scholarly journals Exploring the Use of Focused Freewriting in Developing Academic Writing

2007 ◽  
Vol 4 (1) ◽  
pp. 46-60
Author(s):  
L. Y. Li ◽  
Keyword(s):  
Academic Writing ◽  
Wide Spectrum ◽  
Writing Strategies ◽  
Student Writing ◽  
Pedagogical Tool ◽  
Beneficial Effects ◽  
Writing Class ◽  
Writing Course ◽  
Emerging Themes ◽  
Enhance Student Learning

Focused freewriting, broadly defined as writing without stopping and editing about a specific topic, has been viewed and used as a powerful tool for developing student writing in a wide spectrum of educational contexts. This study aimed to further explore the use of focused freewriting in the context of promoting students’ academic skills development, particularly in the area of academic writing. The study was conducted in an intensive writing course provided for students from diverse disciplines during which focused freewriting was employed throughout the entire program to help students develop understanding of academic writing and effective writing strategies. The analysis of student freewriting and student feedback to the course reveals several emerging themes, which highlight the beneficial effects of using focused freewriting as a pedagogical tool in the intensive writing course. The study provides suggestions for utilising focused freewriting as an empowering learning tool beyond the writing class to enhance student learning in the disciplines.

scholarly journals Academic Writing Students’ Affective Reactions towards Joint Reconstruction Phase of Reading to Learn

2017 ◽  
Vol 17 (2) ◽  
pp. 251
Author(s):  
Listyani Listyani
Keyword(s):  
Academic Writing ◽  
Teaching Method ◽  
Collaborative Writing ◽  
Video Recording ◽  
Affective Reactions ◽  
Joint Reconstruction ◽  
Writing Class ◽  
Language And Literature ◽  
Writing Course ◽  
Reading To Learn

Academic Writing can be considered a difficult writing course which can make students exhausted and even frustrated. The principle of the more you read, the better you write may be applicable to this course. One way to make students write better is by asking them to read more and giving them some model texts to learn. Asking them to work collaboratively with their peer students can also help. The series of steps are included in Reading to Learn (R2L) teaching method that I developed for my Academic Writing Class in Semester II/ 2015-2016 Academic Year. This study mainly tried to describe how introverted and extroverted students of an Academic Writing class of the Faculty of Language and Literature, Universitas Kristen Satya Wacana Salatiga, Indonesia, reacted to the phase when they were supposed to work with their peers to produce an outline and an essay. Among other 21 students in the class, five who were found to be introverted, and five other extroverted, became the respondents of the study. They were selected based on questionnaires they filled in the previous semester. Data were mainly derived from journals that they submitted every time they passed a step, and also from observation done through video recording during the whole semester. Findings show that the ten students showed different affective reactions towards collaborative writing

Designing and Applying a Moodle-Based E-Textbook for an Academic Writing Course

2021 ◽  
Vol 13 (2) ◽  
pp. 73-95
Author(s):  
Heejin Chang ◽  
Scott Windeatt
Keyword(s):  
Blended Learning ◽  
Academic Writing ◽  
Digital Literacy ◽  
Collaborative Writing ◽  
Literacy Skills ◽  
Student Writing ◽  
Learning Approach ◽  
Writing Course ◽  
Student Reactions ◽  
Writing Practice

This study explores the use of a Moodle-based electronic textbook (e-textbook) created for an on-campus intensive academic writing course. The role of the e-textbook in facilitating collaborative writing practice and developing academic digital literacy skills as part of a blended learning approach is investigated. The study involved 83 students used the e-textbook over a period of 10 weeks. Data from activities posted on the e-textbook web-site, e-learning journals, course evaluations, and the researchers' field notes and reflections based on classroom observations were analysed to explore 1) student reactions to the materials and the blended learning approach and 2) the effect on student writing practice and the development of academic literacy skills. The results identify practical, pedagogical, and affective aspects of student adaption to the e-textbook materials and to the blended learning approach. The intervention appears to have achieved its major aims, but further investigation is suggested, including of the role played by guidelines for creating e-textbooks.

scholarly journals PENYULUHAN PENGGUNAAN PUNGTUASIPADA KARYA TULIS SISWA KELAS XI IPAMADRASAH ALIYAHRAUDLATUSSHIBYAN NW BELENCONG GUNUNG SARI

2018 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Saharudin Saharudin ◽  
Agus Saputra ◽  
Khusnul Khotimah ◽  
Arif Nasrullah ◽  
Rahmad Hidayat
Keyword(s):  
Problem Solving ◽  
Academic Writing ◽  
Student Writing ◽  
Ordinary People ◽  
Writing Class ◽  
The Given ◽  
Bahasa Indonesia

Abstrak: Kegiatan Penyuluhan Penggunaan Pungtuasi pada Karya Tulis Siswa Kelas XI IPA MA Raudlatusshibyan NW Belencong Gunung Sari dilaksanakan dengan dasar sering abainya penutur bahasa Indonesia terhadap aturan berbahasa Indonesia lisan dan tulis. Pengabaian aturan itu dilakukan secara sadar dan tidak sadar. Pengabaian aturan tidak hanya dilakukan oleh masyarakat awam, tetapi juga dilakukan oleh kaum terpelajar di lingkungan perguruan tinggi serta instansi-instansi pemerintah.Kegiatan dilaksanakan di MA Raudlatusshibyan NW Belencong dengan melibatkan siswa kelas XI IPA.  Kegiatan dilaksanakan dalam bentuk pemberian materi, diskusi, dan pemecahan masalah dalam bentuk soal-soal. Materi penyuluhan adalah penggunaan pungtuasi berdasarkan Pedoman Umum Ejaan Bahasa Indonesia sesuai dengan Permendikbud nomor 50 tahun 2015.            Kegiatan penyuluhan dapat dikatakan berhasil berdasarkan serapan peserta terhadap materi yang dibuktikan dengan kemampuan peserta dalam menyelesaikan persoalan yang diberikan. Peserta merasa kegiatan semacam ini penting karena membuat mereka sadar bahwa penggunaan pungtuasi yang mereka pahami sebelumnya masih terdapat banyak kekeliruan. Untuk itu, kegiatan semacam ini perlu digalakkan demi terjaganya bahasa Indonesia yang baik, terutama benar.Kata Kunci: penyuluhan, penggunaan pungtuasi, karya tulis.Abstract: Elucidation activity of Punctuation Usage on Student Writing Class XI IPA MA Raudlatusshibyan NW Belencong Gunung Sari is implemented on the basis of frequent Indonesian speakers’ misuses on Indonesian oral and written rules. The ignorance of the rules is done consciously and unconsciously. The ignorance of rules is not only done by ordinary people, but also done by educated people in the environment of universities and government agencies.The activity was held in MA Raudlatusshibyan NW Belencong by involving students of class XI IPA. Activities are carried out in the form of giving materials, discussion, and problem solving in the form of questions. The extension material is the use of punctuation based on the Spelling General Guidelines of Indonesia in accordance with Permendikbud number 50 of 2015.This elucidation activity can be said to succeed based on participants' absorption of the material as evidenced by the ability of participants in solving the given problem. Participants feel this kind of activity is important because it makes them aware that the use of punctuations that they understand before there are still many mistakes. For that, this kind of activity should be encouraged in order to maintain good Indonesian usage.Keywords:elucidation, punctuation usage, academic writing.

scholarly journals WRITTEN CORRECTIVE FEEDBACK IN ACADEMIC WRITING CLASS: HOW DOES EXPERIENCED TEACHER LEAD THE EFFECTIVE PRACTICE?

2021 ◽  
Vol 19 (1) ◽  
pp. 150
Author(s):  
Dayat Dayat
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Learning Experience ◽  
Corrective Feedback ◽  
Structured Interview ◽  
Student Writing ◽  
Experienced Teacher ◽  
Written Corrective Feedback ◽  
Writing Class ◽  
Teacher Students

<p class="StyleAuthorBold"><strong>Abstract</strong></p><p>The research aimed to investigate an Indonesian academic writing teacher’s practice on written corrective feedback (WCF) in academic writing class. A case study involving an experienced Indonesian academic writing teacher and teacher students were employed. To gather data, a semi-structured interview was conducted. The data were then analyzed using the content analysis method. The findings indicated that the teacher’s practice on WCF was mediated by her language learning experience. Thus, the teacher provided WCF on her students’ writing drafts by considering the students’ personalities and their level of writing ability. In correcting student writing errors, the teacher used several types of WCF; direct and indirect correction; metalinguistic clues to the errors; and the reformulation of the wrong words. The relevant pedagogical implications for teachers in conceptualizing WCF and in learning and practicing it on their daily instruction based on their knowledge, experience, and reflection-on-practice.</p><p> </p><p class="StyleAuthorBold"><strong><em>Abstrak</em></strong></p><p><em>Penelitian bertujuan untuk mendeskripsikan praktik dosen Indonesia dalam penulisan akademik tentang umpan balik korektif tertulis (WCF) di kelas penulisan akademik. Penelitian termasuk studi kasus yang melibatkan seorang dosen Indonesia dalam menulis akademik yang berpengalaman dan mahasiswa. Untuk mengumpulkan data, dilakukan wawancara semi-terstruktur. Data tersebut kemudian dianalisis dengan menggunakan metode analisis isi. Temuan menunjukkan bahwa praktik dosen pada WCF dimediasi oleh pengalaman belajar bahasanya. Dosen memberikan WCF pada draf tulisan mahasiswanya dengan mempertimbangkan kepribadian mahasiswa dan tingkat kemampuan menulisnya. Dalam mengoreksi kesalahan menulis mahasiswa, dosen menggunakan beberapa jenis WCF; koreksi langsung dan tidak langsung; petunjuk kesalahan metalinguistik; dan perumusan ulang kata yang salah. Implikasi pedagogis yang relevan bagi dosen dalam membuat konsep WCF dan dalam mempelajari serta mempraktikkannya pada instruksi harian berdasarkan pada pengetahuan, pengalaman, dan refleksi pada praktik yang dilaksanakan.</em></p>

scholarly journals Paying attention to identity in advanced EAP writing class

2004 ◽  
Vol 4 (1) ◽  
pp. 315-328
Author(s):  
David Camps
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Mexico City ◽  
Academic Writing ◽  
Private University ◽  
Social Identities ◽  
Foreign Language Writing ◽  
Writing Class ◽  
Writing Course ◽  
Language Writing

The present article discusses how students in the advanced EAP (English as a foreign language) writing course at a private university in Mexico City become aware of choosing different identities in a written assignment, and how this decision can help them deal with the course requirements. After addressing the issue of identity in class and carrying out activities to develop social identities, and collecting samples of their writing, the students were questioned about their decision of projecting their identities in their papers in order to find out whether the understanding of the importance of identity in academic writing and its projection in their written essays would facilitate its writing. In addition, it was deemed interesting to learn about whether they found it easier to meet the demands and conventions of that particular essay by being aware of the possibilities of constructing their identities.

scholarly journals Pengajaran Penerjemahan dalam Kelas Penulisan Akademis (Academic Writing) di Universitas Multimedia Nusantara

2017 ◽  
Vol 12 (1) ◽  
pp. 66
Author(s):  
Niknik M Kuntarto
Keyword(s):  
Critical Pedagogy ◽  
Communication Technology ◽  
Academic Writing ◽  
Role Model ◽  
Writing Class ◽  
Writing Course ◽  
Human Autonomy ◽  
Information And Communication ◽  
Linguistic Phenomenon

As information and communication technology grows wider and more influential in shaping the training of translators recently, the needs to reformulate translator’s competences are also increasing. By combining some necessary traits and characteristics of good translators coming from the field of linguistics with critical pedagogy fostered in Academic Writing course, the author will argue that translation teaching within the framework of Academic Writing class, yields creativity and more promises on the spirit of keeping humanization alive which is at the same time challenged by the ascent notion of machine translation. The growing dependence on using google translate, for most of the students observed in this case study, highlights the importance to embrace both familiarity with the logic and limitation of MT as well as rootedness within the discourse which empowers human autonomy, thus didactic translation. In this respect, the lecturer plays dual role in becoming role-model for students in translation as well as critical evaluator for their imperfect results of translating text on plagiarism seen from the linguistic phenomenon.

Diosgenin: Therapeutic Action, Pharmacology and Applications

2017 ◽  
Vol 5 (1) ◽  
pp. 7-15
Author(s):  
Sanasam Sanjeev ◽  
◽  
Maibam Sunita Devi ◽  
Khushboo Maurya ◽  
Vikas Kumar Roy ◽  
...  
Keyword(s):  
Hepatitis C ◽  
Drug Development ◽  
Liver Diseases ◽  
Potential Role ◽  
Wide Spectrum ◽  
Herbal Product ◽  
Biological Properties ◽  
Therapeutic Action ◽  
Pharmacokinetics And Pharmacodynamics ◽  
Beneficial Effects

Diosgenin [25R-spriost-5-en-3þ-ol], is an important steroidal metabolite found in various plant species. The discovery of diosgenin has made it one of the most researched and studied herbal product. Moreover, there is excellent opportunity to address whether diosgenin plays a role in chemoprevention versus therapy, or both. However, rigorous experimental based evidence in support of ethnomedicine-derived notions would lead to the development of products relevant to drug development. The health beneficial effects of diosgenin are further extended to its potential role to treat other ailments such as HIV and hepatitis-C infections as well as liver diseases. There is little information regarding the bioavailability, pharmacokinetics and pharmacodynamics of diosgenin in relation to its health beneficial effects. It has been reported to have wide spectrum of biological properties that contributes to several diseases in its role as a health beneficial phytochemical by citing new studies.

Instruction of Nominalization by Applying Enabling of POA

2020 ◽  
Vol 43 (3) ◽  
pp. 342-358
Author(s):  
Hao Chen
Keyword(s):  
Academic Writing ◽  
English Learners ◽  
Academic English ◽  
English Writing ◽  
Writing Course ◽  
Learning Journals ◽  
English Majors ◽  
Chinese English Learners ◽  
Oriented Approach

AbstractIt is noticeable that the academic papers written by Chinese English learners are lacking in academic features largely due to their poor ability to use nominalization. Therefore, the instruction of nominalization in an academic English writing course is badly needed. The author conducted one-semester-long instruction of nominalization to 90 non-English majors under the guidance of the production-oriented approach (POA). This research demonstrated how to apply POA, specifically, the enabling procedure to the teaching of nominalization. By triangulating the data of students’ interviews, learning journals and written output, and the data of 4 teachers’ class observations and interviews, this study found that the accurate application of the three criteria of effective enabling contributed to the improvement of the quantity and quality of nominalization in academic writing.

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