Expository Writing Research Articles

Needs Analysis for Developing Exposition Writing Materials Using the DTMT Method for Senior High School Students

Teaching materials that suit students' needs can help them increase their motivation to learn. These teaching materials can also be developed using appropriate methods by considering the learning objectives and skills. One of the methods that can be used in learning to write is the DTMT method. The DTMT method, which stand for (Dari Teks Menuju Teks or From Text to Text) is used to support the structured development of writing skills. In the early stages of product development, it is necessary to conduct a needs analysis to support the development of teaching materials for writing exposition texts using the DTMT method. The needs analysis in this study is part of the development research with the ADDIE model. The research method used in this research is the survey method. Data collection was carried out using observation, interviews, and document analysis. In this research, the data obtained is qualitative. The qualitative data was then analyzed descriptively. The analysis showed that Indonesian language teachers in three schools, SMA PGRI Lumajang, SMAN 1 Kunir, and SMA Muhammadiyah Lumajang need companion books in learning to write, especially on exposition texts. Students can use the companion teaching materials to practice writing exposition texts gradually with a good and structured process. The results showed that (1) the primary teaching materials used by teachers and students have not focused on writing skills, especially writing exposition texts, and (2) companion teaching materials are needed for learning to write exposition texts. This research is expected to be useful for teachers in teaching writing skills and for students. It can be a companion book to improve exposition text writing skills.

Creative Writing and Expository Writing. Flip Sides of the Same Coin?

Each "Communication Corner" essay is self-contained; however, they build on each other. For best results, before reading this essay exercise, go to the first essay "How an Ugly Duckling Became a Swan," and then read each succeeding essay. Creative (fiction) writing and expository (non-fiction) writing have fundamentally different objectives. Creative writing seeks to amuse and entertain; expository writing seeks to inform and instruct. But while aiming at different targets, they share fundamentally important approaches and techniques. Ignoring these commonalities does serious harm to both genres.

Pengembangan Keterampilan Menulis Teks Eksposisi dengan Metode Problem Based Learning pada Siswa di Sekolah Dasar

Development of Expository Writing Skills in Elementary School Students Can Be Achieved Through Problem-Based Learning (PBL). PBL Enables Students to Think Critically, Communicate Effectively, and Develop Problem-Solving Skills. Research Findings Show That PBL Is Effective in Enhancing Expository Writing Skills, Both in Structure, Style, and Content. PBL Also Boosts Students' Motivation in Writing Expository Texts. Therefore, Using PBL as a Strategy for Developing Expository Writing Skills in Elementary School Students Can Help Improve Learning Outcomes and Enhance Writing Quality

Using Genre-Based Approach for Developing Faculty of Education English Majors' Expository Writing and Environmental Awareness

Using Genre-Based Approach for Developing Faculty of Education English Majors' Expository Writing and Environmental Awareness

The Needs Analysis of ESL Learners’ Expository Writing Challenges: Perspectives of ESL Teachers

The Needs Analysis of ESL Learners’ Expository Writing Challenges: Perspectives of ESL Teachers

The Effect of Cognitive Feedback on Improving Unity of Essays in Peer Review of English Expository Writing

Drawing upon the peer scaffolding theory and the monitoring hypothesis, this study investigates how cognitive feedback during peer review sessions on the Peerceptiv platform affects the coherence of English expository essays. Specifically, it examines the impact of cognitive feedback on enhancing the integration of essays and the alignment between topic sentences and both the overarching topic and supporting examples. The findings reveal that cognitive feedback significantly contributes to the revision process by fostering greater unity within essays. It also enhances the connection between topic sentences and their respective topics and examples, thereby improving the overall relevance and quality of the essays.

Assessing the Quality of Complexity, Accuracy and Fluency in Expository Writing for EFL University Students

This study is concerned with assessing the quality of complexity, Accuracy and Fluency in expository writing. It aims at identifying and comparing:
 
 The quality of writing expository composition for EFL university students at the department of English, colleges of Education for humanities at Tikrit and Baghdad\ Ibn - Rushd universities.
 EFL university students' quality of writing expository composition in the light of the three principal dimensions: Complexity, Accuracy and Fluency at the two universities.
 
 The aims are achieved by applying a diagnostic test to 185 undergraduate EFL students, in the third year, English Departments, Colleges of Education for humanities, at Tikrit and Baghdad Universities. The study has conducted during the second semester of the academic year 2022-2023. The results have revealed that EFL university students have a low quality of writing in the three specified dimensions: complexity, accuracy and fluency. In the light of the results, some conclusions and recommendations have been presented.

A Study on the Development of Cohesion in English Majors' Expository Writing

A Study on the Development of Cohesion in English Majors' Expository Writing

Transforming Expository Writing Skills in Class V Students: The Impact of the 'Modeling the Way' Method on Learning Outcomes

This study aims to determine the effect of the application Modeling the Way learning methods to the learning outcomes of fifth grade students.. This study refers to 3 indicators namely; 1) the achievement of completeness of learning outcomes, 2) student activity in learning activities has increased, 3) students respond positively to the implementation of learning using the Modeling the Way method. The research design uses The One Group Pretest-Posttest Design. Sampling using a proposive sampling technique. The population is the fifth-grade students with a research sample are 35 students of VB class. The study was conducted during 6 meetings. Data collection techniques using tests to measure learning outcomes before and after following learning by using the Modeling the Way learning method, observation sheet activities of students to observe student activities during the learning process, questionnaire responses of students to find out their responses to the implementation of learning using the Modeling method Way. The results showed that the average score of the initial test (Pretest) was 50.17 and there were 4 students (11%) who completed it, while the average score of the final test (Posttest) was 83.11 and there were 33 students (94%) in the complete category. Thus, it is evident that the use of the Modeling the Way method affects the learning outcomes of writing skills in the exposition paragraphs of fifth grade students of SD Inpres Mangga Tiga Makassar City.

Radical Revisions of the Punctum

Essay| March 01 2023 Radical Revisions of the Punctum: Roland Barthes After Fred Moten and LaToya Ruby Frazier David Markus David Markus David Markus is a multidisciplinary writer and educator who teaches in the Expository Writing Program at New York University. He is the author of Notes on Trumpspace: Politics, Aesthetics, and the Fantasy of Home (2022). Search for other works by this author on: This Site PubMed Google Scholar Afterimage (2023) 50 (1): 15–23. https://doi.org/10.1525/aft.2023.50.1.15 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation David Markus; Radical Revisions of the Punctum: Roland Barthes After Fred Moten and LaToya Ruby Frazier. Afterimage 1 March 2023; 50 (1): 15–23. doi: https://doi.org/10.1525/aft.2023.50.1.15 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAfterimage Search Few reflections on the power of photography are as memorable as Roland Barthes’s discussion, in Camera Lucida (1981), of the “Winter Garden Photograph” of his deceased mother. It is on the basis of this “unreproducible” image that Barthes is able to reassure himself that photography is capable of capturing the truth of an individual. The decision not to include the photograph among the book’s images underscores the intensely personal nature of Barthes’s project, as does the telling confession that emerges from these somber passages. Following his mother’s death, we learn, Barthes struggled to concern himself with the fate of humanity in its totality. “My particularity could never again universalize itself,” he writes.1 As Fred Moten suggests in In the Break: The Aesthetics of the Black Radical Tradition (2003), the inward retreat marked by these well-known reflections is symptomatic of greater limitations within the French author’s thinking about the visual... You do not currently have access to this content.

Teaching expository writing to Arabic-speaking students with intellectual disability in inclusive classrooms: effect of four-square method and sentence frames

Expository writing (EW) is crucial for the literacy development of students with intellectual disabilities (ID) in inclusive classrooms. Students with ID, however, struggle with EW due to problems with generating, organizing, and producing text. Similarly, teachers of students with ID face challenges with employing the appropriate instructional method to teach EW to students with ID. The current study, therefore, investigated the effectiveness of combining two instructional methods, namely the Four-Square Writing Method and Sentence Frames, in teaching EW skills to students with ID. Using a single group pretest posttest quasi experimental design, 8 students with mild ID who received their education in inclusive classroom in one of the suburban schools in Egypt participated in the study. Participants were aged between 11 and 12 and were enrolled in grades 5 and 6. An intervention instructional program was implemented to teach EW to participants. Prior to and following the intervention participants’ EW was evaluated with regard to paragraph length, structure and coherence. Results showed that the use of both strategies had a positive effect on students’ EW. Additionally, students retained their intervention gains after a follow up duration of eight weeks. Implications are discussed in relation to the context of teaching literacy skills to students with ID in Egypt.

Cohesiveness in Expository Writing by Saudi EFL Students

This research aimed to examine cohesive connectivity in expository writing by language and translation students at the University of Tabuk in Saudi Arabia. Halliday and Hasan’s (1976) list of cohesive devices was used to examine the cohesion of expository texts of language and translation students. The study examined the cohesive devices’ quality and their contribution to the quality of writing. This mixed-mode research included 34 participants. 30 undergraduates participated in the expository writing assignment and 4 EFL teachers participated in the semi-structured interview. Students were selected purposively. Expository written texts were the instrument used to collect data in this study. Results showed that students encountered cohesion and coherence problems in achieving written texts’ unity, particularly in assigning their concepts and implementing appropriate cohesive signals, punctuation, and spelling issues. Expository texts were examined for cohesion additives, adversatives, and causal and temporal devices. Results of the study showed that the existence and unnecessary occurrence of lexical items cause non-cohesive writing and influence its texts’ quality, meaning, structure, and unity. The researcher recommends as related to the results of the study that cohesion devices be incorporated into the teaching of writing.

Improving Exposition Writing Ability Using Think-Talk-Write Strategy for Class X Vocational High School Students

There are many obstacles in learning to write expository texts in vocational high schools. This happens because teachers still use conventional learning strategies. The researcher used a qualitative descriptive method of classroom action research (CAR). The results of the exposition text writing test in the first cycle showed an average value of 79.25 and in the second cycle an average of 83.22. From these results, it can be seen that the increase in students' skills in writing expository texts from cycle I to cycle II is 3.97 points or 12.03%. In addition to improving skills, student behavior also changes in a more positive direction after learning to write expository texts using the Think-Talk-Write strategy.

The Correlation Between Reading and The Ability of Students in Expository Writing

Reading is one of skills in English which can get and take the infromation from printed text. Based on preliminary reasearch at SMP Negeri 1 PantaiLabu it was found that the students’ reading score was still low. The objective of this research was to know there was apositive correlation between the students’ reading and the ability at the first semesterof the seven grade of SMP Negeri 1 PantaiLabuin the academic year of 2019/2020. In this research, methodology of the research is a correlation research. In the taking the sample of the research was gained through simple random sampling. The population of the research was taken from students of the seven grade of SMP Neger 1 PantaiLabu The researcher took 40 students from 100 population. In collecting the data, the researcher used question and answer method to measure students’ reading and the ability. Thetry out of question and answer was done to find out the validity and reliability. Then a try out reading ability test was also done to find out the validity and reliability. After the data of students’ reading ability were collected, the data were statistically computed, to find out the correlation between students’ reading and the ability. From the data analysis, the result of applying the distribution shows that coefficient correlation is possitive correlation between students’ reading and the ability of students in expository writing at the first semester of the seven grade of SMP Negeri 1 PantaiLabuin academic year of 2019/2020. From this research, it is suggesed that students have good a reading ability.

Essays by ESL Learners: Interactional Metadiscourse (MD) Analysis

This study highlights how critical MD should be used in ESL writing. Based on Hyland's metadiscourse (MD) table (2005), this study examined interactional MD markers in 40 expository essays written by ESL students taking different courses. The study sought to determine whether learners in separate course groups differed in their choice of MD and whether both groups used the exact amount and type. The quantity and variety of materials employed by the two groups varied to some extent. While hard science students were quite aggressive in their writing, soft science students created more MD traits and were more interpretative.

The Development of Portfolio Evaluation Tools to Improve Expository Writing Skills

This research is intended to help English teachers both at the college and high school levels in using portfolios as an evaluation tool in writing skills. Portfolio assessment was chosen in this research because of its wide use and easy adaptation to various needs. This study used Research and Development method. The development stage is based on the IQF curriculum implemented in English Language and Literature Department, Universitas Negeri Surabaya. The exploratory writing skills held for students are expected to help them in further writing, namely Thesis Proposal Writing and Academic Journal Writing where students will write down their thoughts about a concept or phenomenon and present an explanation accompanied by adequate research data. The results of the study show that the use of portfolio is quite positive. There is an improvement in students’ writing after applying a portfolio as an evaluation tool for writing skills. However, some additions need to be made to improve the quality and format of the portfolio as an evaluation tool for writing skills.

A Case of Operating the Expository Writing Course Using Discussions Based on Non-Face-To-Face Lecture in A University

본 연구는 토론을 활용한 논증적 글쓰기 수업 모형을 제안하고, 토론을 활용한 논증적 글쓰기 수업을 2021년2학기 비대면 수업에 적용한 뒤 학습자들을 대상으로 한 설문조사를 통해 그 반응을 확인하여 보다 효과적인 논증적 글쓰기 방법을 모색하는 것을 목적으로 한다. 논증적 글쓰기의 효과성을 높이기 위해 구상 단계에 토론 과정을 추가하여 조별로 토론 계획 및 토론 진행, 토론 결과 보고서 작성을 하게 하였다. 그 결과 학습자들은 토론을준비하는 과정에서는 사회적 이슈에 대한 시각 확장과 자료 수집의 중요성을 인식하고, 토론을 진행하는 과정에서는 논거의 확장 및 논리적 오류를 발견하며, 토론 결과 보고서 작성 과정에서는 토론 내용을 일목요연하게 정리하여 이후 논증글 작성에 활용했다. 학습자들은 대체로 토론을 활용한 논증적 글쓰기에 긍정적인 반응을 보였으며, 토론이 논증적 글쓰기에 실질적인 도움이 되었다고 응답했다. 특히 코로나19로 상호 소통에 어려움을 겪고 있는학습자들은 비대면 강의 중 조별토론이라는 협력학습이 학습자 간의 긴밀한 소통의 경험을 할 수 있다는 점에서긍정적으로 평가했다. 그러나 논증적 글쓰기 수업의 효과성을 높이기 위해서는 토론 준비에 대한 점검 및 확인 과정이 추가되어야 할 것이며, 논증적 글쓰기 과정에서 교수자 및 학습자 상호간의 피드백 과정이 보강되어야 할 것이다.

PENGARUH PENGUASAAN STRUKTUR KALIMAT TERHADAP KEMAMPUAN MENULIS EKSPOSISI PADA MURID KELAS V SEKOLAH DASAR INPRES TAMABONGONG

THE EFFECT OF SENTENCE STRUCTURE MASTERING ON EXPOSITION WRITING ABILITY IN CLASS V ELEMENTARY SCHOOL STUDENTS TAMABONGONG INPRESThe purpose of the study was the effect of mastery of sentence structure on the ability to write exposition in fifth grade students of Inpres Tamabongong Elementary School. This type of research is quasi-experimental because in this study no specific treatment was given, but only revealed the symptoms that had existed when this research was conducted, so there was no direct control over the independent variables. The sample in quantitative research is part of the population in a study. The number of samples in this study were 15 students. Data collection methods used are learning outcomes tests and documentation. The data analysis technique used is the first by using a descriptive statistical approach and linear regression. The results showed that 1) The mastery of sentence structure was based on the results of the categorization of mastery of sentence structure in students, it was found that they were still in the category of scores of 14-20, scores of 26-30, and at scores of 14-20 whose mastery of sentence structure had not increased like the others. While in the posttest, 14 people were found to be moderate and there was 1 person whose mastery of sentence structure got better who was in the high category. 2) The results of data analysis obtained a probability value (p-value) of 0.042. Because the probability value (p-value) is less than 0.050, it means that the regression model in this study can be said that X (mastery of sentence structure) is dependent on Y (ability to write expository essays).

KEEFEKTIFAN MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TERHADAP KEMAMPUAN MENULIS EKSPOSISI BERITA PADA SISWA KELAS V SDI NO 21 SALOMONI KABUPATEN BARRU

THE EFFECTIVENESS OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) LEARNING MODELS ON EXPOSITION WRITING ABILITY NEWS ON STUDENTS OF CLASS V SDI NO 21 BARRU DISTRICT SALOMONIThis study aims to examine the effectiveness of cooperative integrated reading and composition (CIRC) learning model on the ability to write news expositions in grade V students of SDI No. 21 Salomoni Barru Regency. The type of research used in this research is experimental research. The research design used, namely quasi experiment form Pretest-Posttest Control Group Design. This research was conducted in SDI No. 21 Salomoni Barru Regency. The population, namely the entire Va. and VB students of 42 students. Sampling techniques, namely saturated sampling. The instrument used in this research is the task of writing simple sentences with data collection techniques, namely the assignment. The collected data is then analyzed using descriptive statistics and inferential statistics.The results showed that the ability to write news exposition using Cooperative Integrated Reading and Composition (CIRC) learning in grade V students of SDI No. 21 Salomoni Barru District showed that students' understanding of writing news exposition texts showed an increase in the 9 students whose initial pretest implementation was still in the good category. While the ability to write news exposition without using Cooperative Integrated Reading and Composition (CIRC) learning in grade V students of SDI No. 21 Salomoni Barru District from 22 students who participated in pretest before learning there were 12 students (54.5%) who have the ability to write news exposition texts that are in a very good categor. Furthermore, as many as 10 students (45.5%) who have the ability to write news exposition texts that are in a good categor. The results showed that in the implementation of pretest students the ability of students in writing news exposition texts is classified as effective. While in the posttest implementation after the implementation of CIRC learning obtained that the grades obtained by students are in the category of very effective. Thus, the implementation of learning using CIRC learning based on posttest results is declared effective.

Influence of Language Anxiety and Prior Knowledge on EFL Students’ Performance in Essay Writing

Recent research efforts in teacher education have focused on innovative instructional delivery with little attention to learner-related variables such as language anxiety and prior- knowledge that can affect learning outcomes in English essay writing. Notwithstanding these interventions, the problems of mass failure and poor quality of essays still persist among EFL students majoring English language. Therefore, the current study examined the relationship between language anxiety and prior knowledge on EFL students’ performance in essay writing. The research adopted a descriptive research design of survey type. Data were collected using two research instruments: Language Anxiety and Prior Knowledge Questionnaire and an Achievement Test in Expository Writing. Three hypotheses were tested at a 0.05 level of significance, and 350 students were randomly selected. The results showed that there were significant relationship between the independent variables and students’ achievement in expository essay writing.