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Relevant bibliographies by topics / Composition writing / Dissertations / Theses

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Dissertations / Theses on the topic 'Composition writing'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Marsh, Meredith. "Good Writing: Integrating Creative Writing Elements in Undergraduate Composition." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1469050437.

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2

McDonald, Zoe Nicole. "Writing Gets Personal: Listening at the Intersections of Creative Writing and Writing Tutoring." ScholarWorks @ UVM, 2018. https://scholarworks.uvm.edu/graddis/842.

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In this thesis, I investigate the extent to which creative writing impacts the ways writing tutors work with student writers on their academic writing. In doing so, I interview five writing tutors with creative writing experiences for their personal definitions of creative writing, and the extent to which drawing on, or ignoring, creative writing impacts their writing tutoring. Through combining the interviews with reflections into my writer identities, I find creative writing focuses on self-expression and narrative features which strengthen disciplinarity and conventions. Additionally, focus

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3

Bormann, Vanessa Rae. "Writing for Change and Changing Writing: Service Learning, First-Year Composition and Writing about Writing." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5136.

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Through a piloted model of curriculum designed for ENC 1101 this teacher-research study investigated how service-learning can shape the experiences of both teachers and students in the first-year composition classroom. The research aimed to determine the ways in which enhancement occurred for students and teachers through evaluation of student coursework, a post-semester student focus group and a faculty interview. Focusing on the impacts of this curriculum on a part-time teacher, this study also aimed to bring to light some of the challenges inherent in service-learning within FYC, while

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4

Locke, David. "Syswrite : theory-based writing analysis /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7847.

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5

Gardner, Michael Robert. "An expert writing model for story composition." Thesis, Loughborough University, 1991. https://dspace.lboro.ac.uk/2134/28306.

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First the thesis reviews the development of Intelligent Computer Assisted Instruction (ICAI) systems by outlining the different ways that computers have been used in education followed by a description of the functionality of ICAI systems in terms of the Hartley-Sleeman model of classification. This is followed by a discussion of the skills required within writing and their pedagogical context. The different strategies that have been applied to computer supported composition are then discussed with examples of systems where appropriate.

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6

Harms, Aaron A. "First-year composition and writing center usage." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4933.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 27, 2008) Includes bibliographical references.

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7

Gooch, Jocelyn Joann. "Writing Values: Between Composition and The Disciplines." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1153517465.

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8

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

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9

Beale, Matthew Carson. "Playing the Writing Game: Gaming the Writing Play." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/32006.

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My studies consider the application of digital game theory to the instruction of writing in the first year composition classroom. I frame my argument through dialectic of representation and simulation and the cultural shift now in progress from the latter to the former. I first address the history of multimodal composition in the writing classroom, specifically noting the movement from analysis to design. In the third chapter, I examine several primary tenants of video game theory in relation to traditional academic writing, such as the concept of authorship and the importance of a rule sys

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10

Henney, Pamela Ann. "Acting the Author: Using Acting Techniques in Teaching Academic Writing." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1342799222.

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11

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.

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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.

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12

Wilder, Sara Franssen. "Looking Beyond One-to-One Tutoring: Investigating Collaboration and Authority in Multidisciplinary Writing Center-Sponsored Writing Groups." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1494071206382779.

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13

Thacker, Maurer Kylee. "Defining "Engagement" for the Composition Classroom." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1873.

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This dissertation project centers on student engagement inside the composition classroom. Through an in-depth synthesis on engagement in three major fields of engagement research—Rhetoric and Composition, Education, and Psychology (the three disciplines with the most database hits on engagement)—I discovered that engagement is used disparately in its literature, resulting in difficulty in its application inside the classroom. Due to this difficulty in applying engagement to the classroom, especially to the writing classroom, I conducted a discourse analysis—through using artifacts, an initial

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14

Emmelhainz, Nicole. "Writing Games: Collaborative Writing in Digital-Ludic Spaces." Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1402918660.

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15

Starheim, Suzanne Amanda. "Effective Commentary on Student Writing: Pairing Praise with Suggestion." Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1389907956.

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16

Rutherford, Kevin J. "Playing/Writing: Connecting Video Games, Learning, and Composition." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1281125116.

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17

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

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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.

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18

Phillips, Theodore Patrick. "Writing using computers: Creating the user-friendly writing classroom." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/874.

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19

Maloy, Jennifer. "Making an Avant-Garde Composition: Intersections of Composition Theory and Innovative Poetics." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/126719.

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English<br>Ph.D.<br>The Making of an Avant-Garde Composition: Intersections of Composition Theory and Innovative Poetics, explores how current discussions in the field of Composition and Rhetoric intersect with the theories and practices of select members of the avant-garde poetry community, focusing on the issues of genre, identity, and language. It examines each of these issues by juxtaposing discussions of leading Composition and Rhetoric scholars with creative and critical work of avant-garde poets, identifying common concerns, and describing diverse approaches to creating innovative writi

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20

Berg, Danita. "Re-Composition: Considering the Intersections of Composition and Creative Writing Theories and Pedagogies." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1573.

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Maintaining composition studies and creative writing as discrete disciplines may not be in the best interests of either field. But so long as the majority of scholars and practitioners of either field remain largely uninformed about one another, it is unlikely that any progress toward conjoining the two fields will occur. Various important and constructive efforts have been made for more than thirty years to establish a scholarly, interdisciplinary community that dedicates itself to examining points of intersection between composition and creative writing. Initially, such efforts appear to att

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21

Singh-Corcoran, Nathalie Usha. "Revising the Writing Center: A Reconsideration of Writing Center Work." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1226%5F1%5Fm.pdf&type=application/pdf.

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22

Shank, Dianna. ""I Don't Want to Hurt Anyone's Feelings": Using Race as a Writing Prompt in First Year Writing." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/970.

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First Year Composition (FYC) is one of the most important courses for any incoming college student. This course (often designated as English 101) provides students the rhetorical tools to fully engage in critical thinking and writing on the college level. One of the most common methods of organizing FYC is to use a topic as the center of all the reading and writing prompts. The use of outside subject matter to teach FYC is a common practice that is rarely interrogated for its effectiveness. However, the Hairston debate in the early 1990s opened up a public discussion of how FYC should be taugh

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23

Stinson, Samuel D. "Writing with Video Games." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1525803463021262.

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24

Almohawis, Khaled. "Graduate Saudi ESL Students’ Perceptions of Writing Pedagogies in EFL Versus ESL Contexts: An Approach Toward Understanding Students’ Writing Difficulties." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1866.

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This phenomenological study examines Saudi students’ perceptions of writing difficulties in U.S. universities as they have experiencing EFL and ESL contexts. The reason for focusing on Saudi students as participants is to limit linguistic, educational, cultural, and social factors that may affect the findings. The participants are seven Saudi graduate students at Southern Illinois University Carbondale (SIUC). Interview is used as a research instrument to provide a space for each participant to recall as many memories and perceptions as possible in order to manifest comprehensive presentations

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25

Hart, Gwendolyn A. "Composing Metaphors: Metaphors for Writing in the Composition Classroom." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371472.

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26

Morris, William Alan. "A Rhetorical Approach to Examining Writing Assessment Validity Claims." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1619704495223314.

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27

Holbrook, Hannah Sloan. "Negotiating "post" era writing pedagogies." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2660.

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This study examines how post-process theories are being defined, negotiated, and enacted in composition classrooms. While recognizing that most composition instruction remains shaped by modern and process oriented theories, this research asks how post-process considerations might be currently informing teaching practices in some classrooms.

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28

Salitrynski, Michael David. "Teaching People, Not Writing: Civic Education & Critical Pedagogies in the Multimodal Writing Classroom." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1401804986.

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29

Quinlan, Thomas H. "Speech recognition technology and the writing processes of students with writing difficulties : improving fluency /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7841.

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30

Coley, Toby F. "DIGITAL MEDIA ETHICS IN THE WRITING CLASSROOM." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1296093364.

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31

Tripp, Mary L. "Engaging and Enacting Writing in First-Year Composition: Re-Imagining Student Self-Efficacy in Writing." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5542.

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According to educational theory, learning to write necessitates self-belief that one is capable of performing required tasks. This belief is called self-efficacy, a component of human agency. Students who enter First-Year Composition (FYC), are often unaware of the writing challenges that lie ahead, and many educational psychologists posit that self-efficacy beliefs are the most important factor in meeting these writing challenges. While socio-cognitive theory shapes views of self-efficacy in education literature, to date, measures of self-efficacy in writing have focused only on the individua

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32

Cooke, Suzanne Gagne. "Writing and metacognition: Empowering young authors in the writing workshop." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3016.

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33

McConnell, Rodney K. "The pedagogy of testing a case study of writing instruction in Texas /." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1232419301&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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34

Sherven, Keva N. "WORLDS COLLIDE: INTEGRATING WRITING CENTER BEST PRACTICES INTO A FIRST YEAR COMPOSITION CLASSROOM." Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2232.

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Thesis (M.A.)--Indiana University, 2010.<br>Title from screen (viewed on July 29, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Stephen L. Fox, Susan C. Shepherd, Teresa Molinder Hogue. Includes vitae. Includes bibliographical references (leaves 68-70).

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35

Bowers, George Bret. "Post-Literacy: Designing Writing Curricula around Emerging Literate Activities." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363602814.

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36

Hill, Jillian Averi. "Collaborative writing activities at Midwest Utility." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1311016429.

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37

Woodall, Billy Ray. "Language-switching in second language writing /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7545.

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38

Hewerdine, Jennifer M. "CONVERSATIONS ON COLLABORATION: GRADUATE STUDENTS AS WRITING PROGRAM ADMINISTRATORS IN THE WRITING CENTER." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1452.

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This research sought to ascertain through a phenomenological approach whether and how collaboration occurs in writing center administration. The reflections and perceptions of former writing center gWPAs provided insight into a variety of institutional contexts and experiences present in writing center collaboration. The participants perceived themselves as learning skills that have helped them succeed in faculty, administrative, and personal situations. But there is more than these interpersonal developments in their stories; they see their writing center collaboration as necessary for the da

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39

Peguesse, Chere Lynn. "Writing centers professionalize: Visions and versions of legitimacy." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284223.

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This dissertation explores the ambiguities of professionalization for writing centers and presents an alternative way to approach what I believe is an inevitable process. Toward that end, my project is to examine how the discourse surrounding the professionalization of writing centers constructs scholars, tutors, teachers, and writing. In particular, the focus of my project is to compare how tutors' self-definitions of professionalism reflect/deflect how professionalism is defined in the scholarly literature and in arenas outside of academia. The conclusions I draw are based on my research of

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40

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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41

Klingbeil, Tedrick Reinhold. "Analysis of the Composition I-ESL Course." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1332962137.

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42

Harris, Christopher Sean. "FIRST-YEAR COMPOSITION HANDBOOKS: BUFFERING THE WINDS OF CHANGE." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1149087219.

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43

Brooks, Katie Beth. "Reading, Writing, Rhetoric: A Rhetorically Emplaced Study of Writing Education in an Appalachian Region." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103962.

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This dissertation, Reading, Writing, Rhetoric: A Rhetorically Emplaced Study of an Appalachian Region, explores the themes of ideology, stereotypes, and rhetorical emplacement through a study of education in Southwest Virginia. In this project, I used two methods of data collection: historical research and interviewing. These two methodologies employed together construct a sweeping scope of Appalachian Virginia's experiences with rhetorical emplacement in relation to educational practices and ideologies by encountering some of the earliest stories told about the region and contemporary account

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44

Fox, Christine M. "Writing across cultures : contrastive rhetoric and a writing center study of one student's journey /." View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3141842.

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45

Morrison, Rebecca Ann. "A Study of Writing within Discipline-Specific Writing Support Centers: Expanding our Definitions." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/81903.

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This dissertation explores discipline-specific writing support spaces in an attempt to better understand disciplinary writing from various perspectives. Neal Lerner suggests that writing center scholarship would benefit from interdisciplinary work; therefore, I investigate spaces that are uniquely positioned in disciplines to identify disciplinary questions within writing center work. These spaces will allow writing center professionals to gain a better understanding of the intersections between writing in the disciplines and writing center work, and the writing center's role in student learni

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46

Iddings, Joshua Glenn. "A functional analysis of english humanities and biochemistry writing with respect to teaching university composition." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=805.

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47

Jung, Julie Marie. "Revisionary rhetoric and the teaching of writing." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288988.

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This dissertation theorizes and applies what I term revisionary rhetoric, a rhetoric that emerges at the intersection of feminism and revision. I define revisionary rhetoric as a rhetoric of relationship, thereby drawing attention to the fact that all human relationships, including those that exist between readers and writers, enjoy moments of intimacy, closeness, and connection, but they also involve inevitable separation, loss, disappointment, and pain. However, theories and practices of revision within the discipline have focused on a writer's attempts to revise in order to connect with her

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48

Valleroy, Rachel. "ESL Writing Across the Curriculum." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333599999.

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49

Johnson, Lauren Everett. "Proposing a Purpose: Rhetorical Paideia Goals for First Year Composition." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3429.pdf.

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50

Collins, Shannon Leigh DeFrain Darren. "Some assembly required including technical writing in general composition curriculum /." Diss., A link to full text of this thesis in SOAR, 2007. http://soar.wichita.edu/dspace/handle/10057/1125.

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Thesis (M. A.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of English.<br>"May 2007." Title from PDF title page (viewed on Dec. 20, 2007). Thesis adviser: Darren DeFrain. Includes bibliographic references (49-51 leaves).

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