Results 261 to 270 of about 1,028,172 (298)

The Implicit Achievement Motive in the Writing Style

Journal of Psycholinguistic Research, 2022
Linguistic theories and research indicate that unconscious processes should influence the content, but moreover also the way how things are expressed. As the first is well researched and the second is almost neglected, I want to assess how the writing style of a person is related to the implicit achievement motive and its two components hope of success
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Writing motives and writing achievement of elementary school students from diverse language backgrounds.

Journal of Educational Psychology, 2023
This study examined the intrinsic, extrinsic, and self-regulatory motives for writing and writing achievement of three groups of third- to fifth-grade students in an urban school district: (a) 189 emergent bilingual students receiving services for English language development (ELD); (b) 374 reclassified bilingual students who had exited ELD programs ...
April Camping, Steve Graham, Karen R. Harris   +2 more
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Writing Proficiency and Achievement Tests

TESOL Quarterly, 1969
Teachers of English to speakers of other languages are often confronted with the problem of writing good test items both for the proficiency-type test and the achievement-type test. The technique of writing test items for the achievement test is similar to that for the proficiency test in that both are designed to measure the amount of skill in ...
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Group Writing versus Individual Writing—Is there a Difference in Achievement?

Journal of Education for Business, 1995
Abstract To determine whether group writing projects are a viable alternative to individual projects in terms of reducing grading and improving student learning through peer evaluation and peer teaching, this study compared students' individual and group grades on unfavorable and persuasive letters.
Janet K. Winter, Joan C. Neal, Karen K. Waner   +2 more
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Comparing Learners’ Writing Self Beliefs: High Achievers versus Low Achievers

2010
The purpose of the present study was to compare writing high achievers and low achievers TEFL (teaching English as foreign language) learners’ writing self-beliefs. Subjects, based on their officially recorded scores on the writing course, were assigned in two 22-member groups of high and low achievers. The adapted English version of Mills’ and Peron’s
Jahangard, Ali, Zandieh, Zeinab
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Capacity Achieving Two-Write WOM Codes

2012
In this paper we give several new constructions of WOM codes. The novelty in our constructions is the use of the so called Wozencraft ensemble of linear codes. Specifically, we obtain the following results. We give an explicit construction of a two-write Write-Once-Memory (WOM for short) code that approaches capacity, over the binary alphabet.
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From academic writing to job-related writing: achieving a smooth transition

IEEE Transactions on Professional Communication, 1993
Do university writing experiences prepare students for future job-related writing tasks? If not, how can we create a smoother transition from the academy to the workplace? The author analyzes the differing discourse communities of academic writing and technical communication which may limit the transfer of skills from one arena to the next.
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ENHANCING SCIENTIFIC WRITING ACHIEVEMENT THROUGH PARAPHRASING

EDULEARN Proceedings, 2021
Evgeniya Aleshinskaya, Alexander Kurnayev   +1 more
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Direct Ink Writing: A 3D Printing Technology for Diverse Materials

Advanced Materials, 2022
A John Hart, Pulickel M Ajayan, Muhammad M Rahman   +2 more
exaly  

Leveraging on ENZ Metamaterials to Achieve 2D and 3D Hyper‐Resolution in Two‐Photon Direct Laser Writing

Advanced Materials, 2021
Giuseppe Emanuele Lio, Antonio Ferraro, Tiziana Ritacco   +2 more
exaly