Tài liệu miễn phí Kỹ năng viết tiếng Anh
Download Tài liệu học tập miễn phí Kỹ năng viết tiếng Anh
Pictures for wrtiting
Pictures for wrtiting Các bài giảng ,các câu ngữ pháp được đưa vào các bài học thông qua các hình ảnh sinh động,vui nhộn giúp cho người đọc dễ tiếp thu
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Tại sao VIẾT là kỹ năng khó nhất khi học tiếng Anh?.
Tại sao VIẾT là kỹ năng khó nhất khi học tiếng Anh? .Phần lớn khi được hỏi: “Trong 4 kĩ năng học tiếng Anh thì kĩ năng nào các bạn cảm thấy khó nhất?”, học viên ngay lập tức trả lời là kĩ năng Viết (writing) và kĩ năng Nghe (listening). Tại sao vậy? Có 3 lí do tôi thấy có thể trả lời cho câu hỏi: Tại sao Viết luôn bị coi là kĩ năng khó nhất? Thứ nhất, để có một bài viết tốt, học viên cần phải có ngữ pháp tốt. ...
8/30/2018 3:31:34 AM +00:00
Perfect All You Need To Get It Right First Time Written English
The third step involved examining the relationship between Spanish performance at the end of second grade and English performance at the end of third grade and end of fourth grade through a series of regression analyses. This technique allowed us to test the relationships between initial factors (initial reading performance in Spanish) and outcome factors (performance in English reading at the end of third and fourth grades), controlling for initial performance on other factors that could influence this relationship. Using regression analysis, we were able to assess the relationship between second-grade Spanish reading and third- and fourth-grade English...
8/30/2018 3:28:29 AM +00:00
MEASURES OF LINGUISTIC ACCURACY IN SECOND LANGUAGE WRITING RESEARCH
Fashola and colleagues (1996) examined whether Spanish-speaking second-, third-, fifth-, and sixth-grade students would produce more errors consistent with the correct application of Spanish phonological and orthographic rules than would English- speaking students. For example, the correct application of Spanish orthographic rules to the sounds of English words would result in using the letters “i” for the /ee/ sound, “qu” for the /k/ sound and “j” for the /h/ sound. Findings indicated that Spanish-speaking students produced more than four times as many predicted errors than the English- speaking students, whereas the groups did not differ significantly in their...
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IMPROVE YOUR PROFESSIONAL SKILLS: Emails, text messages, business reports, presentations and negotiation
Several studies have addressed the cross-language transfer of comprehension skills and strategies. Royer and Carlo (1991) examined the transfer of listening and reading comprehension skills from Spanish to English by 49 sixth-grade students enrolled in a transitional bilingual education program. Results indicated that students’ English reading performance at the end of sixth grade was most highly correlated with their reading in Spanish a year earlier. That is, good fifth-grade readers in Spanish became good sixth-grade readers in English. Listening skills in the second language were also related to second-language reading skills. However, there...
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PROJECT GRADUATION WRITING SKILLS
A case study of an excellent Spanish–English bilingual reader (Jiménez et al., 1995) shows the use of similar strategies for identifying words and comprehending text in both languages, and the frequent use of information from the other language. A larger- scale study carried out by the same group (Jiménez et al., 1996) reveals that successful bilingual readers all used certain strategies for comprehending both Spanish and English texts: focusing on unknown words, using cognates as one source of knowledge, monitoring their comprehension, drawing inferences, and actively using prior knowledge. Unsuccessful readers focused much less on comprehension...
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Business and Economics Q Manual A student guide for producing quality work on time
The studies reviewed indicate that children transfer a variety of component skills from their first to their second language, including phonological awareness, word reading, word knowledge, and comprehension strategies. Teachers should also be aware that transferring these skills from one language to another sometimes produces errors in English, such as when children spell English words according to first-language rules (e.g., spelling the English word “ham” as “jam”). Knowing the strengths children bring to the process as a result of their first language, as well as the difficulties they may encounter and errors they may make when...
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An Application of Item Response Theory to Equating the Test of Standard Written English
As Carlo (2001) comments in a recent review, “research on cross-language transfer has made some progress with regard to the issue of identifying particular skills that appear susceptible to transfer from first- to second-language reading. However, questions remain concerning the specification of the cognitive mechanisms responsible for transfer as well as the developmental parameters that constrain transfer effects.” Carlo points out that mechanisms responsible for transfer could be occurring at a conscious metacognitive, a conscious declarative, or an unconscious procedural level. For example, in the realm of word identification, metalinguistic knowledge would entail a general...
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WRITING MATTERS THE ROYAL LITERARY FUND
Instructionally relevant research questions related to the transfer of skills also remain (August and Hakuta, 1997). First, is investment in first-language literacy training worthwhile for all combinations of first and second languages? For example, is it worthwhile if orthographies differ radically from English (e.g., Chinese) or if the first language is a traditionally non-written one (e.g., Hmong)? Second, how much instruction in the various component skills in the first language should children receive before transitioning into instruction in the second language? For example, at what point is reading ability in Spanish a sufficient base for initiating...
8/30/2018 3:28:29 AM +00:00
The Science of Scientific Writing
The group of students with the lowest (best) word reading efficiency scores at the end of fourth grade were monolingual English-speaking students instructed in English. 3 However, there was not a large difference among the three groups of Spanish-speaking students: scores were 1.21 for the students transitioned at the end of third grade, 1.24 for those transitioned at the end of second grade, and 1.15 for those instructed in English only. For all groups of students, pseudoword reading efficiency scores at the end of fourth grade were higher (therefore worse) than word reading efficiency scores. As with...
8/30/2018 3:28:29 AM +00:00
A CONCEPT OF INTERNATIONAL ENGLISH AND RELATED ISSUES: FROM 'REAL ENGLISH' TO 'REALISTIC ENGLISH'?
With regard to English passage comprehension, the children initially instructed in Spanish and transitioned into English at the end of second grade made the most gains between the end of second grade and the end of fourth grade. At the end of fourth grade, the monolingual English-speaking students had the highest scores, followed by the Spanish-speaking English-instructed students, Spanish-speaking students transitioned at the end of second grade, and Spanish-speaking students transitioned at the end of third grade. With regard to Spanish passage comprehension, the order of results was reversed, with the Spanish-speaking students transitioned at the end of...
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MODULE 5: 20 RULES OF PLAIN ENGLISH
We also thought it would be useful to present the descriptive statistics in a way that would highlight how good and poor comprehenders in English differed from each other on other components of reading measured when students were in the second grade and later in fourth grade. Tables 3-1 and 3-2 display testing results for bilingual students who, in fourth grade, tested in the top and bottom third of the score distribution on the WLPB English passage comprehension test. Those high- and low-performing students were categorized by language of instruction (i.e., those who received English-language instruction versus Spanish-language...
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Transfer of Skills from Spanish to English: A Study of Young Learners
The most notable aspect of the results from the Woodcock data collected in fourth grade (Table 3-2) is that, for the English-language results, there are minimal differences between the high-comprehending Spanish- and English-instructed children. However, when one examines these children’s Spanish-language test results, the differences are marked. The Spanish-instructed children show grade-level or above achievement in Spanish language proficiency and reading skills, while the English-instructed children are far below grade level except in word reading and decoding skills (whose rules are far simpler in Spanish). With regard to comprehension (passage comprehension, listening comprehension) and...
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SMART THINKING SKILLS FOR CRITICAL UNDERSTANDING AND WRITING
In the first stage of the analysis, we examined either relationships for one language over time or for the two languages (English and Spanish) at the same time. Thus, we first looked at relationships between English performance at the end of second grade and English performance at the end of third grade and end of fourth grade. As expected, we found moderate to strong positive relationships for each of the reading tasks. We also evaluated the relationship between English performance at the end of second grade and Spanish performance at the same time. We found moderate...
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Spanish-English Writing Structure Interferences in Second Language Learners
In the second stage, we looked at cross-language correlations, first over a 1-year time period and then over a 2-year time period. Over a 1-year time period, Spanish performance at the end of second grade had a modest relationship to English performance at the end of third grade on the phonemic segmentation, word, and pseudoword tasks. Performance on the Spanish letter identification task at the end of second grade was positively related to English performance on the same task at the end of third grade, but only for the group of children instructed in Spanish only. Over...
8/30/2018 3:28:29 AM +00:00
English as a Second Language Standards
We then conducted more detailed analyses, using a series of regression models that allowed us to study the relationship between initial Spanish literacy and third- and fourth-grade English literacy, controlling for factors that might influence the relationship other than transfer of skills from the first to the second language. This process allowed us to test whether the relationship between Spanish performance at the end of second grade and English performance on the same task at the end of third or fourth grade would persist when other factors, including oral English-language skills, initial performance on the English reading...
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Standards for the English Language Arts
For phonemic awareness skills, we found a significant relationship between Spanish performance at the end of second grade and English performance at the end of third grade. The relationship was significant for the group as a whole and for each of the three subgroups (English-instructed, transitioned at the end of second grade, and transitioned at the end of third grade). For letter identification skills, we did not find a statistically significant relationship between Spanish performance at the end of second grade and English performance at the end of third grade for the group as...
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STAT SPECIAL TERTIARY ADMISSIONS TEST CANDIDATE INFORMATION BOOKLET 2013-2014
Skills tested by STAT STAT F, STAT T and STAT Multiple Choice each consist of 70 items, which are placed into Units . Units comprise either Verbal or Quantitative questions. Quantitative and Verbal units are interspersed throughout the test paper . STAT questions are based on stimulus material drawn from a variety of common sources . All the information required to answer questions is contained in the Unit . So, for example, if the stimulus material is an historical document, the candidate’s knowledge of history is NOT being assessed . Verbal The Verbal items in STAT focus on interpretation and understanding of ideas in language . Some items will ask candidates to identify the main idea in a passage, whilst others will focus on...
8/30/2018 3:28:29 AM +00:00
CUNY Assessment Test in Writing (CATW) Student Handbook Fall 2010
What is the CUNY Assessment Test in Writing (CATW)? The CUNY Assessment Test in Writing (CATW) is a standardized writing test that measures a student’s ability to do college-level writing in English. Entering first-year students take the test to determine their placement into English composition, ESL, or developmental courses. In addition, the CATW is used to determine when students are ready to exit from developmental writing courses and move on to college-level courses. The term “standardized test” means that the test is given to all test takers in the same manner and under the same conditions; it is scored by trained readers using “standard” rules or...
8/30/2018 3:28:29 AM +00:00
English Style Guide A handbook for authors and translators in the European Commission
Tham khảo sách 'english style guide a handbook for authors and translators in the european commission', ngoại ngữ, kỹ năng viết tiếng anh phục vụ nhu cầu học tập, nghiên cứu và làm việc hiệu quả
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Supporting Children Learning English as a Second Language in the Early Years (birth to six years)
The Victorian Early Years Learning and Development Framework (VEYLDF) (Victorian Framework) birth to eight years, has been developed in partnership with the Office for Children and Portfolio Coordination, Department of Education and Early Childhood De- velopment (DEECD) and the Victorian Curriculum and Assessment Authority (VCAA). The VEYLDF was launched November 2009 for implementation in 2010. The Victorian Framework describes five Learning and Development Outcomes for children from birth to eight years. It links the learning outcomes from the Early Years Learning Framework for Australia to the Victorian Essential Learning Standards (VELS) Lev- els 1 and 2. The Outcomes provide a shared language for...
8/30/2018 3:28:29 AM +00:00
ENGLISH FOR ACADEMIC PURPOSES AN ADVANCED RESOURCE BOOK
Learning how to write a coherent, effective text is a difficult and protracted achievement of cognitive development that contrasts sharply with the acquisition of speech. By the age of 5, spoken language is normally highly developed with a working vocabulary of several thousand words and an ability to comprehend and produce grammatical sentences. Although the specific contribution of a genetic predisposition for language learning is unsettled, it is apparent that speech acquisition is a natural part of early human development. Literacy, on the other hand, is a purely cultural achievement that may never be learned at all. Reading...
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Resources to support the pilot of functional skills Teaching and learning functional English
Writing an extended text at an advanced level involves not just the language system. It poses significant challenges to our cognitive systems for memory and thinking as well. Indeed, writers can put to use virtually everything they have learned and stored away in long-term memory. But they can only do so if their knowledge is accessible, either by rapidly retrieving it from long-term memory or by actively maintaining it in short-term working memory. Thinking is so closely linked to writing, at least in mature adults, that the two are practically twins. Individuals who write well are seen as substantive...
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Connectives in advanced Swedish EFL learners’ written English – preliminary results
Learning how to compose an effective extended text, therefore, should be conceived as a task similar to acquiring expertise in related culturally acquired domains. It is not merely an extension of our apparent biological predisposition to acquire spoken language. Rather, it is more similar to learning how to type - which is in fact one aspect of composition, as a common means of motor output. Or, it is similar to learning how to play chess - which is another planning intensive task similar to composition in its demands on thinking and memory. Or, it is similar to learning...
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TEACHING TECHNICAL ENGLISH WRITING
The objectives of the present paper are, first, to sketch the broad outlines of how writing skill develops across three stages, as a child matures and learns the craft of composition through late adolescence and into early adulthood. The first two - knowledge-telling and knowledge-transforming - are well documented. A third stage - knowledge crafting - is more speculative, but important for understanding expert or professional levels of writing skill. Second, it is suggested that the primary constraint on progression through these stages is the limited capacity of the central executive of working memory. Executive attention...
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TEACHING WRITING SKILLS A CLOBAL APPROACH
The three stages shown in Figure 1 are intended to demarcate three macro-stages of writing development. Writing skill is shown as continuously improving as a function of practice, as is typical for perceptual-motor and cognitive skills in general. The micro- changes underlying the gradual improvement that drive the transition to the next macro-stage fall beyond the scope of the present article. But, in general, it is assumed that both the basic writing processes of planning, language generation, and reviewing, plus the mental representations that must be generated and held in working memory, undergo continuous developmental changes through maturation and learning within...
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Improving your technical writing skills Version 4.1
In the most advanced stage of knowledge-crafting, the writer is able to hold in mind the author’s ideas, the words of the text itself, and the imagined reader’s interpretation of the text. The representations of the author, the text, and the reader must be held in the storage components of working memory and kept active by allocating attention to them (Traxler & Gernsbacher, 1993). Thus, for expert writers, not only are the basic processes of planning, sentence generation, and reviewing juggled successfully, but so are three alternative representations of content. The author's ideas, comprehension of what the text currently says,...
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EXPLORING ENGLISH SECOND LANGUAGE SPEAKERS’ SCIENTIFIC WRITING SKILLS STRATEGIES OF FIRST YEAR LIFE SCIENCES STUDENTS
The initial stage of knowledge-telling consists of creating or retrieving what the author wants to say and then generating a text to say it. The author is not entirely egocentric in knowledge-telling and can begin to take into account the reader's needs. Specifically, by the time children are beginning to write they realize that another person's thoughts about the world may differ from their own. By about the age of 4, children have acquired a theory of mind that allows them to take another's perspective (Wellman, 1990; Wellman, Cross, & Watson, 2001). This helps them to plan what they need...
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®Speaking and WritingSAMPLE TESTS.CONTACTING ETSQuestions?For questions on the TOEIC® tests, contact your local ETS Preferred Vendor or ETS directly at: TOEIC@ets.orgPhone: +1-609-771-7170Need information?For updated information on the TOEIC t
What is known empirically is that writers operating at the initial knowledge-telling stage of development clearly struggle with understanding what the text actually says. As Beal (1996) observed, young writers who compose by telling their knowledge have trouble seeing the literal meaning of their texts, as those texts would appear to prospective readers. The young author focuses on his or her thoughts not on how the text itself reads. The verbal protocols collected by Bereiter and Scardamalia (1987) of children clearly document the essential focus on the author’s representation rather than the text and reader representations. The text produced...
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Training writing skills: A cognitive developmental perspective
The third stage characterizes the progression to professional expertise in writing. The writer must maintain and manipulate in working memory a representation of the text that might be constructed by an imagined reader as well as the author and text representations. Notice that this stage now involves modeling not just the reader's view of the writer's message but also the reader's interpretation of the text itself. In knowledge-crafting, the writer shapes what to say and how to say it with the potential reader fully in mind. The writer tries to anticipate different ways that the reader might interpret the...
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