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Relevant bibliographies by topics / English language – Composition and exercises – Study and teaching (Kindergarten) / Dissertations / Theses

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Dissertations / Theses on the topic 'English language – Composition and exercises – Study and teaching (Kindergarten)'

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Published: 4 June 2021

Last updated: 11 February 2022

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1

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

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The purpose of this study is to answer the research question: What are the elements of the writing process and written texts of kindergarten/first grade students in a whole language classroom that constitute authenticity? The written texts of twenty-one children from a variety of ethnic, socioeconomic and linguistic backgrounds were collected over the course of the school year. The tests were categorized according to penpal letters, signs/labels/captions and dialogue journal entries. Each category was analyzed to describe the writer's place in the context of situation, the function that each t

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2

Melton, Janet Moody. "Mass media in the writing process of English as a second language kindergarteners: A case study examination." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2881/.

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Mass media such as television, video players, video games, compact disks, and the computers are commonplace in current American culture. For English as a Second Language children, television may be the only source of English in the home serving as models of grammar, syntax, story structure. An investigation was made using English as a Second Language (ESL) kindergarteners, the classroom writing center, participant-observation, teacher as researcher, and case study methodology to investigate the following questions: Do ESL kindergarten children use media in their writing? If so, how do they use

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3

Libby, Cynthia B. "Literature and writing in kindergarten: A thematic approach." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/751.

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4

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

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5

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

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In this thesis, I examine the influence of institutional control on three teachers' and twelve linguistically and culturally diverse childrens' perceptions and constructions of literacy meaning making in English and French in two grade six English and in two grade six French classrooms in the province of Quebec. The children in this study represent a cultural and linguistic mosaic of new arrivals, second-generation immigrant and native Montreal families that include Cambodian, East Indian, French, Italian, Lebanese and Portuguese families. Similarly, the three teachers come from diverse cultur

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6

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

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7

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

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8

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

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9

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

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10

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

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11

Eubank, Ilona M. "The teaching of composition to speakers of non-standard dialects through collaborative learning." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/575.

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12

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

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13

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

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14

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

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The unresolved nineteenth-century debate--"is rhetoric an art or a science?"--hashindered our attempt to establish an inclusive research paradigm for rhetoric and composition. The newly dominant paradigm is quickly narrowing to prefer the qualitative designs that suit our literary ideals, relieve our math and statistics anxiety, and fulfill political ideologies. Such qualitative work has given us great insight into the mind of the researcher, a stronger voice to the individual, and a powerful tool for groups traditionally oppressed by our field.At the same time, however, our field needs quanti

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15

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

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16

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

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17

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

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18

Murphy, James R. "Echo and artifact: the similarities and differences between print codes and oral codes and their implications for the teaching of composition." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/560.

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19

Valentijn, Eva Yvonne. "Defining and coaching revision." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/558.

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20

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

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21

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

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22

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

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The text already produced by student writers can act as a barrier to revision because the existing textual material can become so salient as to prevent writers from generating alternative text. This study investigated the effects of applying a revision heuristic designed to promote successful revision by alleviating the influence exerted by students' initial formulations of text. Inexperienced college writers were randomly assigned to two treatment conditions and asked to produce three drafts of a two-part expository composition. The experimental group composed their second drafts without acc

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23

Wood, Robert Glenn. "Points of conflict: Where the high school and university writing communities differ." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/568.

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24

Gentil, Guillaume. "Academic writing instruction in disciplines other than English : a sociocultural perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ43875.pdf.

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25

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

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26

Iventosch, Mieko Shimizu 1956. "Dialogue journals: Students' risk taking on content and form." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/291884.

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This research, based on Halliday's functional concepts, examined students language use in a communicative event, dialogue journals, in a Japanese as a foreign language setting. Holistic evaluation and precise analysis of Japanese particles were used to study the relationship between students' attempts to express content, their attempts to use linguistic forms, and the success of those attempts. The main finding is that increasing attempts, both qualitatively and quantitatively, on content and form, enhanced meaning-making ability in Japanese; however, overly high risk-taking on content at firs

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27

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

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This study investigated interaction effects between the type and amount of teacher-written feedback, the sex of the subjects, and the degree of focus, organization, and development in two revised drafts of a 400-word description essay written by 43 college students in two sections of a freshman composition course taught by one instructor.Subjects in each section were randomly assigned to four different treatment groups to receive teacher-written comments or questions on their initial drafts and on their two revisions, each written in two 50-minute periods. Treatments were as follows: (1) Selec

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28

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

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29

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

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30

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

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In recent years, adults beyond the traditional college ages of 18-22 have been returning to higher education in record numbers. At most colleges, these students, along with their younger counterparts, are required to take two or three terms of freshman composition. Although returning students may be apprehensive at first, their teachers report that many are highly motivated and perform successfully in these required writing courses. To investigate this phenomenon, I studied the attitude and performance of returning adults (defined here as 25 years old and over) who were enrolled in traditional

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31

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

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32

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

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33

McCauley, Amy R. "Peer response in the basic writing classroom." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1265087.

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This study describes the conversations that emerged during structured and unstructured peer response sessions in a basic writing classroom. The evidence suggests that the students were more likely to discuss both global and local issues in their writing when their teacher provided them with a structured set of questions to answer during response sessions. Additionally, the degree to which the students internalized these structured patterns of response and transferred them to the unstructured writing workshop sessions varied significantly among groups of students. While some students used the g

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34

Calkins, Karen Michelle. "Cognitive egocentrism and audience awareness: A developmental exploration of the eighth grader as writer." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/555.

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35

Stewart, Mary Louise. "Teaching expository writing a process approach /." Thesis, Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627693.

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36

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

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37

Bingham-Scott, Robyn Eileen. "Strategies for improving the writing of elementary students in the intermediate grades." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/660.

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38

Klassen, Johanna. "Teaching coherence in writing : rationale for a tertiary level programme /." Thesis, Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626585.

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39

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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40

Reed, Bonnie Dee. "Successful strategies for expository writing." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2787.

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This study focused on creating an Integrated Expository Writing model to improve fifth and sixth grade students' abilities to write well constructed expository essays. It was developed through researching Step Up to Writing, the Six-Traits, interactive writing, play / realia, paired / shared writing, and writers' workshop.

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41

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

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42

Darling, Susan L. "Six case studies : a comparative and contextual study of student writers and a writing program." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1355251.

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This study examines the writing progress of six students over a period of five years and the effectiveness of the writing program each student experienced. Writing samples, standardized test scores, writing prompts, student surveys, and interviews with students and teachers combine to illuminate the strengths and weaknesses in the writing program.Quantitative data is derived from student surveys which illuminate the frequency student instruction in the best practices in writing instruction, in addition to the data collected from student standardized test scores. Qualitative data is disaggregat

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43

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

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The University of Arizona Composition Program has demonstrated that computers can be integrated successfully into composition instruction. Administrators and instructors are preparing to offer students in second-semester Freshman Composition (English 102) a computer-integrated course of instruction as the equipment and facilities become available. Chapter I relates how current research shows that computers offer support to current theories in composition and that they can be utilized in all the various processes involved with producing university writing. It explores the problems program direc

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44

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

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

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45

Rothschild, Denise Terry. "The adult English as a second language writer and the writing workshop approach : performance, biodemographic variables, and attitudes." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31462.

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Research in written composition in first language (L1) has undergone a major paradigm shift from interest in product to interest in processes experienced by writers as they compose. Changes in instructional approaches have begun to follow: in many L1 classrooms a variety of process or workshop approaches to the teaching of writing have been implemented. Second language (12) composing research and instruction are also undergoing a similar paradigm shift— with some reservations about the value of implementing a process or workshop approach in the second language classroom. The question now being

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46

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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47

Szydelko, Diane. "The development of a written language curriculum utilizing a writing process approach for fourth grade students." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/362.

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48

Sullivan, John Michael. "Assessment and collaborative writing: Conflict to complement." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1320.

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One of the fundamental problems facing writing instructors who use collaboration is that traditional assessment measures, such as in-class essay exams, undermine rather than support such writing activities that are rooted in social construction theory. While the use of collaboration in writing classrooms continues to grow, the field of assessment remains virtually silent about the compatibility of traditional assessment methods with collaborative writing tasks such as group work and peer review. This thesis discusses social construction and assessment theories, their relation to collaboration,

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49

Riddell, Jeannette Linda. "Equalizing the composition classroom: A look at who and what we overlook and strategies for change." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/786.

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50

Tshotsho, Baba Primrose. "An investigation into English second language academic writing strategies for black students at the Eastern Cape technikon." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5702_1183703543.

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<p>This study has been prompted by the negative remarks that lecturers make concerning the academic performance of students and the number of years they spend at the Eastern Cape Technikon before completing their diplomas. The aim of this study was to identify the kinds of strategies that English Second Language (ESL) students use to cope with English language writing tasks.</p> <p><br /> Academic writing requires a conscious effort and much practice in composing, developing, and analyzing ideas. Black students at tertiary institutions in South Africa face additional difficulty, especially whe

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