5.3 เล่าเรื่อง (narrating) การเขียน

5.3 เล่าเรื่อง (narrating)
การเขียนเล่าเรื่องเป็นการเขียนระดับเบื้องต้น ปกติใช้เล่าเรื่อง เล่าเหตุการณ์ต่างๆ ตามประสบการณ์ ในบริบทของการเขียนบทความทางวิชาการอาจเป็นการเขียนเล่าความเป็นมา ความสำคัญของปัญหา ในงานวิจัยเชิงคุณภาพ หรืองานวิจัยทางสังคมศาสตร์ มนุษยศาสตร์ อาจเป็นการเล่าเรื่องภาคสนาม (field work) การลงพื้นที่เก็บข้อมูล
วิธีการเขียนเน้นที่การใช้คำกริยา เพื่อบอกว่าเกิดอะไร และ tense ต่าง ๆ เพื่อบอกเวลาที่เหตุการณ์นั้นเกิดขึ้นในการเขียนย่อหน้าแบบเล่าเรื่อง สิ่งที่ต้องพิจารณาคือ
ตัวอย่างที่ 1 การเขียนเปรียบเทียบ
A range of studies have investigated whether certain types of written corrective feedback or combinations of different types are more effective than others. These studies have most often categorized feedback as either direct (explicit) or indirect (implicit). Direct corrective feedback may be defined as the provision of the correct linguistic form or structure by the teacher to the student above the linguistic error (Ferris, 2003). It may include the crossing out of an unnecessary word/phrase/morpheme, the insertion of a missing word/phrase/morpheme, or the provision of the correct form of structure. Additional forms of direct feedback may include written meta-linguistic explanation (the provision of grammar rules and examples at the end of a student’s script with a reference back to places in the test where the error has occurred) and spoken meta-linguistic explanation (e.g. a mini-lesson where rules and examples are presented, practiced and discussed; one-on-one individual conferences between teacher and student or conferences between teacher and small groups of students). On the other hand, indirect corrective feedback is that which indicates that in someway an error has been made without explicit attention drawn (Ferris, 2003). This may be provided in one of the four ways: underlining or circling the error; recording in the margin the number of errors in a given line; or using a code to show where the error has occurred and what type of error it is (Ferris and Roberts, 2001); Robb et al., 1986). Rather than the teacher providing an explicit correction, students are left to resolve and correct the problem that has been drawn to their attention.

ผลลัพธ์ (อังกฤษ) 1:

5.3 narrator (narrating)
.Narrative writing is writing proficiency. Usually the narrative Narrated events Based on experience In the context of academic writing may be to write about a. The importance of the problem In qualitative researchHumanities may be narrative field (field work) into the repository
.How to Write an emphasis on the use of verbs. To say that what tense that tell the time and it happens to write a narrative paragraph. Things to consider is a comparison

Example 1.direct corrective feedback may be defined as the provision of the correct linguistic form or structure by the teacher to the student above the linguistic error (ferris, 2003). it may include the crossing out of an unnecessary word / phrase / morpheme, the insertion of a missing word / phrase / morpheme, or the provision of the correct form of structure.additional forms of direct feedback may include written meta-linguistic explanation (the provision of grammar rules and examples at the end of a student's script with a reference back to places in the test where the error has occurred) and spoken meta-linguistic explanation (eg. a mini-lesson where rules and examples are presented, practiced and discussed;

ผลลัพธ์ (อังกฤษ) 2:

5.3 story (narrating)
Writing narrative writing beginner Usually used to tell a story based on the events of experience. In the context of writing academic articles may be written over and over. The importance of the issues in qualitative research Humanities may be a narrative field (field work) into storage
. How to use verbs to say what happened, and the tense to tell time that the event occurred in a narrative paragraph writing. Something to consider is
1 sample writing compare
.A range of studies have investigated whether certain types of written corrective feedback or combinations of different types are more effective than others. These studies have most often categorized feedback as either direct (explicit) or indirect (implicit). Direct corrective feedback may be defined as the provision of the correct linguistic form or structure by the teacher to the student above the linguistic error (Ferris, 2003). It may include the crossing out of an unnecessary word/phrase/morpheme, the insertion of a missing word/phrase/morpheme, or the provision of the correct form of structure. Additional forms of direct feedback may include written meta-linguistic explanation (the provision of grammar rules and examples at the end of a student's script with a reference back to places in the test where the error has occurred) and spoken meta-linguistic explanation (e.g. a mini-lesson where rules and examples are presented, practiced and discussed; one-on-one individual conferences between teacher and student or conferences between teacher and small groups of students). On the other hand, indirect corrective feedback is that which indicates that in someway an error has been made without explicit attention drawn (Ferris, 2003). This may be provided in one of the four ways: underlining or circling the error; recording in the margin the number of errors in a given line; or using a code to show where the error has occurred and what type of error it is (Ferris and Roberts, 2001); Robb et al., 1986). Rather than the teacher providing an explicit correction, students are left to resolve and correct the problem that has been drawn to their attention.

ผลลัพธ์ (อังกฤษ) 3:

tell me about 5.3 (narrating)
tell me all about how to write a story using the normal entry-level written story events in accordance with experience in the context of the writing scholarly articles may be written in the story, the importance of the problem of qualitative research.humanities, may be the story in the field (field work), the storage space
Emphasis on how to write a verb used to say, What has been happening and tense, to tell you the time that events occur in the writing paragraphs, tell me all about what must be considered is

compare the writing sample 1.A range of studies have investigated whether certain types of written corrective feedback or combinations of different types are more effective than others. These feedback studies have most often categorized as either direct (explicit) or indirect (implicit).Direct corrective feedback may be defined as the provision of the correct linguistic form or structure by the teacher to the student above the linguistic error (Ferris, 2003). It may include the crossing out of an unnecessary word/phrase/morpheme, the insertion of a missing word/phrase/morpheme, or the provision of the correct form of structure.Additional written forms of direct feedback may include meta-linguistic explanation (the provision of grammar rules and examples at the end of a student' s script with a reference back to places in the test where the error has occurred) and spoken meta-linguistic explanation (e. g. A mini-lesson where rules and examples are presented, discussed and practiced;One-on-one conferences individual conferences between teacher and student or between small groups of students and teacher) .On the other hand, indirect corrective feedback is that which indicates that an error has been made in someway without explicit attention drawn (Ferris, 2003). This may be provided in one of the four ways: underlining or circling the error;Recording in the margin the number of errors in a given line; or using a code to show where the error has occurred and what type of error it is (Ferris and Roberts, 2001); Robb et al ., 1986 ). Rather than the teacher providing an explicit correction, students are left to resolve and correct the problem that has been drawn to their attention.