From Instructed Writing to Free-Writing: A Study of EFL Learners

Writing is an intricate process that encompasses various factors and is a key skill for English as a Foreign Language (EFL) students. Thus, writing assignments are vital for any curriculum. One of the essential aspects of effective writing includes good grammar knowledge. Advocates of process writing argue that a free-writing journal is a practical approach to teaching EFL students writing. This study is intended to examine the impact of the free-writing journal on EFL learners. This study was conducted on 80 students from a writing course at the University. Thirty-five students were randomly selected to join the free-writing program—the experimental group—and 45 students were kept in their regular structured writing program—the control group. The experimental group selected topics of interest to them and was encouraged to write in English freely without concern for errors, whereas the control group followed a regular structured writing program where the topics were selected for them and they wrote following a clear guideline. Five major areas were investigated to evaluate students’ progress: the number of words written, spelling, capitalization, subject-verb agreement, and punctuation. The researcher conducted semi-structured interviews with 10 students of the experimental group to elicit their perception of the free-writing program. According to the analysis, students in the free-writing program acquired better grammar acquisition than the control group. The researcher also observed students’ perception of free-writing at the end of the study and found that free-writing improved their writing skills.

Penulisan Esai Akademik dan Strategi untuk Lolos Konferensi Internasional

Academic writing activities for students are to convey ideas, arguments, and be involved in scientific activities. In academic writing, it is always classified by evidence-based arguments, correct word choice, logic, and structure. Although it is sometimes considered wordy, proper academic writing is one that informs, analyzes, and engages readers directly and critically. Moreover, knowing the stages of academic writing and how to write correctly is also needed in writing essays and motivation letters to pass international conferences selection. Every international conference usually demands conference applicants to prepare their essays and motivation letters comprehensively. Therefore, if students are interested in participating in international conferences, they should try to make interesting essays and motivation letters, both in terms of titles, innovations, and solutions that give new colors in the fields they participate. The purpose of this service through the webinar on academic essay writing and strategies for passing the international conference selection is to provide education and knowledge of writing and scientific thinking skills for students and to motivate and expand their insights to participate actively in international conferences by preparing their essays and motivation letters as the requirements for participating in international conferences. Participants who took part in this webinar were 61 students from Bina Nusantara University Bandung Campus, Pasundan University, UNIBI Bandung, and STIEPAR YAPARI Bandung. There are several series of events held in this webinar. The results of this service showed optimism and positive responses from the participants to make proper and structured writing and encourage their urge to participate actively in international conferences with the initial stages of writing essays and motivation letters.

Book Review: 36 Workshops to Get Kids Writing: From Aliens to Zebras

Many children’s librarians know that the five practices of Every Child Ready to Read, one of which is writing, help foster reading and improve literacy skills. The practice of writing also aligns with Common Core Standards at most grade levels. But often, libraries don’t include writing—or at least structured writing—in their program offerings. The author of this book, a youth services librarian, introduces compelling ideas and research evidence for why writing is so important. This introduction leads into the “hows” of presenting writing to children at the library.

Supporting the Writing Productivity of Biomedical Graduate Students: An Integrated, Structured Writing Intervention

Writing is a critical skill for graduate students, but few studies in the literature describe how it is supported in the training of biomedical graduate students. The Initiative for Maximizing Student Development program at Loma Linda University aims to develop this important skill in its students through an integrated, structured writing intervention. Specifically, the program hired a writing specialist who taught writing seminars, facilitated writing and publishing workshops, and mentored students in one-on-one writing conferences. Doctoral students in the program, primarily underrepresented minority students with some not having English as a first language, all exhibited writing apprehension and blocking behaviors. The percentage of students graduating, publishing, and entering science careers, all of which require writing, is high. To yield insight into how this intervention worked, we conducted in-depth interviews of six of the earliest graduates, derived themes, analyzed data from pre- and post-assessments, and described their publication records. Participating students increased their writing confidence, adopted productive writing strategies, decreased writing anxiety and blocking behaviors, and published successfully.

Bringing a creative writing intervention for young adult cancer survivors online.

166 Background: Studies show the importance of age-specific, young adult cancer (YAC) psychosocial interventions. They demonstrate psychological interventions “reduce emotional stress and increase coping skills needed to adjust to life after a cancer diagnosis."(Peckham JL, et al. JAYAO. 2017;6:50-52.) With YAC survivors spread around the country, many lack access to such interventions. This feasibility study considered online delivery of a structured, long term writing intervention in YAC survivors and the perceived participant benefit. Methods: Lacuna Loft held three structured, creative writing workshops over 10 weeks, 10 weeks, and 8 weeks. An online video chat platform delivered the workshops, allowing participant connection via video and voice. The workshop followed the methods used in Unspoken Ink.(Peckham JL, et al. JAYAO. 2017;6:50-52.) Each week used a different cancer topic and several prompts were given. Participants completed questionnaires at the start and end of each workshop. Results: Over three writing workshops, twenty-one people completed a workshop, five participated in multiple, and ninety expressed interest in future workshops. People from nine states and three countries participated. The online platform allowed writers to join from any location including the hospital. Participants expressed a decrease in feelings of isolation at the completion of a workshop as well as an increase in feelings of connection to other YAC survivors. All participants stated they would refer another YAC survivor to the workshop. The online nature of the program proved inconsequential. Conclusions: Research shows that structured writing workshops for YAC survivors “to explore their cancer experiences may be an effective psychosocial intervention.”(Peckham JL, et al. JAYAO. 2017;6:50-52.) This study used online video chat platform to deliver the workshop and connect participants. All participants expressed decreased feelings of isolation and increased feelings of connection to their YAC survivor peers at the conclusion. Most had never participated in an online group previous to this online workshop. Online delivery of structured writing interventions thus allows for more wide-spread accessibility of psychosocial interventions for YAC survivors.