Alltagssprachliche Schreibausdrücke. Wie Autoren ihre Aktivitäten und die dabei erzielten Produkte nennen

2010 ◽  
Vol 38 (1) ◽  
Author(s):  
Gisbert Keseling
Keyword(s):  
University Students ◽  
Writing Process ◽  
Main Task ◽  
German Word

AbstractThe paper deals with the question what kind of vocabulary writers use, when they are asked to report about their activities during the writing process. The main task was to examine which of their different activities are denoted by single expressions (words) and which of them are not denoted at all. On the basis of interviews with researchers and university students it could be shown that there are a lot of activities which could be denoted by single words (e.g. the activity ‘revising’ can be denoted by the German word

scholarly journals Evaluation of error correction in writing process

2019 ◽  
Vol 3 (2) ◽  
pp. 45-51
Author(s):  
Cuong Phu Nguyen
Keyword(s):  
University Students ◽  
Error Correction ◽  
Positive Attitude ◽  
Writing Process ◽  
Writing Skills ◽  
Mutual Understanding ◽  
English Writing ◽  
The World ◽  
Popular Language ◽  
Giving Feedback

It is obvious that English has become a popular language in many countries in the world. As a means of communication, English guarantees better mutual understanding and has become indispensable for most of people around the world. Thus, it is necessary to find out an appropriate and effective methods of giving feedback to help university students improve their English writing skills. The result of this study indicates that using indirect coded feedback in error correction help students make noticeable progress. The students’ positive attitude towards teacher’s feedback (indirect coded feedback) means that they enjoyed using error codes to find and correct their errors. Moreover, their confidence was boosted because error codes motivated them.

Identity Construction in Latina Students

2020 ◽  
pp. 238-256
Author(s):  
Kalpana Mukunda Iyengar
Keyword(s):  
Social Construction ◽  
University Students ◽  
Identity Construction ◽  
Life Experiences ◽  
Writing Process ◽  
Cultural Identities ◽  
Gender Identities ◽  
Authentic Texts ◽  
Latina Students ◽  
Cultural Experiences

This chapter illuminates a literacy educator's efforts in engaging Latina adult university students with writing authentic texts in which they critically reflect on their life experiences. The study describes how critical autobiographies—by providing engaging opportunities for the writing process—also served as an initiator to articulate aspirant's difficult life experiences. The autobiographies are analyzed utilizing Howard and Alamilla's (2015) perspectives on gender identities (essentialism, socialization, social construction, and structuralism). The findings help connect with prior research that when students are allowed to write about their cultural experiences, they are (1) able to express their inadequacies and struggles using life experiences within their families and communities, and they (2) reveal multiple aspects of their cultural identities as Latina.

scholarly journals Embedded writing instruction in the first year curriculum

2012 ◽  
Author(s):  
Paula Bernaschina ◽  
Serengul Smith
Keyword(s):  
University Students ◽  
Writing Instruction ◽  
Writing Process ◽  
Science And Technology ◽  
Writing Skills ◽  
Employability Skills ◽  
First Year ◽  
Good Writing

For many university students writing is a struggle and this may be more pronounced for students studying the sciences and technology. They may not foresee the need for good writing skills for their future employability. This case study discusses and critically analyses progress so far with integrating the writing process into the wider employability skills framework devised by the School of Science and Technology (S&T) at Middlesex University. It discusses areas of the thinking and writing process and highlights issues that have come to the forefront as a result.

Exploring the acquisition of German Verb Morphology by instructed learners

2008 ◽  
Vol 31 (2) ◽  
pp. 14.1-14.13
Author(s):  
Bettina Boss
Keyword(s):  
University Students ◽  
Qualitative Analysis ◽  
Strong Evidence ◽  
Word Order ◽  
Development Studies ◽  
Verb Morphology ◽  
Verb Classes ◽  
Verb Agreement ◽  
German Word ◽  
Per Se

Research into the acquisition of L2 German word order has provided strong evidence for a sequence of incremental stages of development. Studies of the acquisition of German verb morphology so far have focused on establishing a correlation between the acquisition of word order and of verb morphology, neglecting the question how verb morphology per se is acquired. This article discusses the latter question on the basis of a qualitative analysis of longitudinal written data produced by 15 anglophone university students. It confirms some of the results of earlier studies involving tutored learners of German, such as Pienemann (1987) and Diehl et al. (2000), and provides evidence for a sequence of acquisition, as well as for a more holistic development for certain verb classes. Although most of the subjects produce perfect tense before preterite, the article suggests that teaching the preterite before the perfect tense may be feasible. It also draws attention to the importance of morphosyntactic features affecting subject-verb agreement, and calls for more research in that area.

Exploring the acquisition of German verb morphology by instructed learners

2008 ◽  
Vol 31 (2) ◽  
pp. 14.1-14.13 ◽  
Author(s):  
Bettina Boss
Keyword(s):  
University Students ◽  
Qualitative Analysis ◽  
Strong Evidence ◽  
Word Order ◽  
Development Studies ◽  
Verb Morphology ◽  
Verb Classes ◽  
Verb Agreement ◽  
German Word ◽  
Per Se

Research into the acquisition of L2 German word order has provided strong evidence for a sequence of incremental stages of development. Studies of the acquisition of German verb morphology so far have focused on establishing a correlation between the acquisition of word order and of verb morphology, neglecting the question how verb morphology per se is acquired. This article discusses the latter question on the basis of a qualitative analysis of longitudinal written data produced by 15 anglophone university students. It confirms some of the results of earlier studies involving tutored learners of German, such as Pienemann (1987) and Diehl et al. (2000), and provides evidence for a sequence of acquisition, as well as for a more holistic development for certain verb classes. Although most of the subjects produce perfect tense before preterite, the article suggests that teaching the preterite before the perfect tense may be feasible. It also draws attention to the importance of morphosyntactic features affecting subject-verb agreement, and calls for more research in that area.

scholarly journals Revising writing in an online learning environment

2012 ◽  
Vol 20 (1) ◽  
pp. 129
Author(s):  
Eleni Nikiforou
Keyword(s):  
Online Learning ◽  
University Students ◽  
English Language ◽  
Writing Process ◽  
Good Practice ◽  
Future Research ◽  
Online Learning Environment ◽  
Efl Students ◽  
Research Questions

The screen of the computer provides good practice for the writing process and functions as an exemplar for it since what is being written is not permanent in contrast to writing with pen on paper. The following research questions were addressed to explore the area and were investigated through the data: 1) Do students revise their writing globally or on the surface? 2) Do students co-operate or collaborate to edit their produced text? This paper will report the results from data taken from tertiary EFL students writing collaboratively and/ or co-operatively in a wiki to complete a task. This paper focuses on the revisions and editing university students did to their text while completing a group task in a wiki for the purposes of an upper-intermediate to advance English language course. The methodology that lies behind the research is grounded theory. The research conducted is qualitative and as such the data is collected from the wiki and the history pages which kept track of the students work in the wiki. An attempt is made to distinguish between superficial and global revisions the students performed. Emphasis is given to the frequency with which the students entered the wiki to edit, and the quality of the revisions to their work. From the data we can also draw conclusions as to whether the students collaborated or co-operated to edit their work. The discussion will round off with implications for future research and offer suggestions about how EFL students from the specific and similar contexts could be encouraged to revise in order to write better.

scholarly journals THE LITERARY INTERESTS OF ST. VLADIMIR UNIVERSITY STUDENTS: POETRY (1834-1863)

2019 ◽  
pp. 38-45
Author(s):  
T. Samchuk
Keyword(s):  
University Students ◽  
Significant Influence ◽  
Main Task ◽  
Political Views ◽  
Artistic Life ◽  
Historical Themes ◽  
High Level

The article depicts the poetry interests of in the life of St.Vladimir University students in the years 1834-1863. The main task of publication was to show the significance and role of poetry in the students’ life. It was defined which poetry was popular among students. The main peculiarities of student’s poetry creativity were highlighted in the article. The author points out that the students' interest in the poetry of this period was formed under the influence of the romanticism ideas and the specifics of the literary and artistic life of the region. The author admits that the most popular among students were Polish, Russian and Ukrainian romantic poets. Ukrainian folklore had a significant influence on the poetry of students. In general, student poetry was diverse in terms of genres and subjects. The main themes of students lyrics were love, philosophical reflections, patriotism (especially among polish students), etc. Quite often, students used historical themes in their poems. The so-called “bursch poetry”, in which humorous student adventures were described, was a unique genre of students poems. In poetry were reflected values, outlook, and political views of students. Sometimes students’ poems were converted into songs and become very popular among them. Usually, they sang these songs on common gatherings that help to unite some groups of students and create a feeling of corpocracy. The students had no unity about poetic preferences. The preferences of poles students were distinguished among others. They prefer to read Polish authors and most of them wrote poems in Polish. It should be noted, the period which we chose is one of the most active in students’ poetic creativity. During the next period of life of students of St. Vladimir we couldn’t find so high level of literary creativity.

scholarly journals Writing and Revision Strategies of Students With and Without Dyslexia

2020 ◽  
Vol 53 (3) ◽  
pp. 189-198
Author(s):  
Emma Sumner ◽  
Vincent Connelly
Keyword(s):  
University Students ◽  
Writing Process ◽  
Future Research ◽  
Typically Developing ◽  
Writing Quality ◽  
Digital Writing ◽  
Spelling Errors ◽  
Written Text ◽  
Research Students

Previous work suggests that written text produced by university students with dyslexia is scored lower than that produced by their peers. The present study used a digital writing tablet to examine the writing process and the quality of text written by university students with dyslexia. Revision behavior during and after writing was also investigated. Thirty-two university students with dyslexia (mean age, 20 years), were compared with 32 typically developing (TD) students matched by age. Students composed a written text in response to an expository essay prompt. In line with previous research, students with dyslexia made a higher number of spelling errors and their essays were rated as poorer than TD students. However, students with dyslexia were comparable to their peers on measures of time spent writing, amount of text produced, and the temporal analyses (handwriting execution, pause times). Students with dyslexia made significantly more revisions to spelling during and after transcription than their peers, although other revision behavior was similar across groups. Explanations for the finding of poor writing quality are explored. Importantly, the findings suggest that continued support with spelling and writing is needed for university students with dyslexia. Instruction directed toward effective revision strategies may also prove useful. Limitations and directions for future research are discussed.

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