Critical Thinking in Argumentative Essays

The absence of critical thinking competency among college students has been one of the most widely studied subjects in China. This paper discusses the importance of critical thinking and suggests a three-step approach to cultivating critical thinking in developing argumentative essays, which includes before writing- choosing online resources as learning materials, during writing-choosing open, inspiring and controversial tasks, and post writing-teacher assessment.

Review of “Developing Writers in Higher Education”

Instructors and researchers of writing in higher education often experience discouraged when they find their teaching falling short their expectation even though a number of endeavors they invest in the teaching practices and research works. As a writing teacher for higher education, I feel disappointed when I am not able to present more beneficial support than the motivation to write using appropriate vocabularies, making grammatical sentences consisted of compound or complex ones, organizing ideas of writing or paragraphs, constructing coherence essays and so on. After ineffective attempts at aiding higher education students significantly enhance their writing, I began to review the nature of writing and facets other than the language competences comprising what activities the teachers are necessary to carry out, how the students’ writing practices are applied during their writing process, who are involved in the process of writing and how long the writing activities take place. I have figured out solutions to some questions in the book entitled “Developing Writers in Higher Education”. In this five-section book, Anne Ruggles Gere describes comprehensive longitudinal study about topic concerning on how students in higher education keep practicing their writing process and their writing follow various developmental paths.

Pendampingan Creative Writing Teacher berbasis In On In Service Dalam Penulisan Karya Ilmiah Bagi Guru

Pendampingan ini bertujuan untuk meningkatkan kreatifitas guru dalam menulis karya ilmiah berupa artikel dan dapat memberikan nilai positif untuk pemberdayaan kualitas guru sebagai tenaga profesional. Metode yang digunakan adalah pelatihan dan pendampingan berbasis in on in service. Pelaksanaan pendampingan dilakukan secara daring dan luring. Pendampingan secara daring dilakukan dengan melakukan pelatihan webinar yang didampingi oleh tim pada tahapan (in) dengan aplikasi zoom. Pendampingan secara luring dilakukan dengan menggunakan aplikasi whatsapp dan pendampingan langsung ke sekolah secara tatap muka. Pendekatan yang digunakan adalah kualitatif. Untuk mengukur ketercapaian dilakukan analisis deskripstif kualitatif dengan metode survey. Teknik Pengumpulan data yaitu observasi, wawancara dan angket. Hasil pelaksanaan pendampingan menunjukkan bahwa guru mampu mengubah PTK kedalam artikel ilmiah, mampu menggunakan aplikasi Mendeley dan Zetero dalam menulis artikel dan sumber referensi, dan menghasilkan artikel yang dipublish dijurnal. Hal ini sesuai dengan hasil survey yang menunjukkan respon kemajuan mitra yang sangat baik.

Being an Effective Writing Teacher: Understanding Writing Theories behind the Product, Process, and Genre Approaches

Writing takes part in everyday life, such as taking notes and writing emails. In learning, passive knowledge on students’ minds can be transformed into their own language through writing. Moreover, the ability to write in a second language, English for instance, is considered as a crucial tool nowadays. Students who want to pursue their higher education are required to take an English language proficiency exam, such as IETLS and TOEFL, which constitutes the assessment of writing skill. Consequently, it is important that a writing teacher should possess the ability to teach writing effectively and to help students enhance their writing skills. As there are a number of different approaches to the teaching of writing, this paper begins with an overview of teaching writing and explores three main approaches–product approach, process approach and genre approach. In each approach, the strengths and limitations of such an approach in teaching practice will then be analysed. Subsequently, this paper will discuss and examine how an understanding of such theories regarding teaching writing helps a writing teacher to be most effective in the classroom and how it can support their teaching.

DO COMPREHENSIVE AND SELECTIVE CORRECTIVE FEEDBACK REALLY WORK FOR L2 WRITING ACCURACY? AN OVERVIEW FROM INDONESIAN CONTEXT

Purpose of the study: Investigating the effect of corrective feedback on Indonesian students' writing accuracy was the aim of this present study. Methodology: The methods used were a true experiment with a pretest-treatment-posttest-delayed posttest design was employed to address the research questions and a two-way ANOVA to examine. Main Findings: The data collected was the grammatical accuracy scores from the three groups (comprehensive corrective feedback/CCF, selective corrective feedback/SCF, and non-grammatical feedback/NGF). Applications of this study: Indonesian EFL students’. Novelty/Originality of this study: EFL writing teacher is suggested to accommodate the integrated teaching of grammatical features in a communicative context.