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Dissertations / Theses on the topic 'Cognitive writing strategies'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Mu, Congjun. "An investigation of the writing strategies three Chinese post-graduate students report using while writing academic papers in English." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16426/1/Congjun_Mu_Thesis.pdf.

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Due to a lack of effective writing strategies and inhibition of English language proficiency, university students in China are found to produce little and shallow content in their English academic writing. Similar problems are also embodied in the academic writing of Chinese overseas students who struggle to survive in the target academic community. The purpose of this study was to investigate the writing processes of second language (L2) writers, specifically examining the writing strategies of three Chinese post-graduate students in an Australian higher education institution. The study was p

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2

Mu, Congjun. "An investigation of the writing strategies three Chinese post-graduate students report using while writing academic papers in English." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16426/.

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Due to a lack of effective writing strategies and inhibition of English language proficiency, university students in China are found to produce little and shallow content in their English academic writing. Similar problems are also embodied in the academic writing of Chinese overseas students who struggle to survive in the target academic community. The purpose of this study was to investigate the writing processes of second language (L2) writers, specifically examining the writing strategies of three Chinese post-graduate students in an Australian higher education institution. The study was p

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3

Lu, Yanbin. "Cognitive Factors Contributing to Chinese EFL Learners’ L2 Writing Performance in Timed Essay Writing." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/alesl_diss/13.

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This study investigated cognitive factors that might influence Chinese EFL learners’ argumentative essay writing in English. The factors that were explored included English (L2) language proficiency, Chinese (L1) writing ability, genre knowledge, use of writing strategies, and working memory capacity in L1 and L2. Data were collected from 136 university students who received a battery of tests in two sessions. The tests consisted of timed essay writing tasks in L1 and L2, post-writing questionnaires for genre knowledge and use of strategies in the writing process, a timed grammaticality judgme

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4

Givens, Karolyn Whittlesey. "Facilitating the cognitive growth of baccalaureate nursing students : using writing strategies for thinking and cognitive development /." This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162801/.

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5

Lee, Eun-Jo. "Exploring L2 Writing Strategies from a Socio-cognitive Perspective: Mediated Actions, Goals, and Setting in L2 Writing." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306898143.

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6

Givens, Karolyn W. "Facilitating the cognitive growth of baccalaureate nursing students: using writing strategies for thinking and cognitive development /28 cm." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39249.

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The purpose of this study was to discover whether a nurse educator could facilitate the cognitive development of baccalaureate nursing students using writing strategies that challenged their thinking. The literature focuses first on the model of the cognitive development of college students as Perry first delineated it (1970) and later modified it (1978; 1981), as well as on how other researchers have elaborated and extended it from a descriptive to a prescriptive model. Also, literature related to writing as a strategy to facilitate learning, thinking, and developing is investigated, and s

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7

Tappmeyer, Mark Edward Fortune Ron. "The influence of field dependence-independence on writers' goal-setting strategies." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713230.

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Thesis (D.A.)--Illinois State University, 1987.<br>Title from title page screen, viewed August 8, 2005. Dissertation Committee: Ronald J. Fortune (chair), John L. Brickell, Elizabeth S. McMahan, Maurice A. Scharton, Janet M. Youga. Includes bibliographical references (leaves 214-221) and abstract. Also available in print.

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8

Landström, Therése. "Kognitiva respektive kroppsliga strategier vid handskrivning hos elever i årskurs 1 och 2." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-74839.

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Syftet med studien är att genom en kvalitativ metod bidra till befintlig forskning om olika strategier som elever i årskurs 1 och 2 använder sig av vid handskrivning. I studien använder jag mig av individuella intervjuer med både lärare och elever, samt observationer av elever när de skriver med penna. Fenomenografi har använts som metod vid databearbetningen. Genom en kvalitativ metod och ”embodied cognition” som teoretisk utgångspunkt får jag både höra vilka strategier eleverna beskriver att de använder sig av, men även se vilka kroppsliga rörelser och strategier de uppvisar. Det framkommer

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9

Ashworth, Thomas Edward. "Using writing-to-learn strategies in community college associate degree nursing programs." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/38622.

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This study investigated the use of writing-to-learn strategies in freshman associate degree nursing classes at Wytheville Community College, Wytheville, Virginia. It sought to determine if the use of writing-to-Iearn strategies would affect the students' achievement in the course and their critical thinking skills. The design of the study was experimental. Two groups of freshman nursing students were randomly selected and randomly assigned to either an experiment group or a control group. The experiment group used the writing-to-learn strategies. The achievement in the course was measured usin

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10

El, Mortaji Latifa. "Writing ability and strategies in two discourse types : a cognitive study of multilingual Moroccan university students writing in Arabic (L1) and English (L3)." Thesis, University of Essex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343570.

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11

Reynolds, Catharine Jeanne. "The effects of instruction in cognitive revision strategies on the writing skills of secondary learning disabled students /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262513407715.

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12

Agafonoff, Annabel, and n/a. "The encouragement of reflective writing through the development of self-regulation in planning and producing text." University of Canberra. Professional & Community Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20060529.155349.

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The dual problem space model of writing (Scardamalia, Bereiter and Steinbach, 1984) shows how writers develop their knowledge and understanding of the world by reflecting on problems of substance and problems of presentation in planning a composition. Reflective thought is attributed to a two-way communication between a content problem space and a rhetorical problem space. The content space involves the development of ideas, while the rhetorical space is concerned with achieving various purposes in composition. This thesis reports an instructional experiment comparing alternative approaches to

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13

Schiavoni, Andreza. "Proposta de uma intervenção educativa baseada em estrategias para a produção de textos." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251645.

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Orientador: Selma de Cassia Martinelli<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-15T09:17:25Z (GMT). No. of bitstreams: 1 Schiavoni_Andreza_D.pdf: 651612 bytes, checksum: b555c2ba7cc15cf4818966397cb29564 (MD5) Previous issue date: 2009<br>Resumo: Dada a importância que a escrita de textos ocupa no contexto acadêmico, cujo domínio nem sempre é alcançado por muitos alunos, e a escassez de estudos nacionais que propuseram intervenções na área de produção textual, a presente pesquisa abordou essa temática como foco de d

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14

Berkowitz, Megan. "Understanding the Relevance of Cognitive Psychology to Composition: Taking a Closer Look at How Cognitive Psychology has Influenced Ideas about Reading, Writing, and the Teaching Process." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1208900950.

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15

Farhad, Etezadi Ghovanlou. "Étude des stratégies linguistiques de locuteurs de français L1 et d'apprenants étrangers lors de la prise de notes en français : perspectives en didactique des langues." Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10162.

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Cette thèse se propose d’étudier les différents types de traitement utilisés par des locuteurs de français L1 et des apprenants étrangers de français lors de la prise de notes dans cette langue, à partir du discours oral magistral. Ce travail qui s’inscrit dans une perspective psycholinguistique vise à analyser la conformité et la fidélité sémantique et formelle des textes-cibles (les productions) par rapport au texte-source (le discours émis). Le cadre théorique de la thèse analyse différentes approches et taxinomies relatives aux stratégies communicatives en langue étrangère, notamment celle

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16

Montarnal, Cecile. "L'activité de linéarisation lors de la production de textes descriptifs." Grenoble INPG, 1997. http://www.theses.fr/1997INPG0220.

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La production de textes est une activite complexe a laquelle participent plusieurs processus. L'objectif de cette these est d'etudier plus particulierement l'un d'entre eux : la linearisation. Ce processus correspond au travail de transcription necessaire pour rendre compte d'informations multidimensionnelles a l'aide d'un outil lineaire : le langage. Cette activite est analysee dans le cadre de plusieurs experiences portant sur la description de configurations spatiales. Trois strategies de linearisation sont identifiees : la strategie circuit, fondee sur le principe du respect de la connexit

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17

Villarreal, Correcha Elisabeth. "Le développement de la compétence écrite : le cas de la dissertation." Thesis, Poitiers, 2016. http://www.theses.fr/2016POIT5008.

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Cette recherche a pour objectif d'aider les étudiants de la faculté de philosophie et de droit de l'Université libre de Bogotá, pour les aider à surmonter les difficultés qu'ils présentent, face à la rédaction de documents universitaires en français, afin qu'ils puissent répondre aux exigences des universités françaises. Dans ce sens, la dissertation contribue au développement de la compétence écrite, car elle est l'un des exercices académiques les plus rigoureux dans la gestion des éléments d'analyse et d'écriture. D'autre part, ce travail analyse les théories et les modèles de processus d'éc

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18

Thompson, Dawn. "A politics of memory : cognitive strategies of five women writing in Canada." Thesis, 1994. http://hdl.handle.net/2429/7031.

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This dissertation attempts to develop a counter—memory, a cognitive strategy that provides an alternative to the most prevalent mode of political action by members of minority or subaltern groups: identity politics. It begins with Teresa de Lauretis’ semiotics of subjectivity, which posits the human subject as a shifting series of positions or habits formed through semiotic and cognitive “mapping” of, and being “mapped” by, its environment. De Lauretis maintains that the subject can transform social reality through an “inventive” mode of mapping. The first chapter of this study is a

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19

"Investigations of the Role of High-Level Cognitive Skills in the Text Production Process." Master's thesis, 2014. http://hdl.handle.net/2286/R.I.27463.

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abstract: Writing is an intricate cognitive and social process that involves the production of texts for the purpose of conveying meaning to others. The importance of lower level cognitive skills and language knowledge during this text production process has been well documented in the literature. However, the role of higher level skills (e.g., metacognition, strategy use, etc.) has been less strongly emphasized. This thesis proposal examines higher level cognitive skills in the context of persuasive essay writing. Specifically, two published manuscripts are presented, which both examine the r

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20

Nicolarakis, Onudeah Desiree. "An Examination of the Writing Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Cognitive, Linguistic and Conventional Components." Thesis, 2020. https://doi.org/10.7916/d8-t603-2729.

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This study is a mixed-methods analysis of writing processes and the reading and language experiences of d/Deaf and hearing participants. The sample consisted of three groups of 15 adults each, identified as either high-achieving d/Deaf readers, high-achieving hearing readers, or struggling d/Deaf readers. The purpose of this study is to identify factors related to writing achievement and to explore themes that emerge within an asset-based/anti-deficit, d/Deaf bilingualism/Deaf Gain theoretical framework. Five quantitative measures are used in the study: a reading comprehension assessment, a ba

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21

"What's in a Game's Name? Task Framing, Learning, and Enjoyment in an Educational Game." Master's thesis, 2013. http://hdl.handle.net/2286/R.I.18787.

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abstract: This study explores the influence of framing and activity type on expectations of learning and enjoyment as well as performance in a paraphrase identification task. In the first experiment, 80 students played one of three activities framed as either a "play" or "learning" task. Students then completed one of three activities; learning only, an educational game, or a play only activity. Results showed that the play frame had an effect on learning expectations prior to completing the activity, but had no effect after completing the activity. Students who completed the educational game

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22

Masureik-Berger, Arlene Roslyn. "Metacognitive strategies for learning disabled adolescents in specialised education." Diss., 2015. http://hdl.handle.net/10500/18159.

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Learning disabilities are a life-long problem for many individuals. Besides the adjustments all adolescents experience in life, learning disabled adolescents must contend with academic problems at school which have a drastic effect on their selfesteem. This becomes particularly evident when these pupils face the demands of the secondary school syllabus where they have to be able to concentrate, read for information, memorise facts, answer questions and solve problems, and write assignments. By the time learning disabled adolescents reach secondary school they have already experienced

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