Using Linear Regression to Analyze Economics Content Mastery and Learner’s Autonomy Towards English Writing Competence

English is used widely in education area. It is also used in higher education. Many universities put English in the curriculum. In industrial revolution 4.0., English has an important role. English for Economics is needed to prepare students to master business English and English as an international language. Writing is as the focus of English skill in this study. To support good English writing, Economics content mastery is needed before learning English. Learner’s autonomy in the process of writing is also needed for writing development. In this study, economics content mastery and learner’s autonomy were identified to perceive the effect on the competence in English writing. The method used was multiple linear regressions as there were two independent variables in this study. Closed-ended questionnaire was used as the instrument. The result from linear regression showed that there were partial effects and simultaneous effect of economics content mastery and learner’s autonomy towards English writing competence. It means that H1, H2, and H3 were accepted and Ho was rejected in which there were significant effects among the variables. It can be interpreted that economics content while studying English for Economics and learner’s autonomy in terms of independently learning English writing were significantly needed in order to enhance English writing competence. The practical implication from this study is the students do not only need to learn English, but also learn Economics content and develop independent learning for autonomy learning in the process of English for Economics learning activities

The Importance of Teacher Self-efficacy in the Implementation of a Middle and High School Science Writing Initiative

This study focuses on the experiences of two science teachers who worked to implement a writing-focused, science literacy project in their classrooms. More specifically, I uncover the ways these teachers’ experiences differed and how these differences influenced their implementation. Findings confirm the importance of content teachers’ sense of self-efficacy as writers and writing teachers. In order to foster writing initiatives at the middle and secondary levels, we must honor and nurture content teachers’ sense of self-efficacy and give them multiple opportunities to develop mastery experiences

The Balancing Act: Creating New Academic Support in Writing While Honoring The Old

In 2009, our university launched a Writing Across the Curriculum (WAC) Program in response to an accreditation core requirement to focus a universitywide initiative on student learning, often referred to as the Quality Enhancement Plan. The campus committee that envisioned and documented this plan, which fortifies students’ writing skills in their future professions and disciplines, requires all undergraduate students to complete five writing-intensive courses, including the two courses in the composition sequence and two program-required, content-area courses in their major prior to graduation.University Writing Cente

Collaborative Learning Through Formative Peer Review With Technology

This paper describes a collaboration between a mathematician and a compositionist who developed a sequence of collaborative writing assignments for calculus. This sequence of developmentally-appropriate assignments presents peer review as a collaborative process that promotes reflection, deepens understanding, and improves exposition. First, we distinguish writing-to-learn from writing-in-the-disciplines. Then, we review collaborative writing pedagogies and explain best practices for teaching peer review. Finally, we present an implementation plan and examples of student work that illustrate improved understanding of content and improved exposition.Comment: This is an Accepted Manuscript of an article published by Taylor & Francis Group in PRIMUS on May 27, 2014, available online at: http://www.tandfonline.com/doi/full/10.1080/10511970.2014.881442 ." PRIMUS Vol. 24, Iss. 6, 201

Author recognition using Locality Sensitive Hashing & Alergia (Stochastic Finite Automata)

In today’s world data grows very fast. It is difficult to answer questions like 1) Is the content completely written by this author, 2) Did he get few sentences or pages from another author, 3) Is there any way to identify actual author. There are many plagiarism software’s available in the market which identify duplicate content. It doesn’t understand writing pattern involved. There is always a necessity to make an effort to find the original author. Locality sensitive hashing is one such standard for applying hashing to recognize authors writing pattern