Use Of Writings Research Articles

Educational Technology to Support Reading Comprehension and Writing Competency Processes Through the Use of Writing in Virtual Learning Environments

Information and Communication Technologies (ICT) have energized communication and facilitated interaction in society, eliminating spatial and temporal barriers and becoming an essential tool for the contemporary world. In the educational field, reading comprehension and writing skills, approached through purposeful writing practices mediated by ICTs, can have a significant impact on teaching and learning processes, for which it is essential that teachers encourage the development of digital and media competence through the renewal of their pedagogical practices, and guide students in the assertive use of ICTs so that they can participate in the construction of their own knowledge and contribute to the improvement of society.

Revisiting the Early Uses of Writing in Society Building: Cuneiform Culture and the Chinese Imperium.

This plenary address reconsiders the impact of writing on culture and governance in the ancient Middle East and China.

On the Use of Writing Prompts in Entry-Level Mathematics Courses

In introductory level math classes, writing prompts can be used as part of weekly homework assignments to encourage students to think more deeply about the subject at hand. These writing prompts present scenarios related to recently learned material in a new context and require students to submit a short written response online. Writing prompts complement more computational exercise-based homework, as they allow students to develop their communication and logical reasoning skills while providing additional motivation for the concepts being discussed. By creating a detailed rubric and providing it to students ahead of time, student responses can also be graded without a significant time commitment on the part of the instructor. A sample rubric is provided, along with examples of some writing prompts and evaluated student responses.

THE FOUNDING OF ARCETRI OBSERVATORY IN FLORENCE

The first idea of establishing a public astronomical observatory in Florence, Capital of the Grand Duchy of Tuscany, dates to the middle of the eighteenth century. Initially, the use of a low building on a high ground was proposed, and the hill of Arcetri was suggested as a suitable location. At the end of the century, the Florence Observatory - or <italic>Specola</italic> - was built instead on a tower at the same level as the city's centre. As soon as astronomers started to use this observatory they recognized all its flaws and struggled to search for a better location. Giovanni Battista Donati, Director of the <italic>Specola</italic> of Florence from the eve of the Italian Unification in 1859, finally succeeded in creating a new observatory: first, he obtained funds from the Parliament of the Kingdom of Italy to build an equatorial mounting for the Amici 28-cm refractor, which could not be installed conveniently in the tower of the <italic>Specola</italic>; then, he went through the process of selecting a proper site, seeking funds and finally building Arcetri Observatory. Although Donati was a pioneer of spectroscopy and astrophysics, his intent was to establish a modern observatory for classical astronomy, as the Italian peninsula did not have a national observatory like those located in many foreign capitals - Florence was the capital of the Kingdom of Italy from 1865 to 1871. To promote this project, Donati made use of writings by one of the most authoritative European astronomers, Otto Wilhelm Struve. This paper describes all the steps that eventually led to the inauguration of Arcetri Observatory in 1872, almost 150 years ago.

Sociedade e consumo: uma análise sobre as relações de consumo e o processo de subjetivação na modernidade

This study will search through bibliographic research a study about the subjectification process in the Consumer Society. This will require the use of writings by theorists such as Michel Foucault for an analysis of the structure of societies throughout history, which will reinforce a statemant of the type of behavior of each society. This is an importante point to determine what is the consumer culture in this society. Consumption will be shown here beyond the actual act of consuming, creating logic and behaviors, demonstrating that for the consumer society, the exercise of owning is in the background, when it is the very persuit of the desire to consume that keeps the consumption wheel spinning. Consumption here is central and the subject will show itself as an agent of consumption, being driven and transformed by it.

数学的Writingを活用する算数指導に関する研究(2) : 内省的記述活用学習における記述表現の量的分析

数学的Writingを活用する算数指導に関する研究(2) : 内省的記述活用学習における記述表現の量的分析

Le mythe des préadamites en islam chiite

Résumé In apparent contradiction with the story of Adam as told in the Bible and the Qurʾān, Shiite tradition accepts the existence of several Adams (usually seven) prior to « our Adam », the father of mankind. Each Adam opened an era during which the earth was inhabited by « pre-Adamites », rational creatures preceding the appearance of the human species. In this paper we study the evolution of this myth of the pre-Adamites, starting from traditions attributed to the first Imams and their use in writings stemming from the Shiite milieu in Kūfa ; then we move to pre-Fatimid and Fatimid Ismailism, Druze and Nuṣayrī literature, before ending with the Ṭayyibī Ismailis. Although there are many differences in details, all these movements share a common myth, which was elaborated with a remarkable continuity from the first centuries of Islam until today. This myth is rooted in the sources of Shīʿism, which seem close to Manichaeism.

Possible Motives of the Evangelists to Decide to Write: Exploring Intentional Uses of Writing in an Oral Society

Possible Motives of the Evangelists to Decide to Write: Exploring Intentional Uses of Writing in an Oral Society

Voice and Documentation : Korean University Students’ Use of Writing Prompts in an English Essay Exam

Voice and Documentation : Korean University Students’ Use of Writing Prompts in an English Essay Exam

Student Perceptions of the Use of Writing in a Differential Equations Course

The use of writing to learn mathematics at the university-level is a pedagogical tool that has been gaining momentum. The setting of this study is a second-year differential equations class where written assignments have been incorporated into the course. By analyzing survey results and students' written work, we examine the extent to which students view writing as an effective learning strategy, as well as their beliefs about the relationship between mathematical writing and communication. We also discuss what students' narratives reveal about their past mathematical experiences.

Book-Burning and the Uses of Writing in Ancient Rome: Destructive Practice between Literature and Document

ABSTRACTThis article examines the burning of written material at Rome from the Republican period until the rise of Christianity, using the lens of book history. It considers why and how Romans burned written material, gathering for the first time all testimony of burning any kind of writing, and examines responses to these burnings in ancient discourse. A capacious, book-historical approach to Roman book-burning shows that differences in practice and uses — of books as opposed to documents, for example — account for the different consequences Romans saw for burning different written media.

Recitation and Reasoning in Novice History Teachers' Use of Writing

Using artifacts of teachers' practices, classroom observations, and interviews, we explore how 2 novice history teachers use writing in their middle school classrooms. Both teachers focused on evidence-based, interpretive writing in their preservice work, an approach promoted by their methods courses. After graduation, one teacher continued this focus and improved his ability to scaffold his students' essay writing. The second teacher emphasized summary of content and proper formatting in her use of writing, although some of her assignments integrated evidence-based interpretive writing. These case studies illustrate how 2 similarly prepared teachers convey entirely different notions of history through their use of writing. These teachers' school contexts and disciplinary understandings influence their use of writing. Their experiences make the case for integrating general literacy skills with disciplinary literacy and practicing historical writing instruction in different contexts during teacher education in order to meet the demands novices face in diverse school contexts.

Optimizing Faculty Use of Writing as a Learning Tool in Geoscience Education

As geoscience educators, we focus on helping students understand technical content and learn to think like geoscientists. Although research substantiates writing as a tool for teaching technical content and disciplinary thinking, geoscience educators often do not integrate writing in geoscience education because of the frustrations and exigencies involved. To address these issues, this paper describes the literature on using writing as a learning tool in both cross-disciplinary and geoscience teaching contexts. Further, we describe our Less is More approach, designed so faculty can spend less time grading student writing and still yield more learning benefits from incorporating writing. This approach involves five strategies, including explicitly integrating assignments with course objectives, designing effective assignments, incorporating process writing, evaluating writing effectively and efficiently, and consulting appropriate campus resources. Results of an initial assessment using this approach with a geoscience course suggest gains in student learning.

The Use of Writing in the Apparel Curriculum: A Preliminary Investigation

Writing activities can be used throughout the apparel curriculum to promote successful learning and to develop and improve students’ written and verbal communication skills. As a result of a mandate from our university to incorporate writing-intensive courses within our apparel curriculum, this descriptive study was designed to investigate the amount and types of writing currently required within undergraduate apparel curricula within the United States. We used a questionnaire to survey instructors representing 34 institutions that offered undergraduate apparel programs. The data for 136 courses are presented. Writing was a component of both required assignments and examinations. An in-class essay was the primary type of writing used on exams. The majority of courses had at least one written assignment. Written assignments were primarily research projects or papers, out-of-class essays, and reading reports. Overall, respondents indicated that the amount of writing required in apparel courses was about right but very few respondents indicated these courses had been approved as “writing intensive.” More respondents agreed that requiring additional writing would help students develop necessary workplace skills than agreed that requiring additional writing would help students master key course concepts.

The Social Uses of Writing: Politics and Pedagogy

The Social Uses of Writing: Politics and Pedagogy

The Uses of Writing in Psychotherapy

(1991). The Uses of Writing in Psychotherapy. International Journal of Group Psychotherapy: Vol. 41, No. 2, pp. 262-263.

The Use of Writing in Psychotherapy

The use of writing in psychotherapy is relatively new and may have meager empirical support. A rationale for the use of writing in psychotherapy is given in terms of splitting therapeutic skills into relationship and structuring skills. Writing is one application of structuring skills to increase the therapist's influence outside of the office and into the home or workplace. There are at least four different degrees of writing possible according to structure: open, focused, guided, and programmed. Examples from the available literature are given. Even though, its impact on therapeutic outcome has yet to be fully realized beyond the experience of few clinicians. Pennebacker's research contribution in the use of writing is highlighted to support its use in psychotherapy. He found that students who wrote on traumatic topics for 20 minutes a day for four days showed improved physiological reactions and fewer physical symptoms at three-month follow-up than students who wrote about trivial topics.

Therapeutic Use of Writing and Other Media with Southeast Asian Refugees

This article reviews literature and gives recommendations about culturally-sensitive therapeutic use of writing, artistic design, and other communication media in independent social work with Southeast Asian refugees. Topics include writing and design in psychotherapeutic assessment and treatment, traditional culture-specific media such as needlework and religious designs, therapeutic aspects of teaching English as a Second language, cultural preservation and mediation, and therapeutic viewing of films. The importance of linking independent social work with refugees to agency and ethnic community based services is emphasized.

Some Uses of Writing in Solution Focused Brief Therapy

Within the context of one practice model, solution focused therapy, some uses of writing by clients and by therapists are presented. These were found to be effective in promoting change in the direction of clients' goals. Examples are described of writing used to focus client's attention, writing used to heighten dramatic impact, and writing used to clarify directives. Therapists' letters to clients are also highlighted.

Teacher Use of Writing in the Junior High Mathematics Classroom

Teacher Use of Writing in the Junior High Mathematics Classroom