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genres</title> <meta name="description" content="Search results for: writing genres"> <meta name="keywords" content="writing genres"> <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 genres"> <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> 847</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: writing genres</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">847</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">846</span> Genres as Time Machines: Hong Kong Cinema's Ways of Historicizing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chin%20Pang%20Lei">Chin Pang Lei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Colonized by the UK, handed over to China, and now as a global financial city, Hong Kong’s history is never easy to write under the dominant discourses of colonialism, nationalism and globalization. In this plight, cinema, regarded as Hong Kong’s most representative cultural form, is used for writing, exploring and questioning the local history of the city. In their writing of the past, Hong Kong directors such as Wong Kar-wai, Stanley Kwan and Tsui Hark have demonstrated alternative ways of historicizing Hong Kong. Despite their interests in different periods of time (Wong is obsessed with the 1960s; Kwan is attracted to the 1930s; Tsui often goes back to the early 20th century), all these directors use genres as their time machines to revisit the past. As a popular cultural form, genres always come with a series of ideologies which define our lives and explain the society. Hence, in a changing society, genres change and complicate themselves with different packages of meanings. Genres function as open-ended and corrigible schemata which can contain multiple themes and various meanings. In Hong Kong, genres, often seen as highly commercial and overly market-oriented, are opportunities for alternative history writing and the exploration of local identities. This paper examines how these Hong Kong directors use the popular forms of genres, such as melodrama, martial art and gangster films, to present the past, and how the stories of the fictional characters, such as prostitutes, martial artists and jobless hooligans mobilize imagination of history. These texts show that genre is a crucial platform for Hong Kong’s post-colonial self-writing. Via genres, history in these films is against official and canonical history as well as grand narrative. Genres as time machines articulate a voice for Hong Kong. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hong%20Kong%20cinema" title="Hong Kong cinema">Hong Kong cinema</a>, <a href="https://publications.waset.org/abstracts/search?q=genre" title=" genre"> genre</a>, <a href="https://publications.waset.org/abstracts/search?q=historicizing" title=" historicizing"> historicizing</a>, <a href="https://publications.waset.org/abstracts/search?q=local%20history" title=" local history"> local history</a>, <a href="https://publications.waset.org/abstracts/search?q=Wong%20Kar-Wai" title=" Wong Kar-Wai"> Wong Kar-Wai</a> </p> <a href="https://publications.waset.org/abstracts/86950/genres-as-time-machines-hong-kong-cinemas-ways-of-historicizing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86950.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">366</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">845</span> Representation of Self and the Client in Social Work Students’ Report</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Unity%20Nkateng">Unity Nkateng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> New forms of academic writing such as apprenticeship genres are developing in the field of applied linguistics. However, these perspectives have not adequately addressed the issue of social work students in Botswana. The paper addresses the issue of academic writing with special attention to the types of documents written by University of Botswana (UB) social work students on their fieldwork placement. The research method for this study combines two major research tools in the qualitative inquiry which are text analysis and interviews in order to investigate the context in which the texts are produced. 12 students were consulted and gave their consent for the study. 26 case reports were collected from the Department of Social work at the University of Botswana. The findings show that the case reports students write during their fieldwork placements have 6 moves, which focus on the clients’ story and describe what the students have done and achieved. The significance is that the discrepancy between professional writing and students writing raise questions about the extent to which students are being prepared for professional writing. Students have indicated that their academic writing varies according to the preferences of individual lecturers rather than the requirement of the work situation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=apprenticeship%20genres" title="apprenticeship genres">apprenticeship genres</a>, <a href="https://publications.waset.org/abstracts/search?q=client%27s%20voice" title=" client's voice"> client's voice</a>, <a href="https://publications.waset.org/abstracts/search?q=material%20%20processes" title=" material processes"> material processes</a>, <a href="https://publications.waset.org/abstracts/search?q=relational%20possesive%20processes" title=" relational possesive processes"> relational possesive processes</a> </p> <a href="https://publications.waset.org/abstracts/91361/representation-of-self-and-the-client-in-social-work-students-report" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91361.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">243</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">844</span> Pedagogical Inclusiveness in Literacy Education: Teaching Reading and Writing to Non-Chinese Speaking Students in Hong Kong</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Shiu-kee%20Shum">Mark Shiu-kee Shum</a>, <a href="https://publications.waset.org/abstracts/search?q=Dan%20Shi"> Dan Shi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper aims to introduce the ‘Reading to Learn, Learning to Write’ (R2L) pedagogy and its application in teaching reading and writing to non-Chinese speaking (NCS) students in Hong Kong. Guided by the teaching and learning cycles accentuated in R2L pedagogy, sufficient scaffolding was provided for students with an explicit teaching method in literacy education. To understand the influence of using R2L pedagogy on students’ reading and writing abilities across different genres, quantitative data were collected by pre- and post-test of reading and writing tasks in the two different genres of narration and explanation. The pre-test and post-test were used to assess students’ writing performance based on the three textual components of context, discourse, and graphic features, while the reading abilities were assessed at the literal, inferred and interpretive levels of reading comprehension to measure the effectiveness of R2L pedagogy on their literacy improvement. The findings show the use of R2L pedagogy has been proven more effective in improving NCS students’ writing abilities than developing their reading capacity. It is hoped that the R2L-based pedagogic practices can serve as teaching references and pedagogic rationale for L1 language teachers and raise their metalinguistic awareness in teaching Chinese to non-Chinese speaking students in Hong Kong and beyond. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20inclusiveness" title="pedagogical inclusiveness">pedagogical inclusiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20education" title=" literacy education"> literacy education</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnic%20minority" title=" ethnic minority"> ethnic minority</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20and%20writing" title=" reading and writing"> reading and writing</a> </p> <a href="https://publications.waset.org/abstracts/185183/pedagogical-inclusiveness-in-literacy-education-teaching-reading-and-writing-to-non-chinese-speaking-students-in-hong-kong" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185183.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">46</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">843</span> Evaluating the Needs of PhD Students in Preparation of a Genre-Based English for Academic Purposes Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Heba%20I.%20Bakry">Heba I. Bakry</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academic writing in the tertiary education has always been a challenge to EFL learners. This proposed study aims at investigating the academic English language needs for PhD students and candidates studying humanities and social sciences at Cairo University. The research problem arises from the fact that most of them study English as a Foreign Language (EFL) or for specific purposes (ESP) in their undergraduate years. They are hardly familiarized with the different academic genres, despite the fact that they use academic resources written in English, and they are required to publish a paper internationally. Upon understanding the conventions and constraints of academic writing, postgraduates will have the opportunity to interact with the international academic spheres conveniently. There is, thus, a need to be acquainted with the generally accepted features of the academic genres, such as academic papers and their part-genres, such as writing abstracts, in addition to other occluded genres, such as personal statements and recommendation letters. The lack of practicing many of these genres is caused by the fact that there are clear differences between the rhetoric and conventions of the students' native language, i.e., Arabic, and the target language they are learning in the academic context, i.e., English. Moreover, apart from the general culture represented ethno-linguistically, the learners' 'small' culture represented in a national setting like Cairo University is more defining than their general cultural affiliations that are associated with their nationality, race, or religion, for instance. The main research question of this proposed study is: What is the effect of teaching a genre-based EAP course on the research writing competence of PhD candidates? To reach an answer to this question, the study will attempt to answer the following sub-questions: 1. What are the Egyptian PhD candidates' EAP perceived needs? 2. What are the requisite academic research skills for Egyptian scholars? The study intends to assess the students’ needs, as a step to design and evaluate an EAP course that is based on explaining and scrutinizing a variety of academic genres. Adopting a diagnostic approach, the needs assessment uses quantitative data collected through questionnaires, and qualitative data assembled from semi-structured interviews with the students and their teachers, in addition to non-participant observations of a convenience sample. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=course%20design" title="course design">course design</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20academic%20purposes" title=" English for academic purposes"> English for academic purposes</a>, <a href="https://publications.waset.org/abstracts/search?q=genre-based" title=" genre-based"> genre-based</a>, <a href="https://publications.waset.org/abstracts/search?q=needs%20assessment" title=" needs assessment"> needs assessment</a> </p> <a href="https://publications.waset.org/abstracts/82836/evaluating-the-needs-of-phd-students-in-preparation-of-a-genre-based-english-for-academic-purposes-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82836.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">244</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">842</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">841</span> The Investigation of Psychological Motives of Creative Abilities in the Omani Musical Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Talib%20Alkiyumi">Mohammed Talib Alkiyumi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Sultanate of Oman is characterized by a huge musical heritage that remains mostly preserved. 142 different traditional musical genres and styles (funun) have been registered in the Sultanate. This large number is a unique phenomenon that is worthy of attention and study. These genres and styles are different from others in their origins, rhythms, melodies, poetry, dance movements, etc. Certainly, Oman is exposed to other cultures and there is a variety of ethnicities in the Sultanate; however, this musical diversity is mostly an Omani product. This paper investigates the psychological motives behind Omani musical creativity. This qualitative study is based on relevant documents, as well as an analysis of Omani performance in those genres through documentary films and direct observations. Musical genres are performed in social events such as weddings and celebrations; however, research has shown psychological motives that motivated Omani people to create these various genres, such as provocation of enthusiasm, meditation, religious motivations, poetic competition, and emotional motivation. For each motive, musical genres have been presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=traditional%20musical" title="traditional musical">traditional musical</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=musical%20intelligence" title=" musical intelligence"> musical intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=Sultanate%20of%20Oman" title=" Sultanate of Oman"> Sultanate of Oman</a> </p> <a href="https://publications.waset.org/abstracts/151295/the-investigation-of-psychological-motives-of-creative-abilities-in-the-omani-musical-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151295.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">103</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">840</span> Genres of Communication and Readers’ Reactions: Popular Science Magazines on Facebook</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Artur%20Daniel%20Ramos%20Modolo">Artur Daniel Ramos Modolo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Popular science magazines are an important way to communicate scientific information to lay audience in science. Since the popularization of social networking sites (SNSs) such as Facebook and Twitter, these magazines are trying to adapt their content to these new media. In this study, one hundred posts of popular science magazines on Facebook are analyzed regarding the use of genres of communication and readers’ reactions. The quantitative analysis of these features considers the variety of genres and how the users of Facebook answer to them (liking, sharing and commenting). The first hypothesis was that these magazines used the genres of communication posted on Facebook both to marketing and informational purposes and that these mixed intentions have an impact in the number of readers’ reactions. In order to analyze these features, twenty timeline posts published by five magazines: Cosmos, Galileu, New Scientist, Scientific American and Superinteressante were gathered during the period of three days (6th November 2015–8th November 2015). This research shows that the hyperlinks posted by these magazines created ways to diversify the communication genres used on their pages and, at the same time, revealed that, overall, readers react quantitatively different to these genres. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Facebook" title="Facebook">Facebook</a>, <a href="https://publications.waset.org/abstracts/search?q=genres%20of%20communication" title=" genres of communication"> genres of communication</a>, <a href="https://publications.waset.org/abstracts/search?q=likes" title=" likes"> likes</a>, <a href="https://publications.waset.org/abstracts/search?q=popular%20science%20magazines" title=" popular science magazines"> popular science magazines</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking%20sites" title=" social networking sites"> social networking sites</a> </p> <a href="https://publications.waset.org/abstracts/69309/genres-of-communication-and-readers-reactions-popular-science-magazines-on-facebook" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69309.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">402</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">839</span> Academic Literacy: Semantic-Discursive Resource and the Relationship with the Constitution of Genre for the Development of Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucia%20Rottava">Lucia Rottava</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study focuses on academic literacy and addresses the impact of semantic-discursive resources on the constitution of genres that are produced in such context. The research considers the development of writing in the academic context in Portuguese. Researches that address academic literacy and the characteristics of the texts produced in this context are rare, mainly with focus on the development of writing, considering three variables: the constitution of the writer, the perception of the reader/interlocutor and the organization of the informational text flow. The research aims to map the semantic-discursive resources of the written register in texts of several genres and produced by students in the first semester of the undergraduate course in letters. The hypothesis raised is that writing in the academic environment is not a recurrent literacy practice for these learners and can be explained by the ontogenetic and phylogenetic nature of language development. Qualitative in nature, the present research has as empirical data texts produced in a half-yearly course of Reading and Textual Production; these data result from the proposition of four different writing proposals, in a total of 600 texts. The corpus is analyzed based on semantic-discursive resources, seeking to contemplate relevant aspects of language (grammar, discourse and social context) that reveal the choices made in the reader/writer interrelationship and the organizational flow of the text. Among the semantic-discursive resources, the analysis includes three resources, including (a) appraisal and negotiation to understand the attitudes negotiated (roles of the participants of the discourse and their relationship with the other); (b) ideation to explain the construction of the experience (activities performed and participants); and (c) periodicity to outline the flow of information in the organization of the text according to the genre it instantiates. The results indicate the organizational difficulties of the flow of the text information. Cartography contributes to the understanding of the way writers use language in an effort to present themselves, evaluate someone else’s work, and communicate with readers. <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=portuguese%20mother%20tongue" title=" portuguese mother tongue"> portuguese mother tongue</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic-discursive%20resources" title=" semantic-discursive resources"> semantic-discursive resources</a>, <a href="https://publications.waset.org/abstracts/search?q=sistemic%20funcional%20linguistic" title=" sistemic funcional linguistic"> sistemic funcional linguistic</a> </p> <a href="https://publications.waset.org/abstracts/115932/academic-literacy-semantic-discursive-resource-and-the-relationship-with-the-constitution-of-genre-for-the-development-of-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115932.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">123</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">838</span> Teaching Creative Thinking and Writing to Simultaneous Bilinguals: A Longitudinal Study of 6-7 Years Old English and Punjabi Language Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hafiz%20Muhammad%20Fazalehaq">Hafiz Muhammad Fazalehaq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper documents the results of a longitudinal study done on two bilingual children who speak English and Punjabi simultaneously. Their father is a native English speaker whereas their mother speaks Punjabi. Their mother can speak both the languages (English and Punjabi) whereas their father only speaks English. At the age of six, these children have difficulty in creative thinking and of course creative writing. So, the first task for the researcher is to impress and entice the children to think creatively. Various and different methodologies and techniques were used to entice them to start thinking creatively. Creative thinking leads to creative writing. These children were exposed to numerous sources including videos, photographs, texts and audios at first place in order to have a taste of creative genres (stories in this case). The children were encouraged to create their own stories sometimes with photographs and sometimes by using their favorite toys. At a second stage, they were asked to write about an event or incident. After that, they were motivated to create new stories and write them. Length of their creative writing varies from a few sentences to a two standard page. After this six months’ study, the researcher was able to develop a ten steps methodology for creating and improving/enhancing creative thinking and creative writing skills of the subjects understudy. This ten-step methodology entices and motivates the learner to think creatively for producing a creative piece. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilinguals" title="bilinguals">bilinguals</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20thinking" title=" creative thinking"> creative thinking</a>, <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=simultaneous%20bilingual" title=" simultaneous bilingual"> simultaneous bilingual</a> </p> <a href="https://publications.waset.org/abstracts/71724/teaching-creative-thinking-and-writing-to-simultaneous-bilinguals-a-longitudinal-study-of-6-7-years-old-english-and-punjabi-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71724.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">837</span> Communication in the Sciences: A Discourse Analysis of Biology Research Articles and Magazine Articles </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gayani%20Ranawake">Gayani Ranawake</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Effective communication is widely regarded as an important aspect of any discipline. This particular study deals with written communication in science. Writing conventions and linguistic choices play a key role in conveying the message effectively to a target audience. Scientists are responsible for conveying their findings or research results not only to their discourse community but also to the general public. Recognizing appropriate linguistic choices is crucial since they vary depending on the target audience. The majority of scientists can communicate effectively with their discourse community, but public engagement seems more challenging to them. There is a lack of research into the language use of scientists, and in particular how it varies by discipline and audience (genre). A better understanding of the different linguistic conventions used in effective science writing by scientists for scientists and by scientists for the public will help to guide scientists who are familiar with their discourse community norms to write effectively for the public. This study investigates the differences and similarities of linguistic choices in biology articles written by scientists for their discourse community and biology magazine articles written by scientists and science communicators for the general public. This study is a part of a larger project investigating linguistic differences in different genres of science academic writing. The sample for this particular study is composed of 20 research articles from the journal Biological Reviews and 20 magazine articles from the magazine Australian Popular Science. Differences in the linguistic devices were analyzed using Hyland’s metadiscourse model for academic writing proposed in 2005. The frequency of the usage of interactive resources (transitions, frame markers, endophoric markers, evidentials and code glosses) and interactional resources (hedges, boosters, attitude markers, self-mentions and engagement markers) were compared and contrasted using the NVivo textual analysis tool. The results clearly show the differences in the frequency of usage of interactional and interactive resources in the two disciplines under investigation. The findings of this study provide a reference guide for scientists and science writers to understand the differences in the linguistic choices between the two genres. This will be particularly helpful for scientists who are proficient at writing for their discourse community, but not for the public. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title="discourse analysis">discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20choices" title=" linguistic choices"> linguistic choices</a>, <a href="https://publications.waset.org/abstracts/search?q=metadiscourse" title=" metadiscourse"> metadiscourse</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20writing" title=" science writing"> science writing</a> </p> <a href="https://publications.waset.org/abstracts/96771/communication-in-the-sciences-a-discourse-analysis-of-biology-research-articles-and-magazine-articles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96771.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">141</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">836</span> The Oral Production of University EFL Students: An Analysis of Tasks, Format, and Quality in Foreign Language Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vera%20Lucia%20Teixeira%20da%20Silva">Vera Lucia Teixeira da Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandra%20Regina%20Buttros%20Gattolin%20de%20Paula"> Sandra Regina Buttros Gattolin de Paula</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study focuses on academic literacy and addresses the impact of semantic-discursive resources on the constitution of genres that are produced in such context. The research considers the development of writing in the academic context in Portuguese. Researches that address academic literacy and the characteristics of the texts produced in this context are rare, mainly with focus on the development of writing, considering three variables: the constitution of the writer, the perception of the reader/interlocutor and the organization of the informational text flow. The research aims to map the semantic-discursive resources of the written register in texts of several genres and produced by students in the first semester of the undergraduate course in Letters. The hypothesis raised is that writing in the academic environment is not a recurrent literacy practice for these learners and can be explained by the ontogenetic and phylogenetic nature of language development. Qualitative in nature, the present research has as empirical data texts produced in a half-yearly course of Reading and Textual Production; these data result from the proposition of four different writing proposals, in a total of 600 texts. The corpus is analyzed based on semantic-discursive resources, seeking to contemplate relevant aspects of language (grammar, discourse and social context) that reveal the choices made in the reader/writer interrelationship and the organizational flow of the Text. Among the semantic-discursive resources, the analysis includes three resources, including (a) appraisal and negotiation to understand the attitudes negotiated (roles of the participants of the discourse and their relationship with the other); (b) ideation to explain the construction of the experience (activities performed and participants); and (c) periodicity to outline the flow of information in the organization of the text according to the genre it instantiates. The results indicate the organizational difficulties of the flow of the text information. Cartography contributes to the understanding of the way writers use language in an effort to present themselves, evaluate someone else’s work, and communicate with readers. <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=Portuguese%20mother%20tongue" title=" Portuguese mother tongue"> Portuguese mother tongue</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic-discursive%20resources" title=" semantic-discursive resources"> semantic-discursive resources</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20context" title=" academic context"> academic context</a> </p> <a href="https://publications.waset.org/abstracts/116942/the-oral-production-of-university-efl-students-an-analysis-of-tasks-format-and-quality-in-foreign-language-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116942.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">126</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">835</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">834</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">833</span> Exchanges between Literature and Cinema: Scripted Writing in the Novel "Miguel e os Demônios", by Lourenço Mutarelli</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marilia%20Correa%20Parecis%20De%20Oliveira">Marilia Correa Parecis De Oliveira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research looks at the novel Miguel e os demônios (2009), by the contemporary Brazilian author Lourenço Mutarelli. In it, the presence of film language resources is remarkable, creating thus a kind of scripted writing. We intend to analyze the presence of film language in work under study, in which there is a mixture of the characteristics of the novel and screenplay genres, trying to explore which aesthetic and meaning effects of the ownership of a visual language for the creation of a literary text create in the novel. The objective of this research is to identify and analyze the formal and thematic aspects that characterize the hybridity of literature and film in the novel by Lourenço Mutarelli. The method employed comprises reading and production cataloging of theoretical and critical texts, literary and film theory, historical review about the author, and also the realization of an analytical and interpretative reading of novel. In Miguel e os demônios there is a range of formal and thematic elements of popular narrative genres such as the detective story and action film, with a predominance of verb forms in the present and NPs - features that tend to make present the narrated scenes, as in the cinema. The novel, in this sense, is located in an intermediate position between the literary text and the pre-film text, as though filled with proper elements of the language of film, you can not fit it categorically in the genre script, since it does not reduce the script because aspires to be read as a novel. Therefore, the difficulty of fitting the work in a single gender also refused to be extra-textual factors - such as your publication as novel - but, rather, by the binary classifications serve solely to imprison the work on a label, which impoverish not only reading the text, as also the possibility of recognizing literature as a constant dialogue space and interaction with other media. We can say, therefore, that frame the work Miguel e os demônios in one of the two genres (novel or screenplay) proves not enough, since the text is revealed a hybrid narrative, consisting in a kind of scripted writing. In this sense, it is like a text that is born in a society saturated by audiovisual in their daily lives in order to be consumed by readers who, in ascending scale, exchange books by visual narratives. However, the novel uses film's resources without giving up its constitution as literature; on the contrary, it enriches the visual and linguistically, dialoguing with the complex contemporary horizon marked by the cultural industry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brazilian%20literature" title="Brazilian literature">Brazilian literature</a>, <a href="https://publications.waset.org/abstracts/search?q=cinema" title=" cinema"> cinema</a>, <a href="https://publications.waset.org/abstracts/search?q=Louren%C3%A7o%20Mutarelli" title=" Lourenço Mutarelli"> Lourenço Mutarelli</a>, <a href="https://publications.waset.org/abstracts/search?q=screenplay" title=" screenplay"> screenplay</a> </p> <a href="https://publications.waset.org/abstracts/77869/exchanges-between-literature-and-cinema-scripted-writing-in-the-novel-miguel-e-os-demonios-by-lourenco-mutarelli" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77869.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">310</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">832</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">831</span> Understanding Beginning Writers' Narrative Writing with a Multidimensional Assessment Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huijing%20Wen">Huijing Wen</a>, <a href="https://publications.waset.org/abstracts/search?q=Daibao%20Guo"> Daibao Guo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Writing is thought to be the most complex facet of language arts. Assessing writing is difficult and subjective, and there are few scientifically validated assessments exist. Research has proposed evaluating writing using a multidimensional approach, including both qualitative and quantitative measures of handwriting, spelling and prose. Given that narrative writing has historically been a staple of literacy instruction in primary grades and is one of the three major genres Common Core State Standards required students to acquire starting in kindergarten, it is essential for teachers to understand how to measure beginning writers writing development and sources of writing difficulties through narrative writing. Guided by the theoretical models of early written expression and using empirical data, this study examines ways teachers can enact a comprehensive approach to understanding beginning writer’s narrative writing through three writing rubrics developed for a Curriculum-based Measurement (CBM). The goal is to help classroom teachers structure a framework for assessing early writing in primary classrooms. Participants in this study included 380 first-grade students from 50 classrooms in 13 schools in three school districts in a Mid-Atlantic state. Three writing tests were used to assess first graders’ writing skills in relation to both transcription (i.e., handwriting fluency and spelling tests) and translational skills (i.e., a narrative prompt). First graders were asked to respond to a narrative prompt in 20 minutes. Grounded in theoretical models of earlier expression and empirical evidence of key contributors to early writing, all written samples to the narrative prompt were coded three ways for different dimensions of writing: length, quality, and genre elements. To measure the quality of the narrative writing, a traditional holistic rating rubric was developed by the researchers based on the CCSS and the general traits of good writing. Students' genre knowledge was measured by using a separate analytic rubric for narrative writing. Findings showed that first-graders had emerging and limited transcriptional and translational skills with a nascent knowledge of genre conventions. The findings of the study provided support for the Not-So-Simple View of Writing in that fluent written expression, measured by length and other important linguistic resources measured by the overall quality and genre knowledge rubrics, are fundamental in early writing development. Our study echoed previous research findings on children's narrative development. The study has practical classroom application as it informs writing instruction and assessment. It offered practical guidelines for classroom instruction by providing teachers with a better understanding of first graders' narrative writing skills and knowledge of genre conventions. Understanding students’ narrative writing provides teachers with more insights into specific strategies students might use during writing and their understanding of good narrative writing. Additionally, it is important for teachers to differentiate writing instruction given the individual differences shown by our multiple writing measures. Overall, the study shed light on beginning writers’ narrative writing, indicating the complexity of early writing development. <p class="card-text"><strong>Keywords:</strong> <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=early%20writing" title=" early writing"> early writing</a>, <a href="https://publications.waset.org/abstracts/search?q=beginning%20writers" title=" beginning writers"> beginning writers</a>, <a href="https://publications.waset.org/abstracts/search?q=transcriptional%20skills" title=" transcriptional skills"> transcriptional skills</a>, <a href="https://publications.waset.org/abstracts/search?q=translational%20skills" title=" translational skills"> translational skills</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20grades" title=" primary grades"> primary grades</a>, <a href="https://publications.waset.org/abstracts/search?q=simple%20view%20of%20writing" title=" simple view of writing"> simple view of writing</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20rubrics" title=" writing rubrics"> writing rubrics</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum-based%20measurement" title=" curriculum-based measurement"> curriculum-based measurement</a> </p> <a href="https://publications.waset.org/abstracts/171305/understanding-beginning-writers-narrative-writing-with-a-multidimensional-assessment-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171305.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">75</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">830</span> Reading and Writing of Biscriptal Children with and Without Reading Difficulties in Two Alphabetic Scripts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baran%20Johansson">Baran Johansson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This PhD dissertation aimed to explore children’s writing and reading in L1 (Persian) and L2 (Swedish). It adds new perspectives to reading and writing studies of bilingual biscriptal children with and without reading and writing difficulties (RWD). The study used standardised tests to examine linguistic and cognitive skills related to word reading and writing fluency in both languages. Furthermore, all participants produced two texts (one descriptive and one narrative) in each language. The writing processes and the writing product of these children were explored using logging methodologies (Eye and Pen) for both languages. Furthermore, this study investigated how two bilingual children with RWD presented themselves through writing across their languages. To my knowledge, studies utilizing standardised tests and logging tools to investigate bilingual children’s word reading and writing fluency across two different alphabetic scripts are scarce. There have been few studies analysing how bilingual children construct meaning in their writing, and none have focused on children who write in two different alphabetic scripts or those with RWD. Therefore, some aspects of the systemic functional linguistics (SFL) perspective were employed to examine how two participants with RWD created meaning in their written texts in each language. The results revealed that children with and without RWD had higher writing fluency in all measures (e.g. text lengths, writing speed) in their L2 compared to their L1. Word reading abilities in both languages were found to influence their writing fluency. The findings also showed that bilingual children without reading difficulties performed 1 standard deviation below the mean when reading words in Persian. However, their reading performance in Swedish aligned with the expected age norms, suggesting greater efficient in reading Swedish than in Persian. Furthermore, the results showed that the level of orthographic depth, consistency between graphemes and phonemes, and orthographic features can probably explain these differences across languages. The analysis of meaning-making indicated that the participants with RWD exhibited varying levels of difficulty, which influenced their knowledge and usage of writing across languages. For example, the participant with poor word recognition (PWR) presented himself similarly across genres, irrespective of the language in which he wrote. He employed the listing technique similarly across his L1 and L2. However, the participant with mixed reading difficulties (MRD) had difficulties with both transcription and text production. He produced spelling errors and frequently paused in both languages. He also struggled with word retrieval and producing coherent texts, consistent with studies of monolingual children with poor comprehension or with developmental language disorder. The results suggest that the mother tongue instruction provided to the participants has not been sufficient for them to become balanced biscriptal readers and writers in both languages. Therefore, increasing the number of hours dedicated to mother tongue instruction and motivating the children to participate in these classes could be potential strategies to address this issue. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reading" title="reading">reading</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20and%20writing%20difficulties" title=" reading and writing difficulties"> reading and writing difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20children" title=" bilingual children"> bilingual children</a>, <a href="https://publications.waset.org/abstracts/search?q=biscriptal" title=" biscriptal"> biscriptal</a> </p> <a href="https://publications.waset.org/abstracts/168531/reading-and-writing-of-biscriptal-children-with-and-without-reading-difficulties-in-two-alphabetic-scripts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168531.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">829</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">828</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">827</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">826</span> Spoken Rhetoric in Arabic Heritage</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ihab%20Al-Mokrani">Ihab Al-Mokrani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Arabic heritage has two types of spoken rhetoric: the first type which al-Jaahiz calls “the rhetoric of the sign,” which means body language, and the rhetoric of silence which is of no less importance than the rhetoric of the sign, the speaker’s appearance and movements, etc. The second type is the spoken performance of utterances which bears written rhetoric arts like metaphor, simile, metonymy, etc. Rationale of the study: First: in spite of the factual existence of rhetorical phenomena in the Arabic heritage, there has been no contemporary study handling the spoken rhetoric in the Arabic heritage. Second: Arabic Civilization is originally a spoken one. Comparing the Arabic culture and civilization, from one side, to the Greek, roman or Pharaonic cultures and civilizations, from the other side, shows that the latter cultures and civilizations started and flourished written while the former started among illiterate people who had no interest in writing until recently. That sort of difference on the part of the Arabic culture and civilization created a rhetoric different from rhetoric in the other cultures and civilizations. Third: the spoken nature of the Arabic civilization influenced the Arabic rhetoric in the sense that specific rhetorical arts have been introduced matching that spoken nature. One of these arts is the art of concision which compensates for the absence of writing’s means of preserving the text. In addition, this interprets why many of the definitions of the Arabic rhetoric were defining rhetoric as the art of concision. Also, this interprets the fact that the literary genres known in the Arabic culture were limited by the available narrow space like poetry, anecdotes, and stories, while the literary genres in the Greek culture were of wide space as epics and drama. This is not of any contrast to the fact that some Arabic poetry would exceed 100 lines of poetry as Arabic poetry was based on the line organic unity, which means that every line could stand alone with a full meaning that is not dependent on the rest of the poem; and that last aspect has never happened in any culture other than the Arabic culture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20rhetoric" title="Arabic rhetoric">Arabic rhetoric</a>, <a href="https://publications.waset.org/abstracts/search?q=spoken%20rhetoric" title=" spoken rhetoric"> spoken rhetoric</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%20heritage" title=" Arabic heritage"> Arabic heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a> </p> <a href="https://publications.waset.org/abstracts/20504/spoken-rhetoric-in-arabic-heritage" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20504.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">771</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">825</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">214</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">824</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">823</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">822</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">821</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">460</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">820</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">819</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">818</span> Faceless Women: The Blurred Image of Women in Film on and Off-Screen</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Sofia%20Torres%20Pereira">Ana Sofia Torres Pereira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Till this day, women have been underrepresented and stereotyped both in TV and Cinema Screens all around the World. While women have been gaining a different status and finding their own voice in the work place and in society, what we see on-screen is still something different, something gender biased, something that does not show the multifaceted identities a woman might have. But why is this so? Why are we stuck on this shallow vision of women on-screen? According to several cinema industry studies, most film screenwriters in Hollywood are men. Women actually represent a very low percentage of screenwriters. So why is this relevant? Could the underrepresentation of women screenwriters in Hollywood be affecting the way women are written, and as a result, are depicted in film? Films are about stories, about people, and if these stories are continuously told through a man’s gaze, is that helping in the creation of a gender imbalance towards women? On the other hand, one of the reasons given for the low percentage of women screenwriters is: women are said to be better at writing specific genres, like dramas and comedies, and not as good writing thrillers and action films, so, as women seem to be limited in the genres they can write, they are undervalued and underrepresented as screenwriters. It seems the gender bias and stereotype isn’t saved exclusively for women on-screen, but also off-screen and behind the screen. So film appears to be a men’s world, on and off-screen, and since men seem to write the majority of scripts, it might be no wonder that women have been written in a specific way and depicted in a specific way on-screen. Also, since films are a mass communication medium, maybe this over-sexualization and stereotyping on-screen is indoctrinating our society into believing this bias is alive and well, and thus targeting women off-screen as well (ergo, screenwriters). What about at the very begging of film? In the Silent Movies and Early Talkies era, women dominated the screenwriting industry. They wrote every genre, and the majority of scripts were written by women, not men. So what about then? How were women depicted in films then? Did women screenwriters, in an era that was still very harsh on women, use their stories and their power to break stereotypes and show women in a different light, or did they carry on with the stereotype, did they continue it and standardize it? This papers aims to understand how important it is to have more working women screenwriters in order to break stereotypes regarding the image of women on and off-screen. How much can a screenwriter (male or female) influence our gaze on women (on and off-screen)? <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cinema" title="cinema">cinema</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20bias" title=" gender bias"> gender bias</a>, <a href="https://publications.waset.org/abstracts/search?q=stereotype" title=" stereotype"> stereotype</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20on-screen" title=" women on-screen"> women on-screen</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20screenwriters" title=" women screenwriters"> women screenwriters</a> </p> <a href="https://publications.waset.org/abstracts/30065/faceless-women-the-blurred-image-of-women-in-film-on-and-off-screen" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30065.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">348</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%20genres&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=writing%20genres&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=writing%20genres&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=writing%20genres&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=writing%20genres&page=6">6</a></li> <li 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