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1
Peters, Sandra Jane. „Reading recovery and children's writing : developing the writing of children with literacy learning difficulties“. Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10006606/.
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This thesis comprises a three-part longitudinal study of a one-to-one literacy intervention programme for children having difficulty reading and writing after one year at school. The programme, named Reading Recovery and founded by Marie Clay, consists of daily half-hour lessons taught by a teacher trained to diagnose and support children's problem-solving approaches to reading and writing. Children's writing development in Reading Recovery is the main focus of this thesis. The first two sections of the thesis review writing development, the Reading Recovery programme, and scaffolding. The third section presents a year long comparison of Reading Recovery children's writing with the writing from a comparison group of children who scored equally low on a battery of tests but who did not receive tutoring. Writing samples from classroom activities were collected from children in both groups, divided into four phases through the year and were scored on a scale by two raters. Statistical analyses showed improved performance by children in Reading Recovery on five dimensions of writing criteria with six levels of attainment. This development emerged in the latter part of the year and indicates that Reading Recovery children successfully transfer their increasing ability and independence to other writing events where the Reading Recovery teacher is not present to provide intensive support. This section also includes the second empirical study, an investigation into children's views on literacy. An interview on writing and reading was conducted with children in both groups at the end of the longitudinal studies. Findings indicated a greater metalinguistic awareness and level of sophistication of word awareness and analysis in the Reading Recovery children's approach to print. The fourth section of the thesis explores the interactive structure of Reading Recovery lessons. Clay claims the programme is consistent with the principles ofVygotsky's theory on the acquisition of cultural tools. More specifically Clay and Cazden (1990) have shown how the features of Reading Recovery lessons exemplify the scaffolding of learning based on assessment of each child's current reading strategies and techniques for moving the child towards independence in writing and reading. In this year-long observation, Reading Recovery lessons were studied using a sample of 17 children taught by seven trained teachers. The writing episodes of the lessons were qualitatively analysed. Teacher utterances were categorised and text-generation topics and styles, talk-cycles and rehearsal routines were identified. These are discussed in the light of the scaffolding literature. Although the writing episodes conformed to many aspects of scaffolding, some reconceptualisation is necessary to take account of the dynamic nature of literacy learning in contrast with scaffolding within brief, experimental tasks. In the light of the findings from the three studies and drawing them together, teaching and learning strategies are discussed, the importance of the process of learning to write is emphasised and recommendations for further research are made.
2
Cleland-Broyles, Pamela Lea. „Authentic writing and assessment: Facilitating the learning process of children's writing“. CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1294.
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Medwell, J. A. „The context of children's writing in junior classes“. Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286529.
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4
Reavie, Maryanne M. „Building a writing community, the role of children's talk during the writing process“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30541.pdf.
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5
Platt, David Ian, und University of Lethbridge Faculty of Education. „The use of journals in children's writing development“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1991, 1991. http://hdl.handle.net/10133/46.
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The purpose of this study is to analyze the content of dialogue journals of selected third grade students in order to discover the predominant themes in their writing. A second purpose is to explore how a teacher used the information gained from journals with her students to make curriculum decisions in her classroom. Although many reasons have been given for using journals in school writing programs, few studies have examined the role and impact of dialogue journals in primary grade classrooms. It is hoped that this study will add to the knowlege concerning dialogue journals in primary grades. This study is rooted in the desire to explore and explain what it means for a teacher to enter into a dialogue through journal writing with his or her students. It is hoped that this investigation will not only provide new insights into this relationship but also describe what grade three students and their teacher write about in the process of utilizing a journal. Six grade three students and thier teacher were involved in this study. Student journal entries, the teacher responses to the students' journal entries, and subsequent teacher interviews were all subjected to content analysis. The principal finding of this study was that dialogue journals not only provided a safe and secure environment in which children could express their ideas and knowledge, but it also became an important curriculum tool where specific writing needs and/or instruction based on interest could be met cooperatively. All student wrote on a variety of topics, regardless of their writing ability, and the teacher always responded in a positive manner. This study may provide added awareness of the possibilities of utilizing dialogue journal writing for cooperative curriculum planning. If teachers provide opportunities for students to become partners in curriculum planning, based on their needs, perhaps schools may become more personally fulfilling for both teachers and students.xii, 120 leaves : chart, plan ; 28 cm.
6
Harmey, Sinead J. „Change Over TIme in Children's Co-Constructed Writing“. The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1440059434.
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7
Nelson, Belinda. „The role of children's talk in writing development“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1023.
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This study is a 'snap shot' into the interactions and utterances of developing writers. It provides insight into the usefulness of talk, the need to model and encourage talk in the composing processes of children and also into the factors that impact on such talk making it more or less effective for young writers. The study observed six middle primary school students during the writing of two texts and recorded the accompanying talk. Classroom observations provided insight into the pedagogical and cultural influences within the writing contexts. Writing samples enabled each student's writing development to be analysed and became a point of reference for the analysis of the associated talk. These data were developed into a number of case studies enabling a thick description of the different contexts, each student, the writing activity, the written texts and most importantly the children's talk. The patterns that emerged as the talk was analysed indicated that the students engaged in a variety of talk while composing written texts. The talk of these more developed writers included private speech, conversations with peers, assertive regulatory talk aimed at managing the behaviour of other students to other talk that reflected the instructional discourse of the classroom. Three categories were established from the data analysis, capturing the essence of the talk. The categories describe the talk as 'Doing Writing', 'About Writing' and 'Outside Writing'. These categories enabled further analysis which indicated that talk supported the students as they worked through issues of content, form, genre and audience in their writing. Furthermore, some of the talk of these older writers was similar to the talk that emergent writers engage in as they seek to make meaning in the written form. However, important differences indicate that talk continues to be a scaffold for language learning, by enabling more capable writers to begin developing an awareness of audience or how their writing sounds to others. Talk also appears to help more developed writers gain a greater consciousness of the control of form and conventions and to maintain focus in a complicated and multi-faceted cognitive task.
8
Nichols, Edward Gerard. „Children Authoring Themselves:Young Children's Negotiation of Authority within Dialogue Journals“. Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194191.
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This dissertation is a teacher research study of the ways that young children author themselves by negotiating teacher authority in the context of their dialogue journals. The study detailed herein attempts to discover some of the ways in which young children negotiate teacher authority within the context of a dialogue journal.I collaborated with four second grade students in my multiage classroom who agreed to allow me to analyze the entries in their dialogue journals. We engaged in written dialogue in the context of their journals over two years, from when they were first graders in my multiage class until they left my class at the end of second grade.As a participant observer I used a form of discourse analysis called textual analysis, as mediated by Deborah Tannen's (2005, 2007) work in conversational analysis to unpack the negotiation of teacher authority revealed by the written interactions that took place in the context of the dialogue journals. This study explores the role that the children's personalities, textual competence and relationship with me as their teacher played in shaping their willingness and ability to negotiate teacher authority. It also explores the role my attitudes and actions had in fostering or hindering that negotiation.Implications include the use of ethnographic portraiture to establish context in teacher research, the importance of establishing routines that foster independence in classroom assignments, creating an atmosphere that encourages ownership of the activity in question, the necessity for the teacher to interact with the students in ways that allow them to control the conversation in their dialogue journals, and the importance of periodically reviewing the entire journals to counteract the myopic effect of reading only one journal entry per day. This last is important because when reading only one journal entry at a time it is possible to misinterpret the students' intent, lose sight of context or misinterpret the extent to which the students are engaged in writing in their dialogue journals.
9
Holt, Jill. „Children's Writing in New Zealand Newspapers, 1930s and 1980s“. Thesis, University of Auckland, 2000. http://hdl.handle.net/2292/2315.
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This thesis is an investigation of writing by New Zealand children in the Children's Pages of five New Zealand newspapers: the New Zealand Herald, Christchurch Press and Otago Daily Times in the 1930s and 1980s, the Dominion in the 1930s; and the Wellington Evening Post in the 1980s. Its purpose is to show how children reflected their world, interacted with editors, and interpreted the adult world in published writing, and to examine continuities and changes between the 1930s and 1980s. It seeks evidence of gender variations in writing. and explores the circumstances in which the social role of writing was established by young writers. It considers the ways in which children (especially girls) consciously and unconsciously used public writing to create a public place for themselves. It compares major themes chosen by children, their topic and genre preferences in writing, and the gender and age differences evident in these preferences. The thesis is organised into three Parts, with an Introduction discussing the scholarly background to the issues it explores, and its methodology. Part One contains two chapters examining the format and tone of each Children's Page. And the role and influence of their Editors. Part Two (also of two chapters) investigates the origins and motivations of the young contributors, with a special focus on the Otago Daily Times as a community newspaper. Part Three. of four chapters, explores the children's writing itself, in separate chapters on younger and older children, and a chapter on the most popular genre, poetry. The conclusion suggests further areas of research, and points to the implications of the findings of the thesis for social history in New Zealand and for classroom practice. The thesis contains a Bibliography and an Appendix with a selection of writings by Janet Frame and her family to the Otago Daily Times Children's Page in the 1930s.Note: Whole document restricted at the request of the author, but available by individual request, use the feedback form to request access.
10
Willett, Rebekah Jane. „Children's use of popular media in their creative writing“. Thesis, Institute of Education (University of London), 2001. http://eprints.ioe.ac.uk/7282/.
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This study is an examination of the social world of children's story writing, focusing on the way children use the agency offered to them in the context of the' writing process' pedagogy as a way of negotiating existing practices to position themselves in the discursive field of the classroom. Using methods from teacher-research and ethnographic traditions, I collected data from the class I was teaching, focusing on six children aged eight to nine. Data collection included observations of social interactions, photocopies of stories children wrote, interviews with children, group discussions, tape recordings of children talking while writing stories, and a diary of my experiences as a teacher-researcher. Using a form of discourse analysis, I focused on three areas in my data analysis: writing process, media consumption and production, and identity work. My analysis shows the ways children negotiate with and manipulate school practices in order to include their peer cultures in writing workshop, indicating children's understanding of school practices and concern with their social positions. In my study I show how popular media, a significant element of peer culture, is used by children in story writing as a way of establishing and defining personal identities and friendship groups. It is through friendships and often within the context of talk around media that children define, perform, and to some extent play with their gendered identities. The conclusions of my study point to a need for educators to recognise the way discursive practices of school create a very narrow definition of' acceptable stories' in classrooms. The practices problematise stories which contain media, and therefore teachers overlook and misunderstand many of the things children are doing during the process of writing media-based stories.
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Arrowsmith, Deborah K. Masterson. „Informational books : their instructional impact upon young children's writing /“. The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779439848171.
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Williamson, John Roxburgh. „Aspects of children's language in National Curriculum English“. Thesis, University of Newcastle Upon Tyne, 1997. http://hdl.handle.net/10443/752.
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No subject in the National Curriculum has been the source of more controversy than English. It has been at the heart of fierce debates in the political arena, amongst the policy makers responsible for the National Curriculum, in the academic world and in the media. Underlying these arguments have been, on the one hand, an agreement that English is a subject of special importance in the curriculum and, on the other, often profound disagreements about what the nature of that subject ought to be. At the same time, there has been a tendency for policy to be made without reference to evidence about the necessity, the feasibility or even the desirability of the proposals being put forward. In the main, the work presented in this submission provides evidence relevant to the National Curriculum for English as it has developed over the last six years.
13
Wong, Lai Fan. „Stories by...portfolio consisting of dissertation and creative work“. Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2456353.
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Steffler, Bonita. „The relationship between symbolic style and kindergarten children's emergent writing“. Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31569.
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According to research, differences in the way young children learn using symbols is a characteristic of growth and development. Harvard's Project Zero researchers have suggested that children possess characteristic styles of symbol use in the way they draw, create using clay and play objects, and tell stories. In particular, the "symbolic styles" of Patterners and Dramatists have been identified. [This study investigated the relationship between kindergarten students' preferred symbolic style and their
early writing attempts.] Six focal children (3 Patterners, and 3 Dramatists) were selected from a total of 26 children. Over a period of 4 months, data were collected at a classroom writing centre. Collected data included the children's written and drawn products, audiotaped recordings of the children's talk, observations of journal writing sessions, and taped responses to interview questions. This data were analyzed to determine any similarities or differences in each groups' approach to journal writing and their views about writing. Data analysis revealed both similarities and differences between Patterners and Dramatists. Differences among group members were observed in some instances. Discussion compared the children's written/drawn products and observed writing behaviors both to each other and to those described in the literature.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
15
Hughes, M. „Sensitising primary school teachers to discourse relations in children's writing“. Thesis, University of Manchester, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233407.
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Austin, Stephen William. „Collaborative narrative discourse in children's writing in Key Stage One“. Thesis, University of Brighton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361582.
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17
Kirk, Elizabeth W. „Dictation and dramatization of children's own stories : the effects on frequency of children's writing activity and development of children's print awareness“. Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1137577.
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The first purpose of the present study was to determine whether the duration of preschool children's drawing and writing activity could be increased by introducing the process of dictation and dramatization of children's own stories. The second purpose of this study was to determine whether taking dictation from preschool children and facilitating the dramatization of children's dictations had an impact on print awareness. Samples of convenience were selected from a child care center in a small midwestern city. Results were based on the participation of 16 3- to 5-year-old children in the intervention group and 21 3- to 5-year-old children in the control group.Each participant's print awareness level was measured at the beginning and end of the study using the Print Awareness Test (Huba & Kontos, 1986). Videorecordings were made of the activity that occurred at a designated writing table. The duration of each child's writing and drawing activity was recorded (in seconds). For three hours a week during the eight weeks of the treatment period, children in the treatment group were encouraged to dictate their own individual stories to an adult who wrote their stories and read the stories back to the children. During the last four weeks of the treatment period, children in the treatment group also were encouraged to dramatize their own stories.The findings of the study were:1. A significant difference in children's print awareness was found in both the treatment and control groups (p<.05). There was no difference in print awareness change scores between the treatment and control groups.2. There was a moderate positive correlation (.471) between the number of stories dictated during the first four weeks of intervention and changes in print awareness scores within the treatment group.3. There was no significant difference between the control and treatment groups in the duration of writing and drawing at the end of the study. However, within the treatment group, during the time children were dictating and dramatizing their own stories, the duration of writing and drawing was significantly greater than either before or after intervention.Department of Elementary Education
18
Young, Penelope M. „Witch images in Australian children's literature“. University of Southern Queensland, Faculty of Education, 2001. http://eprints.usq.edu.au/archive/00001527/.
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In this dissertation it is argued that the European witch trials that took place between 1450 and 1700 have resulted in a legacy of stereotypical themes in Australian children's literature. Those accused of witchcraft were almost always women who were old, without protection, and physically ugly. They were accused of consorting with the devil, making harmful spells, flying through the night on a magic staff and exhibiting malevolent intent towards others. An analysis of this period forms the contextual framework for identifying themes that appear in contemporary Australian children's literature. A survey of twenty-three books, identified as stories about witches, was conducted to ascertain whether the stereotypical witch from the European witch-hunts continues to be characterised in Australian children's literature. The findings suggest that the witch figure in Australian children's literature mirrors the historical evidence from the European witch trials, but has evolved into a more powerful and proactive character than that identified in the historical literature. The characterisation of the witch in the books for older readers is powerful and evil, compared to the witch as a trivial and diminished figure in the books for younger readers. Gender is also a major influence in the characterisation of the witch, with all readers exposed to themes that may influence their expectations regarding the behaviour and role of women. The representation of the witch in the books reinforces the misogyny of the witchcraft era, and weaves patterns of meaning in the texts that construct undesirable female images. Readers of all ages can link these images to the social world beyond the text.
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Spencer, Dianne M. „An exploration of portfolio assessment and its influence on children's writing“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/MQ45344.pdf.
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Romney, Joanna Louise. „The role of sound-to-spelling friends and enemies effects in children's spelling performance“. Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259853.
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Chu, Vivian, und 朱嘉麗. „Effects of portfolio assessment on children's writing performance and conceptions of learning“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962889.
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Chan, Sing-pui, und 陳聲珮. „A study of Hong Kong young children's early Chinese character writing development“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50643265.
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Due to a scarcity of research on young children’s Chinese character writing development and learning, there is insufficient empirical evidence to support the practices of helping young children learn to write in the context of Hong Kong. Grounded on the views about the nature of Chinese language and from the perspective of emergent literacy, this study looked into young children’s Chinese character writing forms under free writing conditions and focused attention on categorizing the forms and identifies the developmental patterns. In consideration of the purpose of study to pursue a better understanding about the field of study, this study used qualitative methods to research. The design adopted a strategy of multiple-case study, longitudinal approach and qualitative data collection methods. Data analysis employed an inductive and analytical approach incorporating some quantitative techniques to aggregate results in order to generate findings. The categorization of writing forms gave rise to a classification scheme based on aggregated time-order emergences of writing categories. Synthesis of the findings led to identifying the developmental patterns that was framed by a general progression of two-stage development. Under a pattern of gradual change in the two-stage development, variations of writing forms indicated patterns of variability in relation to the stroke, component, and character units of Chinese character, which encompass a range of linguistic features including stroke-order writing. These findings revealed child’s underlying knowledge in Chinese characters, which will be useful for the educational field. The findings contribute to a tentative theory of early Chinese character writing about children demonstrating a gradual progression in two stages embracing individual differences in forms and time of development in early Chinese character writing during the preschool years. Insights derived from the findings of this study enabled the author to discuss the relation of the unique nature and characteristics of Chinese character to children’s learning to write, and point to inadequacies of some current thinking and practices. The thesis ends with educational implications of orthographic-focused Chinese character writing instruction and research implications of the tentative framework of understanding.published_or_final_version
Education
Doctoral
Doctor of Education
23
Maclean, Georgina. „Exploring children's writing during a therapeutic storytelling intervention : a mixed methods study“. Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/359458/.
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Emotional difficulties in children and young people are associated with poor behavioural, social and educational outcomes (Kern, Hilt-Panahon & Sokol, 2009). A systematic review was carried out to explore the effects of therapeutic writing interventions on students’ emotional and academic outcomes and to develop an understanding of the underlying mechanisms that might help to explain these effects. Therapeutic writing interventions were found to be effective in reducing symptoms of stress, depression and anxiety and were related to improvements in academic performance. Underlying mechanisms that were associated with positive outcomes included changes in cognition, improvements in coping strategies and improvements in working memory capacity. The review highlighted a lack of research exploring the effects of therapeutic writing techniques on academic outcomes with younger students. The empirical paper sought to address some of the gaps in the existing research highlighted in the review. The research utilised a sequential explanatory mixed methods design to investigate the effects of a therapeutic storywriting intervention on children’s writing. The first quantitative phase consisted of two studies. The first study investigated the effects of a therapeutic storywriting intervention on children’s writing achievement in comparison to a matched control group. The intervention group (n=28) made significantly greater academic gains compared to the control group (n=28). The second study examined to what extent the intervention facilitated cognitive changes through exploring changes in children’s use of written language during the therapeutic storywriting intervention. There were some significant changes in children’s use of emotional and causal words; however these did not significantly predict greater academic gains. In the second qualitative phase, narrative analysis was used to explore and compare the stories written by children who had made the most and least gains. There were a number of similarities between both groups’ stories; however more of the stories written by children who had made the least gains ended negatively and lacked helpful secondary characters. The quantitative and qualitative findings are discussed with reference to prior research.
24
Kerslake, Lorraine. „Correcting Cultures's Error: The Voice of Nature in Ted Hughes's Children's Writing“. Doctoral thesis, Universidad de Alicante, 2016. http://hdl.handle.net/10045/110925.
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Sin duda todos los lectores y críticos de Ted Hughes estarían de acuerdo en considerarlo como uno de los poetas más importantes en la literatura inglesa del siglo XX. A pesar de ello, Hughes también fue un autor prolífico de literatura infantil, publicando a lo largo de su vida más de 25 libros para niños en forma de poesía, prosa, teatro y ensayos críticos. De hecho, escribió su primer libro de cuentos, How the Whale Became, en 1956 en lo que entonces era un pequeño pueblo de pescadores llamado Benidorm, durante su luna de miel con Sylvia Plath. Sin embargo, sorprende que la crítica no se haya centrado en el estudio de la literatura infantil de Hughes. En respuesta a la sensibilización en torno a la crisis ambiental que comenzó en el siglo pasado, la obra de Hughes indaga sobre las fracturas que han alejado al ser humano del mundo natural y tiene como objetivo restablecer el nexo de unión entre la humanidad y la naturaleza. Tal y como se explica en este estudio, la concienciación ecológica de Hughes se forjó en su infancia, en sus andanzas por el mundo natural que lo rodeaba. Al igual que en la obra infantil más madura del poeta, los primeros poemas sobre animales ya mostraban una preocupación por la conservación de las especies locales donde el apego hacia el mundo natural y el deseo de volver a conectar con la naturaleza a menudo se expresan a través de una preocupación constante por la educación ambiental. El universo creativo de la obra de Hughes se puede leer como un contexto para cicatrizar la fractura de la sociedad occidental con la naturaleza y un intento de volver a acercar la cultura humana a sus raíces. Es precisamente en ese contexto que Hughes desarrolla su búsqueda chamánica donde el chamán/poeta actúa como narrador, sanador y mediador, articulándose en un lenguaje sagrado en sintonía con el mundo natural. La función terapéutica y sanadora de la naturaleza está estrechamente relacionada con otros conceptos claves que Hughes explora a lo largo de su obra infantil tales como el mito, la imaginación, y la educación. De hecho, son temas integrados en su actitud como escritor y que forman parte de su universo literario. Para Hughes, los niños constituyen un público ideal puesto que todavía no han sido condicionados por la sociedad. Su literatura infantil representó una parte oculta de su ser autobiográfico, estrechamente relacionado con su búsqueda terapéutica de curación. En este sentido la misión sanadora de Hughes es doble. A nivel personal su obra se puede leer como una historia de redención, una alegoría de curar su ser fracturado. Por otra parte, su obra se puede leer también como una búsqueda para recuperar el equilibrio con el fin de curar las heridas que nos han distanciado de la naturaleza, para que la reconciliación entre cultura y naturaleza pueda llevarse a cabo. Teniendo en cuenta todo lo expuesto, surge la pregunta de hipótesis de esta tesis: ¿existe una búsqueda de curación en la literatura infantil de Ted Hughes? Para contestarlo se ha contextualizado la obra de Hughes en relación con los textos principales de la ecocrítica y he llevado a cabo un escrupuloso análisis de su literatura infantil a través de su poesía, prosa y teatro además de sus ensayos críticos y cartas. A través de una lectura ecocrítica de la obra de Hughes se ha planteado preguntas claves cómo las siguientes: ¿Cómo se relaciona su literatura infantil con nuestra crisis ecológica y qué es lo que pone de manifiesto una lectura ecocrítica de su obra? ¿Es su escritura sensible a temas relacionados con el medio ambiente? ¿Qué preguntas relativas a cuestiones medioambientales suscita su obra? ¿Qué sentido de curación y recuperación ecológica aparece en su literatura tanto en el ámbito personal como social? ¿En qué obras se consigue este aspecto redentor y equilibrio y armonía entre la naturaleza y la humanidad y en cuáles no? Tal y como se defiende en esta tesis, a través de la literatura infantil, Hughes esconde un ser autobiográfico oculto estrechamente ligado con su búsqueda catártica de curación. La mayor parte de la obra de Hughes responde o bien a una crisis personal y humana, o a una fractura del ser humano con la naturaleza. A través de la figura de la diosa y el poder del mito fue capaz de explorar las energías primigenias del mundo natural, así como las fuerzas creativas y destructivas del universo. La poesía de Hughes critica estas dualidades señalando el sentido de la absoluta alteridad de la naturaleza y las relaciones entre estas energías y la sociedad occidental quien se ha distanciado de la naturaleza. En su poesía adulta, dada la energía masculina predominante y la carga sexual y violencia que subyace en gran parte de su trabajo, rara vez se logra el equilibrio entre esas energías y fuerzas. Por otro lado, tal y como esta tesis argumenta, es en su literatura infantil – en su prosa, poesía y teatro – donde tiene lugar ese equilibrio de forma más exitosa, siendo terapéuticamente más redentor gracias a su efecto sanador. Con el fin de enmarcar el concepto de curación en su literatura infantil esta tesis doctoral se ha estructurado en dos partes: la Primera Parte, ‘Speaking Through the Voice of Nature’ (Hablando a través de la voz de la naturaleza), consta de tres capítulos y está dedicada a situar al lector dentro del marco teórico y de los aspectos biográficos más importantes de la vida de Hughes, así como su temprana relación con el mundo natural y su desarrollo como escritor y ecologista. La segunda Parte, ‘The Quest for Healing in Ted Hughes’s Children’s Writing’ (La búsqueda de curación en la literatura infantil de Ted Hughes), se centra en el análisis de sus obras literarias a través de los distintos géneros. Finalmente, tras el análisis de sus obras, la conclusión identifica los puntos principales de la investigación y los resultados del análisis.
25
Chu, Vivian. „Effects of portfolio assessment on children's writing performance and conceptions of learning“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B26232807.
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McKenzie, Alexandra. „Introduction to Writing for Children: The Child as an Audience“. Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104189.
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Thesis advisor: Margaret CohenCreative Writing is an area of study gaining much traction in English departments across the country. Many universities have writing workshops in genres such as fiction, creative nonfiction, magazine writing, business writing, and more. However, there is a glaring gap: the field of children’s literature. This work addresses the presence of this gap amongst university English departments and develops the syllabus for a course to remedy the problem: a creative writing workshop focusing on the study and writing of literature for children
Thesis (BA) — Boston College, 2015
Submitted to: Boston College. College of Arts and Sciences
Discipline: Arts and Sciences Honors Program
Discipline: Education
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Hammond, Sean Paul. „Children's story authoring with Propp's morphology“. Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5294.
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This thesis applies concepts from Vladimir Propp’s model of the narrative structure of fairy tales (Propp’s morphology) to a story authoring tool for children. A computer story authoring application based on Propp’s morphology is developed and evaluated through empirical studies with children. Propp’s morphology is a promising model of narrative for a children’s story authoring tool, with the potential to give children a powerful mental model with which to construct stories. Recent research has argued for the use of computer-based interactive narrative authoring tools (which enable the construction of interactive narrative computer games in which the player can affect or change the plot) to support children’s narrative development, and a number of interactive narrative systems use Propp’s morphology as their underlying model of narrative. These interactive narrative tools have many potential learning benefits and a powerful motivational effect for children, who enjoy using them to create narrative games. The potential of an interactive narrative system based on Propp’s morphology to support children’s construction of narratives seems great, combining Propp’s rich narrative model with the motivational benefits of interactive narrative. Before the application of Propp’s morphology in an interactive narrative game creation tool to support children’s writing could be pursued, it was necessary to study children’s story writing with Propp’s morphology. How can Propp’s morphology be represented in a story authoring tool for children? Can children apply Propp’s abstract narrative concepts to the task of creating their own original stories? How does using Propp’s morphology affect the stories written by children? Using the Propp-based authoring tool that is presented in this thesis children were able to grasp Propp’s abstract concepts and apply them to their own story writing. The use of a story authoring tool based on Propp’s morphology improved some aspects of the narrative structure of the stories written by children, and children reported that they enjoyed using the tool and felt it was helpful to their story writing. This thesis lays the foundation and identifies the methods for further study of children’s appropriation of narrative structure by constructing stories using a story authoring tool based on Propp’s morphology.
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Takiuchi, Haru Mikiko. „Scholarship boys and children's books : working-class writing for children in Britain in the 1960s and 1970s“. Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/2961.
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This thesis explores how, during the 1960s and 1970s in Britain, writers from the working-class helped significantly reshape British children’s literature through their representations of working-class life and culture. The three writers at the centre of this study – Aidan Chambers, Alan Garner and Robert Westall – were all examples of what Richard Hoggart, in The Uses of Literacy (1957), termed ‘scholarship boys’. By this, Hoggart meant individuals from the working-class who were educated out of their class through grammar school education. The thesis shows that their position as scholarship boys both fed their writing and enabled them to work radically and effectively within the British publishing system as it then existed. Although these writers have attracted considerable critical attention, their novels have rarely been analysed in terms of class, despite the fact that class is often central to their plots and concerns. This thesis, therefore, provides new readings of four novels featuring scholarship boys: Aidan Chambers’ Breaktime and Dance on My Grave, Robert Westall’s Fathom Five, and Alan Garner’s Red Shift. The thesis is split into two parts, and these readings make up Part 1. Part 2 focuses on scholarship boy writers’ activities in changing publishing and reviewing practices associated with the British children’s literature industry. In doing so, it shows how these scholarship boy writers successfully supported a movement to resist the cultural mechanisms which suppressed working-class culture in British children’s literature. The thesis ends by considering the legacies of their efforts and demonstrating, through close readings of Westall’s The Machine-Gunners and Garner’s The Owl Service, that the class context of the time is embedded in the texts in ways that have not previously been recognised. Drawing on the work of Raymond Williams and Pierre Bourdieu, as well as referring more generally to studies of scholarship boys in social sciences and education, this thesis also makes use of personal interviews and archival materials, which together yield significant insights on British children’s literature of the period.
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McAdams, Laurie Anne. „How Does the Use of Picture Books During Instruction Improve Student Word Choice in Writing?“ Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3226.
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The purpose of my research was to determine how the use of picture books during instruction would improve student word choice in writing. Donald Graves (2003), a renowned researcher in the teaching of writing, states, "All children need . . . to be surrounded with poetry, stories, information books, biography, science and history, imaginative and factual books." Graves' research presents successful classroom instruction when teachers incorporate literature as a fundamental part of their reading and writing instruction. Likewise, Susan Anderson McElveen and Connie Campbell Dierking (2000) conducted a study with their students using picture books as "precise examples" to teach writing. Their analysis of data showed that using children's literature, or picture books, served as a "bridge that linked the target skill with the reason for thinking, speaking, and writing like a writer" with their students. The subjects of my study were my fourth-grade students. I obtained data for this study from student writing samples, anecdotal records of my students, my daily reflections, class discussions, debriefings, and writing activities. I assessed students' writing samples using criteria for assessing word choice in the 6-Point Writing Guide in Vicki Spandel's (2005) Creating Young Writers. This study found that the majority of my students demonstrated improved word choice in their writing. Limitations of this study are discussed, as well as implications for future use of picture books during instruction.M.Ed.;
Department of Teaching and Learning Principles
Education
Elementary Education
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Weinberger, Jo. „A longitudinal study of literacy experiences, the role of parents, and children's literacy development“. Thesis, University of Sheffield, 1993. http://etheses.whiterose.ac.uk/1817/.
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This study investigated the literacy experiences and attainment of 42 children aged 3 to 7, who had attended preschool education in a city in the North of England. Data were collected through parent interviews before nursery entry; literacy assessment at school entry, and at age seven; and by parent, teacher and child interviews. Quantitative and qualitative analyses were employed. Four measures of literacy development at age seven were used: children's reading book level, writing ability and standardised scores for reading and English at seven. Factors before school entry shown to be significant were: vocabulary scores, number of letters known, how well children wrote their name and a phrase, whether they listened to stories at nursery, and how often they were read to at home. This was influenced by earlier home factors; by having access to books, being read to from storybooks, and having books read in their entirety, the age parents started reading to them, how many nursery rhymes they knew, and parents pointing out environmental print. By seven, other significant factors were parents' knowledge about school literacy, and how often children read to parents at home. Several findings confirmed those of previous studies. Others were new: having a favourite book before nursery, choosing to read books in nursery, access to home computers at seven, children storing literacy resources indiscriminately, parents reading more than newspapers and magazines, and parents providing examples of day-to-day literacy. Process variables appeared to exert greater effects on children's performance than status variables, such as social class, mother's employment and qualifications, and relatives with literacy difficulties. Home literacy experiences for the majority of children were barely acknowledged in school, and home learning for children with problems was often unsupported by school. For most children, homes provided rich, complex and powerful environments for literacy learning.
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Johnson, Zenda. „Bringing children to their senses: A study of the influence of sensory experience on year 4 children's writing“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1994. https://ro.ecu.edu.au/theses/1088.
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Based on the theory of experiential learning for reading and writing, the purpose of this study was to observe and describe changes in the writing outcomes of Year Four children after the activation of the senses of smell, touch and taste. Children's attitudes towards writing, and gender differences in their writing were minor foci of the study. Middle primary children were selected because there is an absence of previous research which relates directly to sensory learning and middle primary children's writing. A descriptive case-study methodology was undertaken with a group of twenty nine Year Four children of which six target children, who represented three ability groups, formed the focus for closer observation and interviewing procedures. Children's writing samples, done before a series of sensory activities, were analysed using two holistic scoring criteria, to provide benchmark data of the children's writing abilities, and for the selection of the target children. In addition, writing samples from each sensory activity were analysed using the constant comparative method, to assess qualitative changes which occurred. An attitude questionnaire was administered and scored before the sensory activities in order to provide thicker benchmark data for realistic analyses. Attitude data were triangulated with self reports from recorded interviews, all writing samples, and observation notes. Results indicated that the sensory programme I which included sensory manipulation I discussion, pre-writing, independent writing, and sharing components, enabled the children to create topics, and experiment with a wide variety of genres for their written texts. Some children were able to identify the senses which were beneficial to their writing, and use them to write more effectively. The children demonstrated noticeable changes in their attitudes towards writing, and some gender differences in topic and genre choices were evident.
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Cheung, Sin-lin Isabelle. „A study of lexical errors in South-Asian Non-Chinese speaking children's writing“. Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36863658.
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Mortensen, Jennifer A. „Children's perceptions of the graphic features they use to differentiate writing from drawing“. abstract and full text PDF (UNR users only), 2009. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1467793.
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Fox, R. M. H. „The development of characterization in children's narrative writing between the ages of six and thirteen“. Thesis, University of Exeter, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375421.
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Brothers, Deborah Joan Trites Roberta Seelinger. „Leaning above the page reading and writing literacy narratives in a children's literature classroom /“. Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172875.
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Thesis (Ph. D.)--Illinois State University, 2004.Title from title page screen, viewed November 17, 2005. Dissertation Committee: Roberta Seelinger Trites (chair), Patricia Dunn, Janice Neuleib. Includes bibliographical references (leaves 183-193) and abstract. Also available in print.
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Hill, Kathleen J. (Kathleen Josephine) 1920. „"This one is best" : a study of children's abilities to evaluate their own writing“. Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8956.
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Sze, Sin Heng Celine. „Functions and genres of Chinese ESL children's English writing in school and at home“. Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1600.
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Drawing on a sociocultural perspective of genre as a social action situated in a particular context, this study examines the functions and genres of four second-grade ESL (English as a Second Language) children’s writing at home and at school. The two boys and two girls were born and raised in Canada, speaking English at school and with their siblings, and Cantonese at home with their parents who were immigrants from Hong Kong or China. A total of 67 pieces of school writing and 54 pieces of home writing were collected over a five-week period. Findings show that home writing exhibits a wider range of functions and genres than school writing. In the home context, the participating children wrote for more personal purposes, to entertain themselves, or to engage in social interactions with a real audience. In contrast, school writing narrowed the children’s choice of functions because of the teaching context, teacher expectations, and instructional objectives. Similarly, there was a greater variety in home genres, including greeting cards, diaries, notes, poems, and jokes in comparison to school genres that were confined to stories, journals, and list items. There was a strong relationship between the enactment of specific functions and particular genres while personal and social functions were more prevalent in their home-based than in their school-based writing. Qualitative analysis of the children’s writing shows that they constructed meaning with written language in individual ways in their enactment of functions and choice of genres and the use of different modes to represent meaning.
The study suggests that teachers should be aware of the value of the writing opportunities and contexts children have at home and, therefore, incorporate such home experiences into classroom teaching. It also has implications for parents to conceive writing as a sociocultural as well as language practice, and to recognize the role of the home environment in their contributions to their children’s constructing meaning with written language. They should be aware of the need to build on the children’s interests and needs while encouraging them to write, and to make connections with school in working towards their writing development.
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Kumpulainen, K. „The nature of children's oral language interactions during collaborative writing experience at the computer“. Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492680.
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Magnus, Brooke E. „When does warmness become warmth : an investigation of children's vocabulary acquisition through their writing /“. Connect to online version, 2009. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2009/360.pdf.
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Velez, Milena E. „Writing for the Children of the Borderlands: Understanding the Rhetorical Practices of Parent-Authors Creating Multicultural and Multilingual Children's Literature“. University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1609436768901894.
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Miyoshi, Maiko. „Writing as self-creation : an examination of characters who write in selection of texts for children post 1960“. Thesis, University of Roehampton, 2009. https://pure.roehampton.ac.uk/portal/en/studentthesis/writing-as-self-creation(ea4addaf-3e74-46ef-97f9-c56cc722b693).html.
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Rosenthal, Blair Dana. „Improving elementary-age children's writing fluency a comparison of improvement based on performance feedback frequency /“. Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
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Rosen, Michael. „A materialist and intertextual examination of the process of writing a work of children's literature“. Thesis, London Metropolitan University, 1997. http://repository.londonmet.ac.uk/2589/.
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This thesis comes under the terms of Clause 3.2 in the booklet Research Degrees, Regulations and Notes for Guidance for the University of North London where it is stated that 'A candidate may undertake a programme of research in which the candidate's own creative work forms, as a point of origin or reference, a significant part of the intellectual enquiry.' This work, 'shall have been undertaken as part of the registered research programme.' Furthermore, it is stated that the 'creative work shall be ... set in its relevant theoretical, historical, critical or design context.' (University of North London 1996: 6) The creative work consists of 65 poems intended for an audience of children and the critical work of the thesis is a process of research into the sources and origins of those poems. It is therefore an enquiry that seeks to uncover how a highly specific mode of literature comes to be written. It is my contention that descriptions of such a process are unsatisfactory unless they incorporate and combine the following four elements: i) an examination of how the particular self under consideration (me) was formed in a specific socioeconomic, and cultural moment; ii) an examination of how, within that moment, that self engaged with the texts made available in the institutions it occupied; iii) an explanation of how the writing involved a synthesis of experiences - of life, texts and audiences; iv) an explanation of how a writer reads his or her own writing. The first two of these elements comprise the 'historical ... context' noted above and the second two offer aspects of a 'theoretical ... context'.
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Alexander, Diane Elizabeth. „Technical Communication, Medical Writing and I.T. Converge: An Internship at Cincinnati Children's Hospital Medical Center“. Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1292436407.
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Kieffer, Ronald Dale. „Collaboration and authorship in children's writing within the social context of a first grade classroom /“. The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487694702783157.
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Vanstone, Brooke. „Important Messages from Students' Responsive Writing: s a big holloboleoos“. The University of Waikato, 2008. http://hdl.handle.net/10289/2265.
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This thesis explores responsive written feedback as a means of mediating the written language of six to eight year olds, including students traditionally minoritised within mainstream New Zealand classrooms because of cultural and/or language differences. This research aimed to develop understandings about the effect responsive writing has on all of the students who participated, including those students whose second language was English. A review of the literature identified the importance of socio-cultural contexts for mediating students' learning, including a specific examination of responsive written feedback and its effects on students' written language in English and in Māori medium settings. Chapter two presents the mixed methods approach utilised in this research, which involves a retrospective look at two different responsive writing studies. In chapters three and four, the results from these two studies are presented in terms of how effectively the responsive writing was undertaken by the responders and the extent to which the responsive writing strategy mediated both the quality and quantity of writing for the students who participated, including students whose second language was English. These results suggest a very positive impact from mediating the learning of all students, including second language learners, within the context of responsive written feedback. The thesis concludes with implications for other teachers, from the existing students' outcome data and participants' interviews.
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Murphy, Sally. „Belonging: a place for, and in, children’s poetry A hybrid thesis including creative works, articles and exegetical discussion“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1999.
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This hybrid thesis is comprised of three creative works – two collections of poetry for children and a verse novel – as well as three journal articles examining aspects of children’s poetry, and exegetical discussion of the creative works and of key concepts influencing both the creative and discursive elements of the thesis.
The first creative work, All About Me, is a collection of poetry for early childhood readers and their carers. It consists of 20 poems, and as a finished manuscript mirrors the length of a picture book format collection. The poems explore and highlight aspects of the concept of belonging as it applies to very young children, including self-awareness and awareness of the world and people around them.
The second creative work, You and Me, is a collection of poetry for middle primary school aged readers (approximately 8 to 10 years of age). It consists of 68 poems, and as a finished manuscript is the length of a 72-page trade paperback publication. The poems explore and highlight aspects of the concept of belonging as it applies to primary school aged children, including their self-identity, and their part in the groups to which they belong, as well as their place in the wider world.
The third creative work, Worse Things, is a multi-voice verse novel suitable for readers in the upper primary and early secondary years, aged approximately 10 to 14 years old. In this novel, three protagonists struggle to determine where they belong at school, on the sporting field, and within their very different family situations. Blake, a young footballer, is injured and unable to play his beloved sport. Jolene, a star hockey player, has lost interest in her sport as she struggles to meet the demands of her ambitious mother and misses her absentee father. Amed, a newly arrived immigrant, is unable to play soccer, the sport he loves, because of a language barrier.
The three creative works are interspersed with three journal articles. With poetry being widely seen as an important part of the children’s literature landscape, yet not well represented through publishing output, these articles, which are aimed at educators and children’s literature researchers, consider where poetry belongs.
The first article, The Purple Cow, focusses on why poetry is important for children, and the role that pleasure plays in engaging children with the benefits poetry has to offer. The second article, Belonging: Australian Identity in Children’s Poetry explores why the theme of belonging is prevalent in children’s poetry and examines differing representations of belonging in recent Australian poetry, focussing on the portrayal of family in Lorraine Marwood and Steven Herrick’s collections and verse novels, as well as a verse novel by Sally Morgan. The third and final article, Prose Versus Verse, offers an insight into the creative choice to write in the verse novel form, and examines the value of verse novels both as a classroom tool and for private reading, with a comparison of verse and prose novels from Steven Herrick and Sheryl Clark.
The exegetical discussion of my creative works, contained in the final chapter, brings the theme of belonging to the fore, exploring the creative decision-making employed in composing this thesis. By examining the poems through a lens provided by Allison Halliday, I discuss my own construction of the concept of childhood, as seen in the poems, exploring how both the subjects explored, and the poetic forms and devices used, demonstrate my belief that childhood is a time of increasing awareness of self, and of awareness of being both part of things and apart from things. While children may enjoy simple, playful topics, they also have the sophistication to explore and understand global issues and to deal with demanding topics. The exegesis goes on to explore my growing awareness that it is not possible, nor even desirable, to attempt to explore every aspect or version of belonging, given that, like every other writer, I am constrained by my own experiences and knowledge. Finally, the exegesis looks at where children’s poetry belongs in contemporary Australia.
As a whole, the thesis demonstrates that poetry belongs in the hands of Australian children, providing a way to entertain and educate, as well as offering them an opportunity to explore the important theme of belonging. For, if children are able to find their own versions of belonging reflected in pleasurable ways, and given insight into many other versions of belonging, then they will engage not just with poetry, but with the world around them.
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Simopoulou, Zoi. „Reveries of the existential : a psychoanalytic observation of young children's existential encounters at the nursery“. Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/23403.
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This study is an exploration of five children’s relationship with the existential as it is played out in their everydayness at the nursery. Previous research in the field has looked at teachers’ perceptions of pre-school children’s existential questions, showing, thus, a place for a study on children’s existential encounters. My focus lies with the subjective meanings and the emotional qualities of these encounters, specifically how they are embodied in children’s play in the form of a word but also an object, an image, a movement or silence as well as in their ordinary doing and their very being at the nursery. I am also interested in how the existential reveals itself in children’s everyday relationships with others as well as how it is precisely through my relationship with them that I, as someone who looks for it, can get closer to it. For that I use psychoanalytic observation as a methodology that stays with the child’s interior worlds as they unfold in her play and in the relationship with the observer. My methodology is informed by relational psychoanalytic thinking and feminist writings that allow me to locate meaning in the liminal spaces between the self and the other, the interior and the exterior. In the analysis, I use writing as inquiry as a means to explore an integrative approach by moving between psychoanalytic theories and existential-phenomenological ideas to think the existential with. I explore children’s existential encounters with the questions of nothingness, strangeness, ontological insecurity, death and selfhood as they emerged in the context of our relationship in the course of the observations. I also discuss how time, space and relationship - as inherent in the existential but also implicated in the method of psychanalytic observation - manifested in children’s existential encounters. Finally, I look at the idea of the interpersonal unconscious as a creative source of meaning and discuss how the existential emerged embodied in symbolic articulations in the form of character, imagery, sounds and scents.
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Mayer, Kelley Gallagher Kathleen Cranley. „Associations between teacher-child relationships, child characteristics, and children's writing quality in kindergarten and first grade“. Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1535.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education Early Childhood, Families, and Literacy." Discipline: Education; Department/School: Education.
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Burman, Diana Louise. „Using morphology to improve congenitally, profoundly deaf children's spelling and writing : a study with BSL users“. Thesis, Oxford Brookes University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404752.
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