Writing Problems in Oshiwambo

2019 ◽  
pp. 123-143
Author(s):  
Ester Ndeutepo
Keyword(s):  
Writing Problems

Prevalence of Writing Problems Across Three Middle School Samples

1993 ◽  
Vol 22 (4) ◽  
pp. 610-622 ◽  
Author(s):  
Stephen R Hooper ◽  
James W. Montgomery ◽  
Timothy T. Brown ◽  
Carl W. Swartz ◽  
Martha S. Reed ◽  
...  
Keyword(s):  
Middle School ◽  
Writing Problems

scholarly journals Writing problems in developmental dyslexia: Under-recognized and under-treated

2008 ◽  
Vol 46 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Virginia W. Berninger ◽  
Kathleen H. Nielsen ◽  
Robert D. Abbott ◽  
Ellen Wijsman ◽  
Wendy Raskind
Keyword(s):  
Developmental Dyslexia ◽  
Writing Problems

Letter from the Coach

1987 ◽  
Vol 8 (3) ◽  
pp. 53-58 ◽  
Author(s):  
Ray Laakaniemi
Keyword(s):  
New York ◽  
New York Times ◽  
Writing Quality ◽  
The New York Times ◽  
Writing Problems ◽  
Conceptual Writing

Winners and Sinners from the New York Times has spawned a new genre of newsletters: the in-house letter focusing on writing quality. This study compared the content of these newsletters with what writing coaches have said are the major writing problems. Findings indicate the newsletters may need refocusing. While coaches said newswriters' chief problems are conceptual writing improvements, newsletters focus on mechanics such as spelling and grammar.

scholarly journals Tertiary Level Exchange Students’ Perspectives on Self-Efficacy: Toward EFL Writing

2016 ◽  
Vol 1 (2) ◽  
pp. 83
Author(s):  
Fika Megawati
Keyword(s):  
Self Efficacy ◽  
Descriptive Study ◽  
Tertiary Level ◽  
Exchange Students ◽  
Writing Quality ◽  
Efl Writing ◽  
Writing Problems ◽  
Written Form ◽  
Writing Competence ◽  
Writing Task

This study aims to describe the students’ self-efficacy on their writing competence. Descriptive study was implemented by distributing closed-ended questionnaires in addition to interview and the result of writing task. The subjects of this study were three students from Thailand. The students’ responses in questionnaire were analyzed through frequency distribution and percentage. For the result of interview, it was transcribed in written form and used coding technique to classify the relevant points. The result of writing task became the supplementary data to confirm the findings and support conclusion. In a nutshell, the subjects of this study have moderate level of writing self-efficacy. Each student showed diverse selection in writing stage. The first student had moderate self-efficacy, but he relatively could cope with the writing problems. In the second student, the writing self-efficacy was the highest one, and it was proven from her better writing result. For the last student, similar to the writing quality, he considered himself weak in this skill.

Online Support for Students’ Writing Skills Development in a Technical Communication Introductory Module

2012 ◽  
pp. 772-785
Author(s):  
Yvonne Cleary
Keyword(s):  
Technical Communication ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Virtual Learning Environment ◽  
Online Support ◽  
Writing Problems ◽  
Communication Module ◽  
The Many ◽  
The University ◽  
Support Students

This chapter explores the development of online support for writing skills in one technical communication module taught at the University of Limerick. It demonstrates the need for writing support by exploring the many complexities of teaching and learning writing skills. Central to the discussion is the principle of process, rather than product, orientation. Students on the module have been surveyed over the past two years to determine their attitudes to, and perceptions of, their writing strengths and weaknesses. The chapter outlines and exemplifies the types of writing-problems students and instructors identify. Online support is posited as an intervention which facilitates autonomous learning. The chapter concludes by discussing how online resources, and especially the university virtual learning environment, Sakai (called Sulis at University of Limerick), can support students. It also suggests related research opportunities, especially in the area of using Web 2.0 technologies to foster autonomy.

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