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1
Verbruggen, Frances Augusta Ramos. "Representations of Immigrants in Young Adult Literature." Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10979318.
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This study was conducted to determine how immigrants and the immigration experience are represented in current young adult (YA) literature. In the study, I asked the following questions: Who are the immigrant characters in recent YA books? Why do they come? How do they experience immigration? How are they perceived or treated by others? A content analysis methodology was used to examine, from a critical literacy viewpoint, recent young adult novels with immigration themes. Data were analyzed by identifying and interpreting patterns in themes across 22 YA novels with immigrant protagonists or other important characters, published between 2013 and 2017. Data indicated that the protagonists in the study reflected current immigration trends fairly accurately, came to the United States primarily to escape violence or persecution in their home countries, experienced a variety of challenges, tended to hold onto their home country cultures, and were often the objects of racism, but also found kindness and friendship in the United States. Teachers who desire to include authentic immigrant literature in their classroom libraries should consider from whose perspectives the books have been written, and learn about the authors’ backgrounds and the messages that authors want to convey through the books that they write. In addition, immigrants can be encouraged to write children’s and young adult books, sharing their experiences and contributing to the supply of realistic immigrant literature with complex and authentic immigrant characters.
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McCallister, Joe Michael. "A Public View of Adult Education." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331571/.
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In this study the public view of adult education in the United States was inferred from articles published in nationally distributed magazines. Two hundred twenty-eight articles from fifty-three non-professional magazines published in the United States from January 1,1970, through December 31, 1987, were reviewed. The articles were selected from those listed under "adult education," or cross referenced as "see also" under "adult education" in the Reader's Guide to Periodical Literature. The research questions were: What concept of adult education appears in the print media? To what extent is this view congruent with professional views of adult education? Leisure learning and literacy programs were prevalent and available from a variety of sources. Adult illiteracy was reported as a national concern. Programs that were commonplace (basic education, general equivalency degree classes, job skills training, and industrial training) were reported less often than new or novel programs. Most articles were positive in tone, promoting adult education activities as useful, rewarding, and enjoyable experiences, but ignored adult education as a professional field. The public view as reflected in the articles was positive with programs available to adults of many levels of educational attainment. The public view was not congruent with professional writings. Group activities were more in evidence than self directed learning. Learners tended to be urban, educated, and Caucasian. Although few programs restricted participation because of age or gender there were discernible groups of aged people and women. Programs were usually sponsored by institutions of higher education and entrepreneurs, and rarely by public school systems, community organizations, or cultural groups. Program content reflected adult interest in self improvement and entertainment rather than professional growth. To refine an understanding of the public view, further research focusing on other information sources such as national and regional newspapers and the electronic media is needed, making it possible to compare the public view across various regions of the country.
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Lash, Holly L. "Evaluating Young Adult Literature through Transactional Theory." Ohio Dominican University Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1449497760.
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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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Hinton-Johnson, KaaVonia Mechelle. "Expanding the power of literature African American literary theory & young adult literature /." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054833658.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains vii, 175 p. Includes abstract and vita. Advisor: Caroline Clark, College of Education. Includes bibliographical references (p. 160-175).
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Kiser, Kelsey R. "Young Adult Literature and Empathy in Appalachian Adolescents." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3325.
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Based on recent research concluding that fiction can increase empathy, this project examines how multicultural young adult literature may encourage empathy in Appalachian adolescents. Empathy encourages prosocial behaviors, but evidence suggests that young adults’ ability to empathize has declined in recent decades. In addition, Appalachia in particular is still a relatively homogenous region as it is majority white, protestant Christian, and heteronormative. Because of this, young adults in Appalachia may encounter few diverse perspectives in real life; multicultural young adult literature can provide diverse perspectives with which teenagers can empathize in a region where they might not have similar opportunities in reality. This thesis demonstrates how three multicultural young adult novels (The Absolutely True Diary of a Part-Time Indian (2007), Accidents of Nature (2006), and The Porcupine of Truth (2015)) can be used in a literature unit that encourages students to show emotional understanding despite personal differences.
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Bass, Malikai, and Scott Agusta Karen Dr Honeycutt. "Boys Like Me: Neurodivergence in the Young Adult Novel." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/203.
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Books shape our definition of the world; including, how we conceive , others, and, for young readers, even ourselves. Hitherto, for neurodivergent people , the lack of appropriate narrative representations in young adult literature disrupts this formative process. Previously, authors included neurodivergent characters only as stock characters possessing little definition aside from their disabilities and having minimal impacts on the plots and other characters within the novels. More recently, however, young adult novels featuring neurodivergent characters have developed into a popular subgenre, including stories of young people with atypical cognition, neurochemistry, or neurodevelopment such as Autism or Down Syndrome. Inspired by the emergence of the neurodiversity movement which seeks to define these variations as neutral and natural, this fiction increasingly provides representation to these previously neglected communities. This study explores the representation of neurodivergent characters within the young adult novels in contrast to the larger genre of young adult literature through the lens of neurodiversity.
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Behjou, Vally. "Older adults and technology a review of literature, 2000-2005 /." [Bloomington, Ind.] : Indiana University, 2006. 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:3210043.
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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, School of Education, 2006.Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0904. Adviser: Elizabeth Boling. "Title from dissertation home page (viewed March 16, 2007)."
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Velazquez, Deanna Lynn. "Using young adult literature to teach the classics a study on pairing young adult novels with the classic works in secondary English classrooms." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/533.
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Young adult literature is a genre of literature that is often overlooked. Adolescents would greatly benefit from reading young adult novels, academically and also for enjoyment. Educators are not using young adult literature as often as they should in the classrooms as a tool, due to strict curricula. However, young adult literature is a perfect tool for aiding with comprehension of the classic works. Pairing certain young adult books with classics would help adolescents understand the classic novel, but also assist in intriguing the student enough to pick up both books. After an online survey given to nine Seminole County school English or Reading teachers, I found that high school teachers today do feel as though young adult literature would benefit the students greatly.B.S.
Bachelors
Education
English Education
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Lee, Hsiang-Ni Sunny. "Investigating EFL adult learners' vocabulary acquisition through reading picture books." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3264311.
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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2007.Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1853. Adviser: Larry Mikulecky. "Title from dissertation home page (viewed Jan. 12, 2008)."
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Murray, Caitlin. "Do You Fit the Alloy Mold? The Homogenization of Structure and Audience in the Television Adaptations of 'Gossip Girl,' 'Pretty Little Liars,' and 'The Vampire Diaries'." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3064.
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This thesis explores the ways in which the television adaptations of Gossip Girl, Pretty Little Liars, and The Vampire Diaries become more homogenized during the adaptation process, thus contributing to an implied exclusivity from which Alloy, Inc.—the media and marketing company that owns these products—might benefit. This paper points out the ways in which the three products become structurally similar to one another during the adaptation process through the implementation of soap opera conventions. An exploration of consumption and class in each of the three works reveals an emphasis on class-based exclusivity in the adaptation process. Finally, a focus on portrayals of race within the source texts and their respective adaptations reveals the ways in which African American characters are presented as invisible, outsiders, or antagonists, thus creating products that become more exclusive on a race basis.
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Lewkowich, David Derek. "Teacher identity, adolescence and reading: the cultural and psychic uses of young adult literature." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121140.
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Using the lens of psychoanalytic theory, this dissertation explores the ways in which reading young adult literature in a social environment can foster a productive engagement with preservice teachers' desires, fantasies and anxieties in learning to teach. Set in the context of a Faculty of Education at a Canadian university, this qualitative study investigates, first, how the practice of talking about reading in a social environment can inspire preservice teachers to engage with the challenges of learning to teach. Secondly, this thesis considers how the reading of young adult literature enables readers to theorize their past in relation to their projected futures, and therefore, to complicate the typically unquestioned relation between adolescence and adulthood. In focusing on the psychic and cultural life of reading, this study explores the identifications and attachments that two reading groups of Bachelor of Education students held in relation to four works of young adult fiction. Students learning to teach inarguably occupy a psychically awkward zone, a difficult mental space that is further complicated through the interaction of personal histories, past educational experiences and projected anxieties and desires. In this study, the readers illustrate the depth of their literary identifications through strategies of projection and introjection, transferential attachment, idealization, linguistic displacement, and various excursions into memoried space. Through such strategies, these preservice teachers are able to explore the challenging nature of power dynamics in the classroom, the cultural meanings of teacher identity, the relationship of sexuality to literary engagement, the significance of student refusal and failure, the certainty of fallibility and regression in educational life, and the ways in which teachers express their expectations concerning adolescent behaviour.En utilisant la théorie psychanalytique, cette thèse explore les manières dont la lecture de la littérature jeunesse dans un environnement social peut favoriser un engagement productif avec les désirs, les fantasmes et les angoisses des etudiants en formation à l'enseignement. Situé dans le cadre d'une Faculté de l'éducation dans une université canadienne, cette étude qualitative examine, tout d'abord, comment la pratique de parler de la lecture dans un environnement social peut inspirer les futurs enseignants à s'engager avec les défis de la formation à l'enseignement. Deuxièmement, cette thèse examine comment la lecture de la littérature jeunesse permet aux lecteurs de théoriser leur passé par rapport à leur avenir projetés et, par conséquent, compliquer la relation généralement incontestée entre l'adolescence et l'âge adulte. En se concentrant sur la vie psychique et culturel de la lecture, cette étude explore les identifications et les attachements émotionnels que deux groupes de lecture d'étudiants au baccalauréat qui s'est tenu dans le cadre de quatre œuvres de littérature jeunesse. Les élèves apprennent à enseigner occupant une zone psychiquement maladroit, un espace mental difficile qui est encore compliquée par l'interaction des histoires personnelles, des expériences éducatives passées et les angoisses et les désirs projetés. Dans cette etude, les lecteurs illustrent la profondeur de leurs identifications littéraires à travers des stratégies de projection et introjection, l'attachement transférentiel, l'idéalisation, le déplacement linguistique, et diverses excursions dans l'espace mémoire. Grâce à ces stratégies, ces futurs enseignants sont capables d'explorer la nature difficile de la dynamique du pouvoir dans la classe, les significations culturelles de l'identité de l'enseignant, la relation de la sexualité à l'engagement littéraire, l'importance de refus de l'élève et de l'échec, la certitude de la faillibilité et de régression dans la vie éducative, et les façons dont les enseignants expriment leurs attentes concernant le comportement des adolescents.
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Beare, Sophie. "Differences in content generating and planning processes of adult L1 and L2 proficient writers." Thesis, University of Ottawa (Canada), 2000. http://hdl.handle.net/10393/8515.
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Recent research into writing process of second language writers has produced a range of different conclusions: the composing process is different in the second language (L2) than first language (L1) writing (Silva, 1993); the writing strategies are similar in both L1 and L2 writing (Matsumoto, 1995); adult L2 writers are less effective in their L2 than L1 academic writing (Silva, 1993). In the review of literature, Silva's studies reveal that L2 composing is more difficult and less effective than L1 composing (Silva, 1993, 1992). Yet other studies, German (1994) and Matsumoto (1995) suggest that writers transfer their writing strategies from L1 to L2 provided they possess L2 grammatical proficiency (Berman, 1994). The object of the study was to explore content generating and planning processes in proficient L2 writers. Eight participants took part in this study; each participant was proficient in two languages: English and Spanish and proficient in academic writing in both languages (according to the writing test given). The participants' first and second languages were either English or Spanish and they had either studied beyond secondary level in both languages or worked in both languages where academic writing was required. The researcher collected data through individual interviews, participant observation and think-aloud protocols during writing, and the writing samples. A profile of each participant, addressing his/her content-generating and planning in writing, was developed. Moreover the study used Bereiter and Scardamalia's model to explain the process. Similarities not differences between L1 and L2 composing processes were found. The only difference between L1 and L2 content generating and planning was evident in content generating: English writers generated more utterances during think-aloud sessions than Spanish writers in both L1 and L2. It has not provided enough support for the point of view that L1 composing process is different than L2 composing for adult L1 and L 2 proficient writers. In addition, the study has found similarities between L1 and L2 strategies used during the writing sessions.
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Shen, Fu-Yuan. "Narrative strategies in Robert Cormier’s young adult novels." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1135277215.
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Jewkes, Cary Rich. "Changing the Narrative: The Educational Power of Reading Young Adult Literature." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1029.
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We are what we read.
People read for many different reasons and outcomes. We may read for information, affirmation, escape, or inspiration. We may read to get in a better mood. Various studies have shown that readers are more apt to be empathetic, to understand that their experience is not the only experience. Through Scholarly Personal Narrative, I trace my own evolution of reading and my curious preference for Young Adult (YA) literature. Contemporary YA literature offers a unique combination of viewpoint, emotion, and transportation which allows for a deeper understanding of diverse backgrounds, and I explore whether a program of purposeful choices can influence perspective.
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Bonson, Anita M. J. "The concept of development in adult education literature : Nigerian and Jamaican perspectives, 1976-1986." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28151.
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Over the last few decades, adult education literature has indicated an increasing interest in the topic of national development. However, in general this literature's conceptualization of "development" is unclear, since it rarely analyses the concept within any explicit frameworks. One purpose of this study was therefore to bring more clarity to the discussion of development as it relates to adult education. An examination of literature on development thought and on the development/education relationship indicated some reflection by the latter of shifts in development perspectives, though the coincidence was by no means exact. Overall, a shift away from the advocation of a linear, Eurocentric development model focussed on economic growth towards more indigenous-based conceptualizations and a greater emphasis on equality was noted. However, this was by no means complete or universal.
Because of the suggestion that indigenous approaches to development are likely more relevant, a second purpose was to deepen understanding of the development/adult education relationship through an examination of its conceptualization in the adult education literature of a specific context—that of West African and Caribbean English-speaking nations. A hermeneutic approach was used to interpret selected literature from Nigeria and Jamaica (considered exemplary of the two regions of the context). The four main questions addressed to the literature were concerned with the emphasis on: literacy education; consistency of national and adult educational goals; reducing inequality; and the need for structural change.
It was found that literacy education was accorded much importance, as was the necessity of harmonizing adult educational with national objectives. Neither inequality nor structural change was emphasized, and consideration of both was most often indirect. Little autonomy for adult education was indicated.
Since the differences between the two sub-contexts seemed as numerous as the similarities, and since none of the existing development or development/education frameworks seemed totally adequate to either, the importance of indigenous approaches seemed to be confirmed. However, the persistent influence of Western development values and goals (particularly modernization) was also very evident in the literature. This suggested a tension between the more recent trend to indigenous approaches and the continuing pervasiveness of Western models. Further exploration of the nature and effects of this tension was therefore suggested.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Hare, Heather N. "Healing with Word: How Young Adult Literature Affects Incarcerated Adolescent Males." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1509535179731481.
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Martz, Chris D. "Production of onset consonant clusters/sequences by adult Japanese learners of English." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3256799.
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Thesis (Ph.D.)--Indiana University, Dept. of Speech and Hearing Sciences, 2007.Title from PDF t.p. (viewed Nov. 20, 2008). Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0980. Adviser: Raquel T. Anderson.
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Delaine, Brent. "Watch and learn:assessing the efficacy of a narrative Ojibwe-teaching video series to support adult language learning." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=123286.
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As urbanization and globalization continue to disrupt the intergenerational transmission of Ojibwe/Anishinaabemowin and other Indigenous languages, innovative approaches to language revitalization are increasingly necessary. (Re)establishing Ojibwe as a home language is an important part of this process; however, the needs of adult learners with no access to traditional classrooms must also be met. One way is to harness the power of user-friendly digital media tools and their potential to disseminate information across vast distances using the Internet. By combining some aspects of traditional Anishinaabe pedagogy with contemporary videographic techniques, a dramatic mini-series called Bamitaagewin was created. The goal of Bamitaagewin is to entertain adult viewers while exposing them to target language chosen for its potential use at home with children.This Master's thesis study was designed to assess the efficacy and feasibility of a narrative video-based approach to Indigenous language revitalization. Twenty participants viewed the entire series and completed a language test. Two weeks later, they returned and underwent a "cold" test to assess how much of the target language they had retained. After viewing a review episode, participants completed a third round of testing. Next, they were interviewed to discover how they felt about learning Ojibwe from a narrative video series.Results indicate that viewing the video series fostered the retention of Ojibwe imperative verbs, even after only a single viewing. During the interviews, participants overwhelmingly reported a positive and entertaining learning experience. These results suggest that narrative language-teaching videos may fill an important but oft-neglected niche, and thereby contribute to Indigenous language revitalization.Puisque l'urbanisation et la globalisation continuent d'interrompre la transmission intergénérationnelle de l'ojibwe/anishinaabemowin et les autres langues autochtones, des méthodes innovatrices de la revitalisation de ces langues sont de plus en plus nécessaires. Rétablir l'ojibwe comme langue du foyer fait partie intégrante de ce processus; cependant, il faudra répondre aussi aux besoins des élèves adultes qui n'ont pas accès aux cours de langue conventionnels. Une manière d'atteindre cet objectif, est d'exploiter le pouvoir et rendre accessible les outils média-numérique et leur potentiel de diffuser l'information vers de longues distances via Internet. En combinant certains aspects de pédagogie traditionnelle Anishinaabe avec la technique vidéographique contemporaine, j'ai pu obtenir des mini-séries dramatiques Bamitaagewin. Le but de Bamitaagewin est d'amuser des adultes pendant qu'ils sont exposés au langage spécifique. Ce langage est choisi en raison de sa convenance a une utilisation domestique en présence d'enfants. Cette étude thèse-maitrise, a été planifiée pour l'évaluation de l'efficacité et de la faisabilité d'une approche vidéographique-narrative qui mène à la revitalisation des langues autochtone. Le processus de la planification et la production des vidéos qui enseignent la langue ojibwe ont présenté des défis majeurs pour un chercheur non autochtone et dont la langue ojibwe n'est pas courante. Vingt participants ont vu les séries complètes et ont fait un examen linguistique. Deux semaines plus tard, ils sont revenus puis ont fait un examen «froid» pour évaluer le nombre d'éléments dont ils se souviennent. Après un affichage d'un épisode récapitulatif, ils ont fait une troisième session d'examens. Ensuite, ils ont fait des entrevues pour partager leurs perceptions de l'apprentissage l'ojibwe à partir de séries vidéos-narratives. Les résultats indiquent que même si une seule diffusion des séries vidéo a encouragé la mémorisation des verbes impératifs en ojibwe. Pendant les entrevues, les participants ont reporté en grand nombre une expérience d'apprentissage positive et ludique. Ces résultats suggèrent que des vidéos narratives d'enseignement des langues peuvent répondre aux besoins d'une niche d'individus souhaitant apprendre cette langue. Cette catégorie de personnes est importante mais souvent ignorée. Ainsi cette méthode d'éducation contribue de façon effective à la revitalisation des langues autochtones.
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Padilla, Perez Carol Isabel. "Navigating Borders: Identity Formation and Latina Representation in Young Adult Literature." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1499859833963717.
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Irion, Katherine Ann. "A Case Study: Incorporating Young Adult Literature into General Education To Improve Intellectual and Emotional Intelligence." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7023.
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Institutions of higher learning have required students to take general education courses since such they were conceived and implemented in the 1940s. Requirements vary widely across institutions, but there is a broad consensus that a literature course be required in order to graduate. While these courses feature many types of literature, one literary field is overwhelmingly overlooked: young adult literature. Brigham Young University has recently implemented a young adult literature course that will fulfill a general education requirement. This case study examines the question, "What might be the rationale for including a course in young adult literature as part of the general education curriculum?" The findings of this case study suggest teaching YA literature as a GE course benefits students' emotional and intellectual intelligence. Drawing on observations, interviews, students' work, and students' reflections, analysis concludes that young adult literature has the ability to be used in a university general education class to successfully teach intellectual abilities and to impart and improve emotional intelligence.
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West, Craig K. "Agency and Education: A Critical Discourse Analysis of the Rhetoric of Agency and Formal Education in Young Adult Literature." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504798010232269.
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Chrisman, Alyssa. "“And We Weren’t Alone”: Portrayals of Obsessive-Compulsive Disorder in Young Adult Literature." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491942992382162.
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Benton, Terry. "The Availability and Accessibility of Award-Winning Multicultural Children's and Young Adult Literature in Public Libraries in Northeast Ohio." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1418075719.
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Schuster, C. R. "Investigating popular writing : the theory and the practice." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/22014.
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Bibliography: pages 128-133.This dissertation attempts to illustrate and analyse the theory and the practice of popular writing in South Africa. Within this study popular writing is seen as an example of innovative educational practice, attempting to establish creative alternatives to traditional, hierarchical knowledge-production. This subject has been chosen for investigation as it is seen as an important integral part of an alternative educational focus, which has come about due to oppositional "popular" pressure questioning and challenging hegemonic control of educational structures. The first part of the dissertation constitutes an analysis of the theoretical debate characterising popular writing in South Africa. It attempts to highlight the problems and tensions inherent in the defined purpose of popular writing, as well as investigate the realisable potential of that purpose. The second part of the dissertation focusses on the practice of popular writing. The INTERNATIONAL LABOUR RESEARCH AND INFORMATION GROUP has been chosen as an illuminative case study of popular writing practice. An attempt is made within this section at a fusion between theory and practice evidencing both tensions and points of agreement. The conclusion highlights the problematic nature of this research as it essentially focusses on "work-in-progress" and therefore constitutes too static a framework for realistic, up-to-date analysis. The need for further research is emphasised, focussing especially on the most important and most complex element in popular writing: the readership.
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Ramkellawan, Reshma. "Interpreter of Maladies: Analyzing Current Young Adult Indo-Caribbean Literature for Inclusion in Today's High School Canon." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1187.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Education
English Languagae Arts Education
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Jenigar, Andrea Rita. "Nahnh Laysna Ajanib [We Are Not Foreigners]: Bridging Cultural Gaps Through Middle Eastern Young Adult Literature in the Secondary Language Arts Classroom." Ohio University Honors Tutorial College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1429880989.
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Beare, Sophie. "The reading-writing relationship: Three teaching approaches designed using reading and writing activities to develop persuasive discourse in adult ESL writing." Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/7930.
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This thesis examines the supportive relationship between reading and writing. Using persuasive discourse structure, the study explores whether reading and writing taught together in context enhance writing more than if each of these modes is taught separately. The thesis focuses on the interactive approach to reading and writing as explained by Shanahan (1984). To explain the structure of the persuasive mode in writing Kinneavy's (1983) classification of discourse types is used. According to Kinneavy (1983) the writer's purpose establishes the discourse type. He states "The aims of discourse determine everything else in the process of discourse" (p. 48). The study examined the hypothesis that using both reading and writing activities improves writing more than using reading or writing activities separately. Thirty-seven students from Intermediate ESL levels participated in this project. The subjects were divided into three groups: Reading, Writing, and Reading and Writing Group. Univariate statistics were computed on the pre-post difference scores to investigate the effects of the three approaches to writing. In the results, it was found that Reading and Writing group showed gains, although non-significant, in discourse structure whereas the other two did not show the improvement. Since it was difficult to control for L$\sb2$ proficiency as intermediate students may have possessed varied L$\sb2$ proficiency levels, this research explored whether the writing effectiveness was constrained by low L$\sb2$ proficiency. Thus the research question dealing with correlation between L$\sb2$ proficiency and the results on the writing tasks revealed a positive correlation, although non-significant.
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Crist-Wagner, Keri J. "Tales of the Jir The Education of Esa Drumm." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1334850004.
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Lyons, Reneé C. "Appalachian Children’s Literature as Multicultural Literature." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2394.
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Lesuma, Caryn Joan Lefaga. "Windows and Mirrors: Selecting Multiethnic Young Adult Fiction to Increase Adolescent Engagement with Academic and Cultural Literacy." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3516.
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Current scholarship in literacy education underscores the inefficacy of standardized education in public schools, particularly for minority students. At the same time, a longstanding lack of understanding between the various culture groups that live in the United States often results in minority groups that are either stereotyped, misunderstood, or viewed as Other. Both of these issues can be traced to the literature that students read in school, which focuses on "classic" literature—often synonymous with "white" literature—that excludes minority narratives. While minorities struggle more with "academic literacy" (the ability to read and write in an active, reflective manner), there is also a pressing need to educate all students in "cultural literacy," or a knowledge of and appreciation for difference in worldview, culture, and opinion. One possible solution is a more effective implementation of multiethnic young adult literature in the classroom. Careful consideration of specific cultural texts can help minority students connect positively with literature, increasing student engagement with academics. Providing educators, librarians, and parents with a framework for selecting literature that begins to address this issue is a critical first step in empowering minority students with emotional and intellectual development as well as providing mainstream students with alternative perspectives that establish common ground, develop social awareness, and reduce stereotyping across groups. This thesis examines literacy and education studies to develop criteria and rationales for selecting books that appeal not only to minorities, but to readers from outside those groups. These criteria provide useful guidelines for educators and librarians in selecting multicultural novels for young adults that (1) act as "mirrors" of relatability to boost self-esteem and foster a love of reading in minority youth, and (2) provide "windows" into other cultures that promote greater cross-cultural respect and understanding. After setting up a theoretical framework that lays out the challenges and benefits to this approach as well as criteria for selecting these novels, this paper provides analyses of several books that meet these criteria as well as a booklist of additional titles. Addressing these issues within the context of young adult literature is crucial to the development of self-assertive, productive adults who value themselves and the different individuals that they interact with on a daily basis; on the other hand, failure to address these issues early perpetuates a cycle of marginalization and distrust that is difficult to break in the adult world.
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Trimble, Celeste Leigh Helen, and Celeste Leigh Helen Trimble. "Entering into Particulars: Re-conceptualizing Adolescence through Young Adult Literature and Critical Narrative Pedagogy." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621019.
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This qualitative multiple case study explores the intersection of young adult literature and adolescent memory narratives in an undergraduate course entitled Learning about Adolescence through Literature within an action research framework. This dissertation is motivated by two research questions: (1) What influence might young adult literature and memory narratives of adolescence have on undergraduate students' understandings of the cultural construction of adolescence? (2) How does the text we read affect how we perceive our lived experiences, and, in turn, how does this interchange of story affect the way in which we perceive adolescence in general? Building upon reader response theories and critical narrative pedagogy, findings indicate that YA literature and lifestory narratives can facilitate reconceptualizing previously held notions of adolescence, replacing pejorative and generalized assumptions regarding adolescence with an openness and acknowledgement of diversity. Implications for teachers and other youth workers are discussed, as well as implications for adolescents.
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Patrick, Lisa D. "Found Poetry: A Tool for Supporting Novice Poets and Fostering Transactional Relationships Between Prospective Teachers and Young Adult Literature." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1376439323.
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Schiefelbein, Raymond L. "Faith development and self-directed reading of Christian literature a key to a maturing faith /." Theological Research Exchange Network (TREN) Access this title online, 1991. http://www.tren.com/search.cfm?p020-0097.
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Adams, Emily. "Bringing John Green to Schools: Incorporating Young Adult Literature in a Secondary English Language Arts Classroom." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1570.
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As educators and administrators continue to struggle with the low literacy proficiency rates in this country, a new genre of literature is making its way into the classroom. Young Adult Literature, such as the works of John Green, are becoming a more familiar sight inside the classroom. However, some parents, educators, and members of the school districts are not happy with this new trend. In the last year, alone, young adult books have been challenged hundreds of times in hopes of getting them removed from the classroom and library. I believe that these books need to stay in the schools, though. Through this thesis, I explore the possibility of Young Adult Literature having more of a presence in the secondary English Language Arts classroom in order to increase motivation, engagement, social awareness, and literacy rates. In this research project, only 13% of 11th and 12th grade English Language Arts students
reported enjoying the reading they were currently assigned, despite their statement that they enjoy reading, in general. These books do not lead to motivated and engaged readers. By
incorporating Young Adult Literature into the standard curriculum of an English Language Arts classroom, teachers can enhance motivation, engagement, and productivity. Students can
continue to learn the same literary concepts and techniques, in addition to being exposed to current social problems. When Young Adult Literature is brought into a classroom, an
environment is created in which students can learn what they think, why they think it, and how to respect the differing opinions of others.B.S.
Bachelors
Teaching, Learning, and Leadership
Education and Human Performance
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Rickard, Rebellino Rachel L. "A Trace of the Moment: Constructing Teen Girlhood in Young Adult Diary Books." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555280497496411.
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Rush, Randy Fernandese. "A survey of African-American fantasy literature with case study analyses of the responses of four African-American adolescents to young adult heroic fantasy literature that features protagonists of African origin /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu148794247640608.
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Mason, Jessica L. "Narrative interrelation : a cognitive account of intertextuality and its application to the study of literature." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/38478/.
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This thesis develops a cognitively grounded framework which operationalises the concept of intertextuality, facilitating linguistic analysis of the role it can play in readers’ responses to, interpretations of, and discussions about, texts. The thesis demonstrates the application of this ‘narrative interrelation framework’ in two contexts: the adult reading group and the secondary school English classroom. In doing so, the thesis reflects on the forms, functions and utility of intertextual booktalk, and explores why intertextuality may manifest differently in different environments. The research symbiotically unites the fields of education research and cognitive linguistics, advancing our understanding of reading and studying fiction in secondary schools in England. The thesis aims in particular to contribute to our understanding of the use of the ‘class reader’ - reading a set text as a group - which remains the most prevalent model of reading fiction with students, both in England and internationally. Class reader units are explored along two key dimensions: conceptualising students and teachers as readers, and considering the classroom as a type of reading space. The first part of this research focuses on understanding and mapping cognition processes which underlie intertextuality, both in terms of how readers make intertextual links between stories as well how they process, understand and engage with the intertextual references they encounter. The second part of this research considers the classroom environment in contrast to another site where readers gather to discuss a text: the reading group. A contrastive analysis of these two environments looks to understand the nature of the reading experience in the classroom and, in particular, how it affects the links students make between stories. A final part of the thesis will reflect on the aspects of reading and booktalk which are facilitated or inhibited in different discourse environments. Ultimately, the thesis characterises the nature of the ‘class reader’ experience and considers the implications this has for pedagogy, for engagement and for our understanding of what class readers are intended to, and what they do, achieve as a core staple of the English curriculum. The research examines two datasets representing two distinct types of reading experience of the same two novels: Holes by Louis Sachar (1999) and Animal Farm by George Orwell (1945). The first is a 320,000 word corpus of English lesson transcripts comprising two complete ‘class reader’ schemes of work: a Year 7 mixed ability group studying Holes and a Year 9 top set group studying Animal Farm. The second 40,000 word corpus captures two sessions of an adult reading group, made up predominantly of English graduates, meeting to discuss the same two texts.
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Miller, Mary Catherine. "Restorying Dystopia: Exploring the Hunger Games Series Through U.S. Cultural Geographies, Identities, and Fan Response." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492434124077694.
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Kopp, Julie. "Techniques for Improving Student Engagement and Comprehension through the Pairing of Young Adult Literature with Classic Literature in Advanced Placement or Honors Twelfth Grade Classrooms." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/954.
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Classics remain important to high school curriculum; however, they are also not palatable to today's students. This problem can be addressed by the use of young adult literature to help engagement and comprehension when paired with classic literature. By connecting the two, a student has the chance to learn something they will enjoy before moving on to what would be seen as efferent reading This thesis contains a review of literature on integrating young adult literature in the classroom in order to view its effects on the students' engagement and comprehension. This study focuses on twelfth grade students taking Advanced Placement and Honors courses. Much of the research covers from the middle grades up to ninth grade. No direct research has been found for the twelfth grade level to have students become more avid readers past graduation. The thesis contains sample unit schedules with at least three sample lesson plans within each unit. There are explanations of how these lessons can used in conjunction with young adult literature and classical literature. Each unit covers a different classic novel list and provides the best way to engage students with increased comprehension when put into practice in any twelfth grade Advanced Placement and Honors classroom.B.S.
Bachelors
Education and Human Performance
Teaching, Learning and Leadership
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Ercetin, Naciye Gulcan. "Second language reading in a hypermedia environment: The role of proficiency, annotation use, text format, and prior knowledge." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/252892.
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This dissertation has two main goals. First, it explores the use of hypermedia annotations by intermediate and advanced ESL learners while reading a hypermedia text. Second, the study investigates the relationship between reading comprehension and several variables that are the focus of this study: annotation use, text format, and prior knowledge. The participants are 103 ESL adult learners enrolled at the Center for English as a Second Language at the University of Arizona. Data were collected in several ways. A tracking tool incorporated into the hypermedia program recorded every interaction of the reader with the text in terms of the frequency of access to a given annotation or the amount and time spent on a given annotation. Data also included scores from a reading comprehension test and a prior knowledge test, both of which were developed for this study, as well as data from interviews and a questionnaire. Results indicate that intermediate and advanced learners displayed different patterns of annotation use. The intermediate group accessed annotations more frequently than the advanced group. However, they did not spend more time on annotations. The relationship between annotation use and reading comprehension also differed based on the proficiency level. While annotation use did not explain reading comprehension for the advanced group, over-reliance on certain annotations had a negative impact on the intermediate group. The study did not find any effect of text format on reading comprehension. However, prior knowledge was found to be an important variable related to reading comprehension. Finally, the qualitative data reveal that hypermedia reading had a positive impact on the participants' attitude towards reading on the computer. Despite the lack of quantitative evidence for the significant contribution of annotation use on reading comprehension, the participants indicated that the provision of information using multiple forms of media made reading more enjoyable and comprehensible.
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Tello, Rueda Leyla Yined. "Effects of pedagogical intervention on the development of pragmatic competence in adult learners of English as a foreign language (EFL)." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280657.
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During the last several years, the growing interest in the teachability of pragmatics in a second or foreign language has been represented by a number of interventional studies that have examined either the possibility of teaching certain pragmatic features, or the effectiveness of specific teaching methods. This classroom-based project designed to investigate the teachability of pragmatics, focused on four intact classes at two different proficiency levels, using a quasi-experimental research design with the following structure: pretest - treatment - posttest - and delayed posttest. Participants were enrolled in a program of Foreign Languages at a university in Colombia. Two groups of students of basic English 2 (second semester) and two groups of students of intermediate English 1 (fifth semester) were the participants. The four groups received a written discourse completion test (WDCT) and a paired video-taped role-play (RP) as pretests. Results from the WDCT showed no significant differences between the two groups at each level, so the type of treatment (T1: pragmatics-based, and T2: institutionally imparted) was randomly assigned to the groups at each level. Treatment 1 provided learners with sociopragmatic and pragmalinguistic information and practice of receptive and productive skills in the TL. The treatment lasted 20 hours distributed across three weeks, after which, all the participants received a post-test in the same two forms taken by the pretest. The comparison of paired samples between the pre-test and the post-test, and the comparison of multivariate means between groups at each level showed significant differences that confirmed the efficiency of the pragmatics-based instruction, although improvement was more evident in WDCT performance than in RP performance. The qualitative analysis indicated progress in the ability to perform the expected speech act, the use of typical expressions, and the amount of information given. Improvement was also salient in macrolevel cultural aspects such as the expression of appropriate levels of formality, directness and politeness for the realizations of requests, apologies and compliments, as measured by the WDCT and the RP. The delayed post-test suggests that the pragmatics-oriented instruction favored both retention and improvement for the WDCT, while for the RP, the main effect was retention.
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Pedlow, Jessica. "Connecting Adolescents to Adolescent Literature: A Study of Eighth Graders’ Lived Experiences and Literature’s Responses." Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/722.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Education
English Education
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Moore-Porter, Terri Maria. "DIVERSITY IN YOUNG-ADULT LITERATURE AND ITS IMPACT ON SELF-IDENTITY IN MINORITY AND MAJORITY STUDENTS IN THE SECONDARY ENGLISH CLASSROOM." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1570618161175647.
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Bernard, Lucie. "Les filles qui aimaient les vampires : la construction de l'identité féminine dans Twilight de Stephenie Meyer et deux autres séries romanesques de bit lit, Vampires Diaries et House of Night." Thesis, Brest, 2016. http://www.theses.fr/2016BRES0013.
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La bit lit, un genre littéraire très contemporain qui associe le récit amoureux et le récit vampirique et s'adresse principalement à un public adolescent féminin, a acquis une visibilité mondiale avec la parution de Twilight de Stephenie Meyer en 2005. Ce mouvement littéraire reprend l'un des thèmes les plus récurrents et centraux des histoires d'amour comme des histoires de vampires occidentales : la construction du féminin, la position attribuée à ce dernier, et ses interactions avec un univers majoritairement hostile et dangereux. Or, malgré des représentations très conservatrices, voire rétrogrades, le genre connaît un succès très important en particulier auprès des jeunes femmes. Il est donc indispensable de s'interroger sur cette apparente contradiction, qui amène des auteures exclusivement de sexe féminin et un lectorat très majoritairement féminin à écrire et lire des récits sentimentaux peu féministes. Pour ce faire, la présente étude se penche sur trois oeuvres de bit lit : Twilight de Stephenie Meyer, The Vampire Diaries de L. J. Smith et House of Night de P. C. et Kristin Cast. Elle s'appuie sur trois approches, les études culturelles et l'étude de la réception, la narratologie, puis les études de genre. Les influences littéraires qui nourrissent les romans, le mode de lecture qu'ils encouragent et les choix narratifs qu'ils déploient sont analysés afin de comprendre ce qu'ils mettent en scène : la rencontre entre le sujet féminin et une conception patriarcale du mondeSupernatural romance (or 'bit lit' in French) is a contemporary literary genre which associates sen-timental and vampiric stories and is primarily aimed at a female teenage audience. It acquired global visibility in 2005 with the publication of Stephenie Meyer's Twilight. This literary movement takes up one of the most recurring and central themes of Western love stories and vampire stories alike: the construction of the feminine, of its positioning and its interactions with an essentially hos-tile and dangerous environment. Despite very conservative and even reactionary representations, the genre has met a huge success among young women. It is thus necessary to question this ap-parent contradiction: why do exclusively female writers and mostly female readers write and read sentimental stories that can be qualified at best as 'hardly feminist'? To do so, the current study focuses on three supernatural romance series: Twilight by Stephenie Meyer, The Vampire Diaries by L. J. Smith and House of Night by P. C. and Kristin Cast. It relies on three approaches: cultural and reception studies, narratology and gender studies. The literary influences that inform the nov-els, the reading mode they incite and the narrative choices they unfold are analyzed in order to understand how they stage the encounter between the feminine subject and a patriarchal worldview
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Needs, Jennifer. "Ymagwedd egwyddorol at ddatblygu deunyddiau ar-lein i ddysgwyr Cymraeg i Oedolion." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/84228/.
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Yn y traethawd hwn, trafodir prosiect doethurol a chanddo ddau brif nod, sef: (1) cynhyrchu cyfres o adnoddau dysgu Cymraeg ar-lein yn arbennig ar gyfer Canolfan Iaith a Threftadaeth Cymru Nant Gwrtheyrn; a (2) ymchwilio i ac ysgrifennu traethawd ymchwil mewn maes cysylltiedig. Penderfynais gyfuno’r ddwy elfen, a defnyddio theori ac ymchwil fel sail ar gyfer y dasg greadigol. Fy ngobaith oedd dangos ymagwedd egwyddorol tuag at ddatblygu adnoddau e-ddysgu newydd, ac ysbrydoli eraill i wneud yr un fath yn y dyfodol, yn enwedig yng ngoleuni galwad diweddar Mac Giolla Chríost et al. (2012, t. 182) i ymarferwyr ym maes Cymraeg i Oedolion rannu ‘ymarfer da’. Mae allbynnau’r Ddoethuriaeth hon yn gwneud dau brif gyfraniad at y maes. Y cyntaf o’r rhain yw’r gyfres o adnoddau e-ddysgu unigryw o’r enw “e-nant” a fydd yn dechrau cael traweffaith yn syth ar ddysgwyr sy’n mynychu cyrsiau lefel Mynediad yn Nant Gwrtheyrn o nawr ymlaen. Ar ben hynny, mae’r traethawd hwn yn dangos yn glir sut y gellir seilio datblygiad deunyddiau dysgu newydd ar egwyddorion ymchwil. Bydd hwn yn adnodd defnyddiol iawn i awduron deunyddiau’r dyfodol, oherwydd ei fod yn darparu enghreifftiau clir o’r byd go iawn o sut mae rhoi cysyniadau theoretig ar waith yn ymarferol. Drwy ymgymryd ag ymchwil cyfrwng Cymraeg, yr wyf hefyd yn gwneud trydydd cyfraniad, sef hwyluso trafodaeth o bynciau tebyg drwy’r Gymraeg yn y dyfodol, a chyfrannu at godi statws y Gymraeg fel iaith academaidd – un o amcanion strategol Llywodraeth Cynulliad Cymru (2010). Casglwyd rhestr o dermau perthnasol i feysydd Caffael Ail Iaith a Dysgu Iaith drwy Gymorth Cyfrifiadur, y bydd ymchwilwyr y dyfodol yn gallu cyfeirio ati’n hawdd, a bathwyd sawl term newydd, er mwyn galluogi trafodaeth o gysyniadau nad ydynt erioed wedi’u trafod yn y Gymraeg o’r blaen. This thesis discusses a doctoral project with two main aims: (1) to produce a series of online Welsh learning resources especially for the Nant Gwrtheyrn Welsh Language and Heritage Centre; and (2) to research and write a research thesis in a related field. I decided to combine the two elements, and to use theory and research as a base for the creative task. My hope was to demonstrate a principled approach towards developing new e-learning resources, and to inspire others to do likewise in the future, especially in light of Mac Giolla Chríost et al.'s (2012, t. 182) recent call for Welsh for Adults practitioners to share ‘good practice’. The outputs of this Doctorate make two main contributions to the field. The first of these is the series of unique e-learning resources called “e-nant” which will immediately begin to have an impact on learners who attend Entry-level courses at Nant Gwrtheyrn from now on. In addition, this thesis clearly shows how the development of new learning materials can be based on research principles. This will be a very useful resource for future materials writers, since it provides clear real-world examples of how to put theoretical concepts into practice. By undertaking Welsh-medium research, I also make a third contribution, namely to facilitate discussion of similar subjects through Welsh in the future, and to contribute towards raising the status of Welsh as an academic language – one of the Welsh Assembly Government’s (2010) strategic aims. A list of relevant terms was compiled for the fields of Second Language Acquisition and Computer-Assisted Language Learning, which future researchers will be able to refer to easily, and several new terms were coined, in order to enable discussion of concepts which have never before been discussed in the Welsh language.
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Winters, Casey John. "Bullying in the Wizarding World: Victim, Peer, and Adult Responses in Harry Potter and the Sorcerer's Stone." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/9054.
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Bullying is a phenomenon faced by students worldwide, and bibliotherapy is one viable classroom strategy to teach students how best to respond to bullying behavior. Although ample research exists on appropriate picture books with bullying themes, few studies have analyzed the content of middle-grade books for effective responses to bullying, despite the prevalence of bullying among middle school students. Harry Potter and the Sorcerer's Stone was selected due to its accessibility, its instances of responses to bullying, and its reader demographics. Researchers created a coding instrument to document all textual instances of bullying, victim responses, peer responses, and adult responses. Coders used this documentation to tally the frequency of various response types among victims, peers, and adults. Results from this frequency count were used to compare response types in the novel with research on response effectiveness--responses that reduce bullying and/or support the victim. Findings reveal that the most common response among victims, peers, and adults is "no response described."Among textual responses, victims commonly respond ineffectively through revenge-seeking, peers respond ineffectively by participating in the bullying, and adults respond effectively by listening to the victim or giving advice. Therefore, Harry Potter and the Sorcerer's Stone represents a wide range of effective and ineffective responses to bullying, both of which can be presented in bullying discussions with students. Researchers include a table with bullying response examples from Harry Potter and the Sorcerer's Stone to aid education stakeholders in using the novel for these bibliotherapeutic discussions
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Korcsolan, Judit. "Teaching Shakespeare’s Romeo and Julietin L2 adult education : A qualitative study on teachers’ and students’ opinions on Shakespeare and his language as a topic in the EFL classroom in formal and non-formal adult education." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-11576.
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This essay presents a literary study for adult students of English at English A level at Komvux (municipal adult education) and Vuxenskola (a study association for adult non-formal learning). It has its basis in the question whether reading Shakespeare in the original version is suitable for language learners as form, and is beneficial as content. The classic play Romeo and Juliet by Shakespeare features in the course book Read and Log on used by the English A group at Komvux in my chosen municipality. The primary aims of the study were to explore teachers’ attitude and views on teaching literature – the classics in general, and Shakespeare in particular – to adult language learners, and students’ reactions and opinions about a lesson on Shakespeare and Romeo and Juliet in the original language with regards to content and usefulness.
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Baltazar, Christopher. "An analysis of the graphic novel adaptation of the Iliad by Homer for use in the secondary classroom." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1353.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Education
English Languagae Arts Education
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Herzhauser, Betty J. "The Role of the Interruption in Young Adult Epistolary Novels." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5701.
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Within the genre of young adult literature, a growing trend is the use of epistolary messages through electronic methods between characters. These messages are set apart from the formal text of the narrative of the novel creating a break in the text features and layout of the page. Epistolary texts require a more sophisticated reading method and level of interpretation because the epistolary style blends multiple voices and points of view into the plot, creating complicated narration. The reader must navigate the narrator’s path in order to extract meaning from the text. In this hermeneutic study, I examined the text structures of three young adult novels that contained epistolary excerpts. I used ethnographic content analysis (Altheide 1987) to isolate, analyze, and then contextualize the different epistolary moments within the narrative of the novel. The study was guided by two research questions: 1. What types of text structures and features did authors of selected young adult literature with epistolary interruptions published since 2008 use across the body of the published work? 2. How did the authors of selected young adult literature situate the different text structures of interruption into the flow of the narrative? What happened after the interruption? I used a coding system that I developed from a case study of the novel Falling for Hamlet by Michelle Ray (2011). Through my analysis I found that the authors used specific verbs to announce an interruption. The interruptions, though few in number, require readers to consider context of the message for event, setting, speaker, purpose and tone as it relates within the message itself and the arc of the plot. In addition, following the interruptions, the reader must decide how to incorporate the epistolary interruption into the narrative as adding to the conflict, adding detail, ending a scene, or simply returning to the narrative. . Therefore, the interruptions in epistolary young adult novels incorporated the text or literacy practices of young adults. Such incorporation reflects the changes in literacy practices in the early 21st century that may render novels of this style a challenge to readers in creating meaning. The study further incorporates Bakhtin’s theory of heteroglossia (1980) that a novel does not contain a single language but a plurality of languages within a single langue and Dresang’s Theory of Radical Change (1999) of connectivity, interactivity, and access. Texts of this nature offer teachers of reading opportunities to guide students through text features to synthesize information in fiction and non-fiction texts.