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1
Thomson, Carol. "Integrating writing development in curricula: writing intensive project case studies." Rhodes University, Centre of Higher Education Research, teaching and Learning (CHERTL), 2017. http://hdl.handle.net/10962/59580.
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These case studies come from work done in the Writing Intensive Project (WIP) from its inception in 2013 until 2016 when formal funding from a Teacher Development Grant from the National Department of Higher Education ended. The project was unique for Rhodes University as it was the first time an intervention of this kind had ever been directed specifically at undergraduate writing development and support in the disciplines, and secondly, that participation by discipline-based academics in the project was entirely voluntary, thereby exemplifying a significant level of agency.
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Yiu, Robert Hak Hung. "Disciplinary writing : a case study of Hong Kong undergraduates undertaking their writing tasks." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7782.
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In Hong Kong, where English is used as the main medium of instruction in universities, the majority of undergraduates studying in various disciplines are local students whose first language is Chinese. Although there were many studies of second language (L2) writing in English, many of them were oriented towards product or process and were conducted in artificial settings. There have been relatively few situated studies of English L2 writing in higher education in the social contexts in which students undertake their writing tasks. This study seeks to address this primary question: How do nonnative-English-speaking (NNES) business undergraduates in Hong Kong undertake the assessed writing tasks of their disciplinary courses? Case study was used to examine two NNES undergraduate students undertaking their assessed writing tasks in a Hong Kong university. Data were collected over a period of two years and from multiple sources: text-based interviews, participant diaries, and documents (texts produced by the participants, course documents and source materials). Inductive analysis was employed to make sense of the data. Specifically, data were organised, coded, categorised and integrated. The results revealed that the processes through which the participants accomplished their disciplinary writing tasks were complex and influenced in various ways by the contexts in which the writing took place. Task specifications for the assigned tasks, mostly done in groups, were often not clearly stated. This gave rise to the employment of different strategies by students to represent the tasks, guess readers‘ expectations and interact with group mates to achieve their purposes. They also relied heavily on the Web as information sources to complete their tasks, which gave rise to problems such as textual borrowing. The thesis closes by exploring the pedagogical implications, which include the idea that English for Academic Purposes courses should move towards more discipline-specific to better help students cope with their disciplinary writing demands.
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Furgerson, Susan Paige. "Teaching the writers' craft through interactive writing: A case study of two first grade teachers." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1101760120.
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Oliveira, Maria Helena de Jesus. "Writing skills at secondary level. Developing an English language writing syllabus - a case study." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2011. http://hdl.handle.net/10362/7265.
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Sutton, Brian Ward. "Undergraduates writing research papers : twenty-four case studies." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287423358.
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Lam, Lit Ming Charles. "Process approach to teaching writing : a case study." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/358.
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Hamilton, Sarah A. Braun. "Writing Chinuk Wawa: A Materials Development Case Study." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/2875.
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This study explored the development of new texts by fluent non-native speakers of Chinuk Wawa, an endangered indigenous contact language of the Pacific Northwest United States. The texts were developed as part of the language and culture program of the Confederated Tribes of the Grand Ronde Community of Oregon for use in university-sponsored language classes. The collaborative process of developing 12 texts was explored through detailed revision analysis and interviews with the materials developers and other stakeholders.
Fluent non-native speakers relied on collaboration, historical documentation, reference materials, grammatical models, and their own intuitions and cultural sensibilities to develop texts that would be both faithful to the speech of previous generations and effective for instruction. The texts studied were stories and cultural information developed through research-based composition, translation from interlinear and narrative English in ethnographic sources, and editing of transcribed oral narrative.
The revision analysis identified points of discussion in the lexical development and grammatical standardization of the language. The preferred strategy for developing new vocabulary was use of language-internal resources such as compounding although borrowing and loan translation from other local Native languages were also sometimes considered appropriate. The multifunctionality of the lexicon and evidence of dialectal and idiolectal usage problematicized the description of an “ideal” language for pedagogical purposes. Concerns were also expressed about detailed grammatical modeling due to potential influence on non-native speaker intuitions and the non-utility of such models for revitalization goals.
Decisions made in the process of developing texts contributed to the development of a written form of Chinuk Wawa that would honor and perpetuate the oral language while adapting it for the requirements of inscription. The repeated inclusion of discourse markers and the frequent removal of nominal reference brought final versions of texts closer to oral style, while inclusion of background information and the avoidance of shortened pronouns and auxiliaries customized the presentation for a reading audience.
The results of this study comprise a sketch of one aspect of the daily work of language revitalization, in which non-native speakers shoulder responsibility for the growth of a language and its transfer to new generations of speakers.
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Li, Yongyan. "Writing for international publication : the case of Chinese doctoral science students /." access abstract and table of contents access full-text, 2006. http://libweb.cityu.edu.hk/cgi-bin/ezdb/thesis.pl?phd-en-b21471459a.pdf.
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Thesis (Ph.D.)--City University of Hong Kong, 2006."Submitted to Department of English and Communication in partial fulfillment of the requirements for the degree of Doctor of Philosophy" Includes bibliographical references (leaves 289-316)
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Slay, Laura Elizabeth. "Conditions for Teaching Writing: Exploring Two Cases of Seventh Grade Expository Writing Instruction." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248420/.
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This qualitative two-case study draws from the intersection of three theoretical perspectives: sociocultural theory, transactional theory, and complex systems theory. Guided by two research questions, this qualitative study explored the conditions two seventh grade English language arts teachers set for teaching expository writing and their implications. Deductive coding based on seven a priori patterns of powerful writing instruction (empathy, inquiry, dialogue, authenticity, apprenticeship, re-visioning, and deep content learning) revealed six conditions for teaching expository writing. Inductive pattern analysis of these conditions revealed three emergent themes: reinforcing structures, mediating transactions, and balancing tensions. These findings suggest that teaching expository writing is a complex system filled with dialectical relationships. As interdependent pairs, these relationships encompass the entire system of expository writing instruction, including the structural and transactional aspects of teaching and learning to write. The overlapping conditions and themes demonstrate that expository writing appears ambiguous at times; however, routine, yet responsive instruction, framed by apprenticeship and a balance of reading and writing activities designed to inspire self-discovery are fundamental to the process of teaching expository writing. The final chapter includes instructional implications and a discussion about the significance of setting conditions for generative literacy learning. Recommendations for future research include writing research based on complexity theory, connections between expository writing and empathy, and critical thinking relative to critical action.
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Tallman, Linda Yanevich. "Writing in place: a case study of secondary school students’ appropriation of writing and technology." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092329484.
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Tallman, Linda. "Writing in place a case study of secondary school students' appropriation of writing and technology /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1092329484.
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Strong, Gregory Butler. "A comparison group study on the effects of instruction in writing heuristics on the expository writing of E.S.L. students." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31123.
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This research addressed two major questions: (1) what effect does instruction in writing heuristics have on the expository writing of E.S.L. students? (2) is one writing heuristic better than another?
In an experiment involving 116 twelfth-graders in eight classes, the subjects were randomly assigned within classes to one of three groups. Each of the three groups received ten hours of instruction: two groups in writing heuristics, and a third group which served as an experimental control received instruction in grammar. The study was a pretest/posttest design where essays were administered as the tests. The students' essays were scored for quantity (number of words) and quality. Scores were analyzed in a repeated measures design.
The results revealed that there were no significant differences between the three groups on either the quantitative or qualitative measures. Although a review of the literature indicated support for the use of writing heuristics with E.S.L. students, the experimental evidence in this study does not substantiate this view.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Saenkhum, Tanita. "Transfer of knowledge from first-year ESL writing classes to writing in the disciplines : case studies of writing across the curriculum /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1407515861&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (M.A.)--Southern Illinois University Carbondale, 2007."Department of Teaching English to Speakers of Other Languages." Includes bibliographical references (leaves 89-97). Also available online.
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Caruso, Gina Christina. "The Impact of Wiki-based Collaborative Writing on English L2 Learners' Individual Writing Development." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2004.
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Although the benefits of group and pair work in the second language (L2) classroom have been extensively studied, most documented research has focused on the use of oral tasks and spoken interaction between learners. Recently however, researchers have begun to investigate the advantages of collaboration on written work. More specifically, with the advancements in computer technology and web-based collaborative platforms like wikis, there has been a growing awareness of the educational possibilities of wikis to enhance L2 writing instruction. This study followed a pretest/posttest repeated measures design to investigate the impact and students' perceptions of wiki-based collaborative writing activities on individual writing performance. The study involved 12 university students in a TOEFL preparation course at a large university in Bogota, Colombia. Students were divided into two groups: the experimental group (n=8) engaged in a series of wiki-based collaborative writing activities and focused practice between pre and posttests, while the control (n=4) received no treatment. Two individual writing samples (pre and posttest) composed by each participant under timed conditions were quantitatively analyzed using the three linguistic developmental measures of complexity, accuracy, and fluency. While statistically significant differences were not evident for measures of fluency or accuracy, descriptive statistics showed an overall positive impact for collaborative writing on individual learners' written fluency. Analysis of complexity measures revealed mixed results with respect to learning gains. Further analysis of perception data reported by learners in an exit survey disclosed their positive attitude towards perceived linguistic benefits with regard to the wiki-based collaborative writing activities. Both theoretical and pedagogical implications of the study, limitations, and directions for future research are presented.
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Montemayor-Borsinger, Ann Barbara Sylvia. "Case studies of academic writing in the sciences : a focus on the development of writing skills." Thesis, University of Glasgow, 2001. http://theses.gla.ac.uk/1359/.
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The aim of the present thesis is to make a longitudinal study of changes affecting sentence-initial elements in articles published over time by a sample of researchers in international journals of physics. The linguistic framework adopted for such a study is a systematic-functional one. The general research methodology is established around two main axes, one linguistic, and the other statistical. To conduct a longitudinal survey focusing on thematic changes, it was necessary on the one hand to set up clear and unambiguous linguistic categories to capture these changes and, on the other, to present and interpret the findings in manageable and reliable ways with the assistance of statistics. A pilot study was initially set up to explore possible changes in two articles published within a two year interval by the American Physical Society. The articles were the first and the last of a series of five articles written by the same researcher on the same problem in physics. The method of analysis of the texts used a formulation of Theme that included Subject as an obligatory component, and Contextual Frame - i.e. pre-Subject elements - as an optional one. The analysis, using taxonomies proposed by Davies (1988, 1997) and Gosden (1993, 1996), suggested differences in thematic elements, especially regarding a certain type of complex Subject. On the basis of coding difficulties and the findings of the pilot study, taxonomies were modified to include in particular new Conventional and Instantial classes for Subject and Contextual Frame. Conventional wordings, both in Subject and in Contextual Frame position, are identified as being expressions which are readily available to novice writers of articles, because they are commonly used terms in the fields of research concerned. In contrast Instantial wordings are identified as being expressions which have been especially contrived by the writer to fit a given stretch of discourse. As writers develop and make their own the matter with which they are working; they become increasingly capable of crafting these more complex workings which involve multiple strands of meaning. In the case of this latter class, particular reference is made to post-modification and clause-type elements which allow meanings to be combined in specific ways.
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Dobkin-Kurtz, Caroline Beth. "Implementing a process writing unit in a grade one French immersion classroom, a case study of writing skills and attitudes toward writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/MQ40643.pdf.
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Masha, Khanyisa Rose. "A case study investigating the essay writing skills of Eastern Cape Technikon education students using the Writing Process Workshop language software." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1104.
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Henson, Roberta Jeanette. "Collaborative education through writing across the curriculum." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941579.
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Social reform in the 1960's initiated growth in two seemingly separate educational movements in response to dissatisfaction with the traditional positivistic education system. These two movements, writing-across-the-curriculum (WAC) and homeschooling, share pedagogy and methodology based upon social epistemology, and they share two teaching techniques stemming from this methodology: collaboration and writing. While homeschooling was the successful method of education for centuries, the last two centuries have seen an evolution through the one-room schoolhouse to present day positivistic educational institutions. Language-centered teaching techniques have existed as long, beginning with such educators as Isocrates and continuing with such educators as Aristotle, Quintilian, Augustine, Erasmus, George Campbell, and Fred Newton Scott, and during the past two decades, WAC proponents have incorporated the use of collaboration and writing as instruments of learning in every discipline. Unfortunately, it is difficult to measure the effectiveness of these teaching techniques in existing WAC programs because of the number of variables involved. These techniques were measured in a homeschool situation, however, where the variables could be controlled. This ethnographic study, which took place during the Spring 1994 semester with three ninth-grade female students placed in a homeschool situation, used both quantitative and qualitative methods to measure the effectiveness of collaboration and writing in all disciplines. Pre-tests revealed that, at the beginning of this study, these three students performed at very different levels of ability ; regardless of ability, however, each experienced dramatic increases in learning. The quantitative measures, Wechsler Individual Achievement Test and Ennis-Weir Critical Thinking Essay Test, revealed unprecedented gains in math reasoning, reading comprehension, listening comprehension, oral expression, written expression, language composite, and critical thinking skills. These pre/ post-tests, triangulated with assessment of reading journals, daily journals, individual essays, collaborative essays, and video-taped sessions, produced a narrative which describes each student's characteristics, learning style and response to these learning/teaching methods. The results imply that homeschool education has been successful due to collaboration and writing. Furthermore, this study strongly suggests that collaboration and writing effect learning in all disciplines and recommends restructuring of traditional education to implement these teaching/learning techniques.Department of English
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Venkatachalam, Shilpa. "Writing the self : case studies in phenomenology and fiction." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/12603/.
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Writing the Self: Case Studies in Phenomenology and Fiction explores the way in which the notions of self, being and consciousness find expression in works of literary fiction and philosophical texts. It raises the question of whether there are paradigmatic features that are distinctive to philosophy and imaginative literature in their engagement with ontology. Whilst discussing various works of imaginative literature and philosophy, this thesis concentrates on aspects of Husserlian phenomenology and Martin Heidegger's Being and Time (1962) from the philosophical tradition and focuses on three selected works of post-1900 literary fiction: Joseph Conrad's Heart of Darkness (1902), Virginia Woolfs The Waves (1931), and Saul Bellow's Dangling Man (1944). In an essay on "Literary Attestation in Philosophy", Robert Bernasconi asks, "Literary texts have a certain autonomy, but what happens to them when they are submitted to philosophically inspired readings?"(Bernasconi in Woods 1990: 24). This thesis argues that literary texts need not be "submitted" to philosophically inspired readings. Bernasconi makes an error by using the word "submitted". The texts themselves are not written with a view to supporting the philosophical claims made in a philosophical treatise. This is how both philosophy and literature retain their autonomy. This thesis will demonstrate how autonomy functions differently from insularity purporting that such a distinction is often overlooked. What is not being investigated in this thesis is whether or not philosophy can be used to prove fiction as an application of philosophical ideas. Rather, what is intended is to read them both as different enterprises but at the same time together. Coming together is not to be understood in the same way as dissolving the differences that exist between the two. Nor are the two fields to be understood as mutually dependant. Literature does not derive its conception of "literature" in opposition to the conception of philosophy nor vice-versa. Chapter I of this thesis is a discussion of the theoretical foundation upon which the remainder of this thesis will rest. Through the discussion of selected works of philosophy and literary fiction, this chapter will lay down the theoretical parameters of the issues under examination in the chapters that follow. In chapter II Conrad's Heart of Darkness (1902) is studied in conjunction with Heideggerean and phenomenological thought. Chapter III takes as its point of departure the question of essence and existence in The Waves (1922) in order to examine the exploration of the Heideggerean notions of the ontic and the ontological. Chapter IV focuses on Bellow's Dangling Man (1944) and examines the way in which the protagonist's struggle in it is explored as a battle between the particular and the universal, and consequently as a strife between notions of essence and existence and ontic and ontological. The conclusion to this thesis endeavours to provide a premise within which ontology and hermeneutics may be understood in imaginative literature and philosophical writing. The intention is never to prove that a work of fiction is phenomenological or Heideggerean but rather to highlight the treatment of Being, Consciousness and the Self in literary fiction and philosophical enquiry. This thesis aims to understand the manner in which the concepts of the ontic and the ontological are expressed in literary fiction and philosophical texts, and does so by raising the question of whether in fact the literary enterprise as opposed to the philosophical one is more adept at expressing either of the two concepts. Based upon such an examination, this thesis, strives to examine whether or not philosophy and literary fiction exist as two separate enterprises by traversing both the similarities and discrepancies that exist in the two fields.
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Evans, Gareth Ian. "Welsh writing in English : case studies in cultural interaction." Thesis, Swansea University, 2012. https://cronfa.swan.ac.uk/Record/cronfa42616.
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Welsh Writing in English: Case Studies in Cultural Interaction This thesis explores and analyses instances of cultural interaction in the English-language literature of Wales. It explores the encounters that Anglophone Welsh writers have had with non-European territories and cultures, such as the complex textual record of Alun Lewis's experience of 1940s India, Welsh writers' experiences of Australia since the 1960s and Robert Minhinnick's writing about Brazil in the 1990s. It also explores the images and impressions of Llanybri inscribed in the poetry of the Argentine-born modernist poet Lynette Roberts. Using a broad range of theories from the fields of postcolonial studies, travel writing studies and interpretive anthropology, it explores issues such as the construction of cultural difference, the identity politics of cultural assimilation, and the reproduction and subversion of colonial tropes and stereotypes. By examining the diverse ways in which the Welsh have written about their experience of a range of cultures and environments throughout the twentieth century the thesis attempts to uncover hitherto undiscovered territory within the study of Welsh Writing in English.
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Samson, Brian R. "A system for writing interactive engineering programs in APL." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25108.
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As the use of computers in engineering becomes more significant and widespread, there is a growing need for interactive computer programs which can be used with a minimum of user preparation. This thesis presents and demonstrates a system for writing interactive engineering programs in APL, a programming language. A good interactive program is sensitive to the needs of the user, and generally includes help features, default options, escape features and check features. To include all of these features in a conventionally organized program is complicated and tedious, especially for longer programs with many interaction events between the program and the user. The system presented here makes it fairly simple to include all of the above features, and provides two additional benefits:
1. The logic of the program becomes more prominent, hence easier to follow and check.
2. The program tends to be highly modular in form, making it more readable and easier to test and debug.Applied Science, Faculty of
Civil Engineering, Department of
Graduate
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Butler, Latilya W. "The Impact of Computer-Assisted Writing on Improving Writing Scores for Urban Eighth-Grade Students." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/125.
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The purpose of this study was to investigate the impact standards-based aligned computer-assisted writing instruction had on improving writing scores for eighth-grade students that attend an urban middle school. The researcher wanted to remedy the problem of low writing achievement of eighth-grade students and determine if writing across the curriculum along with differentiated instruction through the integration of technology better prepared students for state level assessments. The data gathering instruments were Standardized Testing, Scholastic Achievement Manager Reading Reports, and open-ended format questions. Three research questions guided this study. 1. What is the impact of computer-assisted instruction and use of technology on improving eighth-grade students’ writing in an urban middle school? 2. What are eighth-grade students’ perceptions and experiences with computer-assisted writing? What is the pedagogical significance of computer assisted learning from students’ perspective? 3. What are eighth-grade teachers’ perceptions and experience with computer-assisted writing? What are the challenges and benefits? A qualitative case study approach revealed the need for better integration of technology in order to support student learning. There were similar perceptions on the use of instructional technology pointed out in the participants’ responses on the questionnaire. Archived assessment data showed a prevalent need for consistency of computer-assisted instruction and group efforts to write across the curriculum. Student and teacher participants agreed that they felt more operational technology was needed to increase student engagement and academic achievement. The findings can be used to inform stakeholders of effective instructional technology when deciding on computer-based programming designed to increase student writing scores.
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Becker, Michelle Ciancarelli. "Traits of Writing, Traits of Art." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1264.
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A study was conducted of Introductory Art students to find if the six traits of writing as written by Spandel/Stiggins (1997) would have influence over a narrative painting when combined with the six traits of painting. Inconclusive findings were reported. Data difference between the treated and untreated class was less than one point. More research needs to be conducted to study transfer of knowledge from verbal to visual as well as from one curriculum to another with both curriculums teaching same material.
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Anson, Joseph P. "Writing Attitudes and Practices of Content Area Teachers after Participating in the Central Utah Writing Project Summer Institute." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6363.
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The Central Utah Writing Project (CUWP) was created in 2009 and, following the National Writing Project's model of professional development, has held a 3- or 4-week summer institute each subsequent year. This training includes collaborative, constructivist, teacher-led training to improve the teaching of writing in schools. Multiple qualitative and quantitative studies have shown the effectiveness of this professional development in the language arts classroom. This multiple-case study of four secondary teachers, whose individual content areas lie outside English or language arts (math, music, science, and social studies), used data from interviews, observations, and artifacts to provide a description of each case and how each teacher has personally and professionally incorporated the training gained from the CUWP. The study also synthesized common themes across the cases. These themes, necessary for professional development included a participant's personal interpretation of the experience (phenomenon) construction of one's own learning, active learning/ participation in the professional development, the inclusion of authentic tasks, collaborative support community, inclusion of prior knowledge and/or experience, self-efficacy regarding one's own writing and the teaching of writing, motivation as a teacher, motivation as a student, scaffolded modeling, teacher expertise in professional development, and the use of writing in the content area. In short, the study investigates how the CUWP summer institute influences the attitudes and classroom writing practices of teachers whose primary content area is not English or language arts. Results showed that only one of the case studies changed their attitudes about writing from neutral to positive. The other three already possessed positive attitudes toward the use of and the teaching of writing in their own classrooms. All four participants changed their classroom practices as a result of participating in the CUWP summer institute and also deemed the results on student performance beneficial. Each of the four constructed a separate takeaway that they implemented in their respective classrooms.
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Zhang, Yan. "A Case Study of College-level Students' Needs for English Writing Instruction." Connect to full text in OhioLINK ETD Center, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1222961262.
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Thesis (M.A.)--University of Toledo, 2008.Typescript. "Submitted as partial fulfillments of the requirements for The Master of Arts in English." "A thesis entitled"--at head of title. Bibliography: leaves 54-56.
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Harper, Lena May. ""What More Could I Have Done?" A Graduate Student's Experience Teaching Writing About Writing." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/7226.
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As writing about writing (WAW) research enters its "second wave," characterized not only by an increase in data-driven studies that theorize and assess the effectiveness of WAW curricula (Downs) but also by an increase in its prominence and adaptation, particularly among emerging writing studies scholars and teachers (e.g., Bird et al.), a space has opened for more and varied types of research, especially empirical research, to determine its effectiveness and to produce more solid recommendations for training and curriculum development, especially for those who are new to the field. This case study, which highlights how a novice teacher responds to a new teaching experience, aims to address the dearth of empirical research on WAW curricula and to aid other graduate instructors interested in teaching WAW or program administrators interested in implementing WAW. The study reports results from data collected (e.g., interviews, in-class observations, teachings logs) on the experience of a second-year MA graduate student in composition and rhetoric as he taught a WAW-based curriculum in a first-year composition (FYC) class in the beginning of 2016. His twenty students were also research subjects, but only a small portion of their data is reported here. The instructor's experience, chronicled in narrative form, began optimistically, though with a hint of skepticism, and ended in discouragement and even pessimism. These results were largely unexpected due to the instructor's confidence with and knowledge of WAW history, assumptions, and pedagogy and experience teaching FYC. However, his struggle with the approach reveals and confirms several important points for anyone hoping to teach or implement WAW. Particularly, new WAW instructors need sustained training, support, and mentoring to help them properly temper their expectations for the course, correctly and usefully interpret their experiences teaching WAW, successfully transfer prior teaching knowledge and methods to the WAW classroom, and ultimately find their place in WAW instruction.
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Kelley, Karen S. "Preservice teachers' belief development while learning to teach writing in an elementary writing methods course." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001268.
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Goodall, William Christopher. "Neuropsychological studies of reading and writing." Thesis, University of Stirling, 1994. http://hdl.handle.net/1893/59.
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This thesis investigates the reading and writing of two patients with brain injuries due to cerebro-vascular accidents. Background tests show both patients to be moderately anomic and to have severe impairments in reading and writing nonwords. Investigations of the locus of impairment in AN's nonword reading showed her to have normal orthographic analysis capabilities but impairments in converting single and multiple graphemes into phonemes and in phonemic blending. The central issue studied was the role of lexical but non-semantic processes in reading aloud, writing to dictation and copying. For this purpose a "familiar nonword" paradigm was developed in which the patients learned to read or write a small set of nonwords either with or without any associated semantics. Both AN and AM were able to learn to read nonwords to which no meanings were attached but they could still not read novel nonwords. Both patients were unable to report any meanings for the familiar nonwords when they read them and there was no evidence that learning to read them improved their sub-lexical processing abilities. These results are evidence for a direct lexical route from print to sound that is dedicated to processing whole familiar words. It was also shown with AN that if nonwords are given meanings then learning is faster than if they are not given meanings. Experiments designed to test the hypothesis that nonwords are read by analogy to words found no support for it. Both patients have severe impairments in writing novel nonwords to dictation. As they can repeat spoken nonwords after they have failed to write them, this is not due to a short-term memory impairment. Despite their nonword writing impairments, both patients were able to write to dictation the meaningless nonwords that they had previously learned to read at the first attempt, and AN did so one month after learning to read them. Neither patient however, could write novel nonwords made by reordering the letters of the familiar nonwords. Furthermore, the familiar nonwords used spellings that are of a priori low probability. The familiar nonwords must therefore have been written using lexical knowledge. Tests of semantic association showed that the familiar nonwords evoked no semantic information that the patients could report. Function words dictated to AN evoked little semantic information but she wrote them to dictation significantly better than nonwords made by reordering their letters. These results are evidence for a direct lexical route for writing to dictation. Copying was studied both with and without a five second delay between presentation and response. AN was better at delayed copying of meaningless but familiar nonwords than she was at copying novel nonwords. She was also better at delayed copying of six-letter, bi-syllabic nonwords that she had been trained to copy than she was at copying novel nonwords made by recombining the first and second halves of the familiar nonwords such that these halves retained their positions from the parent nonwords. AN was better at copying function words than nonwords made by reordering their letters. She was also better at copying function words than she was at reading or writing them to dictation. These results are evidence for a direct lexical route for copying. AN and AM were both able to write to dictation nonwords that they had never heard or written before but with which they had been made visually familiar during a visual discrimination task. They must have used lexical knowledge to do so because the spellings used were of a priori very low probability. The creation of lexical orthographic information which can be retrieved from novel auditory input raises difficulties for current models and various possible interpretations are discussed. Finally, some of the possible implications of the re-learning abilities shown by these patients, for rehabilitation procedures are discussed briefly.
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Sloat, Elizabeth A. "Case studies of technical report writing development among student engineers." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28531.
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This research examines factors that either promote or hinder workplace writing among Chemical Engineering students during their study in two Technical Report writing courses. It examines the extent to which a workplace writing environment, which instructors believe they create, is actually enacted in the classroom, and also explores the differences in intended and actual learning outcomes between instructors and students.A number of qualitative research methods were used to gather data for sixteen student case studies. These methods include taped and transcribed interviews with students and the two course instructors, an analysis of all student reports and course documentation, classroom observations, taped student-professor conferences, and taped responses from both instructors as they evaluated each student report.
Research findings suggest that students learned the required technical report format since everyone passed the course. Findings further suggest, however, that explicit efforts to enact a professional chemical engineering writing environment within this university context were generally unsuccessful. Writing tasks did not reflect an authentic workplace writing situation where writers believed their composing purpose was to communicate with others within their community of Chemical Engineering. Even though attempts were made by instructors to create such an environment, the writing task actually became a school-based exercise where students learned to provide the right textual format in order to meet with both teacher expectations and writing success.
The study concludes that educators must be aware of their real teaching and learning agendas and that these objectives must be conveyed adequately to students. Findings also reinforce the difficulty of enacting authentic workplace writing contexts within academic environments, and ways to achieve this goal are discussed. This research also contributes to evolving theoretical discussions about writing and the teaching of writing.
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Bohata, K. "Postcolonialism revisited : the challenging case of Welsh writing in English." Thesis, Swansea University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.636115.
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This study considers how far some of the paradigms of postcolonial theory may be usefully adopted and adapted in order to provide an illuminating reading of Welsh writing in English. The introduction considers Wales's colonial/postcolonial status, and the first chapter discusses the construction of Wales as a colonised nation as it appears in writing (in both Welsh and English) of the 1950s and 1960s, with special reference to policies of afforestation in the Welsh uplands, including a discussion of the rhetoric of the Forestry Commission. The second chapter discusses recuperative feminist projects in Wales, and focuses on the fin de siécle, highlighting women's imperial roles as missionaries, but mainly focusing on women's engagement with, and the interaction between, discourses of nationalism, feminism and imperialism. The position of the Welsh (as authors, readers and textual constructions) as 'outsiders inside' is explored in the third chapter, which highlights the interpenetrations of discourses of race, degeneration, gender and pathology as they occur in Welsh writing in English. The penultimate chapter considers how a postcolonial understanding of linguistic power-struggles may be useful to Wales and focuses on the literary device of code-switching. The final chapter discusses the value of theories of hybridity in illuminating Welsh cultural experiences of assimilation and alterity.
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Brunette, Kathryn Elaine. "Adult ESL Writing Journals: A Case Study of Topic Assignment." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4738.
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Over the past ten years, the use of student writing journals has become increasingly widespread in the TESOL field. Such journals serve a wide variety of purposes: a cultural diary, a free writing exercise, a forum for reaction or comment on readings or classroom discussions, in addition to a form of teacher/student dialogue. The main purpose of this study has been to determine the relationship of topic assignment to the quantity and quality of resulting entries. The data, 144 journal entries generated by ten adult ESL students over a period of ten weeks, were measured for length, in terms of total words and total number of T-units, and quality as assessed by the Jacobs profile (1981) which considers the following areas: content, organization, vocabulary, language use and mechanics. In addition, student reactions to instructor comments and attitudes toward journal keeping were explored in an end of term questionnaire. It was found that, on a group level, the assignment of four specified topic types (A. Topics relating to class lectures and discussions, B. Topics relating class discussions to the students' respective cultures, C. Topics relating to class or personal experiences and D. No topic assignment) did not appear to have any relationship with either the quality or quantity of writing. However, on an individual level, topic assignment did seem to have a relationship with the quantity of writing and in some cases, the quality as well. In considering student reaction to instructor comments, all students reported reading instructor comments, but rarely responded to them. When considering topic assignment, 74% of the students stated preferring an assigned topic, yet 60% actually wrote more when given a free choice of topic. Also, on the individual level, students stated a variety of topic type preferences that roughly corresponded with an increase in entry length. Finally, students seemed to have a positive attitude toward journal keeping as 80% stated they would like to keep a journal next term.
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Buck, Amber M. "Keyboard collaborations : a case study of power and computers in writing center tutoring." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318610.
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This thesis presents a case study of one tutor in two tutoring sessions using electronic drafts in the Ball State Writing Center, focusing on the sessions' power dynamics. Writing centers have developed nondirective tutoring pedagogies in order to help tutors navigate the power dynamics of sessions with paper drafts. While these pedagogies have recently been adapted for tutoring online, attention has not yet been focused on face-to-face sessions using a computer. Using conversational, textual, and user interface analysis, this study provides thick descriptions of the power dynamics of each tutoring session, analyzing the interactions between tutor, student and computer. The descriptions of both sessions show them to be vastly unique and complex, undermining strict dichotomies between directive and nondirective tutoring. The use of the computer reflects the overall dynamics of each tutorial and raises questions about the ways in which tutors and students prefer to use computers in tutoring sessions.Department of English
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Flavell, Richard 1947. "Writing, reading and judging academic essays in a global university : an activity system analysis." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8191.
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Smith, David V. "Tourism and the formation of the writer : three case studies." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/4034/.
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In the nineteenth century a vogue for travel writing emerged as writers began to describe experiences of foreign travel in a style quite different from realistic Grand Tour narratives. In their travel writing, Byron, Shelley and Dickens display an impression of the complexities of modernity rather than present a mimetic and conformist view of the world. The study shows how travel writers represent the manifold nature of tourist experience through a composite presentation of subject which despite its heterogeneity lays claim to a unity of knowledge. This thesis discusses the impact of tourism on the beliefs, identities and style of writers. The chapter on Byron shows how he evolved a new poetic voice using a verse travelogue which evaluates the injustices of war and empire. The chapter on Shelley examines his tour of Switzerland and shows how the influence of Rousseau's imagination inspired Shelley in his vision to improve English society. The chapter on Dickens considers how the economic development of America informed his views on the state of American society and urged him to conceive in his later works a world in which the privacy of the domestic hearth is sanctified. The thesis investigates the extent to which ideals of political and social reform govern the nature of travel writing in Europe and America in the late Romantic and early Victorian periods. Tourist narratives of the period use contemporary and historical evidence to assess the advantages and disadvantages of the political and social systems of abroad, thereby indicating a path to enlightened social harmony.
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Jurand, Erin K. "Visualization in the writing process : a case study of struggling K-4 learners in a summer writing camp." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/615.
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Wallis, Jessica Lynn. "Influence of Oral Conferencing on Student Narrative Writing: Two Case Studies." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1280344209.
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Duffey, Suellynn Kay. "Basic writers : case studies of revision and concept formation." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287431711.
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Sanders, Audrey. "Teacher Interpretation and Enactment of Writing Instruction: A Case Study set within Two Elementary Classrooms." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/honors/525.
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From the minute a student walks into her first day of kindergarten, she is learning to read and write. Reading and writing are reciprocal in nature, using the same composing processes (Roe, Smith, & Kolodziej, 2019). Interchangeable thinking skills are essential for both reading and writing, such as analyzing, identifying, inferencing, evaluating, and comparing (Roe, Smith, & Koldziej, 2019). Published research over time suggested that instruction focused on teaching students the craft and mechanics of writing significantly contributed to the overall improvement across the spectrum of literacy development (Cutler, 2015;Raphael, 2019; Wright, 2016). However, studies also suggested that teachers of all grade levels tend to vary in their approach to teaching writing (Newmark, B., Speck, D., Amesbury, E., Lough, C., Belgutay, J., Lowe, J., … Hepburn, H, 2018). This study was focused on understanding how two elementary level teachers interpreted writing curriculum and carried out instruction in their respective classrooms. Qualitative methodological procedures were employed through interviewing both educators and observing their writing instruction. The collected data was analyzed through inductive thematic analysis and findings included: 1) both teachers believed that writing instruction matters; 2) both teachers followed the curriculum as they learned in teacher professional development; 3) writing instruction varied according to primary versus elementary contexts.
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DeMichele, Sarah A. "Writing Workshop in kindergarten: A Multiple-Case Study Investigating the Nature of Engagement and the Quality of Students' Writing Composition." Otterbein University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1621172495787144.
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Lei, Xiao, and 雷霄. "Understanding writing strategy use from a sociocultural perspective: a multiple-case study of Chinese EFLlearners of different writing abilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43085672.
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Schoettler, Megan Patricia. "The Development of Writerly Self-Efficacies: Mixed-Method Case Studies of College Writers Across the Disciplines." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami150125815878849.
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Lamonica, Claire Coleman Neuleib Janice. "Conflict and creativity in student writing groups a case study investigation /." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633421.
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Thesis (D.A.)--Illinois State University, 1996.Title from title page screen, viewed May 23, 2006. Dissertation Committee: Janice Grace Neuleib (chair), James Robert Kalmbach, Heather Ann Brodie Graves, John Francis Cragen. Includes bibliographical references (leaves 215-222) and abstract. Also available in print.
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Yang, Ranran. "Changes in English writing in computer mediated communication a case study." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/452.
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This research study aims to identity the shifts in form and function of English writing in Computer Mediated Communication (CMC) and determine whether writing changed through CMC. It critically evaluates English writing in CMC in South Africa, and includes a case study of both synchronous and asynchronous forms of CMC. Chapter 1, outlines the problem concerning the changes of writing in both form and function in the present age of CMC. This chapter, also gives a detailed description and outlines the methodology of this study. Chapter 2, centres on the historical and theoretical aspects of writing using the work done by scholars such as McLuhan, Shlain and Baron. The literature is divided into two subsections. The research and theories highlights the importance and complexity of writing in human history. It also gives insight into understanding the impacts of different mediums on writing. This chapter similarly depicts an understanding in the use of writing to represent language, and in particular, how speech and writing divvied up communication functions in literature societies. Chapter 3, gives a detailed theoretical and critical outline of writing in the present age of CMC. Based on the nature of the computer medium, writing in CMC often has its own characteristics which can serve both developmental and social purposes. The aim of this chapter is to grasp an appropriate analogy through which to capture the changes the computer technology would engender in writing communication, and re-examine the relationship between writing and speech in CMC. Chapter 4, comprises of an empirical research study done in South African on-line discourse, focusing on the changes of writing in CMC. The hypothesis of this case study is that writing in CMC differentiates the conventional writing in a variety of ways. Therefore, the study looks at the particular writing style in CMC and determines whether computer-mediated writing is gradually becoming a mirror of speech. This chapter explains methodology and the process of data coding in this case study. It also includes a summary of the survey results, as well as a discussion of the findings from this case study. Chapter 5, includes a conclusion of this study and suggestions for further research. It is the hope of the researcher that this study will provoke questions and thoughts for further inquiries.
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Yeh, Chun-Chun. "Research writing in an EFL context : a case study in Taiwan." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31012.
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This thesis is a qualitative case study of a research writing project at undergraduate level in a Taiwanese university. The general purpose of this thesis is to study the whole process of research writing at undergraduate level, while the more specific focus of the study is to investigate the students' learning experiences in the project and the teacher-student interaction in the learning process, such as in writing conferences and the revision stage. The study involved one American instructor and seven Chinese students majoring in English. It traced a research writing project, carried out as part of the writing curriculum, from start to finish. The project was examined from both the instructor's and the students' perspectives. Data for the study come from interviews, student writing drafts, and teacher-student conference transcripts. The findings indicate that the research writing project was perceived by both the students and the instructor as an integrated part of the composition curriculum. Investigations of writing conferences show that organization, documentation, and the mechanics of student papers were some of the focuses of the conferences. A detailed analysis of two students' multiple drafts suggests that writing conferences had a strong impact on the students' revision of their papers. Also emerging from this study is the cultural confrontation between the American instructor and the Chinese students. The impact of this on the acquisition of research writing is explored. It is found that both the instructor and the students attributed certain writing problems to the influence of culture. A preliminary model of the research writing process is proposed based on the findings of the study. It shows the interaction between the research writing project and variables such as the teacher, the textbook, external factors, academic culture and students' indigenous culture. Practical implications and directions for further research are also discussed.
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Paré, Anthony. "Writing in social work : a case study of a discourse community." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=70189.
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Over the past decade, the theoretical basis for composition research and pedagogy has expanded. A social perspective on writing has been added to the cognitive view which dominated composition studies throughout the 1970s and early 80s. This social perspective has radically altered conceptions of the writing process. Whereas cognitive theory placed a creative and isolated individual at the centre of the writing act, social theory locates the writer in community, and shifts much of the control of discourse from the individual to the group.This research takes the form of a case study of social workers attached to Quebec's Youth Court system. The specific focus within that setting is the preparation of reports about adolescents in trouble with the law. Data were collected through "think-aloud" protocols and interviews, including discourse-based interviews. The study offers a detailed description of the complex and dynamic relationship between the individual writer and the community, and provides a new perspective on the concept of "audience" and the notion of genre as social action.
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Wolven, Winifred Ann Reed. "A Qualitative Case Study of Social Technology's Influence on Student Writing." Thesis, Grand Canyon University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687115.
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The purpose of this qualitative case study research was to explore in-depth the research question, "How do texting and Textese influence students' learning of writing in Standard English in composition classes?" Yin's Five-Phase Cycle guided the research and aided in the determination of a qualitative case study research. The literature review identified that no single theory covered the phenomenon, so research was guided by five key theories: Technology Acceptance Model, Transactional Distance Theory, Media Richness Theory, Uses and Gratification Approach, and Threaded Cognition Theory. Participants included college English faculty from Illinois, 25 students enrolled in Composition I classes, and three consecutive semesters of former composition students' e-mails. Semi-structured, one-on-one interviews were held with faculty and member checked. A pilot study was conducted prior to inclusion of the 25 student volunteers completing the student questionnaires, and three consecutive semesters' e-mails from former students were analyzed for frequency data. All qualitative data were coded using MAXQDA+ software and analyzed. Results from data analysis revealed an evolving perception and usage of texting and mobile communication devices among faculty and students, a disconnect between faculty and students concerning use of texting and Textese, and frequency data revealing the influence did not permeate writing as much as previous studies implied. Results indicated most faculty and students had mixed attitudes, leading to implications that faculty needed to incorporate lessons involving texting, code switching, and detail richness into the course pedagogy.
Keywords: Texting, Textese, composition, social media, short message systems, formal/informal writing, Technology Acceptance Model, Media Richness Theory
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Groff, Marsha A. "Personality types, writing strategies and college basic writers : four case studies." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/833469.
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College basic writers are often misunderstood. Much of the literature available on these writers depicts them as a large homogeneous group. Ignored is the diversity that exists within this population. According to George Jensen and John DiTiberio, personality type as measured by the Myers-Briggs Type Indicator (MBTI) is a neglected factor in most composition research that aids in ascertaining and appreciating the diversity and strengths of basic writers.Case study methodology was used to investigate whether a relationship existed between the personality types of thirty-four basic writers at Ball State University and the writing strategies they used. Triangulation of data provided a thick description of the students. Scores from pre- and post-good writing questionnaires and process instruments (process logs and self-evaluations), student journals, student writing, participant-observers fieldnotes, and the teacher-researcher's journal enriched and supplemented the MBTI results.Findings are presented in a group portrait and four case studies. The group portrait demonstrates that 1) most of the students were not highly apprehensive about writing; 2) they were a diverse group with fifteen of the sixteen MBTI personality types represented; and 3) they displayed a wide variety of writing strategies.The four case study subjects represent four of the sixteen MBTI personality types (ISTJ, ISFP, ESTJ, ENTP) each with a different dominant function. These students demonstrated that they were diverse in their attitudes about writing, degree of writing apprehension, their personality types, and their use of writing strategies. The case study subjects often used strategies that supported their personality preferences, were able to tap into previously unused strategies that coincided with those preferred preferences, or incorporated unpreferred processes into their composing strategies. While personality type apparently played a major role in the students' writing strategies, previous experiences, past writing instruction, successes and failures, and attitudes about "English" also affected them.Department of English
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Nelson, Tayler L. "Biomedicine, "Body-Writing," and Identity Management: The Case of Christian Science." Thesis, Boston College, 2011. http://hdl.handle.net/2345/1835.
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Thesis advisor: Eva M. GarroutteBiomedicine has become a gatekeeper to numerous social opportunities and has gained power through the ritual inscription of individual bodies. Bodies serve as intermediaries between personal identities and biomedicine; individuals can reclaim bodies as sites of "identity projects" (Giddens 1991) to resist biomedical power. This project examines the intersection of the societal preoccupations with biomedicine, bodies, and identity through the lens of the religious and healing tradition of Christian Science. Christian Science theologically rejects biomedicine in favor of spiritual healing treatment. Christian Science is an especially appropriate venue for exploring relationships between biomedicine, bodies, and identities because its teachings require not only belief in the ineffectiveness of biomedicine but also embodied resistance to it. Drawing on the work of Foucault (1977), Giddens (1991), and Frank (1995) and using information gleaned from semi-structured interviews--averaging 1.5 hours in length--with 12 Christian Scientists, I argue that Christian Scientists use religious identities to (1) evade biomedical risk society, (2) resist external authority and reclaim bodies as sites of knowledge and power, and (3) build spiritual community
Thesis (MA) — Boston College, 2011
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Sociology
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Strickland, Clyde William. "Grant Proposal Writing: A Case Study of an International Postdoctoral Researcher." Thesis, Connect to resource online, 2008. http://hdl.handle.net/1805/1691.
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Thesis (M.A.)--Indiana University, 2008.Title from screen (viewed on June 3, 2009). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ulla Connor, William V. Rozycki, Thomas A. Upton. Includes vita. Includes bibliographical references (leaves 95-99).
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Schechter, Amy June. "A Case Study of the Roles and Perceptions of Writing Coaches." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5305.
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The purpose of this intrinsic case study was to explore the roles, responsibilities, and perceptions of writing coaches, a form of embedded professional development, which had the opportunity to assist teachers in deepening their pedagogical knowledge of writing instruction. Furthermore, this inquiry sought to describe middle school teachers' (N = 235) perceptions of how writing coaches may have impacted their beliefs and pedagogy with regard to writing instruction. At the time I conducted this case study, no extant literature existed to describe the roles, responsibilities, or perceptions of writing coaches, and this inquiry sought to fill that void.
In an intrinsic case study, the researcher's own interests guide the inquiry. Qualitative data from interviews, observations, and archival data informed the inquiry. Furthermore, a non-experimental quantitative survey complemented the qualitative data. I analyzed qualitative data as I collected it through constant-comparative analysis beginning with open coding of individual cases, proceeding to axial coding across site cases, and finishing with selective coding across site cases, at which point I integrated relevant empirical research. I reported descriptive statistics for the non-experimental quantitative survey data.
The findings of this inquiry do not generalize to other populations, but the results of data analysis may inform future study and practice. I uncovered teachers regarded the writing coaches in this inquiry positively, but did not explicitly communicate any change in beliefs or practice with regard to writing instruction. Furthermore, I discovered although writing coaches are deemed "coaches," they spend more of their time performing responsibilities which categorize them as teachers and administrators. A posteriori data trends revealed writing coaches faced many challenges: high-stakes testing, unclear roles and responsibilities, balance of their many roles and responsibilities, micromanagement, and inability to impact teacher practice. Lastly, I outline a model, which requires future testing under experimental conditions, to explain how the challenges writing coaches face may serve to lower their loci of control, perceptions of effectiveness, and job satisfaction.
The themes I discovered through data analysis led me to make recommendations with regard to future research and practice. This inquiry described three writing coaches' roles, responsibilities, and perceptions, but future study, both qualitative and quantitative, is needed to more fully describe and explore the phenomenon. The model I developed through qualitative data collect and analysis would require testing in inquiries with an experimental design. I recommend future research in the causal cascade to discover how the efforts of writing coaches and other academic coaches may impact teacher pedagogy and practice and eventually student learning. Furthermore, I endorse future studies into academic coaches' loci of control and challenges. Although this study sought to explore the roles, perceptions, and perceived impact of writing coaches, it truly became a study of the challenges perceived by writing coaches and the factors which may contribute to job dissatisfaction and perceived ineffectiveness. For this reason, I make specific recommendations to support writing coaches in their attempts to perform their jobs excellently.