Assessing and Enhancing the Basic Writing Skills of Marketing Students

2004 ◽  
Vol 67 (4) ◽  
pp. 443-454 ◽  
Author(s):  
Donald R. Bacon ◽  
Elizabeth Scott Anderson
Keyword(s):  
Communication Skills ◽  
Business Students ◽  
Basic Writing ◽  
Writing Skills ◽  
Student Writing ◽  
Word Choice ◽  
Efficient Manner ◽  
Writing Ability ◽  
Improving Writing ◽  
Undergraduate Business Students

Employers consistently rank communication skills, in particular writing ability, among the most important skills for undergraduate business students to possess. However, improving writing skills, especially with respect to punctuation, grammar, and word choice, often requires substantial teacher time and effort. To assess and improve student writing skills in a time-efficient manner, the authors developed a computer-scored measure of students’ ability to edit for writing mechanics. The authors tested the method with a pretest and posttest design and found that when students were held accountable for improvement (with 5% of the course grade dependent on improvement), there was a significant increase in students’ ability to edit. Without that accountability, improvement did not occur.

Tools for Analysis: Journals and Writing Skills

1986 ◽  
Vol 51 ◽  
pp. 10-11
Author(s):  
David M. Brodsky ◽  
Eileen M. Meagher
Keyword(s):  
High Schools ◽  
Political Science ◽  
Communication Skills ◽  
Writing Skills ◽  
Student Writing ◽  
English Department ◽  
Written Communication ◽  
Student Journals

Instructors directly responsible for improving student writing skills rely on many techniques, among them student journals, to help their charges master the rudiments of written communication. Instructors in such disciplines as political science, however, may exclude the development of written communication skills from the objectives they hope students achieve. Instead they regularly bemoan their students inability to put together two or three readily understandable sentences on any topic of concern, simultaneously condemning the high schools or English department for failing to teach students how to write.

scholarly journals Hubungan Antara Penguasaan Sintaksis Dan Penguasaan Nahwu Terhadap Kemampuan Menulis Teks Bahasa Arab Pada Mahasiswa Jurusan Pendidikan Bahasa Arab IAIN Pontianak

2018 ◽  
Vol 3 (1) ◽  
pp. 51-74
Author(s):  
Midyan Surya Ishak
Keyword(s):  
Significant Relationship ◽  
Positive Relationship ◽  
Writing Skills ◽  
Student Writing ◽  
Education Department ◽  
P Values ◽  
Writing Ability ◽  
Significant Positive Relationship ◽  
Logical Language ◽  
Parameter Coefficient

The background of this study is lack of understanding student with Arabic thesis produced by students of Arabic Education department in IAIN Pontianak FTIK. Those problems arise because of the low understanding of the logical language rules between Arabic and Indonesian. This study was analyzed by calculating path analysis. Based on the results of the analysis, it can be concluded that: 1) there is no significant relationship between syntactic mastery and mastery of students majoring in PBA, path parameter coefficient between syntax and mastery of nahwu science of -0.148 with T-Statistics of 0.868 and P-Values amounting to 0.387, because P> 0.05, 2) there is a significant positive relationship between syntactic mastery and the ability to write Arabic student text because the path parameter coefficient value between the two variables is 0.524 with a T-statistic value of 3.626 and P-Values ​​of 0 00, because P <0.05, 3) there was an insignificant relationship between the mastery of nahwu and the ability to write Arabic student text because it obtained the path parameter parameter coefficient between the two variables of 0.214 with a T-Statistical value of 1.2229 and P-Values ​​of 0.221 , because P> 0.05, 4) there is a significant relationship between mastery of sint simultaneous axis with mastery of student writing skills because the total effect of Syntax mastery together with the influence of mastery variables on writing ability is 0.493 with T statistic of 3.197 with P-Values ​​level of 0.002, because P-Values ​​is <0.05, then H0 is rejected.

scholarly journals An Error Analysis of Research Project Abstracts Written by Thai Undergraduate Students

2020 ◽  
Vol 11 (4) ◽  
pp. 13
Author(s):  
Wirada Amnuai
Keyword(s):  
Error Analysis ◽  
Language Learning ◽  
Undergraduate Students ◽  
Academic Writing ◽  
English Language ◽  
Writing Skills ◽  
Word Choice ◽  
Writing Ability ◽  
Writing Courses ◽  
Sentence Level

Errors in writing are unavoidable while students are trying to develop their writing skills. There have been several studies on identifying writing problems or errors in students’ writing. It is believed that identifying students’ written tasks is an effective tool to explore the difficulties involved in learning language. This helps teachers’ awareness of the serious problems which occur in students’ writing and allows them to pay closer attention to their errors. The aim of the present research study is to pinpoint writing errors in English abstracts written by Thai undergraduate students. Forty abstracts of research projects were collected and analysed. The error analysis was conducted at the sentence level, word level, and mechanics aspect. The five most frequent error types ranking from the most frequent to least frequent were word choice, preposition, sentence construction, singular or plural forms and quotation marks. The findings of the present study have shed light on the students’ writing ability and give an insight into what the problems students face when writing their abstracts. Also, the errors found in the abstracts in the present study have pedagogical implications concerning English language learning, particularly with writing courses. The findings will be helpful for teachers to develop teaching materials to assist their students from committing errors when writing English abstracts and to improve academic writing skills.

scholarly journals THE USE OF COLLABORATIVE TECHNIQUE IN IMPROVING STUDENTS’ ABILITY IN WRITING A DESCRIPTIVE TEXT

2019 ◽  
Vol 2 (5) ◽  
pp. 752
Author(s):  
Irvan Farizi ◽  
Fitri Fauzyah ◽  
Yanuarti Apsari
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Success Rate ◽  
Research Design ◽  
Writing Skills ◽  
Learning Methods ◽  
Writing Ability ◽  
Improving Writing

This study aims to determine the method of Think Pair Share (TPS) learning methods in improving writing skills in students, the research instruments used test questions. This study uses Action Research Design in 2 classes with the aim of improving the quality or problem solving in 2 groups carefully and observing the success rate of the action. The results of the study showed that the application of the Think Pair Share Learning (TPS) Method could improve students' writing skills, especially descriptive text. Before the implementation of the action, the score obtained was 43%, then in the first cycle it increased to 76%, so using the think pair share method improved the writing ability of students, especially descriptive text.

The Effect of Instructors’ Immediate Behaviors and Clarity on Student Writing Apprehension

2019 ◽  
Vol 83 (1) ◽  
pp. 96-109
Author(s):  
Stephanie Kelly ◽  
Jorge Gaytan
Keyword(s):  
Business Students ◽  
Writing Skills ◽  
Writing Apprehension ◽  
Student Writing ◽  
Job Market ◽  
Communicative Behaviors ◽  
The Past ◽  
The U.S

The demand for writing skills is becoming increasingly prevalent within the U.S. job market. Yet, the biggest barrier to developing successful writing skills, writing apprehension, has received very little attention from scholars in the past 30 years. The present study sought to identify the influence of instructional communicative behaviors on business students’ writing apprehension. Specifically, the study tested a model in which instructors’ immediate behaviors and clarity indirectly influenced students’ writing apprehension through the mediation of perceived immediacy. The data were consistent with the hypothesized model.

scholarly journals Computer Mediated Communication, The Way for Developing Students’ Arabic Writing Ability

Abjadia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 91
Author(s):  
Albar Adetary Hasibuan
Keyword(s):  
Computer Mediated Communication ◽  
Writing Skills ◽  
Student Writing ◽  
Mediated Communication ◽  
Writing Ability ◽  
Computer Mediated ◽  
The Way

<p>Computer Mediated Communication, better known as CMC, can be used as a tool in improving students' Arabic writing skills. CMC is used because computers and networks are familiar to students now. CMC can also make learning to write Arabic more creative and innovative. The purpose of writing this article is to provide information about computer-mediated communication (CMC) and also how to apply CMC to learning to write Arabic, to improve student writing skills.</p><p dir="RTL">يمكن استخدام التواصل عبر الكمبيوتر ، المعروف باسم CMC ، كأداة لتحسين مهارات الطلاب في الكتابة باللغة العربية. يتم استخدام CMC لأن أجهزة الكمبيوتر والشبكات مألوفة لدى الطلاب الآن. يمكن أن تجعل CMC تعلم الكتابة العربية أكثر إبداعًا وابتكارًا. الغرض من كتابة هذه المقالة هو توفير معلومات حول التواصل عبر الكمبيوتر (CMC) وأيضًا كيفية تطبيق CMC على تعلم الكتابة باللغة العربية ، لتحسين مهارات كتابة الطلاب.</p>

scholarly journals The Effectiveness of Using Online Blogging for Students’ Individual and Group Writing

2017 ◽  
Vol 11 (1) ◽  
pp. 44 ◽  
Author(s):  
Hashem A. Alsamadani
Keyword(s):  
Research Study ◽  
Classroom Teacher ◽  
Writing Skills ◽  
Content Word ◽  
Word Choice ◽  
Writing Classes ◽  
Learning And Teaching ◽  
Improving Writing ◽  
Writing Practice ◽  
School Curricula

The current research study investigates the effectiveness of online blogging for students’ individual and group writing skills. The participants were divided into individual learners and group learners. They produced pre-writing and post-writing samples through blogging practices. The study conducted lasted for 14 weeks so that blogging could be optimized. The results of the study reveal that unlike traditional ways of improving writing skills, blogging has revolutionized EFL pedagogy and methodology (learning and teaching). Blogging-based writing practice is more participatory and interactive in that learners can dramatically improve their writing skills in terms of content, word choice, style, language mechanics and the like. The learner-blogger becomes aware that the arbiter is no longer the classroom teacher, the audience or readership. This study recommends that blogging be part of writing classes and be incorporated into school curricula. This essentially requires pedagogical consideration of the design of blogging-based writing materials.

scholarly journals Peningkatan Keterampilan Menulis Melalui Strategi Kooperatif Tipe STAD

2018 ◽  
Vol 14 (1) ◽  
pp. 30
Author(s):  
Jusniati Jusniati
Keyword(s):  
Quantitative Data ◽  
Qualitative Data ◽  
Writing Skills ◽  
Research Data ◽  
Student Writing ◽  
Cooperative Strategy ◽  
Implementation Planning ◽  
Writing Skill ◽  
Teachers And Students ◽  
Improving Writing

This study aims to describe (1) planning to improve writing skill through cooperative STAD type cooperative strategy of class XII IPA 4 SMA Negeri 1 Pasangkayu Pasangkayu Regency; (2) the implementation of improving writing skill through STAD type cooperative stategi 1 IPA 4 SMA Negeri 1 Pasangkayu Pasangkayu regency, and (3) assessment improving writing skill through cooperative type STAD strategy of grade XII students IPA 4 SMA Negeri 1 Pasangkayu. This research is a type of Classroom Action Research (PTK). This research was conducted at SMA Negeri 1 Pasangkayu Pasangkayu Regency that is class XII IPA4. This research data in the form of quantitative data that is result of student writing (essay) and qualitative data collected by using instrument. The instrument of this research is test and nontes, type of test used is writing activity, while nontes in the form of observation guidance, documentation study, and interview. The result of the research shows that in improving writing skill through STAD type cooperative stategial strategy IPA 4 SMA Negeri 1 Pasangkayu Pasangkayu regency in the stage of planning, implementation, and assessment of cycle I have not maximized because of obstacles faced by teachers and students in learning. However, in the second cycle of implementation planning, and assessment can be maximized with the limitation of all the obstacles experienced in the first cycle so that students' writing skills have a good change. or increase. Thus, STAD type cooperative strategy can improve the writing skill of grade XII students IPA4 SMA Negeri 1 Pasangkayu Pasangkayu regency.

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