English Language Writing Research Articles

Developing English Language Writing Skills Using the Process Model in Zimbabwean Schools

Developing English Language Writing Skills Using the Process Model in Zimbabwean Schools

Assessing Feedback Strategies In English Language Writing Among Second Year Students Of English

Assessing Feedback Strategies In English Language Writing Among Second Year Students Of English

Teaching English Language Writing Skills to the Engineering Students

This research paper proposes that among four (LSRW) skills of language abilities in communication, the writing is definitely the hardest skill for bilingual students. Raimes suggested that the value of writing skills is important to keep the things in record for future. Consequently writing is very crucial for engineering students or any professional field and it represents an important component in one`s professional activity. Byrne, 1988; Hedge, 1988; Tribble, 1996; made the important points that the writing is the process of encoding (putting your message into words) carried out with a reader in mind. Hence one can think that engineers’ writing should be more effective than others moreover to enhance engineers’ writing skills, a teacher has to carefully diagnose engineers’ needs and accordingly design the syllabus with the teaching methods in order to respond. Before conducting a class, the teacher must check the students’ understanding of writing skills, fluency and their knowledge of English language and their lexical accuracy. This approach in the class will help engineers to facilitate their writing skills.

Literary Associations in Rhyme Slang: Charles Dickens and His Characters in Rhyme Slang

The article aims at describing the literary associations of rhyming slang associated with the name of Charles Dickens, a classic of world literature, whose works were included in the treasury of both English and world literature and who became the most popular English-language writer during his lifetime, to reveal how the work of the eminent writer and unforgettable colorful characters, many of whom have become recognized types in English fiction, are represented in rhyming slang. The topic is examined using rhyming slang samples of containing the names of characters and titles of Charles Dickens's works, selected by a continuous sampling method from authoritative dictionaries of general and rhyming slang. Expressions of rhyming slang that refer to some important work of a writer or are based on the names of some significant characters are cultural items that are reflected in the collective memory of the British and are thus included in the so-called “current background knowledge” and “background knowledge of cultural heritage”. The rhymes contain precedent onyms and reflect the tendency to create new onomastic rhymes built on the names of famous and popular personalities from the world of cinema, pop music, show business, sports, politics, etc. Literary associations have not yet been the subject of special analysis and undoubtedly deserve linguistic and sociocultural description. The author's attention was drawn to the little-studied area, the analysis of which sets a new vector for the study of rhyming slang, which deals with cultural and historical items that are of certain value from the point of view of culture-oriented linguistics, cross-cultural communication and the general study of culture. The results of the study may be of use and interest to specialists developing topics in intercultural communication, linguocultural studies, contrastive linguistics of the English and Russian languages, foreign (English) literature, speech culture and in the practice of teaching English.

A Life in Exile Literature: Linda Lê and the English-Language Literary World

Abstract: Linda Lê is distinctive for her intertextual engagement with global authors. Here, I examine her connections with exiled and nomadic English-language writers in her essay collections Tu écriras sur le bonheur (1999), Le complexe de Caliban (2005), and Par ailleurs (Exils) (2014). The dialogues within reveal two parallel authorial purposes: they substantiate the attitude Lê takes towards writing in exile and offer a roadmap to navigating her supplementary home in literature. I argue that Lê's reflections on English-language writers' biographies and her interpretations of their works thus had a defining effect on the construction of her life in exile literature.

Enhancing English Language Writing Skills: An Evaluation of the Efficacy of Grammarly Application

Enhancing English Language Writing Skills: An Evaluation of the Efficacy of Grammarly Application

Leveraging L2 academic writing: Digital translanguaging in higher education

Although the literature on computer-assisted language learning has demonstrated that digital tools such as online translators offer affordances to second or foreign language writers of English to solve lexical and syntactic issues, the extent to which digital technology supports multilingual students in producing academic texts has been underexplored. In this study we investigate what digital technology enables and does not enable students to do in communicating meaning by examining the writing experiences of two multilingual students. The data were derived through screen sharing and online stimulated recall interviews and analyzed using the concept of digital translanguaging, which focuses on meaning making using students’ entire meaning making repertoire. The findings suggest digital translanguaging afforded students to self-resolve their linguistic issues to varying degrees. However, it also became evident that these affordances hit a wall at a certain point beyond which no further progress could be made, constraining their ability to communicate intended ideas in L2. We conclude by providing insights into instructional and strategic support to effectively support multilingual students to offer greater opportunities to achieve their communication goals and create equitable higher education spaces.

Comparative Analysis of Syntactical Errors in the Writings of ESL Students at Secondary Level in Pakistan

In this comparative study, the researchers analyzed the syntactical errors in English writings of secondary-level Pakistani ESL students; though syntactical errors are commonly found in each language, it is mostly committed by ESL students in English language writings. The present study was formed on the quantitative method. The population of the study was one government and one private secondary school in the district of Lahore. Due to ethical considerations, the schools' names were not mentioned. The researchers selected 60 students’ sample from both schools; the G-group 30 students represent government schools and P-group 30 students represent private schools; the questionnaire was divided among these students as a research instrument for data collection. The data was analyzed in statistical charts, and mentioned in numbers and percentages. The findings of this comparative study disclosed that private school students committed fewer syntactical errors than government school students justifying the role of medium of instruction.

Evaluating an English Language Writing Course through Logic Model: Links between Outcomes and Activities

Evaluating an English Language Writing Course through Logic Model: Links between Outcomes and Activities

Women's Narrative in Alice Munro's Short Story Runaway

Alice Munro, the contemporary Canadian English-language writer who proved the importance of the short story as a genre by receiving the Nobel Prize in 2013, is undoubtedly an interesting author in terms of researching women's narrative. Although most of Munro's stories are set in the Harron Country, by using those regional features, customs, and traditions, Munro creates universal texts just like William Faulkner and Flannery O'Connor of his time. Like Faulkner and O'Connor, Munro's characters often confront deep-rooted and time-worn customs or traditions, but Munro's characters' reactions are generally less severe than those of his Southern counterparts. In addition, Munro's male characters are of one type, monotonous and boring, while female characters are more complex, peculiar and distinctive. The present paper analyses Alice Munro's short story collection Runaway (2004), paying particular attention to the title story. The collection consists of eight short stories. The main unifier of the stories about women of seemingly different ages and statuses is the desire to escape, which is caused by various reasons (unhappy marriage, family problems, running away from a provincial town in search of adventure). It is also interesting that the second, third and fourth stories of the collection tell about the same character, Juliet, and different episodes and stages of her life, which Pedro Almadovar even made into a movie in 2016. While Munro divides the story of "Juliet" into three independent stories, but united by the main character, the eighth story of the collection is in five parts and covers the life of the main character, Nancy. This decision of Munro is not accidental, and with this action, he once again emphasizes the innovations he brought to the genre of the story.

A Contract Learning-Based Strategy for Developing Essay Writing and Attitudes towards English Language Writing among Pre-Master Degree in Education Students

A Contract Learning-Based Strategy for Developing Essay Writing and Attitudes towards English Language Writing among Pre-Master Degree in Education Students

Motivations for Patronage: Early Modernist Literature as a Case Study

Patronage of early modernist English-language writers is investigated, drawing upon biographical source material. The process of identifying patrons started with Imagist poets in the first decades of the twentieth century followed by a search for their social connections with fellow writers and patrons. Fifteen patrons were identified who brought new money into the network of connections, twelve of them women. Analysis of their personal characteristics reveals a distinctive pattern of substantial, inherited financial resources, education, literary interests and unorthodox lifestyle, notably for the women in the sample. Explanations of motivation in terms of social identity, gift exchange and co-creation are discussed.

Rus, Russia and Ukraine between Fairy Tales and History: Alternative Slavic Fantasy by English-Language Writers

This is the second part of the paper (for introduction and the first part which addresses Medieval Rus in Peter Morwood’s and Katherine Arden’s trilogies see Studia Mythologica Slavica 24 (2021): 13–32). Alternative Slavic fantasy is defined as fantastika (speculative fiction) created by English-language writers on the basis of real or assumed Slavic folklore, separate from Slavic fantasy per se. The focus of the current part is the logic of interaction between Slavic and/or quasi-Slavic folk plots and characters with Russian and Ukrainian history of the 19th–20th centuries in Evelin Skye’s dilogy and Catherynne Valente’s and Orson Scott Card’s novels.

English Language Writing Anxiety among Diploma Engineering Students in Uitm

Over the past decades, researchers are becoming increasingly interested in the writing skills of second language (L2) learners. Although writing has been recognised as a complex skill, it is a crucial skill that (L1) and (L2) learners must master due to its widespread use in academic studies. Numerous scholars (Jennifer and Ponniah,2017; Altukruni,2019) believe that the writing process is influenced by cognitive, cultural, and social aspects, making it a difficult endeavour. All of this may cause the students to feel a great deal of concern and anxiety. In Malaysia, many studies were conducted in order to investigate anxiety in L2 classrooms, with the majority of them focusing on speaking skill (Sim et.al., 2020; Kamal et.al., 2020; Nurul Fatinah et.al., 2020). There are also studies on writing anxiety in first and second language but more detailed investigation and in-depth research on this needs to be done so both instructors and learners will be more aware of the perturbing issues involving writing anxiety in L2 classroom. Due to the complexity and multidimensional phenomenon of writing anxiety, a sequential explanatory mixed-method approach will be used in this investigation (Creswell, 1998). The outcomes from this research project are expected to assist L2 educators better understand how to teach writing. Next, it may aid the researcher in developing a mediated learning environment in the classroom, allowing learners to feel more at comfortable in approximating basic knowledge to create good essays and become less worried while writing essays autonomously.

Bakha’s Identity Dilemma in Mulk Raj Anand’s <i>Untouchable</i>: An Exploration of Dalit Psychology


 
 
 The Indian English-language writer Mulk Raj Anand depicts psychological crises of the subaltern through the character of Bakha in his masterpiece, Untouchable (1935). He attempts to portray the psychological vulnerability of the outcastes of society through the depiction of the Dalit community. This study explores the true nature of Dalit psychology through discussing Bakha’s equivocal status as a result of social discrimination and racial binary. It analyses the multifaceted dominations that the so-called elite class imposes on the subordinates who have taken these appalling social conditions for granted. Although not drawn from Dalit literature, a theoretical and critical reading reveals that William Shakespeare’s Shylock, Othello, and Caliban, Emily Bronte’s Heathcliff, Khaled Hosseini’s Ali, Hassan, and Sohrab bear significant resemblance to Bakha in terms of identity confusion. Using analytical methods drawn from post- colonialism and psychoanalysis, this article seeks to discuss Bakha’s psyche as a representation of the plight of the oppressed and Dalit people.
 
 

Effect of Dictation on Upper Basic Education Students’ English Language Writing Skill in Billiri LGA, Gombe State

This study was on the effects of dictation on upper basic education students’ English language writing skill in Billiri LGA, Gombe state. The study was guided by two research questions and the quasi-experimental research design involving two groups (Dictation and the other Non-Dictation) was used. The population of the study comprised upper basic education students of public Secondary Schools in Billiri LGA from a sample of 127 students from two intact classes selected by the simple random sampling technique to participate in the study. One validated instrument tagged: Upper Basic Education Dictation Writing Skill Test (UBEDWST) with reliability coefficient of 0.81 was used to collect data. The research questions were answered using the mean and standard deviation statistics and computed by the aid of the Statistical Packages for Social Sciences (SPSS version 23). The results obtained showed students exposed to dictation had improved spelling ability and achieved more in writing skill. The study concluded that dictation can positively influence Upper Basic Education Students’ Spelling and writing skill. The study recommended that Upper Basic Education students should be introduced to dictation activities in English language classrooms by their teachers to enhance their spelling ability and texts formation. Also, teachers of English language should make dictation a basic part of their teaching of writing and essay development. The paper recommends that teachers of English language should adopt dictation strategies such as dicto-comp and split dictation by exposing their students to interact and discover ways of constructing different sentences.

Impact of Creative Writing Techniques as the Pedagogical Intervention on English Language Writing Skills of Undergraduate Students in Pakistani Universities

This study unfolds the impact of creative writing technique on improving the writing skills of a public sector university’ fifty undergraduates studying English language-related course, but their writing skills' proficiency is not up to the mark because of their use of L1 in learning other courses. The researchers held a pre-test to know grammatical, spelling, and overall syntactical errors. Later on, a series of lectures on how to minimize errors in English by using L2 was organized and eventually, a post-test was taken to know the results of the creative writing technique as a pedagogical intervention on learners’ writing skills. The findings reflect that the creative writing technique as a pedagogical intervention in L2 improves writing skills of the students at the undergraduate level if the use of L1 is minimized. In the light of the results, the study suggests that this approach is helpful in improving undergraduates’ English Language writing proficiency.

William Shakespeare and Modern English: To What Extent the Influence of Him in Modern English

Shakespeare’s works at that time considered a work of high art. The influence of his work has been a source of inspiration for many artists to create paintings, operas and ballet performances. Studying Shakespeare is like studying life from multiple perspectives: psychological, political, philosophical, social, spiritual. The rhythms he uses in his words are reflected in the rhythms of our bodies. Known as the greatest English-language writer in history, and earning him the nickname of England's national poet, William Shakespeare is the author with the most-played theatrical work to date. More than four centuries since his death, William Shakespeare is still one of the greatest English playwrights. The tens of thousands of people who throng to see Shakespeare's plays will be able to hear the 1700 words created by Shakespeare. Many of his words are currently in use. Examples: "deafening" (deaf)," hush", "hurry" (quickly), " downstairs" (below), " gloomy" (sad), " lonely" (alone), "embrace" (hugs), " dawn" (twilight). The spelling used by Shakespeare was different from his time. Elizabethans spelled words as they were written, such as Latin and Indonesian. There is no "correct" way to spell. People write a word the way they want it to be spelled.

Contribution of the British To Develop Indian English Literature

Development of Indian English Literature in India gathered momentum with the consolidation of British imperialism in India. As we know the British sow the seed of Indian Writing in English during the period of the British rule in India. English language and literature in India starts with the advent of East India Company in India. It all started in the summers of 1608 when Emperor Jahangir, in the courts of Mughals, welcomed Captain William Hawkins, Commander of British Naval Expedition Hector. It was India's first tryst with an Englishman and English. Jahangir later allowed Britain to open a permanent port and factory on the special request of King James IV that was conveyed by his ambassador Sir Thomas Roe. English were here to stay. Indian writings in English were heavily influenced by the Western art form of the novel. It was typical for the early Indian English language writers to use English unadulterated by Indian words to convey experiences that were primarily Indian. The core reason behind this step was the fact that most of the readers were either British or British educated Indians. In the early 20th century, when the British conquest of India was achieved, a new breed of writers started to emerge on the block. These writers were essentially British who were born or brought up or both in India. Their writing consisted of Indian themes and sentiments but the way of storytelling was primarily western. They had no reservation in using native words, though, to signify the context. This group consisted likes of Rudyard Kipling, Jim Corbett, and George Orwell among others. In fact, some of the writings of that era are still considered to be masterpieces of English Literature. KEYWORDS: Contribution of British, Development, British works & strategy, English Literature.

The Role of social media in Developing English Language Writing Skills: Moulay Ismail University as a Case Study

The use of social media in the field of education has taken effect for quite some time. Social media applications offer learners good learning opportunities of using the language. The most important thing they provide learners with is that they promote authentic language use making it possible for students to improve their grammar knowledge and writing skills. Social media, as a learning platform, offers online platforms for users to generate and share information with other users and to interact with them synchronously or asynchronously by written and spoken word. Research has indicated that social media apps could be an efficacious platform for language learning. This study, therefore, comes to explore the effects of social media in the development of university students’ English writing skills and see how EFL students perceive social media in terms of usefulness and ease of use.It also examined whether or not there is any correlation between these variables. The sample consisted of 153 EFL university students using the convenience sampling technique. The obtained data were analyzed using SPSS version 20 and descriptive statistical tools were used to gain an in-depth understanding of the research topic. The results reveal that social media plays a key role in the development of EFL university students’ writing performance.