A Study on the University Writing Class Model Using Field Activities － Focusing on the subjects of “Life and Writing” at Gwangju University

2021 ◽  
Vol 12 (2) ◽  
pp. 41-71
Author(s):  
Nohui Cha ◽  
Illwoo Park
Keyword(s):  
Class Model ◽  
Writing Class ◽  
The University

Critical Thinking and Clear Writing

1985 ◽  
Vol 46 ◽  
pp. 1-4
Author(s):  
Anne F. Lee
Keyword(s):  
Critical Thinking ◽  
Political Science ◽  
Liberal Arts ◽  
Writing Proficiency ◽  
Science Students ◽  
Writing Class ◽  
Voluntary Commitment ◽  
The University

As part of an on-going effort at West Oahu College (a small, liberal arts, upper-division campus of the University of Hawaii) I am experimenting with ways to help my political science students improve their ability to think critically and communicate clearly. For some time we have been aware of a large number of students having difficulties in writing and critical thinking. We have made an informal and voluntary commitment to use writing-across-thecurriculum (WAC) with faculty participating in workshops and conferring with the writing instructor who coordinates our WAC program.1In-coming students must now produce a writing proficiency sample which is analyzed, returned with numerous comments, and results in students being urged to take a writing class if there are serious problems. A writing lab is offered several times a week and students are free to drop in for help.

Frank Herbert’s Dune and the Dune Series

2019 ◽  
Author(s):  
Don Riggs
Keyword(s):  
United States ◽  
High School ◽  
Science Fiction ◽  
United States Navy ◽  
The United States ◽  
Original Novel ◽  
The Novel ◽  
Writing Class ◽  
The University ◽  
The Universe

Frank Herbert was born on 8 October 1920 in Tacoma, Washington, to Frank Patrick Herbert Sr. and Eileen (McCarthy) Herbert. In 1938 he graduated from high school and moved to Southern California, where he lied about his age to work for the Glendale Star, the first of many newspaper jobs. He married Flora Parkinson in 1940 and they had one daughter, Penny, but they divorced in 1945. He enlisted in the United States Navy in 1941, joining the Seabees, but was given a medical discharge six months later. In 1946 he entered the University of Washington. He met Beverly Ann Stuart in a creative writing class, and they married in June that year. They had two sons, Brian Patrick (1947) and Bruce Calvin (1951). Brian would himself become a writer, continuing his father’s Dune series with sequels and prequels, as well as a 2003 biography, Dreamer of Dune. Bruce would become a photographer and LGBT activist, and died of AIDS in 1993. Herbert published his first story, “Survival of the Cunning,” which was not science fiction, in Esquire in 1945; his first science fiction story, “Looking for Something,” appeared in 1952 in Startling Stories. He published his first science fiction novel in 1956: based on a story titled “Under Pressure,” the 1956 novel was titled The Dragon of the Sea, and was reprinted with the title 21st-Century Sub. Many of the themes from this work would appear in the later Dune novels. During these years, Herbert wrote for various newspapers, but took time off to work on his fiction; his wife Beverly worked as an advertising copywriter. A newspaper assignment to cover the USDA’s effort to reclaim dune lands inspired much background research—over 200 books, according to Brian Herbert’s biography—and resulted in the novel Dune, which was initially published in editor John W. Campbell’s magazine Analog in 1963 and 1964; after twenty rejections, Chilton Books, an auto-repair manual publisher, offered to publish it, which it did in 1965. Dune won the Hugo Award that year, and tied for the Nebula Award in 1966. It became an underground cult classic and ultimately the greatest-selling science fiction novel of all time. Herbert wrote the novel with his wife Beverly’s constant response and comments, and he modeled the Lady Jessica on her. Herbert wrote five sequels, generally regarded as being of lesser quality than Dune itself. However, much of the scholarship analyzes the original novel in the “universe” established within the series of sequels, so Dune appears in relation to the novels from Dune Messiah, Children of Dune, and God Emperor of Dune in particular.

scholarly journals THE ANALYSIS OF BRAINSTORMING STRATEGY ON TEACHING WRITING IN THE UNIVERSITY LEVEL

2018 ◽  
Vol 2 (2) ◽  
pp. 6
Author(s):  
Elia Puspitasari ◽  
Titik Lina Widyaningsih
Keyword(s):  
Short Story ◽  
Qualitative Methodology ◽  
Qualitative Data ◽  
Teaching Writing ◽  
Writing Assignments ◽  
Writing Class ◽  
University Level ◽  
Teaching Learning ◽  
The University ◽  
Academic Year

This research was aimed to analyze a brainstorming strategy on teaching writing, especially in writing a short story for the second-semester students of the English Department in (STKIP) PGRI Tulungagung in the academic year 2017/2018. This research was conducted using qualitative methodology. The researcher observed and analyzed the writing class where the lecturer was applying a brainstorming strategy. Qualitative data had been collected from observation of the teaching-learning process, interview with the lecturer and the students, and also questionnaire given to twenty students in that class. The data was in the form of observation, interview transcripts, and the results of the questionnaire. In this research, the researcher involved twenty participants to fill the questionnaire. There were six students from those twenty students and the lecturer who were involved in the process of interview. The result of the research showed that implementing a brainstorming strategy in writing class could improve student's skills in writing, especially writing a short story. The brainstorming strategy helped students to generate their ideas and express the ideas into a systematic paragraph. The students also felt that this strategy could improve their writing. When the lecturer applied a brainstorming strategy, the students could do their writing assignments better and also got good results. Thus, the researcher suggested that the lecturer and the students to apply a brainstorming strategy in ordered that the students’ writing skills could be improved.

scholarly journals Asynchronizing with the Framework: Reflections on the process of creating an asynchronous library assignment for a first-year writing class

2020 ◽  
Vol 81 (11) ◽  
pp. 530
Author(s):  
B. Grantham Aldred
Keyword(s):  
Online Instruction ◽  
Course Delivery ◽  
First Year ◽  
Library Instruction ◽  
First Year Writing ◽  
University Of Illinois ◽  
Hybrid Course ◽  
Course Content ◽  
Writing Class ◽  
The University

As many of yours surely have, my institution, the University of Illinois-Chicago (UIC), moved at great speed to adapt to the need for online instruction this fall. This has proved a challenge for library instruction, to put it mildly. Our library instruction has almost exclusively been in-person, on-site, and live, and the switch to online and hybrid course delivery has made all of those aspects difficult, especially when it comes to courses offered asynchronously, where students engage with course content at different points in time within a given timeframe.

EFL students' response to the teacher's written feedback

2014 ◽  
Author(s):  
◽  
Tuan Anh Truong
Keyword(s):  
Second Language Acquisition ◽  
Structured Interviews ◽  
University Of Missouri ◽  
English Writing ◽  
Mixed Methods Case Study ◽  
Writing Class ◽  
Efl Students ◽  
Written Response ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Providing written response to students' writing has been the most widely used method for English teachers to communicate with students of English in EFL/ESL contexts. However, how the EFL students perceive, prefer, and understand the teachers� written response is by no means conclusive. Researchers, educators, teachers are also puzzled by the extent to which teachers' written response influences the students' writing progress. The current study reports the findings from a mixed methods case study with 20 undergraduate Vietnamese students from an intact advanced English writing class at an urban college in Vietnam. Various types of data were collected and examined, including 24 semi-structured interviews with eight selected participants, 80 argumentative papers written within a period of ten weeks, observations, a survey questionnaire including selected-response and open-ended items, and supplementary materials. The study was designed under the theoretical framework of Second Language Acquisition, Sociocultural Perspectives, and Composition Theories on response and error. The study's aim were twofold: (1) to demystify the EFL students' perceptions of and preferences in regard to teachers' written response, and their strategies for understanding and using the response; and (2) to explore the influence of teachers� written response on the students' writing progress. The findings both echoed and contradicted the understandings found in current L2 response literature as to how the students perceive and prefer the focuses, the forms, and the types of teachers� written response, and how the teachers� written response affects the students� writing progress. The findings also indicate important implications for improvement of the L2 writing curricula and the practice of proving instructional responses in the EFL/ESL contexts.

English Writing via a Social Networking Platform

2020 ◽  
pp. 111-126
Author(s):  
Wei-Chieh Wayne Yu
Keyword(s):  
Social Networking ◽  
English Language ◽  
Web Based ◽  
English Writing ◽  
Aboriginal Students ◽  
Indigenous Groups ◽  
Writing Class ◽  
Southern Taiwan ◽  
Nursing College ◽  
The University

This study examined students' perceptions of completing an English writing class via a social networking platform. Participants were 162 aboriginal students between 18 and 23 years of age at a nursing college in southern Taiwan. Different ethnicities were defined and represented by different memberships of indigenous groups or tribes, also known as the aboriginals. The participants were completing a required English language course and were required to pass an English Proficiency test as an exit requirement of the university. Participants' pretest scores indicated that they had a positive perception of taking a web-based class. At the conclusion of the study, based on posttest scores, students' positive perceptions decreased noticeably for six of the thirteen items on the instrument. The findings of the study also indicated that tribal membership had no significant impact on students' perceptions of completing an English writing class via a predominantly web-based environment.

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