scholarly journals Interactive Teaching in Writing Session of English Department Students

2020 ◽  
Vol 2 (1) ◽  
pp. 24
Author(s):  
Wirhayati Wirhayati
Keyword(s):  
Writing Process ◽  
Writing Skills ◽  
English Department ◽  
Interactive Writing ◽  
Interactive Teaching ◽  
Successful Technique ◽  
Writing Session ◽  
The Right ◽  
Department Faculty ◽  
Better Than

Interactive writing is a writing process used to teach students how to write a paragraph. The process involves the sharing of writing between the teacher and students. It can be in a group of students. The purpose of this research was to know the development of writing skill in the students of English Department through interactive method. All participants were the students of the English Department Faculty of Letters of Pamulang University. Interactive writing is an effective method as the teacher role is very important. A Theory used is Brown’s theory (2000). The procedure is to teach students how to write well by allowing them to directly copy the demonstration of the teacher. Interactive writing helps students improve their writing skills as using the same example as the teacher and creates the right mindset for the students to copy the technique of writing a paragraph by the teacher correctly. By directly following the guide of the teacher, the students writing is better than they use their own writing.  As an introduction to writing, interactive writing is a useful and successful technique for teachers to use in teaching the basics.

scholarly journals An Exploration into Gender-related Differences in Pronunciation among Libyan Learners of English as a Foreign Language

2018 ◽  
pp. 08-19
Author(s):  
Hawa Es-skare ◽  
Mariem Aburawi ◽  
Khalifa Shenina ◽  
◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Female Students ◽  
Read Aloud ◽  
Male Students ◽  
English Department ◽  
The Right ◽  
Department Faculty ◽  
Better Than

This research paper mainly discussed the gender-related differences from the aspects of pronunciation, mainly intonation and stress, among Libyan students who learn English as a foreign language. The researchers have randomly selected twenty undergraduate students from the third and fourth semesters (ten female students and ten male students) from the English department, Faculty of Arts, Misurata University to participate in the research and asked to read aloud several written sentences. Their actual pronunciation was recorded and analyzed using a quantitative approach to find out if there were significant differences among female and male participants' pronunciation. The research results revealed that there were not considerable differences between female and male participants' pronunciation. Both groups have had some difficulties in recognition of the correct intonation pattern and putting the stress on the right words. Moreover, female students generally outperformed male ones, though; male participants were slightly better than female ones in identifying the accurate stressed words. Finally, it was suggested that individual differences among learners, including gender-related differences, play an important role in enhancing language teaching and learning process.

scholarly journals THE IMPLEMENTATION OF COLLABORATIVE STRATEGY WITH INTEGRATED WRITING SKILLS IN ENGLISH LANGUAGE CLASSROOM AT MERCUBUANA UNIVERSITY

2018 ◽  
Vol 2 (01) ◽  
pp. 79-90
Author(s):  
Budiarto Budiarto
Keyword(s):  
Qualitative Research ◽  
English Language ◽  
Writing Process ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Process Research ◽  
The Other ◽  
Peer Reviewing ◽  
Language Classroom ◽  
The Right

The purpose of this study is to investigate on how the teaching of integrated writing skills can be implemented through collaborative strategy. Writing skills need to be combined with other skills, because students need a lot of reading in order to obtain information, ideas and examples of correct writing. On the other hand feedback and ideas can also be gained by listening to what the teacher or a friend says. Fellow students can also discuss their writing and work together to develop ideas, discuss the use of grammar, the right words and rules in writing. Since writing skills requires a lot of rules and a long process, the collaboration is expected to reduce the burden experienced by the students. However, teachers should ensure that the collaboration is actually done by students properly by observing their activity, participation,  and motivation in writing. Peer-reviewing activities can be used to monitor on how students actively engage in the writing process. Research was conducted at Mercubuana University is a qualitative research that focuses on how a lecturer teaches the students writing skills as an integrated skill, how she facilitates students to actively participate in collaborative writing, and how effectively she encourages the students to do peer reviewing.

Finding the Right Problems: Some HREM Applications to Interfaces

1984 ◽  
Vol 42 ◽  
pp. 376-379
Author(s):  
D. Cherns
Keyword(s):  
Grain Boundaries ◽  
High Resolution Electron Microscopy ◽  
Boundary Structure ◽  
Atomic Structures ◽  
Grain Boundary Structure ◽  
Resolution Electron ◽  
Point To Point ◽  
The Right ◽  
New Generation ◽  
Better Than

The use of high resolution electron microscopy (HREM) to determine the atomic structure of grain boundaries and interfaces is a topic of great current interest. Grain boundary structure has been considered for many years as central to an understanding of the mechanical and transport properties of materials. Some more recent attention has focussed on the atomic structures of metalsemiconductor interfaces which are believed to control electrical properties of contacts. The atomic structures of interfaces in semiconductor or metal multilayers is an area of growing interest for understanding the unusual electrical or mechanical properties which these new materials possess. However, although the point-to-point resolutions of currently available HREMs, ∼2-3Å, appear sufficient to solve many of these problems, few atomic models of grain boundaries and interfaces have been derived. Moreover, with a new generation of 300-400kV instruments promising resolutions in the 1.6-2.0 Å range, and resolutions better than 1.5Å expected from specialist instruments, it is an appropriate time to consider the usefulness of HREM for interface studies.

Biomechanical characteristics of allogeneic cortical bone pins designed for fracture fixation

2008 ◽  
Vol 21 (02) ◽  
pp. 140-146
Author(s):  
M. R. Edwards ◽  
S. P. James ◽  
W. S. Dernell ◽  
R. J. Scott ◽  
A. M. Bachand ◽  
...  
Keyword(s):  
Stainless Steel ◽  
Cortical Bone ◽  
Fracture Fixation ◽  
Impact Testing ◽  
Left Tibia ◽  
Four Point Bending ◽  
And Gender ◽  
The Right ◽  
Biomechanical Comparison ◽  
Better Than

SummaryThe biomechanical characteristics of 1.2 mm diameter allogeneic cortical bone pins harvested from the canine tibia were evaluated and compared to 1.1 mm diameter stainless steel pins and 1.3 mm diameter polydioxanone (PDS) pins using impact testing and four-point bending. The biomechanical performance of allogeneic cortical bone pins using impact testing was uniform with no significant differences between sites, side, and gender. In four-point bending, cortical bone pins harvested from the left tibia (204.8 ± 77.4 N/mm) were significantly stiffer than the right tibia (123.7 ± 54.4 N/mm, P=0.0001). The site of bone pin harvest also had a significant effect on stiffness, but this was dependent on interactions with gender and side. Site C in male dogs had the highest mean stiffness in the left tibia (224.4 ± 40.4 N/mm), but lowest stiffness in the right tibia (84.9 ± 24.2 N/mm). Site A in female dogs had the highest mean stiffness in the left tibia (344.9 ± 117.4 N/mm), but lowest stiffness in the right tibia (60.8 ± 3.7 N/mm). The raw and adjusted bending properties of 1.2 mm cortical bone pins were significantly better than 1.3 mm PDS pins, but significantly worse than 1.1 mm stainless steel pins (P<0.0001). In conclusion, cortical bone pins may be suitable as an implant for fracture fixation based on initial biomechanical comparison to stainless steel and PDS pins used in clinical practice.

scholarly journals Skill and strategic control

Synthese ◽  
2021 ◽  
Author(s):  
Ellen Fridland
Keyword(s):  
Decision Making ◽  
Empirical Evidence ◽  
Mental Imagery ◽  
Sports Psychology ◽  
Mental Practice ◽  
Strategic Control ◽  
Cognitive Representations ◽  
Personal Level ◽  
The Right ◽  
Better Than

AbstractThis paper provides an account of the strategic control involved in skilled action. When I discuss strategic control, I have in mind the practical goals, plans, and strategies that skilled agents use in order to specify, structure, and organize their skilled actions, which they have learned through practice. The idea is that skilled agents are better than novices not only at implementing the intentions that they have but also at forming the right intentions. More specifically, skilled agents are able formulate and modify, adjust and adapt their practical intentions in ways that are appropriate, effective, and flexible given their overall goals. Further, to specify the kind of action plans that are involved in strategic control, I’ll rely on empirical evidence concerning mental practice and mental imagery from sports psychology as well as evidence highlighting the systematic differences in the cognitive representations of skills between experts and non-experts. I’ll claim that, together, this evidence suggests that the intentions that structure skilled actions are practical and not theoretical, that is, that they are perceptual and motor and not abstract, amodal, or linguistic. Importantly, despite their grounded nature, these plans are still personal-level, deliberate, rational states. That is, the practical intentions used to specify and structure skilled actions are best conceived of as higher-order, motor-modal structures, which can be manipulated and used by the agent for the purpose of reasoning, deliberation, decision-making and, of course, the actual online structuring and organizing of action.

The Right to Be Right: Civil-Military Relations and the Iraq Surge Decision

2011 ◽  
Vol 35 (4) ◽  
pp. 87-125 ◽  
Author(s):  
Peter D. Feaver
Keyword(s):  
Hybrid Approach ◽  
Interesting Case ◽  
Civil Military Relations ◽  
Military Commanders ◽  
The Right ◽  
Military Relations ◽  
The Military ◽  
President Bush ◽  
Primary Problem ◽  
Better Than

President George W. Bush's Iraq surge decision in late 2006 is an interesting case for civil-military relations theory, in particular, the debate between professional supremacists and civilian supremacists over how much to defer to the military on decisions during war. The professional supremacists argue that the primary problem for civil-military relations during war is ensuring the military an adequate voice and keeping civilians from micromanaging and mismanaging matters. Civilian supremacists, in contrast, argue that the primary problem is ensuring that well-informed civilian strategic guidance is authoritatively directing key decisions, even when the military disagrees with that direction. A close reading of the available evidence—both in published accounts and in new, not-for-attribution interviews with the key players—shows that the surge decision vindicates neither camp. If President Bush had followed the professional supremacists, there would have been no surge because his key military commanders were recommending against that option. If Bush had followed the civilian supremacists to the letter, however, there might have been a revolt of the generals, causing the domestic political props under the surge to collapse. Instead, Bush's hybrid approach worked better than either ideal type would have.

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 When brain damage “improves” perception: neglect patients can localize motion-shifted probes better than controls

2015 ◽  
Vol 114 (6) ◽  
pp. 3351-3358 ◽  
Author(s):  
Stefania de Vito ◽  
Marine Lunven ◽  
Clémence Bourlon ◽  
Christophe Duret ◽  
Patrick Cavanagh ◽  
...  
Keyword(s):  
Right Hemisphere ◽  
Visual Fields ◽  
Critical Factor ◽  
Significant Shift ◽  
Stimulus Motion ◽  
Attentional Processes ◽  
Position Shift ◽  
The Right ◽  
High Level ◽  
Better Than

When we look at bars flashed against a moving background, we see them displaced in the direction of the upcoming motion (flash-grab illusion). It is still debated whether these motion-induced position shifts are low-level, reflexive consequences of stimulus motion or high-level compensation engaged only when the stimulus is tracked with attention. To investigate whether attention is a causal factor for this striking illusory position shift, we evaluated the flash-grab illusion in six patients with damaged attentional networks in the right hemisphere and signs of left visual neglect and six age-matched controls. With stimuli in the top, right, and bottom visual fields, neglect patients experienced the same amount of illusion as controls. However, patients showed no significant shift when the test was presented in their left hemifield, despite having equally precise judgments. Thus, paradoxically, neglect patients perceived the position of the flash more veridically in their neglected hemifield. These results suggest that impaired attentional processes can reduce the interaction between a moving background and a superimposed stationary flash, and indicate that attention is a critical factor in generating the illusory motion-induced shifts of location.

scholarly journals Pengaruh Model Pembelajaran Kooperatif Tipe Cooperative Integrated Reading and Compositi (CIRC) dan Minat Baca Terhadap Keterampilan Menulis Karangan Deskripsi Siswa Kelas X SMA Negeri 1 Bangkinang

GERAM ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 18-26
Author(s):  
Fenny Anita
Keyword(s):  
Writing Skills ◽  
Learning Model ◽  
Performance Tests ◽  
Learning Models ◽  
Factorial Experimental Design ◽  
Essay Writing ◽  
Quasi Experimental ◽  
And Performance ◽  
Reading Interest ◽  
Better Than

This research was conducted to explain the effect of the learning model CIRC and reading interest on the results of the descriptive essay writing skills of class X SMA Negeri 1 Bangkinang. This type of research is a quantitative study using a quasi-experimental method and a 2x2 factorial experimental design. The population of this study was students of class X SMA Negeri 1 Bangkinang. Sampling was done by purposive sampling with a sample size of 60 students. Data collection was carried out using two instruments, namely questionnaires and performance tests. Based on the research results, it can be concluded that four things are as follows. First, the skills of writing essays of descriptions of students taught using the learning model CIRC are better than those taught by conventional learning models of class X students of SMA Negeri 1 Bangkinang. Second, the writing skills of students who have high reading interest who are taught using the learning model CIRC are higher than students who have high reading interest who are taught using the conventional learning model of class X students of SMA Negeri 1 Bangkinang. Third, the writing skills of students who have low reading interest who are taught using the learning model CIRC are higher than students who have low reading interest who are taught using the conventional learning model of class X students of SMA Negeri 1 Bangkinang. Fourth, there is no interaction between reading interest and learning models in influencing the writing skills of descriptive essays of class X SMA Negeri 1 Bangkinang.

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