Comments on Manuscript Preparation

2012 ◽  
pp. 50-72
Keyword(s):  
New Products ◽  
Writing Skills ◽  
Manuscript Preparation ◽  
Related Field ◽  
Technical Writers ◽  
Job Growth ◽  
Good Writing ◽  
Grant Proposals ◽  
Professional Writers ◽  
Year 2000

According to one study of the fastest growing areas of employment, desktop publishing was going to experience a 67% increase in the number of employees from the year 2000 to the year 2010, adding about 25,000 new workers (Bear, 2010). And, in an update of that study, it was noted that job growth in this field has slowed some in part because many employers expect all employees to possess good writing skills. There is a great demand for good writers and specifically technical writers. Among other things, professional writers inform people about new products, produce documentation for software, edit manuals, write books, and develop grant proposals. Nearly all people who work in a science-related field or with computers write a great deal. Since writing is a large facet of many jobs, it is important to write well and efficiently. This chapter will help to improve one’s writing skills and writing habits.

scholarly journals THE USE OF FLASHCARDS FOR TEACHING WRITING TO ENGLISH YOUNG LEARNERS (EYL)

2020 ◽  
Vol 4 (1) ◽  
pp. 35
Author(s):  
Paramita Kusumawardhani
Keyword(s):  
Action Research ◽  
Writing Skills ◽  
Teaching Writing ◽  
Reading And Writing ◽  
Young Learners ◽  
Writing Skill ◽  
Good Writing ◽  
Classroom Action Research

<p>The aims of this research are to know about the use of flashcards to improve the English Young Learners’ writing skills. English has four skills to be learned; they are listening, speaking, reading, and writing, and writing skill is the most difficult skill to be taught and learnt. Flashcards are one of the ways to improve the learners’ skill, especially EYL writing skill. The participants of this research are English Young Learners (EYL) in of the English Course at Gading Serpong, Tangerang. Classroom Action Research (CAR) was used as the method of the research and the English Young Learners’ (EYL) story paper are used as the instruments of the research. The results of the research are: (1) Most learners were excited when they are asked to see the colorful flashcard; (2) Learners who have good writing skill could make the story by completing the missing words and answer the questions then arrange the answer sentences well and (3) Learners who are not really master in writing, got some difficulties not only in completing the missing words but also answering then arranging the answer sentences well.</p>

scholarly journals GETTING OVER THE FIRST HURDLE: PREPARING YOUR MANUSCRIPT FOR A POSITIVE REVIEW

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S223-S224
Author(s):  
Suzanne Meeks
Keyword(s):  
High Impact ◽  
Scientific Writing ◽  
Manuscript Preparation ◽  
Good Writing

Abstract In this section of the symposium, I will talk about manuscript preparation for maximizing the likelihood that your work will be sent for review. I will talk about common author errors that usually guarantee an immediate reject decision such as not reading and following the Instructions to Authors. I will emphasize the importance of plain, good writing. Editors of high impact journals receive 10 or more new manuscripts per week, and due to limited page space, have to reject 80-90% of them. Regardless of scholarly quality, if the point and contribution are not clear in a quick scan of the paper, it likely will not be reviewed favorably. I will provide tips for strong scientific writing that are commonly violated in manuscript submissions, and provide references for additional writing support.

The Student's Guide to Good Writing: Building Writing Skills for Success in College

1991 ◽  
Vol 42 (2) ◽  
pp. 259
Author(s):  
Charles W. Bridges ◽  
Rick Dalton ◽  
Marianne Dalton
Keyword(s):  
Writing Skills ◽  
Good Writing

scholarly journals THE EFFECT MIND MAPPING TECHNIQUE AND VOCABULARY MASTERY ON STUDENT’S WRITING SKILL

2021 ◽  
Vol 4 (1) ◽  
pp. 1-10
Author(s):  
Megawati Megawati ◽  
Yuliwati Yuliwati ◽  
Eka Rista Harimurti
Keyword(s):  
English Education ◽  
Writing Skills ◽  
Mapping Technique ◽  
Validity And Reliability ◽  
Science Data ◽  
Mind Mapping ◽  
Homogeneous Population ◽  
Writing Skill ◽  
Good Writing ◽  
Social Science Data

The purposes of this research is to know the effect mind mapping technique and vocabulary mastery on students’writing skill. Also how the implementation mind mapping technique on students’writing skill. Students need vocabulary mastery to arrange the sentences for getting a good paragraph and mind mapping technique is one of the technique that use to treat students for getting writing well. This research use experiments method. There were 40 students chosen at random from fourth grade semester English Education at STKIP Kusuma Negara Jakarta.Collecting data use test writing skill. Research of instrument has tested and tried by the validity and reliability test used the SPSS (Statistic Program Social Science). Data analyzed by using kolmogorv Smirov, know data was normality.The text analysis is to test the data homogeneity  by using Levenu’s test, to see if the population was derived from homogeneous population. The result of this research concluded  that 1) Using Mind Mapping Technique has significant effect on student’s writing skill. Result  F for mind mapping (A) Fo=290.285 and sig.= 0.000<0.05, then the conclusion is that there is significant effect between mind mapping technique  (X1) on student’s writing skills. 2). Vocabulary mastery gave the significant effect to the student’s writing skill. Result research F for vocabulary mastery (B) Fo=91.401 and sig.= 0.000<0.05. It has shown that there is significant effect vocabulary mastery (X2) on student’s writing skills. 3) There is significant effect interaction between mind mapping and vocabulary mastery on student’s writing skill. Result of this research F from mind mapping (A) and vocabulary (B) Fo=5.274 and sig.=0.028<0.05. Using mind mapping technique in learning give effect in students’writing skill. Students who have rich vocabulary mastery can get good writing English.Keywords: Podcasts, Promote, Speaking, Online Learning

scholarly journals PELATIHAN PENULISAN OPINI UNTUK GURU BAHASA INDONESIA MA NU TASYWIQUTH THULLAB SALAFIYYAH KUDUS

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Muhammad Noor Ahsin ◽  
Eko Widianto
Keyword(s):  
Community Development ◽  
Community Service ◽  
Writing Skills ◽  
Language Teachers ◽  
Writing Ability ◽  
Asset Based Community Development ◽  
Good Writing ◽  
Popular Writing ◽  
And Training ◽  
Bahasa Indonesia

Writing opinions for teachers is very important. To improve the competence of teachers, it is necessary to write popular writing such as writing articles or opinions. Therefore, teachers in high school / MA equivalent schools are required to be able to create interactive learning media, including teachers at MA NU Tasywiquth Thullab Salafiyyah (TBS) Kudus. The problem is, not all teachers can write well. There are many Indonesian language teachers in the school. However, not many who have good writing skills. In other words there is still much to learn and practice writing directly. Based on interviews, Indonesian language teachers at MA NU TBS, writing for them is very important. Moreover, the demands of the 2013 curriculum. However, in these schools, teachers still have difficulty making good opinion writing. Based on this greeting, community service was carried out in the form of mentoring and training to write opinions for Indonesian language teachers at MA NU TBS Kudus. This community service is carried out using the asset based community development (ABCD) approach. This activity was carried out well. After training and mentoring the teacher's ability to write opinions becomes better. Other indicators of community coding are the results of the assisted subjects, most of whom stated that the teacher's writing ability was improved and the training was very useful. 

scholarly journals Interactional Approach in Improving Students’ Writing Skills as A Strengthening of The Ability of Religious Moderation at State Islamic Institute of Kediri

INFERENSI ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 163-184
Author(s):  
Sri Wahyuni
Keyword(s):  
Writing Skills ◽  
Control Group ◽  
Direct Writing ◽  
Writing Test ◽  
Religious Books ◽  
Significant Difference ◽  
Writing Skill ◽  
Good Writing ◽  
Quasi Experimental ◽  
Experimental Group

This article aims at investigating the effect of interactional approach in improving students’ writing skill as a strengthening of the ability of religious moderation at State Islamic Institute of Kediri. By employing a quasi experimental research design, two groups of students participated in this study. The experimental group was taught by using interactional approach, then the control group was taught by using non interactional approach (self-correction). Direct writing test was used to collect the data, and ANCOVA was used to analyze the data. The finding shows that both approaches can improve students’ writing skill. It can be seen from the improvement of students’ writing mean score from pretest to posttest. The experimental group got 19.18 improvement, and the control group got 16.45 improvement. It seems that the experimental group achieved higher improvement. However, based on the result on ANCOVA calculation, the sig.value obtained was 0.418; it was higher than the significant level (0.05). It means that there was not enough evidence to reject the null hypothesis. There was no significant difference on writing skill between the both groups. Those approaches affect on improvement of students’ writing skill. The implication is that both approaches can be used to improve students’ writing skill. By having good writing skill, they have more chances to do religious proselytizing (dakwah) through producing or writing religious books or written products in English that can be read by many people in the world, and as the form of religious moderation in Islamic higher education.

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.

The Study of Professional Writing

2010 ◽  
Vol 15 (1) ◽  
pp. 12-22 ◽  
Author(s):  
Denis Alamargot ◽  
Jean-Louis Lebrave
Keyword(s):  
Creative Process ◽  
Empirical Studies ◽  
Writing Skills ◽  
Professional Writing ◽  
Genetic Criticism ◽  
Writing Processes ◽  
Advanced Students ◽  
Technical Writers ◽  
Time Periods

In this article, we argue that examining the writing processes of literary authors would enrich and extend empirical research on writing, which is currently grounded in cognitive psychology. In most empirical studies of writing skills, experts are defined as either advanced students or technical writers, neither of whom work within the same constraints or timeframes as literary authors. Including literary authors in psychological accounts of writing, by drawing on the observations of genetic criticism (a linguistic-literary discipline that reconstructs the genesis of an author’s manuscript by collecting and interpreting the notes, drafts, revisions, successive versions, etc.), would add to our knowledge of professional writing. Two issues could then be considered: (a) the way the creative process takes place during writing and (b) the role of memory in the management of writing processes over extended time periods.

Writing in the Accounting Curriculum: A Review of the Literature with Conclusions for Implementation and Future Research

2013 ◽  
Vol 28 (4) ◽  
pp. 823-871 ◽  
Author(s):  
Tracey J. Riley ◽  
Kathleen A. Simons
Keyword(s):  
Writing Skills ◽  
Writing To Learn ◽  
Professional Organizations ◽  
Future Research ◽  
Successful Implementation ◽  
Review Of The Literature ◽  
Accounting Faculty ◽  
Accounting Curriculum ◽  
Good Writing ◽  
Accounting Practitioners

ABSTRACT Accounting practitioners, faculty, and professional organizations agree that good writing skills are imperative to success in accounting, yet successful implementation of writing in the accounting curriculum continues to be a concern. Accounting faculty can benefit from an overview of the literature addressing writing in the accounting curriculum. Thus, this review of the literature is offered to assist both faculty who wish to implement or enhance such a writing program, and researchers who wish to further contribute to this discussion. We have read, categorized, and summarized over 100 published articles. In this paper, we review survey data among practitioners, academics, and students that examine the extent to which writing skills are important, or perceived to be important, to practicing accountants, and how effectively those skills are being addressed in the curriculum. We then review articles discussing writing within and across the accounting curriculum. We have categorized these articles into three sections: writing to learn versus learning to write, types of assignments, and implementation considerations. Throughout, we offer research questions and suggestions for future research. We conclude with a discussion and critical analysis of the current state of writing within the accounting curriculum and suggestions for where we go from here.

Nurses as Technical Writers: What They Need to Know

1995 ◽  
Vol 25 (4) ◽  
pp. 401-414 ◽  
Author(s):  
Lee A. Spears
Keyword(s):  
Nursing Students ◽  
Nurse Managers ◽  
Technical Writing ◽  
Healthcare Delivery ◽  
Nursing Documentation ◽  
Writing Courses ◽  
Writing Problems ◽  
Technical Writers ◽  
Good Writing ◽  
Predominantly Female

Acquaintance with the writing of nurses would help instructors design assignments for nursing students who enroll in basic technical writing courses. Based on secondary research, samples of nursing documentation, and interviews with seventy-six bedside nurses, thirty nurse managers, and five nurse consultants, this study discusses the importance of writing tasks for nurses and describes the most common documents nurses generate. Good writing skills for nurses improve healthcare delivery and promote empowerment in a predominantly female profession. However, most of the bedside nurses and all the nurse managers and consultants believe nurses have significant writing problems. This article suggests instruction in six communication principles and several types of assignments that would help prepare nursing students in technical writing courses for future writing activities.

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