exercise 4 times a week. The data collection methods included observations, student work samples and feedback from teachers and parents. Based on the results of this study, it can be concluded that the Writing Eight Exercise had a positive impact on students’ approach towards writing tasks, letter formation, and fine motor skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=crossing%20the%20midline" title="crossing the midline">crossing the midline</a>, <a href="https://publications.waset.org/abstracts/search?q=fine%20motor%20skills" title=" fine motor skills"> fine motor skills</a>, <a href="https://publications.waset.org/abstracts/search?q=letter%20formation" title=" letter formation"> letter formation</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/64184/the-writing-eight-exercise-and-its-impact-on-kindergartners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64184.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">461</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1586</span> Research Writing Anxiety among Engineering Postgraduate Students in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei-Ching%20Ho">Mei-Ching Ho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Graduate-level writing practices have gained increasing scholarly attention in recent years. Due to its discipline-specific conventions and requirements, research writing can cause various levels of anxiety for native English speaking and English as a second/foreign language (ESL/EFL) postgraduate students. Although many studies have investigated how writing anxiety can negatively affect writing performance, self-efficacy, and disciplinary discourse socialization process, relatively few have examined the impact of writing anxiety from the perspectives of postgraduate students in EFL contexts. This study aims to 1) examine the level of and the relationship between research writing anxiety and self-efficacy among Taiwanese EFL students at the master's and doctoral levels and 2) to uncover the causes of students' research writing anxiety. The data was collected from an adapted version of Second Language Writing Anxiety Inventory (SLWAI) and Research Writing Self-Efficacy Scale with 218 EFL graduate students in engineering-related fields at two research-oriented universities in Taiwan. A pilot study was conducted to ensure the construct and content validity of the instruments. Semi-structured interviews were also undertaken with 30 survey respondents to better understand the causes of their writing anxiety. The results revealed that while both master's and doctoral students had low to moderate research writing anxiety and self-efficacy, the doctoral students with more experiences in writing research papers in English were more anxious but not necessarily more confident than the master's students. A significantly weak negative correlation was found between the two constructs. The contributing factors for these results include different degree of writing exigency, perceived importance and types of writing tasks, writing for publication as graduation thresholds, and mentoring relationship with thesis/dissertation advisers. The study also identified several causes of graduate-level writing anxiety, of which writing under time constraints and concern on linguistic and rhetorical proficiency appeared to be the major concern. Pedagogical implications regarding facilitating graduate students' writing process and reducing anxiety will also be drawn. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=writing%20affect" title="writing affect">writing affect</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20anxiety" title=" writing anxiety"> writing anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20self-efficacy" title=" writing self-efficacy"> writing self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate%20students" title=" postgraduate students"> postgraduate students</a> </p> <a href="https://publications.waset.org/abstracts/21343/research-writing-anxiety-among-engineering-postgraduate-students-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21343.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">484</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1585</span> English Writing Anxiety in Debate Writing among Japanese Senior High School EFL Learners: Sources, Effects and Implication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Lita%20Sudo">Maria Lita Sudo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The debate is an effective tool in cultivating critical thinking skills in English classes. It involves writing evidence-based arguments about a resolution in a form of constructive speech and oral discussion using constructive speech, which will then be attacked and defended. In the process of writing, EFL learners may experience anxiety, an emotional problem that affects writing achievement and cognitive processing. Thus, this study explored the sources and effect of English writing anxiety in the context of debate writing with a view to providing EFL teachers pedagogical suggestions in alleviating English writing anxiety in debate writing. The participants of this study are 95 Japanese senior high school EFL learners and 3 Japanese senior high school English teachers. In selecting the participants, opportunity sampling was employed and consent from Japanese English teachers was sought. Data were collected thru (1) observation (2) open-ended questionnaire and (3) semi-structured interview. This study revealed that not all teachers of English in the context of this study recognize the existence of English writing anxiety among their students and that the very nature of the debate, in general, may also be a source of English writing anxiety in the context of debate writing. The interview revealed that English writing anxiety affects students’ ability to retrieve L2 vocabulary. Further, this study revealed different sources of writing anxiety in debate writing, which can be categorized into four main categories: (1) L2 linguistic ability-related factors (2) instructional –related factors, (3) interpersonal-related factors, and (4) debate- related factors. Based on the findings, recommendations for EFL teachers and EFL learners in managing writing anxiety in debate writing are provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=debate" title="debate">debate</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title=" EFL learners"> EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20writing%20anxiety" title=" English writing anxiety"> English writing anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=sources" title=" sources"> sources</a> </p> <a href="https://publications.waset.org/abstracts/114901/english-writing-anxiety-in-debate-writing-among-japanese-senior-high-school-efl-learners-sources-effects-and-implication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114901.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1584</span> Ancient Malay and Spice Trade Routes: A Study of Ancient Malay from the Perspectives of Linguistics and Archaeology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Totok%20Suhardijanto">Totok Suhardijanto</a>, <a href="https://publications.waset.org/abstracts/search?q=Ninie%20Susanti%20Tedjowasono"> Ninie Susanti Tedjowasono</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the relationship between the distribution of Ancient Malay inscriptions and Spice Trade Route, especially in the relation with material cultures that accompany them, to understand how Malay could spread out around the archipelago beyond its original native-speakers’ region. The archipelago was known as the Spice Islands from the very beginning of the first century due to mace, cloves, and nutmeg that were originally exclusively found there. According to the Indian record, since the 2nd century, there has been a contact established between Indian and Indonesian people. A Chinese document from 3rd Century has mentioned Wangka (now widely known as Bangka) an island near Sumatra where some Chinese expeditions had visited. All of these records supported the existence of a maritime trade system and route between the archipelago and other countries during the first millennium. This paper will discuss first the Ancient Malay inscription spread around the archipelago from the perspectives of language variation and writing system style. Analyzing language variations of inscriptions certainly is not as easy as studying current spoken language variations in modern sociolinguistics. A huge amount of data is available for such kind of studies. On the contrary, in language variation research with inscription texts as an object, data is insufficient. Other resources will be needed to support the linguistic analysis. For this reason, this research made use of epigraphical evidence in the surrounding areas of the inscriptions to explain the variation of language and writing style. The research next expands the analysis to figure out the relationship between language variation and inscriptions distribution to the Spice Trade Route that spreads from the Molucca Sea to Mediterranian Sea. Data in this research consists of six different inscriptions: Kedukan Bukit, Koto Kapur, Dapunta Salendra, Sang Hyang Wintang, Ligor, and Laguna from the 7th-9th Century and found in Sumatra, Jawa, and the Philippines. In addition, as a comparative resource, this research also used Hikayat Tanjung Tanah, the first-founded Ancient Malay manuscript. In language analysis, we conduct a sociolinguistic method to explore the language variation and writing style of the inscriptions. For dealing with archaeological data, we conducted a hermeneutic method to analyze the possible meaning and social uses of the data. Language variations and writing system style in this research can be classified into two main groups. The language, epigraphical, and archaeological evidence explain that Ancient Malay had been widely used in the Eastern area of Spice Trade Route because it played an important role in the region as a lingua franca between people from different ethnic groups with different languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ancient%20Malay" title="Ancient Malay">Ancient Malay</a>, <a href="https://publications.waset.org/abstracts/search?q=Spice%20trade%20route" title=" Spice trade route"> Spice trade route</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20variation" title=" language variation"> language variation</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20system%20variation" title=" writing system variation"> writing system variation</a> </p> <a href="https://publications.waset.org/abstracts/80645/ancient-malay-and-spice-trade-routes-a-study-of-ancient-malay-from-the-perspectives-of-linguistics-and-archaeology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80645.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">193</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1583</span> An Overview of College English Writing Teaching Studies in China Between 2002 and 2022: Visualization Analysis Based on CiteSpace</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yang%20Yiting">Yang Yiting</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper employs CiteSpace to conduct a visualiazation analysis of literature on college English writing teaching researches published in core journals from the CNKI database and CSSCI journals between 2002 and 2022. It aims to explore the characteristics of researches and future directions on college English writing teaching. The present study yielded the following major findings: the field primarily focuses on innovative writing teaching models and methods, the integration of traditional classroom teaching and information technology, and instructional strategies to enhance students' writing skills. The future research is anticipated to involve a hybrid writing teaching approach combining online and offline teaching methods, leveraging the "Internet+" digital platform, aiming to elevate students' writing proficiency. This paper also presents a prospective outlook for college English writing teaching research in China. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=citespace" title="citespace">citespace</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20English" title=" college English"> college English</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20teaching" title=" writing teaching"> writing teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=visualization%20analysis" title=" visualization analysis"> visualization analysis</a> </p> <a href="https://publications.waset.org/abstracts/173765/an-overview-of-college-english-writing-teaching-studies-in-china-between-2002-and-2022-visualization-analysis-based-on-citespace" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173765.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1582</span> The Effect of Leadership Styles on Continuous Improvement Teams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paul%20W.%20Murray">Paul W. Murray</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research explores the relationship between leadership style and continuous improvement (CI) teams. CI teams have several features that are not always found in other types of teams, including multi-functional members, short time period for performance, positive and actionable results, and exposure to senior leadership. There is not only one best style of leadership for these teams. Instead, it is important to select the best leadership style for the situation. The leader must have the flexibility to change styles and the skill to use the chosen style effectively in order to ensure the team’s success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership%20style" title="leadership style">leadership style</a>, <a href="https://publications.waset.org/abstracts/search?q=lean%20manufacturing" title=" lean manufacturing"> lean manufacturing</a>, <a href="https://publications.waset.org/abstracts/search?q=teams" title=" teams"> teams</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-functional" title=" cross-functional"> cross-functional</a> </p> <a href="https://publications.waset.org/abstracts/2431/the-effect-of-leadership-styles-on-continuous-improvement-teams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2431.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1581</span> The Influence of Collaboration on Individual Writing Quality: The Case of Iranian vs. Malaysian Freshers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyed%20Yasin%20Yazdi-Amirkhiz">Seyed Yasin Yazdi-Amirkhiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Azirah%20Hashim"> Azirah Hashim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study purported to comparatively investigate the influence of collaborative writing on the quality of individual writing of four female Iranian and four female Malaysian students. The first semester students at a private university in Malaysia, who were homogeneous in terms of age, gender, study discipline, and language proficiency, were divided into two Iranian and two Malaysian dyads. The dyads performed collaborative writing tasks for 15 sessions; after three consecutive collaborative writing sessions, each participant was asked to individually attempt a writing task. Both collaborative and individual writing tasks comprised isomorphic graphic prompts (IELTS Academic Module task 1). Writing quality of the five individually-produced texts during the study was scored in terms of task achievement (TA), cohesion/coherence (C/C), grammatical range/accuracy (GR/A), and lexical resources (LR). The findings indicated a hierarchy of development in TA and C/C among all the students, while LR showed minor improvement only among three of Malaysian students, and GR/A barely exhibited any progress among all the participants. Intermittent progressions and regressions were also discerned in the trajectory of their writing development. The findings are discussed in the light of the socio-cultural and emergentist perspectives, the typology of tasks used as well as the role of the participants’ level of language proficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20writing" title="collaborative writing">collaborative writing</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20quality" title=" writing quality"> writing quality</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20writing" title=" individual writing"> individual writing</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a> </p> <a href="https://publications.waset.org/abstracts/12786/the-influence-of-collaboration-on-individual-writing-quality-the-case-of-iranian-vs-malaysian-freshers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12786.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">458</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=writing%20style&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=writing%20style&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=writing%20style&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=writing%20style&page=5">5</a></li> <li class="page-item"><a class="page-link" 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