Expository Writing Research Articles

Lexical Richness of the Expository Writing in Indonesian Senior High School Students

Learning a foreign language is often related to knowing the words which called lexical richness. This current study investigate the lexical richness in senior high school students. The data are taken from the students’ writing on expository essay. Writing an expository essay is a challenge for students where they should be able to write based on a given theme using a varied vocabulary so later the students are capable making a good writing. The students are collected from three grades that consist of 30 students in each grades. By the total amount of the students, it will be measured by some types of lexical richness; lexical density, lexical sophistication, and lexical variation. After being investigated, the results were found that lexical richness in each grades showed a significant increase in each class, starting from grade 10 to grade 12. According to all those three measurements, showed that grade 12 is the highest percentages among others and it concludes that students in grade 12 is the most prepared and have the richest lexical between grade 10 and 11.

The Development of Video Compact Disk Media Using a Scientific Approach for Expository Writing: A Case in Indonesian Senior High Schools

The Development of Video Compact Disk Media Using a Scientific Approach for Expository Writing: A Case in Indonesian Senior High Schools

University Student Perceptions on the Effects and Difficulties of L2 Expository Writing

University Student Perceptions on the Effects and Difficulties of L2 Expository Writing

중학생들의 설명문 쓰기 능력과 특징 분석 연구

중학생들의 설명문 쓰기 능력과 특징 분석 연구

한국어 학습자의 토픽(TOPIK) 쓰기 오류 양상 - 53번 설명문 쓰기 중심으로 -

이 연구는 한국어능력시험(Test Of Proficiency In Korean : TOPIK)의 쓰기영역의 53번 작문을 분석한 것을 바탕으로 한국어 학습자의 토픽 글쓰기의 오류 양상을 밝히고자 하였다. 조사 대상은 어학원의 학습자를 대상으로 하였고, 3급은 토픽 53번 시험의 유형을 배우지 않았고, 4급은 교재를 통해 한 번 배웠고, 5급은 4급을 수료하였으며, 토픽에 응시한 경험도 있다. 연구 결과 토픽 53번 글을 쓰기 전에 평가 기준에 대한 교육이 이루어져야 하고, 평가 기준 내용 및 과제 수행, 글의 전개구조와 담화표지, 문어적 표현 그리고 한국어의 형태와 의미론적인 교수-학습이 충분한 연습과 더불어 반복적으로 이루어져야 한다. 또한, 시간 관리를 전략적으로 계획해야 하고, 토픽 53번과 비슷한 유형의 글쓰기를 반복적으로 연습하고, 써보고, 피드백을 받고, 다시 써보는 과정이 토픽 쓰기 능력을 높이는데 필수적인 방법이다. 학습자들의 글에서 조사의 오류가 3급, 4급, 5급에 걸쳐 폭넓게 나타나므로 조사에 대한 교육이 초급, 중급, 고급에서 그 수준에 맞게 재편성되어야 하고 단계별로 문맥 속에서 익힐 수 있도록 교재의 수정도 불가피하다. 4급 학습자의 작문1과 작문2를 비교한 결과 오류가 반복적으로 나타나므로 똑같은 오류를 범하지 않도록 면대면 피드백이 이루어져야 하고 고쳐 쓴 것을 다시 확인해야 한다. 본 연구는 보다 많은 작문으로 더 신뢰성 높은 결과를 만들지 못한 한계가 있지만, 토픽 작문의 오류 양상을 분석하고 토픽 시험 대비 교수-학습에 방향을 제시한 것에 의의가 있다.

A Mixed Methods Study of Expository Paragraph Writing in English-Proficient, Hispanic, Middle School Students With Writing Weaknesses

Many Hispanic students present with difficulties in developing proficient writing skills. Perhaps these difficulties are associated with cultural and linguistic differences. This pilot investigation explored this concept through a mixed-methods approach. A qualitative analysis of written expository paragraphs was conducted to identify common writing patterns among the samples. Then, a single-case, multiple baselines design was employed to examine the effectiveness of an original writing intervention targeting expository writing skills in Hispanic students who are proficient in English. Results are presented with implications for speech-language pathologists for consideration in providing written language services to similar populations.

Effects of GO 4 IT . . . NOW! Strategy Instruction on Expository Writing Skills for Students With Disabilities

Students with disabilities trail behind their peers without disabilities while in school, as well as in post-secondary outcome areas. Given that self-determination and enhanced academic skills are associated with improved post-school outcomes, one possible solution is to identify interventions that teach self-determination and academic skills simultaneously. This study investigated the effects of GO 4 IT . . . NOW! strategy instruction on expository writing skills of five high school students with low-incidence disabilities. Using a multiple-probe-across-participants design, the authors measured the effects of strategy instruction on quality of expository paragraphs and quality and content of individualized education program (IEP) goal paragraphs. Results indicated a functional relation between the intervention and improved paragraph writing. Limitations, suggestions for future research, and implications for practice are discussed.

Expository Writing Abilities of Elementary School Children in Upper Grades with Attention Deficit Hyperactivity Disorder

Expository Writing Abilities of Elementary School Children in Upper Grades with Attention Deficit Hyperactivity Disorder

The Role of Expository Writing in Mathematical Problem Solving

Mathematical problem-solving is notoriously difficult to teach in a standard university mathematics classroom. The project on which this article reports aimed to investigate the effect of the writing of explanatory strategies in the context of mathematical problem solving on problem-solving behaviour. This article serves to describe the effectiveness of using writing as a tool for deeper engagement with mathematical problems. Students’ claims about, and tutor observations of, problem-solving behaviour were analysed through the lens of Piaget's theory of cognitive development. Examples of enhanced problem-solving behaviour are presented as well as reports from student interviews that writing ‘forces’ deeper engagement. The analysis of students’ work and their reflections indicated that writing about problem-solving processes potentially resulted in a cognitive perturbation when students were forced to confront their incomplete understanding (and hence their unstable knowledge structures) and therefore had to achieve a deeper level of understanding in order to adequately describe the solution process.

Cohesive Devices In EFL Students’ Expository Writing

This study aims to investigate the use of cohesive devices in students’ expository writing. In particular, the study focuses on types of cohesive device used by the students and how cohesive devices contribute to their writing. This study employs qualitative research through a case study design. Public senior high school in Kuningan is chosen as the site for this study. Nine students of twelfth grade are involved in the study as the respondents. Documents of nine students’ expository writings are the data of this study. The data are analyzed by using the concept of cohesive devices proposed by Halliday and Hasan (1976) which covers reference, substitution, ellipsis, conjunction, and lexical cohesion. Analyses show that the respondents only use four cohesive devices in their writing i.e. reference, substitution, conjunction, and lexical cohesion. These devices also contribute to the process of keeping track of the participants, avoiding repetition and text redundancy, enhancing logical connection between parts of text, and engaging the readers to the core argument of the text. The study infers that it is still problematic although most of the students apply many cohesive devices in their writing. This is because students have not received sufficient training concerning how to use appropriate cohesive devices. Therefore, they should be guided to utilize appropriate cohesive devices in their writing.Keywords: cohesive devices, cohesion, EFL students, expository writing, case study

Poem: Hot Sauce’s Guide to Expository Writing for High School Students

Poem: Hot Sauce’s Guide to Expository Writing for High School Students

Planning Time and Writing Quality in Expository Writing

This study investigated the effect of planning time on the writing quality of EFL learners’ expository writing. 60 EFL learners were randomly assigned to three groups with different planning conditions and were asked to write an essay. All the 60 essays were rated carefully. Results revealed that planners considerably outperformed non-planners in writing quality. It was concluded that Iranian EFL learners’ performance was significantly affected by planning time. The findings of this study broaden the understanding of second language learners’ writing process involving planning and that planning can help learners organize their written discourse leading to a better performance.

A Study of College Students’ Selection of Sources in Expository Writing and Persuasive Writing

A Study of College Students’ Selection of Sources in Expository Writing and Persuasive Writing

A Study on the Effects of Teacher’s Written Feedback with Questions on Students’ Expository Writing Development and Their Perceptions

A Study on the Effects of Teacher’s Written Feedback with Questions on Students’ Expository Writing Development and Their Perceptions

ESL Learners’ Self-efficacy Beliefs and Strategy Use in Expository Writing

This paper provides a description of a proposed study which examines ESL learners’ writing self-efficacy beliefs. Past studies have shown that self-efficacy is a strong predictor of successful language performance. Another aim of the study is to identify writing strategies ESL learners employ in their expository writing. This study also attempts to investigate the effect (if any) of writing strategies on ESL learners’ expository writing performance. To answer the first two research questions, a set of questionnaire will be given to ESL learners and teachers. A pre-post test will be conducted to obtain data to address the last research question.

Effects of Direct Instruction Plus Procedural Facilitation on the Expository Writing of Adolescents with Emotional and Behavioral Disabilities in Residential Schools

This study investigated the effects of the Expressive Writing (EW) direct instruction curriculum on the expository writing skills of secondary grade students with serious emotional and behavioral disabilities (EBD). The EW program targets writing mechanics, sentence writing, and editing but does not include pre-writing writing instruction. Thus, we investigated the effects of adding a pre-writing procedural facilitator (PF) with EW . Using a repeated-measures quasi-experimental design, we matched and randomly assigned twenty-nine secondary grade students with EBD to one of two treatment groups (1) EW alone or (2) EW plus PF. Students received 11 consecutive weeks of daily 50-min instruction. We employed hierarchical growth modeling to analyze nearly 1500 permanent products. Results indicated statistically significant intra-individual writing growth regardless of treatment group. Moreover, the EW plus PF group exhibited faster linear growth ( p = .055) across the duration of the intervention.

The Effect of Concept Mapping on Iranian Intermediate EFL Learners' Self-efficacy and Expository Writing Accuracy

The purpose of this study is to investigate the questions of whether 1) Does concept mapping knowledge have any effect on Intermediate EFL learners’ self-efficacy? 2) Does concept mapping knowledge have any effect on Intermediate EFL learners’ expository writing accuracy? The following five steps determine the delivery and the sequence of the study: 1) A TOEFL test (writing section) as the pretest, 2) self-efficacy questionnaire, 3) 8 sessions of instruction on concept map construction with experimental group, 4) integration of concept mapping as a pre-writing strategy in experimental group, and 5) post-test of writing and self-efficacy questionnaire with both groups. Firstly, the writing Proficiency Test along with self-efficacy questionnaire was given to 180 learners. Based on the results of TOEFL writing test and self-efficacy questionnaire, 60 intermediate homogeneous participants were selected and randomly assigned to two groups of control and experimental. In the course of 22-sessions, during regular class time 15 minutes were devoted to concept mapping. Each session the participants of both groups were given a writing task besides their course book writing section. The students in the experimental group were engaged in concept map construction after writing each task and were organized their pre-writing activities such as discussion, doing exercises, and reflective practices according to their constructed maps. A post-test of writing and an efficacy questionnaire were administered to all the participants and the pair sample t- test, and independent sample t-test were used to answer the study questions. The results showed that concept mapping had a significant effect on self- efficacy and expository writing accuracy.

Use of E-mail Dialogue Journal in Enhancing Writing Performance

In the age of computer mediated technology, the effects of the internet applications on learners’ performance have been broadly investigated by many researchers. In keeping with this trend, this study compared the effect of conventional tools as pen-and-paper, and e-mail, on the writing performance in terms of content, organization, language use, vocabulary and mechanics. Forty two English major students from one intact class at Universiti Putra Malaysia (UPM), based on their grades in “Expository Writing”, as a subject taken in the previous semester, were randomly assigned into two groups, namely: pen-and-paper dialogue journal and e-mail dialogue journal. Pre and post writing tests were administered to identify two groups’ differences in their writing performance scores. After going through seven week intervention, quantitative research results revealed that e-mail group outperformed their counterparts in overall writing performance and language use, one of the categories. However, for other writing performance components, this research showed no significant difference between groups. With the empirical data offered in this study, e-mail can be applied as a suitable tool to assist language learner to improve their writing performance.

Scaffolding For Peer Feedback Session: What, Why, And How?

Recent research has shown the value of peer feedback in writingclass. By evaluating their peer's work, students can figure out thestrengths and weaknesses of their friends' drafts. After doing this, it isexpected that they could compare their peer's work to their own work,which will certainly be beneficial for the revision process. Thebiggest challenge I faced when implementing peer feedback is how toscaffold the students to be able to provide valuable input to theirfriends' work. This ability is important because the input studentsgive to their friends could become a reflection to their own draft. Thissharing is based on what I experienced during Expository andArgumentative Writing Class last semester, particularly on what I didbefore, during, and after the peer feedback session. To get clearer ideaabout the classroom situation, I will provide some examples of thetask sheets used. I will also provide some empirical evidence from thestudent worksheets. I expect that my sharing could enrich ourunderstanding on how to use peer feedback sessions, particularly onhow to scaffold the students to provide valuable peer feedback.

Narrative and Expository Writing of Adolescents With Language-Learning Disabilities

We evaluated the narrative and expository writing samples of 12 adolescents with language-learning disabilities (LLD) in Grades 6 to 12 for elements of microstructure (e.g., productivity, grammatical complexity) and macrostructure (genre-specific text structure elements) using an experimental measure. Writing samples were elicited with genre-specific prompts via paper and pencil and transcribed according to Systematic Analysis of Language Transcripts (SALT) conventions. Wilcoxon signed ranks tests indicate that levels of productivity and grammatical complexity were significantly greater in the narrative genre than in the expository genre. However, participants’ writing samples demonstrated equally impoverished text structure for both genres. Positive correlations were found between microstructure and macrostructure performance. Findings confirm the effects of discourse genre on measures of microstructure and further elucidate the use of microstructure and macrostructure elements in the writing of adolescents with LLD. Future research, comprehensive writing assessment, and interventionists should consider direct measurement of both microstructure and macrostructure components across genres for this population.