PREP Workshop Report: Expository Writing

A significant part of the job of a mathematician involves writing - between research papers, expository writing, grant applications, letters of recommendation, and materials for our teaching, I know that I spend much of my days writing something or other. Yet most of us are never really trained to write mathematics, and even in our jobs we rarely find time to talk about the actual writing of the mathematics which has taken place. With this in mind, I chose to attend a PREP workshop held by the Mathematical Association of America at their headquarters in Washington, DC dedicated to the art of mathematical exposition. [excerpt

THE EFFECTIVENESS OF STUDYING EXPOSITORY WRITING BASED ON AUDIO, PICTORIAL AND ENVIRONMENTAL MEDIA FOR CLASS II STUDENTS AT SMP NEGERI 21 MAKASSAR

Abstract: This study aims to explore the effectiveness of using pictoral, audio and environmental media in studying expository writing in Bahasa Indonesia for Class II pupils at SMP Negeri 21 Makassar. This research uses quasi-experimental design, limited to audio, pictoral and environmental media variables. Simple random design is used with four treatment groups. The population is 331 class II pupils, SMP Negeri 21 Makassar. Primary data is pupils’ expository writing scores. Secondary data is student perceptions of studying expository writing, through questionnaires. Data analysis uses descriptive statistical technique and inferential statistic testing using different type ANOVA, utilizing SPSS 15.0 for Windows. There is a significant difference between the effectiveness of studying expository writing based on audio media with studying expository writing based on environmental media. If the learner’s aim is to memorise words, then audio media is the most appropriate, while if the aim is motoric, then environmental media is the most appropriate. There is a significant difference between effectiveness of studying expository writing based on pictoral media with studying expository writing based on environmental media. Studying expository writing based on pictoral media is most effective, compared to audio media and environmental media, and studying expository writing based on audio media is more effective than studying expository writing based on environmental media in studying bahasa Indonesia for pupils of Class II SMP Negeri 21 Makassar. This finding shows that use of pictoral media is more effective in raising pupils’ learning prestige. Use of pictures in the learning process will provide optimal results if used appropriately, meaning appropriate with and supporting learning material. Use of media in teaching, particularly pictoral media, really helps speed up pupils’ understanding. Learning media in expository writing helps frame thoughts and ideas, as well as increasing students’ focus

A MASTERY STUDY OF THE EXPOSITORY WRITING OF THE THIRD YEAR STUDENTS OF SMP NEGERI NAIOLA

This study analyzed the mastery level of students in the third year students of SMP Negeri Naiola. The aim of the study is to find out the mastery level of students about Expository Writing. The method used descriptive qualitative method. Therefore, this research used writing test. After collecting the data, the writer analyzed them based on the three generic structure of Expository Writing text namely: Thesis, Argument, and Recommendation/Reiteration. The result of data analysis shows that the students have mastered expository text. It is based on the data that their average score is 83 and categorized as Excellent. This means that the students have ability in Expository Writing. However, the students still found difficulties in in mastering argument of the components of personal expository text. The data shows that their total number of wrong answers is 48. To overcome the students’ difficulties in expository writing, English teacher have to guide and motivate the students to master expository writing based on the generic structure of the text

Show Me Your Expertise: 4th Grade Expository Writing Unit

Oftentimes students struggle to distinguish the difference between narrative and expository writing. Therefore this unit is intended to help 4th grade students understand what expository writing truly is, the purpose of expository writing and how it impacts their lives and the lives of others around them. Through composing two expository papers of their own, students will learn that expository texts are the basis for obtaining knowledge and that authors of expository texts develop a greater self-identity and gain perspective as they write expository texts

Teaching Expository Writing in the Secondary Classroom

This paper synthesized current research on how secondary English-language arts teachers can best teach students to organize their ideas through expository writing. This topic is discussed through research findings about defining “good” writing, organizational indicators of quality writing, assessment, classroom strategies, and the impact of home life during the expository writing process. Research indicated that giving students peer, self, and teacher assessment opportunities could have a positive effect on how students organize their writing. Additionally, recent research has shown that when teachers make the writing process personal and fun, students produced higher quality expository writing. While studies suggested that educators should work to bridge a gap between high school and college writing perceptions, further longitudinal research is needed to determine student growth in expository writing skills from the beginning to the end of high school to better understand which writing skills need additional support

Developing theme and rheme in expository writing: A case study

Teaching writing to non-native speakers of English demands much more than appropriate sentence construction and grammar. Writing at the tertiary level involves thinking in the English way. The aim of this paper is to examine and identify the weaknesses of theme and rheme in the clause as message following the tradition of Hallidayan linguistics. The research has identified the non-existence of theme, disguised theme and the lack of bond between the theme and rheme in a longitudinal case study. This action research proposes strategies in overcoming such weaknesses in language and thought. Among the strategies are the basic matching activity, the examination and analyses of academic texts and teaching the learner to monitor the theme and rheme from sentence to sentence and more importantly to focus on the theme. The results can be seen after six months when the learner is able to express himself/herself cohesively and meaningfully in discourse

PENDEKATAN PROSES TERHADAP KETERAMPILAN MENULIS KARANGAN EKSPOSISISISWA TUNARUNGU

Abstract; Deaf children get difficulties in their language skill, especially in their writing skill. It is because they have limited vocabularies. The major characteristics are they only use short sentence, lack of stuctured sentence and produce incomplete sentence. One of the approaches to maximize their writing skill is process approach. The students will be able to develop their idea easily through their written words, especially in writing exposition text.There are 6 deaf students who become the sample. This research used purposive sample to take the sample. This research is a pre experiment quantitative research by using pre-test and post test group design. Test is used to collect the data of expository writing skill before and after the deaf students are given the action. The action is given in 10 meeting. Each meeting consists of 2 x 35 minutes. The learning material given are expository writing skill base in comprised of one theme transportations. The data analysis techniques are non parametric analysis and sign test. Results of data analysis using the formula sign test on the effect of process approach for expository writing skill of deaf students are Ztabel Zh = 2.05 and = 1.96 at 5% significance level. It is proved that Ho is rejected and Ha accepted. So it can be conclude that “There is a significant effect of the use of the process approach for expository writing skill of deaf students at fourth grade of SDLB-B Karya Mulia II Surabaya”.Keywords : process approach, expository writing skil

Successful strategies for expository writing

This study focused on creating an Integrated Expository Writing model to improve fifth and sixth grade students\u27 abilities to write well constructed expository essays. It was developed through researching Step Up to Writing, the Six-Traits, interactive writing, play / realia, paired / shared writing, and writers\u27 workshop