• Journal of Korean Library and Information Science Society
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• v.45 no.1
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• pp.125-147
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• 2014

The aim of this study is to develop and suggest a reading strategy to learn for integrating reading and writing. The reading and writing strategy could be divided in directed strategies related to the cognitive process and indirected strategies to carry out the process successfully. Therefore, its strategies are constructed of the indirected strategy corresponding with the instructional design model and the direct strategy containing specific action plans of the model's progressive stages. When considering the reading to learn could be run as a program in the school, in this study, the basic model of the indirected strategy is devised with four steps of 'preparing-designing-implementing-evaluating'. And the implementing stage of the read to learn combining reading and writing is consisted of six steps as 'selecting subjects-considering contents-searching-writing-correcting-publishing'. Also, proper indirected strategies such as graphic organization and checklists are suggested in order to assist reading and writing activities in the implementing stage.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.427-440
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• 2010

The purpose of this study is to develop a science writing teaching strategy, and to apply it to the fourth-graders in elementary science classes. We examined its effect on their motivation, attitude, and understanding of science concept. For the research fourth grade children were grouped into three classes: an experimental class A of 27 children, an experimental class B of 24 and a comparative class of 27. All of them are from H elementary school in Seoul, Korea. Experimental class A learned science writing with a newly developed strategy while experimental class B learned science writing in a traditional method. Comparative class did not learn science writing. As a result, class A showed positive changes on students' science motivation, attitude, and understanding of science concept. In addition, class B with even one science writing task for a chapter had higher achievement in the understanding of science concept than the comparative class had.

• Journal of Institute of Control, Robotics and Systems
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• v.9 no.4
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• pp.284-295
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• 2003

The servo tracks of disk drives are constructed at the time of manufacture with the equipment of servo track writer. Because of the imperfection of servo track writer, disk vibrations and head fluctuations during servo track writing process, the constructed servo tracks might deviate from perfect circles and take eccentric shapes. The servo track writing error should be corrected because it might cause interference with adjacent tracks and irrecoverable operation error of disk drives. The servo track writing error is repeated every disk rotation and so is periodic time function. In this paper, we propose a new correction algorithm of servo track writing error based on iterative teaming approach. Our correction algorithm can learn iteratively the servo track writing error as accurately as is desired. Furthermore, our algorithm is robust to system model errors, is computationally simple, and has fast convergence rate. In order to demonstrate the generality and practical use of our work, we present the convergence analysis of our correction algorithm and some simulation results.

• Hwankyungkyoyuk
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• v.20 no.4
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• pp.39-50
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• 2007

The purpose of this paper is to development of the environment writing workbook to enhance environmental literacy of elementary school student. To achieve the purpose, the concrete paper processes are as follows. First, in order to development of the environment writing workbook to enhance environmental literacy, Writing of Environment Club students did various writing activities as an experiment. The environment writing workbook is developed using the students product feedback. Second, the environment writing workbook was used for the 5th graders in the elementary school for 10 weeks to see how the environment writing workbook would enhance the students' environmental literacy. The results of this paper are as follows. It's application was meaningful in the level of p<.05 in point of view of environmental literacy as a result of the pre-post test in the experiment group, who is one of the 5th grade classes in the elementary school. In conclusion, the environment writing workbook is very effective to enhance the seven parts of environmental literacy out of eleven. It is necessary because the environment writing helps to think of environmental issue deeply, learn about regional environmental problems, establish sound environment sense of value, give the opportunities to participate in activities.

• Journal of Information Science Theory and Practice
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• v.3 no.4
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• pp.6-18
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• 2015

There has been an explosion of new research and writing about all aspects of the information disciplines. Nevertheless, both academics and practitioners often find it difficult to engage in successful writing strategies. Indeed, writing is hard work, and doing it in a way that leads to publication is an even harder task. Since reading is essential to good writing, the challenges of learning to write are obvious. In this essay, I am drawing on many years of experience in writing and publishing, as well as considerable reading of writers’ memoirs, advice books on writing, literary studies, and other perspectives on the experience of writing in order to offer a set of approaches that can be pursued over a lifetime of scholarship and practice. Writing is a craft or art to be learned, and learning demands paying attention to the audience, having clear objectives, being an avid reader, and possessing the ability to accept and learn from criticism. While information professionals and scholars incessantly write for each other, there are large segments of the public and other disciplines who they ignore. Fortunately, the tools and resources for improving one’s writing are both broad and deep; discipline and realistic strategies are all that are required to improve one’s writing and, ultimately, to achieve success in publishing.

• Cross-Cultural Studies
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• v.37
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• pp.267-286
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• 2014

The purpose of this study is to improve the writing skills through activities to read and summarize the internet children newspaper article. The subjects of study are the college students of A2-B1 level in the French writing classes. The range of study was as follows: - As the previous activity of writing, activities of teaching and learning of vocabularies to comprehend the internet children newspaper article. - learn about the rules of summary - writing the summary The children's newspaper used in this study has the advantage that can increase the learning motivation of learners as having a topicality by itself and a level of easy language. The summary activities can be called a comprehensive activities of teaching and learning that combine the critical reading ability that can distinguish important information and secondary one with the creative writing ablility that can reconstruct one's own style from the selected content. In addition, the summary assists the understanding of a text and is a help to its memory. It is the strategy of reading comprehension and also is simultaneously the strategy of writing that can write with one's own vocabulary by newly structuring the text. The results of this study will provide a vitality for the education environment and field of study of French language that have been neglected the writing ability. Moreover it will be the motivation to propose a way of a balanced French language communication to our French language learners weighted on oral communication.

• International Journal of Advanced Culture Technology
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• v.8 no.4
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• pp.200-206
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• 2020

Digital storytelling, a 21st century educational tool that combines digital media with storytelling, is considered as a powerful tool to learn foreign languages in an authentic and meaningful way. This study explored cyber university students' perceptions and experiences with a digital storytelling project implemented to enhance their English writing and speaking skills. The results of 9 week-long research indicated that most of the students' attitudes were positive: the digital storytelling project was effective to increase their English skills, learning motivation and interest in learning English. Most students perceived that the process writing approach and videotaping tasks provided them with good opportunities to develop their English writing and speaking skills. Although many students had difficulties selecting a topic and writing a script in the initial stage, they could handle with these challenges with the help of professors' feedback and successfully completed their projects. After completing the project, most students expressed a strong sense of accomplishment. These results suggest that the digital storytelling project effectively met cyber university students' learning needs and facilitate their English learning.

• Journal of Engineering Education Research
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• v.22 no.4
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• pp.12-21
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• 2019

This paper asserts to teach engineering writing while teaching cornerstone design as well as addresses its background of the assertion. Cornerstone design course in which students study what is engineering design and what is the design process by team activities provides suitable circumstance for them to learn technical writing for solving communication problems and to produce some language artifacts. Studying the process-based writing and making use of the written artifacts in the course of engineering design process boosts design thinking for developing creative design concepts and mediates problem solving communications among design stakeholder.

• Smart Media Journal
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• v.5 no.2
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• pp.24-32
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• 2016

Recently, the development of electronic teaching materials and the demand of digital learners have led the needs on the education contents that replace learning from character information and the change of an information design method for this. Chinese character education in the traditional schooling mainly focuses on writing and memorization (semantic memory). This way that the stories do not exist has brought the learners' recognition that Chinese character is difficult to learn. Meanwhile, for a language study such as English, cross-media development between printed materials and audio-visual materials has been actively introduced. The method that extends episode memories along with memorization through a story is widely used. Therefore, this content suggests a prototype, which is broken away from an existing way of learning Chinese character that mainly focuses on writing, one sided instruction and information cramming. This makes learners learn through a story from printed materials and animation. Furthermore, it suggests a method that extends episode memories through Chinese education contents based on IoT explaining the principle of Chinese character by combining IT technology (information and communications, IoT) and education contents on block toys.

• Journal of Korean Elementary Science Education
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• v.31 no.1
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• pp.25-39
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• 2012

The purpose of this study was to develop a letter type rubric as a learning method for elementary school students to learn science writing easily and efficiently. For this study, five topics in science textbooks were chosen and modified in everyday life situation. The rubric evaluation criteria were composed of four steps. Two classes of 4th grade of an elementary school in Seoul were selected for applying the developed rubric. The experimental group consisted of 25 students and control group consisted of 28 students. The letter type rubric was treated to experimental group. The results showed that there was a significant difference between two groups in the science writing ability after application. From the survey results, we could conclude that the rubric helps elementary school students to develop the science writing ability and confidence in writing.