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“So, that’s sort of wonderful”: The Ideology of Commitment and the Labor of Contingency
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In: The Journal of the Assembly for Expanded Perspectives on Learning (2020)
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Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos
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In: Reading Research Quarterly, vol 53, iss 4 (2018)
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A New Approach: Closing the Writing Gap By Using Reliable Assessment to Guide and Evaluate Cross-Curricular Argumentative Writing
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In: Theses and Dissertations (2016)
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IMPROVING SAUDI ENGLISH LEARNERS’ SECOND-LANGUAGE ACQUISITION IN ARGUMENTATIVE WRITING THROUGH SELF-REGULATED STRATEGY DEVELOPMENT
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Adapting the Process Writing Approach to English Language Learners with Special Needs: Using Visuals
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In: Master’s Theses and Projects (2015)
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The Relative Effect of Free-Expression Method on the Creativity Skill of Second Language Writers
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In: SoTL Commons Conference (2014)
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Abstract:
This study examined the relative effect of the Free-Expression Method on the creativity skill of second language writers. The purpose was to determine how far the Free Expression Method could be of assistance to the development of the micro-skills of generating and composing which are the needed impetuses for creativity in writing. The study employed the pre-test, post-test and control quasi-experimental research design. The sample consisted of 80 senior secondary school final year students. One instrument was used to gather data. The West African Examinations Council’s (WAEC) English Language Essay Questions. The data generated were subjected to statistical analysis and the results of the analysis show that there is no significant difference between the pre-test scores of both the control and the experimental group hence at take-off the two group homogeneity was established. There is significant difference in the post-test scores of the experimental and the control group. Treatment has significant effect on creativity. There is no significant difference between the pre-test and post-test scores of the students in control group. As evident from the out-come of the research, the Free Expression Method has significant effect on students’ creativity in essay writing. How is creativity measured by pre and post tests? In research findings, the pre-test is essential in establishing the homogeneity of all groups covering experimental and control groups. It is after the application of the treatment that the post-test is administered. In this study, the pre-test was given to all the groups to ascertain their level of creativity before the application of the Free-Expression Method which is the treatment. Through the pre-test result, it was discovered that the Experimental Group score was not significantly higher than that of the Control Group. The two groups were homogenous; hence the research was carried on with the application of the Free-Expression Method on the Experimental Group. Post-test came up after this and the Experimental Group performed significantly better as a result of the treatment. Why is increased creativity the cause for higher post test score? This was because of the treatment given to the Experimental Group. The Control Group which was not exposed to the Free Expression Method had no higher score. How does this align with other research in SoTL? This aligns with other researches in SoTL with the display of the pedagogical gains of the Free-Expression Method for teaching and learning how to write better. The skill of writing has been adjudged as the most complex of all the Language Skills. The research is a contribution to the development of writing skill. Whose work is being extended here? This work is an off-shoot of the Cognitive-Mentalist School of Thought in Language Learning.
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Keyword:
and Research; creativity; Curriculum and Instruction; Education; Educational Assessment; Educational Methods; essay-writing; Evaluation; free-expression method; Higher Education; language-theory; originality; pedagogy; peer-editing; process-approach; product-approach; Social and Philosophical Foundations of Education; writing-approach; writing-methods
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URL: https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2014/101
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Longitudinal Relations Between Parental Writing Support and Preschoolers' Language and Literacy Skills
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| 10 |
Corpus distinguable Copeas T8 s102 lobby ; Distinguishable corpus Copeas T8 s102 lobby
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Ciekanski Maud; Chanier Thierry. - : Mulce (MULtimodal Corpus Exchange), 2009. : Universite Blaise Pascal, Clermont-Ferrand;France, 2009. : http://mulce.org, 2009
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| 11 |
Corpus distinguable Copeas T8 s102 lobby ; Distinguished corpus Copeas T8 s102 lobby
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Corpus distinguable Copeas T8 lobby s101 ; Distinguishable corpus Copeas T8 lobby s101
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Ciekanski Maud; Chanier Thierry. - : Mulce (MULtimodal Corpus Exchange), 2009. : Universite Blaise Pascal, 2009. : Clermont-Ferrand:France, 2009. : URL:http://mulce.org, 2009
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| 13 |
Academic Effects of Writer's Workshop
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In: Doctoral Dissertations and Projects (2008)
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| 14 |
Exploring the Epistemological Views of Advanced Student Writers during the Research Paper Process
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In: Middle-Secondary Education and Instructional Technology Dissertations (2007)
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| 15 |
Dwelling in a Pedagogy of In-Between: A Phenomenological Study of Teachers of Writing
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| 16 |
Das Prognoserisiko von Risikoprognosen - eine Chance für "Risikokinder"?
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In: Hofmann, Bernhard [Hrsg.]; Sasse, Ada [Hrsg.]: Übergänge. Kinder und Schrift zwischen Kindergarten und Schule. Berlin : Deutsche Gesellschaft für Lesen und Schreiben 2005, S. 146-171. - (DGLS-Beiträge; 3) (2005)
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| 17 |
The effect of continuous process improvement on business writing ability.
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| 18 |
Utilizing the writing process approach with English as a second language writers: a case study of five fifth grade ESL Arab students
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