• Tribology and Lubricants
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• v.33 no.4
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• pp.148-152
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• 2017

The feel of writing is important to customers when they buy smart devices with stylus such as smartphones and tablet computers. With an aim to reproduce the tactile sensibility of writing instruments when people write on the glass display using a stylus, this study focuses on the frequency characteristics of writing instruments that can describe the vibrations of writing instruments sliding over counter surfaces. In addition, this study includes the effect of various factors influencing the friction of writing instruments such as lubricant, nib material, and contact type. We perform sliding experiments with six types of writing instruments and a sheet of paper to understand the relation between the friction conditions of the nib and the frequency characteristics. As this research focuses on the tactile perception of human skin when people use a writing instrument, the analysis of frequency characteristics is performed in the perceptible frequency range of mechanoreceptors in the human skin. As a result, three types of frequency characteristics are identified. Low frequency peaks are observed for a metal nib with ink; high frequency peaks are observed for a nib without ink; and, middle frequency peaks with a wide range of distribution occurs for fabric nibs with ink. Therefore, to implement the proper feel of writing, at least three types of vibrations have to be made.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.185-210
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• 2006

This study has two purposes. First, it aims to suggest an appropriate approach to English writing education for Korean high school students in a cooperative learning situation. It also aims to suggest what type of learner grouping, either homogeneous or heterogeneous, is appropriate by comparing the learners' writing abilities and the changes of their affective factors after being exposed to cooperative EFL writing instruction. Two homogeneous classes were selected and instructed to write in English for 11 weeks. One was composed of homogeneous small groups based on the students' writing scores, and the other was composed of heterogeneous small groups, again based on the students' writing scores. The results showed that the improvement between the two class types was quite different across different proficiency levels. For example, although there is little difference between the homogeneous and the heterogeneous classes of low and intermediate-level learners in writing ability improvement, high-level students showed a significant difference between the classes. In addition, it was found that class participation correlated significantly to writing ability improvement. Cooperative learning was proved to be an effective writing instructional approach to encourage learners' interest and increase their self-confidence; however, the results did not show any significant differences in learners' affective domain between the homogeneous and the heterogeneous classes. Similarly, the learners' grouping preference was not affected by the grouping method.

• Journal of the Korean Society of Manufacturing Technology Engineers
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• v.22 no.2
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• pp.192-198
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• 2013

A light-weight enough to be portable yet functionally complete hand-writing machine was designed with hardware assembled and software implemented. The machine simulating human hand-writing not only allows identical massive scriptings on papers in human's proxy, but also offers emotional appearance as if the script was directly hand-written in ink. The features of human writing were independently put together to complete the action of scripting. The writing style could be altered in order to mimic a person's own specific writing style. The present work demonstrates that the assembled hand-writing machine was able to duplicate writing of scripts in almost parallel lines in consistent manner. The machine can be used in the emotional marketing area where seasonal greetings or thank-you cards are to be sent in massive manner. The pen-holding machine can also find an emotional application such as writing a short greeting note on a plastic lid on a disposable coffee cup in coffee-selling stores.

• Journal of Korean Elementary Science Education
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• v.29 no.2
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• pp.144-154
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• 2010

This study was conducted among elementary pre-service teachers who participated in creative story writing exercises related to science. It aimed at analyzing their perceptions, based on their own experiences in the story writing exercises, about story writing as a pedagogic method, to discover the implications on science education. First, creative story writing exercises were carried out over a period of eight weeks by 114 elementary pre-service teachers at a college of education, all of whom were non-science majors taking a course on earth science as a liberal arts elective. Afterward, an open-ended survey was conducted among them to discover their attitudes and opinions, both as students and as teachers-to-be. The majority of the subjects expressed a positive opinion about creative story writing as a pedagogic tool, stating that they would apply it in their future teaching by telling stories they wrote or having students write their own compositions. Pre-service teachers conclude a creative writing improves students' studying, leads interest and motivation. In addition, it linked with daily life and other school subjects. Creative story writing, when used at colleges of education, has didactic value as an empirical exercise for pre-service teachers who are not majoring in science.

• English Language & Literature Teaching
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• v.11 no.1
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• pp.179-202
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• 2005

The purpose of this study is to examine whether the teacher feedback (TF) group and the peer feedback (PF) group exhibit significant differences in their English writing abilities and attitudes toward English writing. The subjects of this study are eighty-three college first-year students enrolled in a college English reading class. The subjects' first and final writing samples are used to measure the improvement of English writing abilities and a set of pretest and posttest questionnaires is administered in order to find their attitudes. The qualitative and quantitative analyses of the data collected show the following results. First, the two groups show no significant difference in their holistic scores. Neither do the two groups display any significantly different development in their analytic scores. Second, the two groups show no significant differences in attitude factors but writing confidence. These findings suggest that peer feedback can be used to encourage EFL college students to develop their writing abilities.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.171-188
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• 2009

The purpose of this study was to investigate the role of ongoing feedback from the professor in students' processes of learning and developing writing skills. Specifically, the researcher was concerned with how ongoing feedback affected students' attitudes towards writing because in EFL contexts, motivating students to write is a first step to engage them in a challenging journey of academic writing. 20 freshmen taking a writing course, "Paragraph & Essay Writing", at A university participated in this study and they were asked to complete the questionnaire at the end of the spring semester 2009. The results revealed that receiving ongoing feedback from the professor had a positive influence on affective domain, was helpful to develop learning strategies, and was valuable in learning outcomes. However, they also expressed negative opinions: feeling a burden, focusing on forms, and feeling confused. To reflect their opinions, the following four suggestions were made to create a more effective learning environment: promoting learner autonomy, facilitating individual writing conferences, giving balanced feedback in between form and content, and using judicious feedback through careful streaming.

• Journal of Arbitration Studies
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• v.27 no.2
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• pp.19-36
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• 2017

This paper reviews and analyzes the U.S. cases and statutes on the writing requirements of arbitration agreement. In order to discuss the legal aspects of writing requirement on arbitration agreement in the U.S., it is necessary to delve into both the contractual aspects of arbitration agreement and statutory specifications of the writing requirements of arbitration agreement. Statute of frauds and parole evidence rule were reviewed and employed to find legal implications on the writing requirement of arbitration agreement. Relevant cases were analyzed to verify how the courts have been responded to the conflicts regarding the validity of the arbitration contract with respect to writing requirement. International treaties absorbed into the U.S legal system were also reviewed and commented to analyze their implications on the writing requirement of arbitration agreement, including the UNCITRAL Model Arbitration Law and the New York Convention.

• Annals of Clinical Neurophysiology
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• v.2 no.2
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• pp.130-134
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• 2000

Abnormal writing can result from a large variety of neurologic disorders of motor control. Primary writing tremor(PWT) in its pure form denotes occurrence of a disabling tremor induced by writing alone. Therefore PWT is typical task-specific tremor. PWT could be classified as either type A or type B. In a strict sense, type B PWT is not pure form of PWT because it is not task specific. We describe a case of PWT type A. A 53-year-old right handed policeman complained of a 4 year history of shaking of his right hand that interfered with writing. Tremor appeared during writing but not on adopting the hand position normally used for writing.

• Journal of Institute of Control, Robotics and Systems
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• v.7 no.11
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• pp.927-932
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• 2001

When people write a character with a pen stably, proper compliance planning is necessary. In this paper, after investigating the property of character writing task, we propose a fundamental grasp model for character writing and also analyze compliance characteristics for effective character writing using multi-fingered hands. For this, the general stiffness relation of multi-fingered hand is firstly described. Next, we investigate the grasp configurations for grasping a pen and then, we analyze the conditions of the specified stiffness matrix in the operational space to successfully and more effectively achieve the given character writing task. Through the analysis, an effective grasp modeling for successful character writing is shown. And also, we conclude that the operational compliance characteristics should be properly planned for character writing, stably and precisely.

• 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.