Kaplan Robert B. and Peter A. Shaw, Exploring Academic Discourse: A Textbook for Advanced Level ESL Reading and Writing Students, Newbury House, Rowley, Mass., 1985Kaplan Robert B. and Peter A. Shaw, Exploring Academic Discourse: A Textbook for Advanced Level ESL Reading and Writing Students, Newbury House, Rowley, Mass., 1985. Pp 212. $11.95 U.S.

1986 ◽  
Vol 42 (4) ◽  
pp. 896-897
Author(s):  
Joe Palmer
Keyword(s):  
Academic Discourse ◽  
Advanced Level ◽  
Reading And Writing ◽  
Esl Reading ◽  
Writing Students

scholarly journals Managing Problems and Planning Activities Involving ICT Tools in Teaching ESL Reading and Writing

2013 ◽  
Vol 9 (10) ◽  
Author(s):  
Melor Md Yunus ◽  
Norazah Nordin ◽  
Hadi Salehi ◽  
Mohamed Amin Embi ◽  
Zamri Mahamod
Keyword(s):  
Reading And Writing ◽  
Esl Reading ◽  
Ict Tools

Articulating the Power of Dance

2009 ◽  
Vol 1 (3) ◽  
pp. 333-344 ◽  
Author(s):  
Barbara Ridley
Keyword(s):  
Social Activity ◽  
Academic Discourse ◽  
The Body ◽  
Advanced Level ◽  
The Status ◽  
The Subject ◽  
Dance Notation

Making some minor changes to the syllabus of a peripheral GCE subject – Advanced Level (A-level) Dance – would hardly seem to be of much importance to anyone except dance students and their teachers. But the loss of dance notation is not as unimportant as it might appear: there are implications for the status of dance in the curriculum, for its ability to attract a range of students and for the development of the subject itself. Whilst being a popular social activity, in UK schools dance is constructed as a physical subject with an aesthetic gloss, languishing at the bottom of the academic hierarchy. Dance as a discipline is marginalised in academic discourse as an ephemeral, performance-focused subject, its power articulated through the body. Yet dance is more than just performance: to dismiss it as purely bodies in action is to ignore not only the language of its own structural conventions but also the language in which it might be recorded. Using the notion of docile bodies, the author considers the centrality of the body as instrument in defining the power of dance and how Foucault's mechanisms of power and knowledge are exemplified in current conceptions of dance in education.

scholarly journals Genres apart: School and university writing

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Su Hie Ting
Keyword(s):  
Secondary School ◽  
University Students ◽  
Academic Discourse ◽  
Research Articles ◽  
Writing Students ◽  
Speed Up ◽  
Academic Genres

This study examined the types of writing emphasised in secondary school and university. The specific aspects studied were the genres that students write best, genres frequently written in school, and genres frequently required in written coursework assignments in university. The data on school writing were obtained from questionnaires distributed to 235 students enrolled in English courses in two Malaysian universities whereas the data on university coursework assignments were obtained through interviews with lecturers in the two universities. The results showed that there is a mismatch between types of writing emphasised in school and university. Students frequently write recount and discussion in school but university coursework frequently requires assignments to be written in the form of research articles and explanations. In view of the different emphases in school and university writing, students entering university have difficulty coping with academic discourse. The findings suggest that it is beneficial to sensitise university students to textual conventions of commonly used academic genres at university to speed up their learning of academic discourse.

scholarly journals Actual and Self-Perceived Linguistic Proficiency Gains in French during Study Abroad

Languages ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 6
Author(s):  
Livia Dewaele ◽  
Jean-Marc Dewaele
Keyword(s):  
Social Network ◽  
Study Abroad ◽  
Quantitative Data ◽  
Linear Increase ◽  
Online Questionnaire ◽  
Advanced Level ◽  
Reading And Writing ◽  
Significant Change ◽  
Proficiency Scores ◽  
Linguistic Proficiency

The present study focuses on 33 British and Irish students, including non-language specialists and language specialists, who spent their study abroad (SA) period in Francophone countries. Their proficiency in French ranged from lower independent (B1) to advanced level (C2). The analysis of quantitative data collected at the start, in the middle, and at the end of the SA period through an online questionnaire showed that both actual proficiency and self-reported proficiency increased significantly after SA. A closer look at self-reported proficiency in the four skills showed a significant linear increase in speaking and listening, while scores for reading and writing only increased significantly after the mid-way point in the SA period. The same pattern emerged for grammar and vocabulary. Only pronunciation showed no significant change over the SA period. Linking the amount of change in actual proficiency between the start and the end of the SA period to participants’ descriptions of their experience revealed that progress was not always linked to overall positivity of the experience but rather to the development of a strong local French social network. Actual and self-reported proficiency scores were significantly correlated. Participants with lower initial actual proficiency were found to have made the biggest gain during SA.

scholarly journals Improving Academic Skills on Freshmen Student Performance in Mastering Learning Skills

2021 ◽  
Vol 10 (1) ◽  
pp. 23
Author(s):  
Deny Anjelus Iyai ◽  
Siska Syaranamual ◽  
Alexander Yaku
Keyword(s):  
High School ◽  
Student Performance ◽  
Mathematics Learning ◽  
Learning Skills ◽  
Reading And Writing ◽  
Study Approach ◽  
Qualitative Research Design ◽  
Writing Students ◽  
Learning Development ◽  
The University

This study aims to describe the capacity of students' learning skills, provide and develop problem-solving learning skills, prepare appropriate modules that are used by students, and encourage counseling and learning development units. The method used in this action research is a qualitative research design. The research technique was carried out by using a case study approach and observation. The results showed that the students' mathematical abilities ranged from 26-50 (57.14%). Only 14% (11.43% + 2.86%) of AgtSP students have capacities in basic mathematics. Learning skills, for example, reading and writing, had lower AgtSP values, namely 37.14% and 34.29%. AgtSP is still dominated by Papuan students (86%) and a small proportion of non-Papuan students (14%). Many students enrolled in AgtSP graduated from Social Sciences (38%), some graduated from Agricultural High School (33%), and a few graduated from natural sciences 21%) and a small number of students graduated from Non. Agricultural Senior High School, namely administration interest. Student GPA has increased in the number of students who have GPA scores. 23 components affect student learning skills at the university level as experienced by AgtSP. The conclusion is the low scores obtained by mathematics, reading, and writing students enrolled in the Faculty.

scholarly journals BEST PRACTICE, IMPLEMENTASI GERAKAN LITERASI SISWA DALAM PEMBENTUKAN KARAKTER “ MEKAR-BERSERI”

At- Tarbawi ◽  
2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Julia Damaris Bukit
Keyword(s):  
Qualitative Methods ◽  
Best Practice ◽  
Literacy Program ◽  
Successful Implementation ◽  
Reading And Writing ◽  
Writing Students ◽  
The World ◽  
School Rules ◽  
Descriptive Qualitative

Reading is a window to the world, but the level of interest in reading in Indonesia is very low. This is exactly what encourages the writer to create a literacy program in schools in accordance with the GLS program that is required to be done. Reading and writing can reduce student problems and can even solve problems that are being faced by students. Students who are diligent in reading and writing will certainly have high discipline. In accordance with the vision and mission and the motto of SMP Negeri 3 Barusjahe, students are expected to be able to realize "MEKAR-BERSERI" that is to be Independent, Educative, Creative, Active and Clean Disciplined, Healthy, Neat and Beautiful. To measure the successful implementation of this GLS Program researchers used descriptive qualitative methods. The results of this study indicate that literacy in the scope of schools is the ability of a student to develop what students get from reading and writing so that students become more creative, productive, competitive, characterized, and nationalist and foster good character for students. In addition, by reading and writing students can increase obedience and compliance with school rules and regulations

scholarly journals Pros and Cons of Using ICT in Teaching ESL Reading and Writing

2013 ◽  
Vol 6 (7) ◽  
Author(s):  
Melor Md Yunus ◽  
Norazah Nordin ◽  
Hadi Salehi ◽  
Choo Hui Sun ◽  
Mohamed Amin Embi
Keyword(s):  
Reading And Writing ◽  
Esl Reading ◽  
Pros And Cons

PEMBELAJARAN LITERASI MELALUI PENDEKATAN SAINTIFIK DALAM MATA PELAJARAN PENDIDIKAN AGAMA HINDU DI SEKOLAH DASAR

2021 ◽  
Vol 6 (2) ◽  
pp. 209
Author(s):  
Pasek Dek Agus Sudianta ◽  
I Nyoman Sueca
Keyword(s):  
Student Learning ◽  
Group Discussions ◽  
Reading And Writing ◽  
Learning Success ◽  
Writing Students ◽  
Scientific Approach ◽  
Written Form ◽  
Information Skills ◽  
Definition Of

<p>The school literacy movement was developed based on nine priority agendas (Nawacita) which aimed to grow and develop the ability of reading and writing. Both of these abilities are contained in Indonesian language subjects. Indonesian Language subjects are a means of conveying knowledge. Through learning Indonesian especially reading and writing, students can master other subjects. Student learning success is greatly influenced by their ability to speak. The definition of literacy through the scientific approach in Indonesian language subjects is more directed at information skills. Information ability refers to several activities, namely observing, asking, trying, associating, and communicating. The process of observing includes seeking information, seeing, hearing, and listening. The questioning activity was carried out as one of the processes of building students' knowledge in the form of concepts in group discussions. Trying activities are useful to increase students' curiosity which includes planning, designing, and obtaining information. Associating activities can be done by analyzing and predicting, while communicating activities are a means to convey the results of conceptualization in oral or written form.</p>

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