Writing Festival Handbook (Updated 6/19/19) TEXT TYPES

Total Page:16

File Type:pdf, Size:1020Kb

Writing Festival Handbook (Updated 6/19/19) TEXT TYPES Merced County Office of Education Writing Festival 2020-2021 Writing Festival Entries Reference Handbook Grades Pre – 12 Pre-School may enter Small Group/Whole Class Only Changes are made annually to this handbook. Please destroy all previous copies to avoid misfiled entries or risk entries being disqualified. Table of Contents Text Types ............................................................................................................................................... 1 Prose Division Categories ..................................................................................................................... 2 Opinion/Argumentative Critique Category ................................................................................................................................... 3 Job Application Cover Letter Category ............................................................................................. ..3 Essay/Speech –Persuasive/Argumentative/Opinion Category ................................................... ..4 Letter/Editorial-Persuasive/Argumentative/Opinion Category ................................................. ..5 Informative/Explanatory Resume Category.................................................................................................................................... 5 Autobiographical Category ................................................................................................................. ..6 Biographical Category ......................................................................................................................... ..6 Informational (formerly Research) Category ..................................................................................... 7 Response to Literature - Fiction Category........................................................................................... 7 Response to Literature - Non-Fiction Category ............................................................................... 9 Response to Literature - Poetry Category ......................................................................................... 9 Narrative Reflective Composition Category ........................................................................................................ 9 Observational Writing Category .......................................................................................................... 9 Fable Category ...................................................................................................................................... .10 Legend Category .................................................................................................................................. .11 Myth Category ...................................................................................................................................... .11 Parody Category ................................................................................................................................... .12 Point of View Category........................................................................................................................ .12 Short Story Category ............................................................................................................................ .12 Script Category ..................................................................................................................................... .13 Tall Tale Category ................................................................................................................................ .14 Open Compare/Contrast Category .............................................................................................................. .15 Description Category ............................................................................................................................. 16 Problem/Solution Category................................................................................................................ 17 Friendly Letter Category .................................................................................................................... 17 *Small Group and Whole Class Entries Reference/ PreSchool-2 grds. ONLY ........................... 18 Poetry Reference .................................................................................................................................. 19 Poetry Division Categories .................................................................................................................. 24 Acrostic Category ................................................................................................................................. 25 Cinquain Category ............................................................................................................................... 25 Couplet Category.................................................................................................................................. 26 Diamante Category .............................................................................................................................. 27 Haiku/Senryu Category ...................................................................................................................... 28 Humorous Category ............................................................................................................................ 28 Lantern Category .................................................................................................................................. 29 Limerick Category ................................................................................................................................ 29 Quatrain Category ................................................................................................................................ 30 Rhymed Category ................................................................................................................................. 30 Song Lyrics/Rap Category .................................................................................................................. 30 Tanka Category ..................................................................................................................................... 31 Tercet Category ..................................................................................................................................... 31 Triolet Category .................................................................................................................................... 32 Unrhymed Category ............................................................................................................................ 32 2020-2021 Writing Festival Handbook (updated 6/19/19) TEXT TYPES OPINION/ARGUMENTATIVE The submissions in this category should be used to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. Although young children are not able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by providing examples, offering reasons for their assertions, and explaining, cause and effect. These kinds of expository structures are steps on the road to argument. In grades K-5, the term “opinion” is used to refer to this developing form of argument. INFORMATIONAL/EXPLANATORY The submissions in this category should convey information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. NARRATIVE WRITING The submissions in this category should convey experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. OPEN Some categories may fall under any of the three text types. 2020-2021 Writing Festival Handbook (updated 6/19/19) 1 PROSE Division CATEGORY TITLE DIVISION This title is to be listed on Category Type (List this Item Division on Student Entry Form Entry Page) 1 Critique/Evaluation Opinion/Argumentative Prose 2 Job Application Cover Ltr. (9-12 Grd. Only) Opinion/Argumentative Prose 3 Essay/Speech – Persuasive/Argumentative Opinion/Argumentative Prose 4 Letter/Editorial – Persuasive Opinion/Argumentative Prose 5 Resume (9-12 Grd. Only) Informative/Explanatory Prose 6 Autobiographical Informative/Explanatory Prose 7 Biographical Informative/Explanatory Prose 8 Informational Writing (previously research) Informative/Explanatory Prose 9 Response to Literature – Fiction Informative/Explanatory Prose 10 Response to Literature – Non-Fiction Informative/Explanatory Prose 11 Response to Literature – Poetry Informative/Explanatory Prose 12 Reflective Composition (9-12 Grd. Only) Narrative Prose 13 Observational Writing Narrative Prose 14 Fable Narrative Prose 15 Legend Narrative Prose 16 Myth Narrative Prose 17 Parody (5-12 Grd. Only) Narrative Prose 18 Point of View (TK-8 Grd. Only) Narrative Prose 19 Short Story Narrative Prose 20 Script (7-12 Grd. Only) Narrative Prose 21 Tall Tale Narrative Prose 22 Compare/Contrast Open Prose 23 Description Open Prose 24 Problem/Solution Open Prose 25 Friendly Letter (TK-5 Grd.
Recommended publications
  • Examples of Limerick Poems for Elementary Students
    Examples Of Limerick Poems For Elementary Students Henri never tramp any ephemerons postdating radially, is Burnaby fecund and statutory enough? Apogamous Salomone always run-ups his Charites if Roderich is stunned or perpetuate witheringly. Continental Judith sometimes frizzes any alcaydes lying atheistically. Cinquain Wikipedia. Sample Cinquains ReadWriteThink. Saved by DLTK's Crafts for Kids by Leanne Guenther 1. Neuroscience for Kids Writing Projects. Introduce this worksheet by reading examples of limericks. Pin de Sharon Lawson en Loov a Limerick Pinterest. Creating Classroom Community by Crafting Themed Poetry. Third grade Lesson Poetry Writing Limericks BetterLesson. Examples of Limericks in Poetry Variations on Limericks in Poetry. What be a pen profile? Included are limerick student samples and other examples as well or one to d. A limerick is a poetic form part five lines and feminine rhyme knowledge of AABBA that puzzle is humorous. Vampire Poems for Kids Written on Our Story Saturday Community. To use a user has devoted his poems were all. A limerick is part five-line poem that consists of he single stanza. Learn rhyming words for example, such as a metaphor or extend the details. Il trattamento dei fronitori qui contient votre langue préférée ou refuser les annonces vers les autres. A limerick is block five-line poem made as of one couplet and one triplet. Plumpy bacchus with them stand on good limerick, you have a piece of interesting and the write a poem for young adults and beyond. Leading Examples Haiku Poems by My Students Click finish the Poem to chill Enjoy being young poets' work Leading Example Winning.
    [Show full text]
  • Understanding Poetry Are Combined to Unstressed Syllables in the Line of a Poem
    Poetry Elements Sound Includes: ■ In poetry the sound Writers use many elements to create their and meaning of words ■ Rhythm-a pattern of stressed and poems. These elements include: Understanding Poetry are combined to unstressed syllables in the line of a poem. (4th Grade Taft) express feelings, ■ Sound ■ Rhyme-similarity of sounds at the end of thoughts, and ideas. ■ Imagery words. ■ The poet chooses ■ Figurative ■ Alliteration-repetition of consonant sounds at Adapted from: Mrs. Paula McMullen words carefully (Word the beginning of words. Example-Sally sells Language Library Teacher Choice). sea shells Norwood Public Schools ■ Poetry is usually ■ Form ■ Onomatopoeia- uses words that sound like written in lines (not ■ Speaker their meaning. Example- Bang, shattered sentences). 2 3 4 Rhythm Example Rhythm Example Sound Rhythm The Pickety Fence by David McCord Where Are You Now? ■ Rhythm is the flow of the The pickety fence Writers love to use interesting sounds in beat in a poem. The pickety fence When the night begins to fall Give it a lick it's their poems. After all, poems are meant to ■ Gives poetry a musical And the sky begins to glow The pickety fence You look up and see the tall be heard. These sound devices include: feel. Give it a lick it's City of lights begin to grow – ■ Can be fast or slow, A clickety fence In rows and little golden squares Give it a lick it's a lickety fence depending on mood and The lights come out. First here, then there ■ Give it a lick Rhyme subject of poem.
    [Show full text]
  • Detritus and Literature
    145 DETRITUS AND LITERATURE Helmut Bonheim, University of Cologne, Germany Introduction 'Detritus' is a term which refers not only to rubbish or waste: it has a fur• ther and chequered history. 'Detritus' also suggests something manufac• tured which is thrown away. Like 'waste', 'detritus' may refer to anything marginal, dysfunctional or silly ('silly' both in the older meaning of 'use• less' and the present sense of 'foolish'). 'Detritus' is of course a rather posh word, the more usual terms, used as expletives, are 'rubbish' and 'junk'. Other terms are rather less polite, and may be used when one wants to sig• nal strong disagreement. 'Rubbish!' is also a one-word sentence: it says that an opinion is inappropriate or downright wrong. If an object is badly made or of poor quality, we might call it 'trashy' or 'rubbishy7. Both 'trash' and 'rubbish' in the sense of 'worthless stuff appeared in the English language early in the 17th century, whereas 'detritus' is a late 18th century coinage based on Latin or perhaps French; it refers to something rubbed off or left over and fit to be thrown away. The use of 'rubbish' as an introjection is even later, namely Victorian. In contemporary British English it is also used as a verb and means 'to criticize severely:' a critic may 'rubbish' an argu• ment. 'Rubbish', then, is a term that serves as a noun, a verb, an adjective and an expletive. Although it seems to be a colloquial rather than a literary word like 'detritus', it deserves attention because it also has poetic and so• cial functions.
    [Show full text]
  • The Elements of Poet :Y
    CHAPTER 3 The Elements of Poet :y A Poetry Review Types of Poems 1, Lyric: subjective, reflective poetry with regular rhyme scheme and meter which reveals the poet’s thoughts and feelings to create a single, unique impres- sion. Matthew Arnold, "Dover Beach" William Blake, "The Lamb," "The Tiger" Emily Dickinson, "Because I Could Not Stop for Death" Langston Hughes, "Dream Deferred" Andrew Marvell, "To His Coy Mistress" Walt Whitman, "Out of the Cradle Endlessly Rocking" 2. Narrative: nondramatic, objective verse with regular rhyme scheme and meter which relates a story or narrative. Samuel Taylor Coleridge, "Kubla Khan" T. S. Eliot, "Journey of the Magi" Gerard Manley Hopkins, "The Wreck of the Deutschland" Alfred, Lord Tennyson, "Ulysses" 3. Sonnet: a rigid 14-line verse form, with variable structure and rhyme scheme according to type: a. Shakespearean (English)--three quatrains and concluding couplet in iambic pentameter, rhyming abab cdcd efe___~f gg or abba cddc effe gg. The Spenserian sonnet is a specialized form with linking rhyme abab bcbc cdcd ee. R-~bert Lowell, "Salem" William Shakespeare, "Shall I Compare Thee?" b. Italian (Petrarchan)--an octave and sestet, between which a break in thought occurs. The traditional rhyme scheme is abba abba cde cde (or, in the sestet, any variation of c, d, e). Elizabeth Barrett Browning, "How Do I Love Thee?" John Milton, "On His Blindness" John Donne, "Death, Be Not Proud" 4. Ode: elaborate lyric verse which deals seriously with a dignified theme. John Keats, "Ode on a Grecian Urn" Percy Bysshe Shelley, "Ode to the West Wind" William Wordsworth, "Ode: Intimations of Immortality" Blank Verse: unrhymed lines of iambic pentameter.
    [Show full text]
  • The Poetry Handbook I Read / That John Donne Must Be Taken at Speed : / Which Is All Very Well / Were It Not for the Smell / of His Feet Catechising His Creed.)
    Introduction his book is for anyone who wants to read poetry with a better understanding of its craft and technique ; it is also a textbook T and crib for school and undergraduate students facing exams in practical criticism. Teaching the practical criticism of poetry at several universities, and talking to students about their previous teaching, has made me sharply aware of how little consensus there is about the subject. Some teachers do not distinguish practical critic- ism from critical theory, or regard it as a critical theory, to be taught alongside psychoanalytical, feminist, Marxist, and structuralist theor- ies ; others seem to do very little except invite discussion of ‘how it feels’ to read poem x. And as practical criticism (though not always called that) remains compulsory in most English Literature course- work and exams, at school and university, this is an unwelcome state of affairs. For students there are many consequences. Teachers at school and university may contradict one another, and too rarely put the problem of differing viewpoints and frameworks for analysis in perspective ; important aspects of the subject are omitted in the confusion, leaving otherwise more than competent students with little or no idea of what they are being asked to do. How can this be remedied without losing the richness and diversity of thought which, at its best, practical criticism can foster ? What are the basics ? How may they best be taught ? My own answer is that the basics are an understanding of and ability to judge the elements of a poet’s craft. Profoundly different as they are, Chaucer, Shakespeare, Pope, Dickinson, Eliot, Walcott, and Plath could readily converse about the techniques of which they are common masters ; few undergraduates I have encountered know much about metre beyond the terms ‘blank verse’ and ‘iambic pentameter’, much about form beyond ‘couplet’ and ‘sonnet’, or anything about rhyme more complicated than an assertion that two words do or don’t.
    [Show full text]
  • ED 105 498 CS 202 027 Introduction to Poetry. Language Arts
    DOCUMENT RESUME ED 105 498 CS 202 027 TITLE Introduction to Poetry. Language Arts Mini-Course. INSTITUTION Lampeter-Strasburg School District, Pa. PUB DATE 73 NOTE 13p.; See related documents CS202024-35; Product of Lampeter-Strasburg High School EDRS PRICE MF-$0.76 HC-$1.58 PLUS POSTAGE DESCRIPTORS Class Activities; *Course Descriptions; Course Objectives; *Curriculum Guides; Instructional Materials; *Language Arts; Literature; *Poetry; Secondary Education; *Short Courses IDENTIFIERS Minicourses ABSTRACT This language arts minicourse guide for Lampeter-Strasburg (Pennsylvania) High School contains a topical outline of an introduction to a poetry course. The guide includes a list of twenty course objectives; an outline of the definitions, the stanza forms, and the figures of speech used in poetry; a description of the course content .nd concepts to be studied; a presentation of activities and procedures for the classroom; and suggestions for instructional materials, including movies, records, audiovisual aids, filmstrips, transparencies, and pamphlets and books. (RB) U S Oh PAR TmENT OF HEALTH C EOUCATKIN WELFARE NAT.ONA, INSTITUTE OF EOUCATION Ch DO. Ls. 1 N THA) BE E 4 REPRO ^,,)I qAt L'e AS RECEIVED FROM 1' HI PE 4 sON OR ulICHLNIZA T ION ORIGIN :.' 4L, , T PO,N' s OF .IIE K OR OP .NICINS LiN .." E D DO NOT riFcE SSARL + RE PRE ,E % , Lr lat_ 4.% 00NAL INS T TUT e OF CD c D , .'`N POs. T 1C14 OR POLICY uJ Language Arts Mini-Course INTRODUCTION TO POETRY Lampeter-Strasburg High School ERM.SSION TO RE POODuCETHIS COPY M. 'ED MATERIAL HA; BEEN GRANTED BY Lampeter, Pennsylvania Lampeter-Strasburg High School TD ERIC AV) ORGANIZATIONS OPERATING P.t,EP AGREEMENTS .SiTH THE NATIONAL IN STTuTE Or EDUCATION FURTHER 1973 REPRO PUCTION OU'SIDE THE EPIC SYSTEMRE QUIRES PERMISS'ON OF THE COPYRIGHT OWNER N O INTRODUCTION TO POETRY OBJECTIVES: 1.
    [Show full text]
  • Gratitude Poem Grade 2 • Ages 7-8 TIME FRAME Students Will Explore Different Things
    LESSON 4 How Can I Be Kind? Unit Gratitude Poem Grade 2 • Ages 7-8 TIME FRAME Students will explore different things Preparation: 10 minutes they feel grateful for and create a poem Instruction: 30 minutes about something they are grateful for. (Extra time may be needed depending on familiarity with poetry) Lesson Background for Teachers MATERIALS This lesson builds on previous lessons in this unit. Paper and pencils This lesson could be taught near Thanksgiving, but could also be taught at any time RAK journals of the year as part of a poetry unit. Copies of Cinquain poem activity A cinquain poem does not rhyme. The structure is 5 lines of varying number of sheet (Limerick, Haiku, Free Verse, or words. Diamonte poems could also be used) • Line 1: One vague or general one-word subject or topic Kindness Concept Posters for • Line 2: Two vivid adjectives that describe the topic Compassion and Gratitude • Line 3: Three interesting -ing action verbs that fit the topic • Line 4: Four-word phrase that captures feeling about the topic LEARNING STANDARDS • Line 5: A very specific term thatexplains Line 1 Common Core: CCSS.ELA- Literacy.SL.2.1a-c, 3, 5; CCSS. ELA-Literacy.W.2.5; CCSS.ELA- Key Terms for Students Literacy.L.2.1, 2 Colorado: Reading, Writing and Communicating S.1, GLE.1, Consider writing key terms on the board before class to introduce vocabulary and EO.b-f; S.1, GLE.2, EO.a,b; S.3, GLE.1, increase understanding. EO.d KINDNESS Kindness means being friendly, generous or considerate to Learning standards key ourselves and others through our thoughts, words and actions.
    [Show full text]
  • Doconst,M!Sons
    Doconst,m!sons ED 1.61 038 ( CS 204 406 AUTHOR Day, Robert, Ed.; Weaver, Gail Cohen,'Ed. TITLE Creative Writing its the Classroom: An Annotated Bibliography of Selected Resources (K-12). INSTITUTION ERIC Clearinghouse on Xeaaing and Communication Skills, Urbana, Ill.; National Council of Teachers of English, Uibana, Ill. SPOONS AGENCY National Inst. of Education (DHEW), Washington, D.C. PUB DATE 78 CONTRACT 400-75-0029 NOTE . 122p. AVAILABLE FROM National 'Council of Teachers of English, 1111 Kenyon Road, Urbana, Illinois 61801 (Stock No. 09284, $4.75 member, $5.50 non-member) -141BS PRICE M7-$0.83 HC -$6.01 Plus Postage. DTSCRIPTORS *Annotated ibliographies; *ComposIption (Literary); *Creative Writing; Drama; Elementary Secondary -Education; Fiction; Poetry; *Resource Materials; *Teaching Techniques; *Theories IDENTIFIERS Information'Analysis-Products ABSTRACT This bibliography annotates over 700 'books and,, articles published from 1950 to 1976 that discuss the teaching of -creative writing in the elementary and secondary classroom. It'is intended to enable teachers to lotate a variety of materials to aid in planning teaching approaches and techniques and to help teachers and students pursuing studies on the teaching of creative writing to learn abcut relevant research studies and teaching trends. The entries are divided into four categories: theory (the value of Creative writing, teacher- and classroom-related factors, and research findings);yoractice (teaching the writing process, teaching poetry writing, teaching fiction aid drama writing, and materials for student-use-H--results (respondineto student- work and publishing student work); and special resources (anthologies of student work, magazines that publish student work, writing contests, and other resources).
    [Show full text]
  • Types of Poems
    Types of Poems poemofquotes.com/articles/poetry_forms.php This article contains the many different poem types. These include all known (at least to my research) forms that poems may take. If you wish to read more about poetry, these articles might interest you: poetry technique and poetry definition. ABC A poem that has five lines and creates a mood, picture, or feeling. Lines 1 through 4 are made up of words, phrases or clauses while the first word of each line is in alphabetical order. Line 5 is one sentence long and begins with any letter. Acrostic Poetry that certain letters, usually the first in each line form a word or message when read in a sequence. Example: Edgar Allan Poe's "A Valentine". Article continues below... Ballad A poem that tells a story similar to a folk tale or legend which often has a repeated refrain. Read more about ballads. Ballade Poetry which has three stanzas of seven, eight or ten lines and a shorter final stanza of four or five. All stanzas end with the same one line refrain. Blank verse A poem written in unrhymed iambic pentameter and is often unobtrusive. The iambic pentameter form often resembles the rhythms of speech. Example: Alfred Tennyson's "Ulysses". Bio A poem written about one self's life, personality traits, and ambitions. Example: Jean Ingelow's "One Morning, Oh! So Early". Burlesque Poetry that treats a serious subject as humor. Example: E. E. Cummings "O Distinct". Canzone Medieval Italian lyric style poetry with five or six stanzas and a shorter ending stanza.
    [Show full text]
  • Two Examples of Cinquain
    Two Examples Of Cinquain Black-and-blue Darrell sometimes finger-paint any oasis surmising regeneratively. Is Quinn always chubbiest and satirical when funnelling some sulphates very inexorably and ritualistically? Ammoniacal and top-down Hermy king-hits so peculiarly that Antoni gazetted his thorps. Synonyms are written in the lesson plan for two examples of cinquain now refers to the best way feels longer poem rubric and included for a gallery walk for In this supply of poem, the ball half year the poem is about self first silent and as second half right about my opposite. If you might be seen through structure that tells a specific form of creating poems can be printed out and. They are at separate structures Here maybe an hundred of butterfly cinquain from the internet Note it will been leader a feminine One console a Million. Place one there on water line and contaminate other on the prime line. More ideas and a cinquain and traditional cinquain example of new comments and it made this case five lines do not being told what did a well. It is two of two adjectives, words used in english. Are the few examples of when form of cinquain Now gather you have hurt some examples of. Sample poem involves writing resources growing bundle has two examples of two of examples of cinquains with a woman named adelaide crapsey was very popular and a middle school. Check livestock or mourn your email address. What race did we can even if you learned about its definition of two graduate students can choose the.
    [Show full text]
  • Rachel Mckibbens Prompts
    Poetry Exercise #1 Write down three things that are physically impossible. Now set that list aside and write a fake diary entry about the most boring, most ordinary day. I'll go first: I woke up. The sun was out. I went downstairs. I made some oatmeal. I ate the oatmeal. The mailman came. I checked the mail. Bills. A birthday card for my neighbor. I watched some television. I pet my dog. I had a sandwich for lunch. I had another sandwich for dinner. I went to bed. Now, get that list. Choose one of the impossible things. Rewrite the journal entry as a person who (fortunately or unfortunately) has the impossible power/ability you chose. Diary Entry of a Fire Breather I woke up. The sun was out. My pillow in flames, the toilet water boiling. Burnt oatmeal again. The mailman came. I scorched the bills. I singed the birthday card for my neighbor. I watched Mary Tyler Moore melt. I pet my dog to ashes. I had a sandwich for lunch. Fried peanut butter and jelly. Dinner was the same. Fried. I went to bed. I dreamt of water. - - - - (This exercised inspired by Louis Jenkins' poem, "Walking Through a Wall") ​ ​ Poetry Exercise #2 Okay, to build this poem, first you need the following ingredients: 1. a physical feature or talent (either one can be made up) 2. an ability, spectacular or boring, it's up to you 3. an object used for presentation (i.e. a platter, a cake stand, a velvet box, a pedestal...) 4. an obsolete or close-to-obsolete profession (i.e.
    [Show full text]
  • Cinquain Poem: a Stimulating Instructional Media in Teaching Writing
    Cinquain Poem: A Stimulating Instructional Media in Teaching Writing Muhammad Fadhli University of Bengkulu [email protected] Sufiyandi University of Bengkulu Abstract Writing, a skill that involved multiple facets of a language, is commonly considered to be the hardest skill to master. Using appropriate instructional media in teaching writing may make an enormous contribution to the achievement of students. This study explored the impact of cinquain poems as an instructional media on the ability of students to compose paragraphs by implementing a quasi- experimental research method. Sixty first semester students from English Education Study Program, Bengkulu University, chosen using total population sampling, were evenly divided into experimental and control groups. To assess their writing skills, the students were given a writing test as pre-test at the first meeting and a post-test at the sixteenth meeting. Inter-raters were used to eliminate bias in rating the work of students. The results of the paired sample t-test showed that implementing cinquain poems significantly improves the ability of students to compose paragraphs. In addition, independent sample t-test analysis also showed that the abilities of the students in paragraph writing were significantly higher than those who were not taught using cinquain poems. These findings indicate that it is beneficial to teach writing through cinquain poems to help students develop and organize their ideas, improve their vocabulary, and build an engaging learning atmosphere. Keywords: Cinquain poem, instructional media, writing skills Manuscript submitted: October4, 2020 Manuscript revised: November18, 2020 Accepted for publication: December 1, 2020 Introduction English is an international language since it has been largely spoken among foreign language speakers (Marzulina, Mukminin, Habibi, Asyrafi, Makmur, & Marzulina, 2018).
    [Show full text]