Theory and Practice of Writing

Kaplan, Robert B.

doi:10.4324/9781315835853

Cited by 155 publications

(215 citation statements)

References 0 publications

Supporting

Mentioning

156

Contrasting

Unclassified

Order By: Relevance

“…The findings of this part of the study are consistent with studies conducted by Beach (1984), Schneider (1985), Janopoulous (1986), Murdoch (1986), Hafiz and Tudor (1990), Zaher (1990), Grabe and Kaplan (1996), Mason and Krashen (1997), Bell (1998), Ferris and Hedgcock (1998) (2011), and Zainal and Husin (2011). All of these studies showed that using extensive reading in English language instruction in general and in improve their writing skill in particular.…”

Section: International Journal Of Linguisticssupporting

confidence: 81%

“…Finally, integrating reading and writing with relevant topics was an important factor because the students realized the relationship between reading and writing, which minimized the feeling of boredom and kept them active all the time. This supports that of Grabe and Kaplan (1996) who suggested that reading activities will be a great assistance to improve and promote too many writing activities at the beginning and advanced levels. They also stated that the outcome of a reading activity serves as input for writing.…”

Section: International Journal Of Linguisticssupporting

confidence: 75%

“…Thus the findings of the study supported the hypothesis that teaching writing through integrating language skills would help students improve their writing performance. Grabe and Kaplan (1996) suggested that reading activities will be of a great assistance to improve and promote too many writing activities at the beginning and advanced levels. They stated that the outcome of a reading activity serves as input for writing, and writing heads students to further reading sources and references.…”

Section: International Journal Of Linguisticsmentioning

confidence: 99%

See 2 more Smart Citations

The Effect of an Extensive Reading Program on the Writing Performance of Saudi EFL University Students

Al-Mansour¹,

Al-Shorman²

2014

IJL

View full text Add to dashboard Cite

This study aims at investigating the effect on an extensive reading program on the writing performance of Saudi EFL university students. The sample of the study consisted of 48 students randomly chosen from King Saud University-College of languages and Translationand assigned to experimental and control groups of 24 students each. Data of the study were collected within two months period via a pre-posttest design for equivalent groups. The control group was taught by the regular teacher with the direct administration of the researchers, however, the experiment group was taught by the researchers. The researchers assessed the effect of the extensive reading program on the writing performance of the Saudi EFL university students. Results showed that the experiment group outperformed the control group on the measure. This indicated that the extensive reading program may have a significant positive effect on learners' writing performance.

show abstract

Section: International Journal Of Linguisticssupporting

confidence: 81%

Section: International Journal Of Linguisticssupporting

confidence: 75%

Section: International Journal Of Linguisticsmentioning

confidence: 99%

See 1 more Smart Citation

The Effect of an Extensive Reading Program on the Writing Performance of Saudi EFL University Students

Al-Mansour¹,

Al-Shorman²

2014

IJL

View full text Add to dashboard Cite

show abstract

“…They provide means for linking the surface text structure. Grabe and Kaplan (1996) argue that cohesive devices reflect both the communicative intentions and the choices made by the author in structures used and in the linear ordering of the text.…”

Section: Ali Ahmed Osman Zakaria and Abdel Rahim Hamid Mugaddam Explorimentioning

confidence: 99%

Exploring Sudanese Efl University Learners' Discourse Competence

Zakaria

Mugaddam

2017

IEFLJ

View full text Add to dashboard Cite

This paper investigates the discourse competence of the Sudanese EFL university learners. The main objective is to evaluate and assess the students' ability to produce unified and meaningful texts. 98 Sudanese EFL students from Faculty of different Sudanese Universities served as subjects for the study. Two instruments were employed for data collection: a questionnaire and audio-recorded conversations. Results revealed that the students had some difficulties in producing coherent and meaningful texts. The linguistic forms they used were very limited, which did not show any sophisticated use of language. Results also revealed that the students were not well-acquainted with turn-taking rules during conversation. In their responses to the questionnaires, they reported a very good command of cohesive devices in the process of producing coherent discourse events, which appeared to be incorrect. However, they were able to use simple language to expand certain points into meaningful stretches of language. In addition, some students were able to demonstrate an ability to engage into the production and interpretation of unified and meaningful discourse. Nevertheless, the analysis suggests that the students under study are still far from being competent as far as discourse competence is concerned.

show abstract

“…e propostas em que está em causa a construção de um texto por parte do aluno. Essa oposição pode relacionar-se com a distinção entre escrita não compositiva e escrita compositiva (Grabe;Kaplan, 1996). Enquanto no primeiro caso o aluno se limita a vazar o conhecimento num molde fornecido (questionário, frase, legendas), no segundo caso, o aluno é chamado a reconstruir o conhecimento numa unidade textual, que ele próprio deverá organizar, para representar o conhecimento de forma coesa e coerente, e que deverá existir enquanto unidade autónoma perante o leitor.…”

Section: Os Manuais Do 1º Ciclo Do Ensino Básicounclassified

Reproduzir ou construir conhecimento? Funções da escrita no contexto escolar português

Carvalho

Barbeiro

2013

Rev. Bras. Educ.

View full text Add to dashboard Cite

IntRodUçãoQuando se problematiza a escrita no quadro da instituição escolar, duas vertentes podem ser imediatamente identificadas. A primeira perspetiva a escrita como conteúdo escolar a adquirir e desenvolver, sobretudo no espaço reservado à língua materna. É na escola que o indivíduo adquire e desenvolve as competências do domínio do escrito, quer no plano da receção, quer no da expressão. Ao contrário do que acontece com a linguagem oral, cuja aquisição e desenvolvimento se processa pela interação habitual da criança com o meio em que está inserida, sem

show abstract

Theory and Practice of Writing

Cited by 155 publications

References 0 publications

The Effect of an Extensive Reading Program on the Writing Performance of Saudi EFL University Students

The Effect of an Extensive Reading Program on the Writing Performance of Saudi EFL University Students

Exploring Sudanese Efl University Learners' Discourse Competence

Reproduzir ou construir conhecimento? Funções da escrita no contexto escolar português

Contact Info

Product

Resources

About