Language is a way of expressing ideas and gives us the extraordinary ability to describe the contents of our thoughts. Familiarity with ways that help us to learn a language is very important. In the process of learning a Language many skills work together to create a link between a speaker and interlocutors. These skills generally taught and assessed in terms of the ‘four basic language skills, including listening, speaking, reading, and writing. All language learners will need to develop their skills in each of these sections.
Although all four language skills are crucial for improving learners’ language competence in a second language, purpose of this study is focus on writing skills. According to Cumming (1998,p.61), “the word "writing"
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More than three decades, researchers ,scholars, and educators, have given increased attention to writing issues and all of them unanimously have believed that students, as a whole, do not and cannot write well (Holdzkom, Reed, Porter, & Rubin, 1983; Cotton, 1989; Noguchi, 1991; Warner, 1993; Applebee, 1994; Jones, 1995). Neill (1982) surveyed 425 school districts in preparation for a report by the American Association of School Administrators and found that about 90% of the participants viewed student writing to be a problem. Moreover, a decade later, Applebee et al. (1994, p.1) reported similar findings. The researchers cited in findings of National Assessment of Educational Progress (NAEP, 1992) . According to those findings, many students at fourth, eighth, and twelfth had serious difficulty in writing effective informative, persuasive, or narrative pieces. Furthermore, when we looking at writing scores and national writing achievement of Tennessee Comprehensive Assessment Program (TCAP) , there is a reason for alarm: “Seventy percent of students in grades four to twelve are low-achieving writers”. Therefore, it can be inferred that the most speakers of English second language, despite have an ability to translate their receptive vocabulary into productive vocabulary during writing, have great difficulty in their writing
As a student myself, I understand the dislike for writing and the idea that it's not as useful as other things. This piece shows students that writing is so much more than that, but you can only see this if you understand the purpose and
Michaela Cullington, author of “Does Texting Affect Writing,” declares texting does not affect students writing. Cullington uses facts to support her overall claim, and gets many teachers’ opinions on the subject. The author did not use valuable sources, which questioned her overall purpose. Cullington used a lot of her own opinion throughout the text, but lacked supporting facts. The story has many flaws, making Cullington argument on how texting is not affecting students writing, not reliable.
Believes texting’s effect on writing is small. I disagree with Michaela Cullington’s view that texting is not influencing students writing because, as recent research has shown, it confuses students on their intended
Have you ever wanted to pay someone to do that paper that’s due tomorrow? Well now you can, Nick Mamatas is an eager freelance writer of term papers, and he believes he stumbled upon a steady income from what he is doing. Nick believes that as a writer, it gives him the freedom and bravery to write about anything at any time. Although Nick finds a steady income from this he believes the school system shouldn’t fall into the trend of failing students. Nick Mamatas position on this topic is that he believes it is good for him but to students
In her essay "Does Texting Affect Writing?", Michaela Cullington presents her argument that texting does not impact formal writing written by students. She discusses the concerns presented by many people about how texting language can transfer into writing, but through the use of personal experiences and credible sources she discusses how this is not true. Her use of multiple different studies and situations help boost her argument and allow the reader to truly see how students actually do formal writing. She presents a strong argument as to why those who believe students don't have the control and knowledge to write formally, instead of with text speak, are wrong.
However, teens strive to work on their writing because they realize “good writing is the ticket to success in life”. Overall, Campbell believes that teenagers should
With greatest indication from third and fourth grade teachers who have shown evidence that these standards are being implemented more consistently through the delivery of more project based, inquiry based instruction in these classrooms. It is clear that kindergarten through second grade teachers are struggling with the implementing writing into the curriculum as reflected in principal and Instructional Coaches’ observational notes and logs. Teachers in all grades kindergarten through fourth are in considerable need of training and proper implementation of high quality literacy centers that can pinpoint specific skill deficits for students in the area of Reading Language Arts and quality centers that promote writing across the curriculum. Teachers also need to be using data more efficiently to drive their classroom instruction and create differentiated instruction for those students who are in need of
Writing is an essential part of an individual’s success. Writing comes in many forms, and it is not only used in an English course. It can be an email to a college professor, a resume, a lab report, a hotel review, etc. There are countless forms are writing, and it is important to understand how to approach each piece of writing. Writing is part of an individual’s daily life, and understanding the importance of rhetorical knowledge, genre knowledge, and audience awareness with make it easier to approach different types of writing, and ultimately improve one’s writing skills.
Speech, language and communication can be supported through play and activities in a number of different ways, children/young people need the opportunity to express themselves using language. It is important to help them develop language skills and to help them use language effectively. It is essential to listen to what is being said and respond appropriately. It is important to be aware of any additional needs, and if English is a second language.
The author, Natalie Wexler is a one of the founders of the board of trustees for the Writing Revolution. In her article, Why Americans Can 't Write, with the advent of email, writing ability has become more important than ever, and writing deficiencies have become increasingly apparent. The writing skills have been lacking in America, and the reason is because schools have only 24% of the students in eighth and 12th grades were proficient in writing and just 3% were advanced. The exercise doesn 't provide kids with the tools they need to write analytically. The standards in middle and in high schools teachers expect students to know things.
Through trial and error, college students are having to figure out what constitutes as acceptable writing for every one of their separate classes all on their own without their ethnic backgrounds taken into consideration. While although Dave was considered privileged because of his years of experience in classrooms that consisted of teachers and students who shared similar social backgrounds, “students from diverse communities may need… teachers in the disciplines… [to] provide them with assignments and instructional support appropriate for first steps in using the language of their community” (262) McCarthy’s findings contribute to the notion, “learning to write… is not only a developmental process that occurs within an individual student, but also as a social process, that occurs in response to particular situations” (236). Although McCarthy only documents Dave as he takes this “journey across the curriculum”, her study is addressing the college student body as a whole. She declares that the success of a student is determined not only by their intelligence, but also their ability to adapt to a wide range of social and academic settings without any negative interference towards their
Writing process is difficult to realize since it requires a lot of skills and knowledge. Definitely, not many of us can start writhing right away without having any problems such as grammar, vocabulary or organization. However, a person can become a better writer if he or she will practice writing every day and will pay attention to his writing problems. To become a good writer, I have to improve my grammar, follow specific steps in writing process, and avoid using similar transitional words. Grammar is the number one problem in the writing process and causes me a lot of issues.
Every student has their own writing process. Writing process ways is the student's way to have the best writing assignments and make who ever read it understand their main idea. In this essay I am going to explain my own writing process for various type. In chapter 4 by Keith Hjortshoj “How Good Writing Gets Written” which talks about how should develops their writing skills and gives them some tips that they should use in their writing process.
Not So Fast”, conducts her own study with a few colleagues to take notes on how students writing skills are changing. She decides to conduct another one twenty five years later to see how much the writing skills have changed since technology has been updated and became more available to students. She found that “students today are writing more than ever before.” Although we still have the same amount of writing errors as before, the patterns of errors are different. Many people argue that technology is only making our writing skill worse, this study helps to prove a different theory.
My Writing Struggles After taking AP English III, I became better at organizing my papers, but realizing I need to improve my grammar skills and staying focused on my supporting points. All throughout my writing career, I was always thought to be an outstanding writer, especially using vocabulary above my grade range. Naturally, I would see myself as an excellent writer as well until I took Mrs. Bingham’s AP English II course. Mrs. Bingham always gave pointers, tips, and work to improve my class’s writing skills as a whole.