Prewriting and Drafting Strategies of Graduate Students

Index: Prewriting and Drafting Strategies of Graduate Students

A number of post-graduate students in the English Education Department do not have experience in writing papers in English. Examine how important is the students complete the task of writing this paper from their lecturers. Research using this approach because the process of cognitive research aims to explain the mental processes that are experienced by students while writing. By examining the process of thinking when students are writing, the strategies they use to complete the task of writing can be exposed.

General Strategy

This study focuses on the strategies that students used S2 English language education programs at the pre-draft writing and writing papers in English. Research aims to identify and describe your strategy to be used in the second stage. Using a qualitative research design using two students as the subject S2 English education programs in the State University of Malang on the 2006 academic year course Advanced Linguistics. From the results of the Graduate entrance test in June 2006, both expressed as a top 5 ranking, but have very little experience in writing papers. For the purpose of research is not classified as an experienced author. Data for the primary strategy used in pre-writing stage statements that are subject to be spoken during the open-ended interviews conducted in the official and not official. Primary data for the strategy that is used on stage is a draft protocol of the "think aloud" when the subject of their writing paper. Data to support further clarification is the observation the researchers note, the interview protocol, and the quality of the paper.

Results of research indicate that in the pre-writing stage, both the subject using a different strategy. D planning using interactive or "emergent" ideas not be processed efficiently and does not produce a framework hierarchies. Conversely, W use planning "semi-advanced" in which he tries to make the idea into a framework. At a draft stage, D strategies using the "search" and copy with no effective way, which suggests that the lack or the existence of a very simple framework that resulted in the pre-writing stage, it provides little guidance on when a draft. However, a number of "insights" appear when creating a draft guide to the mapping and re-organizing. Different from D, W to apply a more effective strategy, where the process is directed by a draft framework produced during pre-writing, the draft proposes to create a more effective and less-stagnant stagnating.

Prewriting and Drafting Strategies of Graduate Students

Local Strategy

In addition to general strategy, also used a local strategy that is applied to manage the action from time to time during the process of running towards a draft settlement papers. Local strategy is used cognitive strategies, meta-cognitive, writing, and others. (1) Cognitive strategies. D is the more dominant strategy "search" in planning to use cognitive strategies with the following order starting from the most to the most rarely used: see the source, reason, record, segment, analyze, mark, visualization, hypothesis, and imagination, while he strategy does not use an example, elimination, summaries, and verbalisms. W using a dominant strategy that appears to use more effective cognitive strategies with the following order starting from the most often used to: view the source, group, analyze, verbalisms, reason, elimination, embrace, emulate, compare, hypothesize, visualization, recording , mark, and imagination. (2) Meta cognitive strategies. The dominant D strategies using the "search" for a draft use meta-cognitive strategies with the following order starting from the most up most often used: self-monitoring, early preparation, self-evaluation, production delays, avoid, initial organization, self-management, and selective attention. W is the dominant use of more effective strategies using meta-cognitive strategies as follows: self-evaluation, self-monitoring, early preparation, initial organization, self-management, avoid, selective attention, and delay production. (3) Writing Strategies. D with a strategy to write the following order, from most often to the most often used: "rehearsing", edit, and revise. W write strategy using the following sequence: edit, revise, and "rehearsing". (4) Strategy others. D using the strategy with the others the following order starting from the most frequently used to the most rare: affective, social, and aware readers.

Prewriting and Drafting Strategies of Graduate Students

Conclusions

Conclusions from the results of research are (1) when writing papers in English, post-graduate students should do the writing with the pre-stage right because what they do at this stage will affect the process of a draft, (2) text when writing academic papers such as , using the strategy at the interactive pre writing is not effective because it gives little guidance to the students in a draft and can produce low-quality paper; (3) trends in student post-graduate experience in writing not to use the strategy that is not effective because they may be weak in the knowledge of the topic , genre, language, readers, and the task of the scheme. This is probably caused at least by their experience in writing papers.

Therefore, it is recommended that lessons are held for students to apply strategies "advanced" when writing academic texts. For other researchers, using the recommended method of collecting data in a more diverse student researching the process of writing a post-graduate.

Another Research Tips

Labels:

Infoskripsi Bandulan, Malang and work as an Administrator at Infoskripsi Corp.
0
Newer Post
Home
Older Post
The item being reviewed 4 5 24