Log in

Relevant bibliographies by topics / Afrikaans language – Composition and exercises / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Afrikaans language – Composition and exercises.

Dissertations / Theses on the topic 'Afrikaans language – Composition and exercises'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Afrikaans language – Composition and exercises.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Joshua, Elizabeth Caroline. "Deurlopende formatiewe assessering in skriftelike stelwerk in graad 5: 'n aksienavorsingsprojek." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Coetzee, Wena. "Language errors in the use of English by two different dialect groups of Afrikaans first language-speakers employed by Nedbank : an analysis and possible remedy." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2063.

Full text

Abstract:

Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2009.
ENGLISH ABSTRACT: The financial sector of South Africa is increasingly under pressure to ensure that the language used in all communication is aligned with international best practice and, furthermore, that the correct business terminology is applied. Standards of language proficiency and usage have, however, deteriorated over the past few years. This appears to be due mainly to lack of good language education at school level. In Nedbank, specifically, the language used by employees in written external communication is not always on par as is evident from the documentation that Nedbank Editorial and Language Services (Nels), the “language custodian” of the bank, has to edit and translate. Nels decided six years ago that, instead of rewriting all these documents, which is not timeor cost-efficient, to rather give business-writing training across the bank to enable Nedbank employees to increase their general writing proficiency of English. This study aims to establish whether there are discrepancies in the type of error made in English as used by Coloured Afrikaans mother tongue speakers and White Afrikaans mother tongue speakers in order to determine how to customise the business-writing training materials to the benefit of each cultural grouping in Nedbank.
AFRIKAANSE OPSOMMING: Die finansiële sektor in Suid-Afrika is toenemend onder druk om te verseker dat die taal wat in alle kommunikasie gebruik word in ooreenstemming is met internasionale “beste praktyk”, en verder dat die korrekte besigheidsterminologie gebruik word. Taalvaardigheids- en taalgebruiksvlakke het egter oor die afgelope aantal jare verswak, waarskynlik a.g.v. onvoldoende taalonderrig op skool. In Nedbank is die taalgebruik van werknemers in geskrewe eksterne kommunikasie nie altyd van ’n aanvaarbare standaard nie, soos duidelik blyk uit die dokumentasie wat Nedbank Editorial and Language Services (Nels), die bank se “taalbewaarder”, moet redigeer en vertaal. Nels het ses jaar gelede besluit om besigheidskryfkursusse vir die hele groep aan te bied, eerder as om al die eksterne kommunikasie oor te skryf, wat nie tyd- en koste-effektief is nie. Sodoende kan werknemers hulle algemene skryfvaardighede in Engels verbeter. Hierdie studie probeer vasstel of daar moontlike verskille is in die soort foute wat in Engels deur gekleurde Afrikaans-moedertaalsprekers en wit Afrikaans-moedertaalsprekers gemaak word, in ‘n poging om doeltreffende opleidingsmateriaal te ontwikkel vir elke kulturele groepering in Nedbank.

APA, Harvard, Vancouver, ISO, and other styles

3

Le, Cordeur Michael Lucien Arnaud. "Die integrasie van stelwerk- en letterkunde-onderrig met toespitsing op die media." Thesis, Stellenbosch : Stellenbosch University, 1991. http://hdl.handle.net/10019.1/69167.

Full text

Abstract:

Thesis (MEd) -- Stellenbosch University, 1991.
ENGLISH ABSTRACT: This study aims at contributing towards the improvement of teaching, in secondary schools, of written composition and literature in Afrikaans as a first language. · For this purpose, an outline of the relevant literature is presented. It is evident that the teaching of Afrikaans is not entirely sound. As simple solution does not exist; however, this study is an attempt to improve the present situation by focussing on integrated teaching and on the implementation of the media. Technological development puts the media within reach of more people each day. Pupils spend a great deal of time watching television, films and videos; or listening to the radio, records and cassettes. They read newspapers and magazines. This study maintains that the media should therefore be utilized to advance the teaching of Afrikaans, as all communicative skills will then improve in particular reading and writing. An integrative approach to teaching is widely recognised as the ideal. Neuropsychological research has shown that the human brain functions optimally when teaching is integrated. Ideally, in regard to the teaching of a language, composition writing and literature study should merge. The current South African curriculum does not as yet place enough emphasis on this aspect. This study concludes that there is a need for integrated teaching to be introduced into the curriculum for Afrikaans as first language. A second conclusion is that the media, which can serve as device for blending written composition and literature teaching, is not yet exploited effectively. Pupils display an ardent interest in the media and it follows that the media should be used intentionally and as a prominent component of the teaching programme. An integrated teaching programme, which focusses on the media, is proposed in this study. Practical suggestions are made in this regard, proving that the media can serve as crucial point of integration for the teaching of written composition and literature.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om deur 'n oorsig van die relevante literatuur 'n bydrae te lewer tot die onderrig van stelwerk en letterkunde in Afrikaans as Eerste Taal in die senior sekondere skoolfase. Dit is duidelik dat alles nie wel is met die onderrig van Afrikaans nie. 'n Enkelvoudige oplossing is nie moontlik nie, maar hierdie studie wil probeer om die betreklik negatiewe beeld wat bestaan, te verbeter. Die invalshoek wat gekies is, is die van mediagerigtheid. Die patr.oon wat gevolg is, is 'n ge1ntegreerde onderrigbenadering. Tegnologiese ontwikkeling plaas die media binne al meer mense se bereik en dit is 'n werklikheid dat leerlinge baie tyd aan televisie, rolprente, radio, musiekvideo's, liedjies, koerante en tydskrifte bestee. In hierdie studie is van die standpunt ui tgegaan dat hierdie tendens tot voordeel van Afrikaans aangewend moet word om die media te benut ten einde leerlinge se lees- e~ skryfvaardighede en dus oak hulle kommunikatiewe vaardighede te ontwikkel. 'n Ge1ntegreerde onderrigbenadering word allerwee as die ideaal erken. Neuropsigologiese navorsing het getoon dat die menslike brein optimaal funksioneer wanneer onderrig ge1ntegreerd aangebied word. Wat die komponente van taalonderrig betref, is die ideaal dat die stelwerk en "letterkunde ten nouste ge1ntegreer behoort te word. Die huidige situasie in Suid-Afrika vertoon egter nog leemtes, want binne die bestaande kurrikulum kom ge1ntegreerde onderrig nog nie tot sy reg nie. Die studie kom dan tot die eerste gevolgtrekking dat daar wel 'n behoefte bestaan aan ge1ntegreerde onderrig in die kurrikulum vir Afrikaans Eerste Taal. 'n Tweede belangrike gevolgtrekking is dat die media as ontmoetingspunt van stelwerk en letterkunde nie genoegsaam ontgin word nie. Aangesien leerlinge so 'n intense belangstelling toon in die media, is dit net logies dat die media grater prominensie verkry binne die huidige kurrikulum deur die bewustelike inskakeling van hierdie media in die onderrigprogram. Aan die hand van praktiese voorstelle en wenke is in hierdie studie 'n ge1ntegreerde onderrigprogram vir stelwerk en letterkunde met as fokuspunt die media, voorgestel. Op die wyse is bewys gelewer dat die media wel as integrasiepunt van stelwerk en letterkunde kan dien.

APA, Harvard, Vancouver, ISO, and other styles

4

Nattress, Veronica. "The composing processes of L2 writers." Thesis, Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035267.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Richard, Rhonda J. "Functions of grade-six students' evaluations and goals as they revise their writing." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34769.

Full text

Abstract:

This research examined how sixth-grade students utilized evaluations and goals while revising their texts, to determine if those students who were identified as better writers also had more success when revising, and if specific types or configurations of operations lead to more successful revision. A coding system was developed to identify evaluations and goals according to the functions that they served during revision. Evaluations were categorized as either acceptance or rejection evaluations, depending on their judgment of the text. Goals were categorized as text strategy or guidance goals, depending on whether they instituted a specific strategy to counter a perceived problem in the text, or instituted a procedure or action that constituted management of the revision task.
Think-aloud protocols and drafts of compositions provided a trace of students' revision activity. Identification of evaluations and goals by the functions that they served during revision provided a method for monitoring the connection between the process students used in revising and the product (if any) that resulted. Revisions produced were categorized as surface or text-base, with both their accumulative and individual impact on the text assessed. The coding system identified all evaluations and goals, even those that did not result in text changes but that were associated with considerations and attempts. Therefore, all revising behaviors, including emerging skills, were acknowledged.
Results revealed that those students identified as better writers were not better revisors in terms of using evaluations or goals in a manner that resulted in the production of more sophisticated or more effective revisions. Students identified as low to high level writers all experienced various revision difficulties, as reflected by the absence of specific types of evaluations and/or goals that could have facilitated revision, yet were not used. Terminal revising was the common approach and involved reviewing a textual area only once, and setting a limited number of evaluations and goals to address a perceived problem. However, a sub-group of students who were identified as poorer writers did use an iterative revising strategy, which resulted in improved text quality. This strategy involved successive reviews of the text, resulting in the implementation of related multiple evaluations and goals addressing one textual area.
Educators can consider the revising strategies (i.e., terminal and iterative revising) and operations (i.e., functional evaluations and goals) specifically identified in this research to assess how students' revise and to determine what strategies and operations need to be encouraged to foster absent or underdeveloped revision skills. Collaborative student and teacher interactions designed to encourage the utilization of these specific strategies and operations have the potential to lead to more effective revising.

APA, Harvard, Vancouver, ISO, and other styles

6

Lam, Lit Ming Charles. "Process approach to teaching writing : a case study." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/358.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Nagle, Colleen M. "Five-step writing process: A project for grades two through six." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/379.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Skidmore, Loretta Lynnette Rickert. "The value of using a writing process within the classroom." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/644.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

陳方華 and Fong-wah Florence Chan. "Literary and vernacular styles in Chinese rhetoric." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31208058.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Hussey, Marianne M. "Supporting emergent writing in the kindergarten classroom." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1126.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Simpson, Bonnie J. "The written language development of students with special needs." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/623.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Li, Carrie, and 李嘉麗. "Is lexical richness an essential criterion in judging a piece of writing?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959635.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Johanek, Cynthia L. "A contextualist research paradigm for rhetoric and composition." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115713.

Full text

Abstract:

The unresolved nineteenth-century debate--"is rhetoric an art or a science?"--hashindered our attempt to establish an inclusive research paradigm for rhetoric and composition. The newly dominant paradigm is quickly narrowing to prefer the qualitative designs that suit our literary ideals, relieve our math and statistics anxiety, and fulfill political ideologies. Such qualitative work has given us great insight into the mind of the researcher, a stronger voice to the individual, and a powerful tool for groups traditionally oppressed by our field.At the same time, however, our field needs quantitative research that examines the scope of certain issues or that tests the effectiveness of solutions to problems, and we should remain prepared to understand such research from other fields. But the quantitative/qualitative division in composition cannot be healed through "methodological pluralism" or by examining the epistemologies governing those methodological choices.A Contextualist Theory of Epistemic Justification (Annis, 1978) provides a new lens through which we may recontextualize the competing epistemologies our field has outlined, providing a new decision-making framework through which we may appreciate the intersection of research issues (issue/question, purpose, method, and publication) and rhetorical issues (writer, audience, and subject) that form the varied contexts for our work: contexts highlighted in a matrix of questions representing a Contextualist Research Paradigm for Rhetoric and Composition.To illustrate such a paradigm, Eileen Oliver's (1995) "The Writing Quality of Seventh, Ninth, and Eleventh Graders, and College Freshmen: Does Rhetorical Specification in Writing Prompts Make a Difference?" is reprinted with an interview with Oliver, in which she detailed the context for her study. To further demonstrate a Contextualist Paradigm at work, my own study--"Red Ink / Blue Ink: Does it Really Make a Difference?"--responds to the largely untested anecdotal evidence that discourages writing teachers' use of red pens.A Contextualist Research Paradigm is necessary for composition to heal the artificial divisions between qualitative and quantitative research, to direct our attention fully to context rather than politics, form, and numbers, and to conduct not only the research we like, but also the research we and our students need.
Department of English

APA, Harvard, Vancouver, ISO, and other styles

14

Miter, Carol Ann. "Inquiry into the use of autobiographical writing in the college composition." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/581.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Filsinger, Judy Ann. "Literary criticism, composition, and "passing theory": Conflicts and connections." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/963.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Shotthafer, Susan M. "Motivating underachieving students to write." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1053.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Potter, Kristine Louise. "Writing, computers, and rhetorical situations: A composition odyssey." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1876.

Full text

Abstract:

This thesis, an autoethnography, explores my own, personal experiences using technology in various writing situations: my writing process, collaborative publishing, my M.A. internship, online tutoring, and my first experience teaching college English composition in a computer classroom.

APA, Harvard, Vancouver, ISO, and other styles

18

Langford, Helen G. "Multiple discourses of literacy meaning-making : case studies of two English and French classrooms." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36629.

Full text

Abstract:

In this thesis, I examine the influence of institutional control on three teachers' and twelve linguistically and culturally diverse childrens' perceptions and constructions of literacy meaning making in English and French in two grade six English and in two grade six French classrooms in the province of Quebec. The children in this study represent a cultural and linguistic mosaic of new arrivals, second-generation immigrant and native Montreal families that include Cambodian, East Indian, French, Italian, Lebanese and Portuguese families. Similarly, the three teachers come from diverse cultural and linguistic backgrounds that include a native Montreal anglophone, an immigrant from Egypt who is fluent in Arabic, English and French, and a second-generation Italian Quebecer who is fluent in Italian, English and French. The diverse cultural and linguistic backgrounds of the participants add a further dimension to the research project, that is, an understanding of the dialogic encounters between multilingual children and teachers during literacy events in two languages and two classroom contexts.
I draw from Halliday's (1978, 1985) social theory of language use, Bakhtin's (1981, 1984) dialogical theory of discourse and Vygotsky's (1978, 1981, 1986) socio-cultural theory of language and learning to provide a theoretical lens for viewing the childrens' appropriation of literacy meaning making practices. I audiotaped, transcribed and interpreted the literacy events, teachers' discourse and discursive practices and the childrens' literate actions and artifacts for emerging patterns. In addition, interviews were transcribed, coded for emerging patterns and interpreted as socially negotiated texts.
The findings led me to four major conclusions. First, while institutional controls such as textbooks, programs, evaluation, and teacher beliefs about literacy continue to maintain power of literacy meaning making practices in these four classroom contexts, the reconstruction and negotiation of this power varies across the classroom contexts and amongst the teachers and children. Second, the teachers' discourse and discursive practices, as well as, situational complexities such as the intersections of cultures, communities, classrooms and languages shape the childrens' literacy perceptions, interpretations and constructions in English and French within and across the classroom contexts. Third, teaching practices for literacy meaning making are neither solely analytical or experiential nor are they solely explicit or implicit. The three teachers' literacy practices appear to be more along a continuum than a dichotomy, that is, they appear to be local, strategic and contexts-related. Fourth, the recognition of a plurality of literacies suggest that childrens' cultural stances and viewpoints need to be considered, as well as, the kinds of literacy experiences they are and are not being asked to engage in their English and French classrooms.

APA, Harvard, Vancouver, ISO, and other styles

19

Montgomery, Susan Renee. "Computers and composition: Theory and corresponding software." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/651.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Barber, Robert Ennis. "Revisions in expressive and persuasive compositions by ninth grade writers of superior and randomly selected ability." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26780.

Full text

Abstract:

This research describes the revisions made in expressive and persuasive compositions by fifteen superior and fifteen randomly selected grade nine students. Each student wrote four papers: a rough draft of an assignment designed to elicit an expressive composition; two to four days later, a revision of the expressive first draft; a rough draft of an assignment designed to elict a persuasive composition; and, finally, a revision of the persuasive first draft. All the revisions made by the students were scored using a taxonomy of revision operations. Three research questions guided the analysis to determine whether there were differences in the number and kind of revisions between the expressive and persuasive writing modes, between the superior and randomly selected ability groups, or between the first and second drafts. Few statistically significant differences were found among the variables measured. Both ability groups revised expressive writing in much the same ways. About three quarters of revisions in both writing modes involved small units of texts. Over half were surface revisions of spelling, tense, number or modality, abbreviation, punctuation or format. One third were meaning preserving changes that did not affect the meaning of the text. In persuasive writing, the superior ability group made significantly fewer revisions. Both ability groups, writing in both modes, performed about three quarters of all revisions during the second writing session while working on the second draft. The results of this research offer little evidence of mode or ability related differences in the number or kind of revisions performed on sample essays. Other than fewer revisions in persuasive writing by superior students, no consistent relation was found between rates or kinds of revision and ability scores. Few writers were observed to use revision effectively to reformulate and improve compositions as do mature, experienced writers. Most revisions performed by this ninth grade sample dealt with surface details. At this age level, it appears, revision is used as a surface and word editing process performed at the end of a writing project.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

21

Lau, Man-kit Tony, and 劉文傑. "Idea development and organization in English writing for seventh formers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959507.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Allen, Thomas Coley. "Using schema theory to integrate reading and writing process in composition." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/408.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Wortman, Robert Charles. "Authenticity in the writing events of a whole language kindergarten/first-grade classroom." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185416.

Full text

Abstract:

The purpose of this study is to answer the research question: What are the elements of the writing process and written texts of kindergarten/first grade students in a whole language classroom that constitute authenticity? The written texts of twenty-one children from a variety of ethnic, socioeconomic and linguistic backgrounds were collected over the course of the school year. The tests were categorized according to penpal letters, signs/labels/captions and dialogue journal entries. Each category was analyzed to describe the writer's place in the context of situation, the function that each text served and the interaction of the linguistic cueing systems. The data indicate that the physical elements in the Context of Situation as described by Michael Halliday that proved most important to authenticity are: (1) Availability (proximity) and accessibility of a wide variety of resources. (2) Experience of students in creating and identifying resources in the environment. (3) Many opportunities to interact with audiences. (4) Student ownership of the process. The social relationships within the classroom that proved most important to authenticity are: (1) having a "real" audience for writing. (2) The relationship between the writer and the audience. (3) The degree of invitation with choice of when and where to write. The features of written texts which proved most important to authenticity are: (1) The students' familiarity with the genre of text. (2) The function of the texts to fulfill the purposes of the students. Whole language classrooms such as the one in this study provide a rich source of data for the study of authenticity.

APA, Harvard, Vancouver, ISO, and other styles

24

Wilson, Ann K. "The writing behaviors of selected fifth-grade students considered at-risk for failing the Literacy Passport Test." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39903.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Yuen, Dick-yan Dennis, and 源迪恩. "A comparison of oral and written composition in L1 Chinese and L2 English in an L2 English medium school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958424.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Rudd, Rebecca Lynn. "Electronic dictionaries in the ESL composition class." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2893.

Full text

Abstract:

This thesis examines the use of electronic dictionaries by ESL students. In particular, it considers how, when and why students use electronic dictionaries in their writing processes. It also explores the extent to which students use words found in an electronic dictionary appropriately in their texts and whether electronic dictionary use influences their long-term acquisition of vocabulary.

APA, Harvard, Vancouver, ISO, and other styles

27

Gillam-Scott, Alice M. "Writer with more at stake : returning adults in the freshman composition classroom." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/435168.

Full text

Abstract:

In recent years, adults beyond the traditional college ages of 18-22 have been returning to higher education in record numbers. At most colleges, these students, along with their younger counterparts, are required to take two or three terms of freshman composition. Although returning students may be apprehensive at first, their teachers report that many are highly motivated and perform successfully in these required writing courses. To investigate this phenomenon, I studied the attitude and performance of returning adults (defined here as 25 years old and over) who were enrolled in traditional freshman composition classes at the University of Illinois at Chicago during the fall quarter of 1983.Specifically, I studied the attitude and performance of four case study subjects by conducting interviews, administering Daly and Miller's Writing Apprehension Test, collecting writing samples, and obtaining audiotaped composing-aloud protocols. My assessment of the data was informed by Daly's Taxonomy of Attitudes and Beliefs about Writing, Wilkinson's Stylistic, Cognitive, Affective, and Moral Scales, and Faigley and Witte's Taxonomy of Revision Changes. I present my findings in four narrative case histories.In addition, I conducted a group study of the attitude and performance of 44 returning students enrolled in required composition courses at U.I.C. during the fall quarter of 1983. To measure these students' attitude and performance, I administered Daly and Miller's Writing Apprehension Test at the beginning and end of the quarter and obtained final course grades.Although all four case study subjects expressed some initial writing anxiety, by the end of the quarter, three of the four had become confident and able student writers. Because of serious skill deficits, as well as high anxiety, the fourth student failed to complete the course. Contrary to expectation, the initial W.A.T. group mean was a moderate 66.22. An item analysis indicated that much of the anxiety expressed was situational. The low end-of-the-quarter mean (55.65) reinforced this impression. Apparently a quarter of composition instruction and writing practice reduced the situational apprehension of many. Moreover, the majority of these returning students performed successfully with 28 out of 44 earning an A or B in their freshman composition courses.In part, this high success rate was due to the population sampled. That is, few severely underprepared returning students begin their college work at the University of Illinois at Chicago. Characteristics shared by these adequately prepared returning students included: high investment in writing. assignments; willingness to revise; interest in and acquisition of metacognitive skills; and use of life experience to enrich their writing.

APA, Harvard, Vancouver, ISO, and other styles

28

McGinnis, Jo Kathryn Dittmar. "Computers in composition at the University of Arizona." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184660.

Full text

Abstract:

The University of Arizona Composition Program has demonstrated that computers can be integrated successfully into composition instruction. Administrators and instructors are preparing to offer students in second-semester Freshman Composition (English 102) a computer-integrated course of instruction as the equipment and facilities become available. Chapter I relates how current research shows that computers offer support to current theories in composition and that they can be utilized in all the various processes involved with producing university writing. It explores the problems program directors and university administrators face in providing computer technology to undergraduates in writing courses. Chapter II compares the reactions of Southern Arizona Writing Project teacher-participants with freshman students in a pilot section of English 102 at the University of Arizona and with comparable undergraduates at other universities as they learn to use word processors as a tool for writing. Some differences between the older SAWP participants and the undergraduates were observed, especially a greater computer anxiety and a greater of urgency to learn about computers. The SAWP participants had less time to become proficient computer writers than did the freshmen. All these factors probably contributed to their lower success rate as computer writers. Nevertheless, a large majority of all ages of computer writers recognize the benefits of using word processors for writing and even those SAWP participants who made only limited progress expressed a sense of satisfaction at having mastered the machine. Chapter III describes ways that computer writing and strategies of collaborative learning and peer review were adapted to the syllabus of English 102 in a pilot class at the University of Arizona. Students reacted favorably to both computers and to the teaching strategies. However, the vision of total computer integration resulting in a paper-free writing course cannot be achieved without either restructuring the syllabus or acquiring substantially improved computer facilities, especially through networked workstations and computerized classrooms.

APA, Harvard, Vancouver, ISO, and other styles

29

Williamson, David Bryn. "A rationale for a writing programme for form 4 students in a Hong Kongsecondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38627127.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Dayaram, Moti Michael. "The extent to which teachers' judgements are influenced by linguistic accuracy when grading English compositions for content." Thesis, Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778014.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Liu, Chi-mi, and 廖志美. "A study of using conjunctions in the Chinese composition of Form 3 students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B3196218X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Cofer, Matt Cliff. "Revising muses: Irrationality, creativity, and composition." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/789.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Johnson, Timothy Paul. "Stephen Gosson's rhetorical strategies in The School of Abuse." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2604.

Full text

Abstract:

This thesis shows how Stephen Gosson's The School of Abuse (1579) functions as a rhetorical composition. The elements of writer, readership, and text are each examined in order to elucidate the rhetorical decisions made by Gosson during the composition of The School.

APA, Harvard, Vancouver, ISO, and other styles

34

Fisher, Janis Linch Banks. "English writing placement assessment: Implications for at-risk learners." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3022.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Chu, Wai-ling, and 朱慧玲. "A linguistic description and analysis of interlanguage errors, with reference to the written work of some secondary school students inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31949277.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

McNamara, Michelle. "Content area writing in grades 5 through 8." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/820.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Oxford, Raquel Malia Nitta. "Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4688/.

Full text

Abstract:

Today's global culture makes communication through writing in a foreign language a most desirable tool to expand personal and professional relations. However, teaching writing is a complex, time-consuming endeavor in any language. Foreign language teachers at every level struggle to fit writing into an already full curriculum and need the most effective methods and tools with which to teach. Technology may provide a viable scaffold to support writing instruction for teachers and students. The purpose of this research was to determine any benefits of weekly/structured, in-class, computer-assisted grammar drill and practice on the composition quality and quantity of intermediate university Spanish learners. A related purpose was to determine whether students who participated in such practice would access a computer-based writing assistant differently during writing than students without the treatment. The research design was a nonequivalent groups pretest-posttest design. Fifty-two subjects' compositions were graded with both holistic and analytic criteria to analyze composition quality and quantity, and statistical analyses assessed interactions of treatment and effects. The computer-based Atajo writing assistant, which could be accessed during composition, had a logging feature which provided unobtrusive observation of specific databases accessed by each student. There were no statistically significant differences found between the two groups in overall composition scores or in subscale scores. Improvements across time were observed in composition performance for both the experimental and control groups. The implementation of computer-based grammar and vocabulary practice did show a small to moderate positive effect; that is to say, students who received weekly, structured computer grammar and vocabulary practice had higher scores for composition quality and quantity on the posttest measure and accessed the databases less than the control group. The consistent positive trends in the composition data results intimate that over a more extended period of time, computer-based grammar instruction might enhance the quality and quantity of written composition in the foreign language classroom.

APA, Harvard, Vancouver, ISO, and other styles

38

Shaw, Richard Murray. "Effects of teacher-written comments on the revision of descriptive essays by college freshmen." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/434861.

Full text

Abstract:

This study investigated interaction effects between the type and amount of teacher-written feedback, the sex of the subjects, and the degree of focus, organization, and development in two revised drafts of a 400-word description essay written by 43 college students in two sections of a freshman composition course taught by one instructor.Subjects in each section were randomly assigned to four different treatment groups to receive teacher-written comments or questions on their initial drafts and on their two revisions, each written in two 50-minute periods. Treatments were as follows: (1) Selective Comments were a terminal paragraph of specific suggestions for improving focus, organization, and development in the next draft. (2) Extensive Comments were a terminal paragraph of specific suggestions; specified errors in spelling, punctuation, agreement, and usage were noted in the margins. (3) Selective Questions about focus, organization, and development were written in the margins. (4) Extensive Questions about focus, organization, and development were written in the margins, and specified errors in spelling, punctuation, agreement, and usage were noted in the margins.Three dependent variables (focus, organization, and development) were measured on separate five-point scales by two raters. A 2 x 2 x 2 x 3 multivariate analysis of variance revealed two significant two-way interactions at the .05 level.The interaction between revision and sex showed that in response to teacher-written feedback on initial drafts, the males significantly improved their focus, organization, and development scores on the first revision, but the females improved only their focus and development scores. The interaction between revision and comment type showed that the Comment Groups improved their focus, organization, and development scores on the first revision, but the Question Groups improved only their focus and organization scores.A second revision (in response to teacher-written comments and questions and four 50-minute periods of practice in improving focus, organization, and development in sample student essays) showed no significant improvement over the first revision. There were also no significant differences between Selective Groups (no mechanical errors marked) and Extensive Groups (specified errors in spelling, punctuation, agreement, and usage noted).

APA, Harvard, Vancouver, ISO, and other styles

39

Tsung, Lai Fun Maggie. "Teaching writing in a primary school using the process approach : a case study." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/357.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

James, Edwin A. H. "The saliency of existing text as a barrier to revision in the redrafting of college students' written compositions." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26844.

Full text

Abstract:

The text already produced by student writers can act as a barrier to revision because the existing textual material can become so salient as to prevent writers from generating alternative text. This study investigated the effects of applying a revision heuristic designed to promote successful revision by alleviating the influence exerted by students' initial formulations of text. Inexperienced college writers were randomly assigned to two treatment conditions and asked to produce three drafts of a two-part expository composition. The experimental group composed their second drafts without access to any material produced at the draft one stage but then received back this material at the third draft stage. The control group redrafted normally, having access at all times to previous draft material. Results showed that students in the experimental group produced significantly longer and better quality final drafts with significantly higher self-evaluation scores than students in the control group produced. The mean number of idea units that were retained, removed, or added by students in either group was significantly different at both the second and third draft stages. Each part of the assignment was affected differently. Significant interactions among condition, grade point average and writing apprehension were not evident. These findings indicated that this three-stage redrafting heuristic may be a valuable technique for encouraging successful revision of students' early drafts. Further research, particularly regarding how a text communicates information, would be beneficial to our understanding of the role played by existing text in students' compositions.
Education, Faculty of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

41

Siu, Ching-yee Truely, and 蕭靖懿. "An evaluation of a writing skills programme for form six students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626627.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Jensen, Marion M. "Word processing as an instructional tool in the revision/editing stages of the writing process." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/2160.

Full text

Abstract:

Purpose: The purpose of this study was to determine the effect of word processing on students' composition when used as a tool in the revision/editing stages of the writing process. Procedure: Two experimental groups were established; Group A Computer, Group B No Computer. For each group, the generic method of teaching writing remained the same. Group A, however, was able to use the microcomputer in editing their work; Group B was not. Final essays were scored by independent raters and the data were analyzed by the use of the independent 1-test. A Pearson product -moment correlation coefficient was computed to assess interrater reliability. Conclusion: This study suggests there is a significant positive difference in student writings when the microcomputer is used as a word processor in the revision/editing stages of writing.

APA, Harvard, Vancouver, ISO, and other styles

43

Hung, Jane, and 馮可儀. "A study of the written feedback given by English teachers to senior form compositions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31963390.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Kwok, Hong-lok, and 郭康樂. "Developing an error analysis and error correction strategy for form 6 English composition classes in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31949071.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Tapleshay, Jack. "Synectics: Applying its methods and techniques to the composition class." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/359.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Tawney, Daisy Marie. "An integrated approach to writing: Using writer's workshop, Step up to writing and six traits of writing to teach the California State Standards." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3213.

Full text

Abstract:

This project researcher designed, implemented and collected data on an integrated approach to writing instruction for her third grade students in the Etiwanda School District. The literature review showed the importance of teaching students the purpose for writing, the traits of writing and the process of writing. Research showed the effectiveness of teaching students the six traits of writing and the writing process as indicated by student writing achievement scores.

APA, Harvard, Vancouver, ISO, and other styles

47

Wong, King-Wah, and 王景華. "An analysis of matriculants' writing with special reference to communicative functions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956877.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Lee, Xueyan, and 李雪燕. "An implementation of Wiki-based collaborative writing in teaching Chinese as a second language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368088.

Full text

Abstract:

The purpose of this study is to investigate the feasibility and effectiveness of Wiki-based collaborative writing in Teaching Chinese as a Second Language. Ten secondary students have participated in this study. The procedure was three stages as the participants given by background questionnaire and also at the end of each of the projects given by post-project questionnaire and some participants selected for interview. The questionnaires are helpful to understand how Wiki-based collaborative writing worked through participants. The study has focused on analyzing on the influence of using Wiki-based collaborative writing on interest, confidence, stimulation, likeness, collaboration, achievement and improvement of the students’ Chinese writing. It is expected to find results of the study that the participants have been motivated by using Wiki-based collaborative writing and of that what advantages and challenges the participants have encountered.
published_or_final_version
Education
Master
Master of Education

APA, Harvard, Vancouver, ISO, and other styles

49

Colby, Richard James. "Computers and composition communities: Solidarity as a research paradigm." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2322.

Full text

Abstract:

After a brief history of composition studies demonstrating a community realizing the need for more inclusive research practices, this thesis shows composition struggling with its identity as an academically legitimized discipline.

APA, Harvard, Vancouver, ISO, and other styles

50

Jim, Mei-hang, and 詹美恒. "A study of lexical errors in Cantonese ESL students' writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31602812.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!