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1

Hardman, Frank Christopher. "A-level English language and English literature : contrasts in teaching and learning." Thesis, University of Newcastle Upon Tyne, 1997. http://hdl.handle.net/10443/604.

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This study is an investigation of methods of teaching and learning in the A-level English curriculum consisting both of the traditional A-level English literature and the more recent arrival of A-level English language. It is generally assumed in commentaries on A-level English teaching that language is taught differently from literature because of differences in aims, content and ideology. English language is seen as a deliberate move away from the more 'pure' academic study of literary texts and towards more 'applied' and even partly 'vocational' study in which independent and collaborative forms of learning are strongly encouraged. There is, however, little empirical evidence about how students are taught and how they learn in these different courses. The study addresses these limitations by carrying out an intensive, qualitative study of the teaching styles of ten teachers who teach across the two A-level English subjects. Video recordings of twenty complete lessons (i. e. 10 English language and 10 English literature) were analysed using a formal framework of analysis adapted from the study of discourse analysis. This system identifies the organisation of the classroom discourse so as to allow for a comparison of the patterning of teaching exchanges across the two subjects. The study also investigates, using semi-structured interviews, how the teachers perceive the learning objectives of the two subjects, and the match between those objectives and the teaching and learning methods used to achieve them. The findings suggest that teachers do not vary their teaching style when teaching across the two English subjects at A-levels supporting an extensive statistical study of students' perceptions of the instructional practices employed by teachers which also found a lack of pedagogic distinctiveness between the two subjects. The analysis revealed that teacher-led recitation is a prominent feature of the discourse in both A-level English language and literature.
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Bock, Mary Stewart. "Aspects of style in the novels of Henry Fielding." Doctoral thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/22437.

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The prefatory essays in Fielding's two major novels Joseph Andrews and Tom Jones foreground his interest in the problems and challenges of the writing of fiction. In the narrative, he experiments with answers to the questions raised in these discursive sections. Analysis of style in these novels also shows a gradual development from the pervasive and self-reflexive irony and the interplay of stylistic modes that characterise the earlier novel to the more confident and increasingly serious authorial voice of the latter. Both Fielding's theoretical concerns and the development in his narrative style help to situate him in relation to eighteenth-century debates about language and the nature of fiction. This thesis attempts to show that appropriate stylistic analysis can reveal connections between the syntactic patterns in the text and the underlying assumptions and broader concerns of the writer. As the first chapter will indicate, the term 'stylistic analysis' covers widely divergent practices proceeding from equally divergent assumptions about the proper scope of stylistics. My a priori assumption is that the literary text is an instance of discourse, of language in use in a communicative situation. Since no single model of discourse analysis is adequate to describe all aspects of literary style, I have drawn from different analytical approaches to illuminate different aspects of Fielding's prose. For the analysis of the rhetorical and expressive values of his syntax, the most productive approach has been the 'functionalist' stylistics of by M.A.K. Halliday, complemented by Roman Jakobson's theory of the poetic function of language. But neither of these approaches is adequate to deal with the specific challenge to the analyst of language in the novel: the diversity of styles and registers that are available to the novelist. Mikhail Bakhtin's theory of novelistic style as 'dialogical' or multi-voiced accommodates the diversity in Fielding's prose and affords insights into both the social-ideological resonances and the artistic function of the language of the texts.
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3

Matuka, Yeno Mansoni. "Patterns of tense, aspects and modality in the metalanguage of academic English prose." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/505145.

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4

Ward, R. J. "A stylistic analysis of administrative English through a qualitative and quantitative investigation of government information leaflets." Thesis, Bangor University, 1988. https://research.bangor.ac.uk/portal/en/theses/a-stylistic-analysis-of-administrative-english-through-a-qualitative-and-quantitative-investigation-of-government-information-leaflets(d597d1a4-45d0-4ea9-8668-c37d7c80a8c1).html.

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Previous work in stylistics has concentrated a great deal on theory to the exclusion of practical investigation of styles. The practical investigations deal with Newspapers or Advertising copy. No thorough stylistic analysis has been made of Administrative English. A qualitative analysis of Government Information leaflets, reveals that they are stylistically distinct at all linguistic levels, but that two different types of text emerge, closely linked to the means by which the reader is addressed either personally as 'you' (P.A.) or impersonally as for example in 'the claimant (I.A.). A subsequent quantitative analysis of a selection of the most prominent stylistic features of Government Information Leaflets and their comparison with the leaflets published by financial institutions reveals that whilst most of the variables chosen are stylistic, there is little evidence to assume a single Administrative variety. Checks on the relationship between supposed style categories and the individual texts assigned to than are shown by a Cluster Analysis to be very accurate. Patterning of variables is revealed around 2 stylistic dimensions: Status and Mbdality. leaflets are distinguished from P.A. largely by Status variables. The leaflets of Financial Institutions group with P.A. texts. All three of these styles are grouped together by Modality Variables.
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5

Arredondo, Daniel. "Style: A new perspective on Kate Chopin." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2786.

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Uses Edward Corbett's theory of style to help define Chopin's style and expose her rhetorical strategies (sentence and paragraph length, diction, tropes, scheme, etc.) in the short story "The Story of an Hour ." Examines the controversy over using literature to teach composition and provides an analysis of the reasons for and against using literature in composition classes. Finally, defends the use of literature in writing classrooms.
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6

Chan, Kam-wing Philip, and 陳錦榮. "The stylistic analysis of literary language in relation to English teaching in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31948935.

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7

Chan, Kam-wing Philip. "The stylistic analysis of literary language in relation to English teaching in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/hkuto/record/B31948935.

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8

Lansing, Sandra Joyce. "From thought to style: Emerson's interplay of ideas and language." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1404.

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9

Rong, Ma. "The perceptual learning style preferences of Chinese students of English as a foreign language." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/30831.

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This dissertation reports on an empirical study on perceptual learning style preferences of Chinese learners who study English as a foreign language in the People's Republic of China. The study attempts to identify perceptual learning style preferences of these learners and to find out the differences and relationships between perceptual learning style preferences and the following learner variables: educational level field of specialization, and duration of native speaker instruction. The study also explores the factors that influence the shaping and change of learning style preferences. Six hundred and eighty-two Chinese EFL learners from secondary schools and tertiary institutions participated in the study. Data were collected by means of a questionnaire survey and a retrospective writing activity. The questionnaire was an adapted version of Reid's Perceptual Learning Style Preferences Survey. Quantitative data from the questionnaire survey were analyzed using both descriptive and correlational techniques including frequency and mean counting, ANOVA, Scheffe test, and MANOVA. Results showed that this sample of Chinese learners strongly preferred visual and kinesthetic learning and reported less preference for auditory, tactile, group, and individual learning. Results from the ANOVA indicated that there were statistical significances between learning style preferences and the three learner variables under investigation. Results from the MANOVA revealed statistically significant interactions between learner variables and learning style variables. Qualitative data from the retrospective writing activity was complementary to the questionnaire survey. Fourteen factors were identified to have an effect on the shaping of learners' learning style preferences. These factors were classified into learner factors and non-learner factors. This thesis concludes with a discussion of implications from three perspectives, theory, practice and methodology and a consideration of recommendations for future research at both macro- and mirco-levels.
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10

Stovall, John Thomas Fortune Ron. "Conferencing and cognitive style an inquiry into the Garrison method and field orientation /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9507288.

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Thesis (D.A.)--Illinois State University, 1994.<br>Title from title page screen, viewed March 21, 2006. Dissertation Committee: Ronald Fortune (chair), Ray Lewis White, William Woodson. Includes bibliographical references (leaves 156-162) and abstract. Also available in print.
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11

Ramseyer, Diana Marie. "Alternative pedagogies for college composition." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2033.

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This thesis attempts to determine if the acquisition of rhetorical and grammatical skills such as a sense of audience and organization are best attained through an alternate pedagogy based on a methodology from Wendy Bishop or if they are better attained through a traditional approach.
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12

Mounts, Zella Zink. "Cerebral dominance and cognitive style among Indochinese children /." Thesis, Connect to this title online; UW restricted, 1987. http://hdl.handle.net/1773/7569.

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13

Brown, Tamara. "On a women's language." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/3995.

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Assessing the feminist belief that women have a perspective dramatically differing from the patriarchal perspective, and that this viewpoint is, or could be, couched in a language differing from the norm, this researcher addressed the following three questions: (1) is there a definition of a women's language? (2) does a women's language exist? and (3) if a women's language does exist, in what form does it exist? These questions engendered feminist rhetorical criticism on the work of two radical feminists well known for their interest in, and attention to, the issue of a women's language.
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14

Dyson, Bronwen Patricia, University of Western Sydney, and of Arts Education and Social Sciences College. "Developmental style in second language processing : a study of inter-learner variation in the acquisition of English as a second language." THESIS_CAESS_XXX_Dyson_B.xml, 2004. http://handle.uws.edu.au:8081/1959.7/817.

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Research into how learners acquire second language has established that there are developmental stages but has not established the nature of variation within these stages. On the basis of a longitudinal study of the speech of six learners acquiring English as a Second Language (ESL), this thesis investigates the proposals which have been made about variation in stages within the paradigm established by the Multidimensional Model (MDM). Of particular interest is the variational option hypothesis in Processability Theory (PT), the theoretical framework of this thesis. The findings indicate that these variational options and the variational features are not satisfactory in three main respects. They are based on a theoretical construct which makes problematic assumptions about the learner’s knowledge of the second language, they do not reliably predict variation and they exclude important aspects of variation. This thesis proposes a new approach termed ‘developmental style’ which suggests that learner orientation at each stage can be defined in terms of a learner’s lexical or grammatical orientation. The findings demonstrate support for the developmental hypothesis and show that learners are consistent in their particular developmental style at the different stages investigated. The results indicate that learners vary in terms of their general grammatical development at any stage. This study also finds that language background, gender and task are variables which need to be controlled (informally) in order to demonstrate developmental styles.<br>Doctor of Philosophy (PhD)
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Dyson, Bronwen Patricia. "Developmental style in second language processing a study of inter-learner variation in the acquisition of English as a second language /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050729.140020/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, 2004.<br>A thesis presented to the University of Western Sydney in fulfillment of the requirements for the degree of Doctor of Philosophy. Includes bibliography.
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16

Amrine, William James. "The plenary address: A rhetorical analysis." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3127.

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In terms of structure, style, content and intended audience, Genre Analysis 58, this thesis presents a rhetorical analysis of the plenary address as a genre. Four examples of the opening plenary were analyzed because they represent the opening plenary lecture-keynote speech type, the most common presented at conferences: Mina Shaughnessy and the teaching of writing, Keynote address, Literacy after the revolution and The uneasy partnership between grammar and writing instruction.
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17

Brams, Janis A. "Writing and the unconscious." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/409.

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18

Ballard, Lynda Dyer. "The Interaction of Cognitive Learning Style and Achievement of Selected Students of English as a Second Language." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332304/.

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The purposes of this study were (1) to determine if the culture of the student's first language was a significant variable in field-dependent-independent cognitive learning style, and (2) if a student's second language achievement has a significant relationship to variables of grade level, sex, time in an English as a second language (ESL) program, second language proficiency level or cognitive learning style. It was hypothesized that (1) there are significant positive correlations between field-independence and the variables of achievement, proficiency level, and grade level, (2) there are significant positive correlations between second language achievement and proficiency level, grade level and time in an ESL program, (3) there are no significant differences in field-dependence between the sexes or the four cultures of Laotian, Spanish, Tongan, and Vietnamese, and (4) there is no significant difference in the mean achievement score between the sexes.
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Tong, Kit-nam. "The occasional use of English words and phrases in Hong Kong style Chinese ten years before and after its reunification with China." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40675488.

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20

Williams, Denise Rochelle. "The vagaries of voice in the composing process." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/445.

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21

Hawkins, Judith Bernadette. "A difference in women's and men's academic prose." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/854.

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22

Su, Donna. "Bureaucratic Writing in America: A Preliminary Study Based on Lanham's Revising Business Prose." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc500638/.

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In this study, I examine two writing samples using a heuristic based on Richard A. Lanham's definition of bureaucratic writing in Revising Business Prose: noun-centered, abstract, passive-voiced, dense, and vague. I apply a heuristic to bureaucratic writing to see if Lanham's definition holds and if the writing aids or hinders the information flow necessary to democracy. After analyzing the samples for nominalizations, concrete/abstract terms, active/passive verbs, clear/unclear agents, textual density, and vague text/writers' accountability, I conclude that most of Lanham's definition holds; vague writing hinders the democratic process by not being accountable; and bureaucratic writing is expensive. Writers may humanize bureaucracies by becoming accountable. A complete study requires more samples from a wider source.
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23

Jiang, Wei. "Peer review in ESL writing : attitudes and cultural concerns." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272422.

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To investigate how Chinese ESL learners feel about the peer review process in oral and email-based modalities and how Chinese cultural barriers such as concerns about face saving and shyness might impact their learning attitudes, I taught an ESL writing course to collect data and write this dissertation. Tools for investigation I used included two identical peer review attitude questionnaires that were conducted at two occasions (at the beginning and the end of the course), a Peer Review Guideline and Sign Test.Many published studies on peer review focus on how to implement computer technology in the classroom, but ignore cultural impacts on ESL. The results of the Sign Test revealed that a large number of the students preferred to do oral and email comments in an indirect way, because they felt that they would need group harmony.It was noted that some students would like to receive email comments from their partner, not provide the comments to him/her, because commenting on his/her essay would hurt him/her. In many participants' view, teacher's reviews are more important than their partner's, since cultural barriers such as face saving and shyness prevented them from voicing their own opinion. The results also indicated that the students reacted favorably to the e-mail modality, although some of them still thought that it was a waste of time. Therefore, this modality did serve some students to allay their concerns about face-saving. In the study, a few students favored "anonymous" peer reviews, which could be achieved through email peer review.<br>Department of English
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24

Pappas, Paul Alexander. "The narrative thematics of the late style of Henry James : incorporating an analysis of The wings of the dove." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/17685.

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Bibliography: pages 74-77.<br>This paper represents a study of contemporary narrative theory in relation to the late style of Henry James. Using the work of various narrative theorists it examines the concepts of the Narrator, Speech Representation, Focalization and Figural Narration. This is the main emphasis of part I. The work of the different theorists is examined selectively in order to give a concise but comprehensive summary of the chosen narrative concepts. Part II of the dissertation deals with the relationship of Henry James to the ideology of modernism. The modernist notions of 'showing' and 'telling' are discussed in relation to the narrative theory of part I. This section also deals with James's notions of dramatization, foreshortening and impersonal narration. The narrative style of Henry James's later novels is discussed in relation to the concepts of narrative theory examined in part I. Furthermore, part II examines the difficulties James faced m constructing his narratives and how they are manifested as discrepancies in his novelistic project. The specific facets discussed are those of the effacement of the authorial narrator and the representation of consciousness; this discussion also deals with James's approach to these facets of narrative representation. Part III consists of an examination of selected 'Prefaces' to James's novels, and discusses these as a reflection of James's ideas of narrative. It combines parts 1 and II in a discussion of James's notions of narrative, and utilizes the contemporary narrative theory to order to illuminate some of these notions. In order to show how James utilized certain narrative techniques an analysis of extracts from The Wings of the Dove is undertaken. This section examines James's use of the Narrator, Speech Representation, Focalization and Figural Narration. Part III also deals with the extent to which James succeeds in his project and furthermore, shows that certain narrative devices James employed contradict his notions of dramatization and objectivity.
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湯潔楠 and Kit-nam Tong. "The occasional use of English words and phrases in Hong Kong style Chinese ten years before and after its reunification withChina." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40675488.

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26

Zhou, Si Jing. ""Advertorials" : a genre-based analysis of an emerging hybridized genre." Thesis, University of Macau, 2007. http://umaclib3.umac.mo/record=b1783584.

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Casey, Ronald W. "An investigation of the relationship between cognitive style and revised compositions of fourth grade students." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/434660.

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The purpose of this study was to examine the effect of revision and no-revision upon the quantity and quality of written expression of fourth grade students. The study was additionally designed to observe if the relationship between the above variables was affected by a third variable, cognitive style.Data from 120 fourth grade students was analyzed in a two way multivariate analysis of variance. One independent variable consisted of two levels: revision/no revision. The other independent variable, cognitive style, consisted of four levels: reflective, fast/accurate, impulsive, slow/inaccurate. Equal numbers of subjects of each of the four levels of cognitive style were randomly assigned to revision or no-revision levels.There was no significant difference between non-revised and revised compositions across all dimensions of cognitive style considering the length and quality of the written product as the criteria for performance. Revised compositions were neither significantly longer nor rated significantly higher in quality than non-revised compositions.There was no significant difference between the cognitive style of students when composition length was examined. No category of cognitive style wrote significantly longer compositions than any other category.However, when the rated quality of the compositions was considered, there were two significant differences observed among the cognitive style groups. Students with a fast/accurate cognitive style wrote compositions that were rated significantly higher in quality than students who had an impulsive style. Also, fast/accurate students wrote significantly better compositions than students with a slow/inaccurate cognitive style. Reflective students did not differ significantly from any other group.The procedures used in this study to require fourth grade students to revise their compositions might not have provided for stimuli to exceed the assumed revising that occurs during the writing process itself. However, this study provided some support to the position that individual differences in processing information, i.e., cognitive style, had an effect on written expression.
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Chuang, Hsiao-yu. "Topical structure and writing quality: A study of students' expository writing." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/686.

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Pan, Telan Teresa, and n/a. "Strategic considerations for improving ESL (English as a Second Language) learning outcomes among college students in Taiwan: a case study." University of Canberra. Languages, International Studies & Tourism, 2005. http://erl.canberra.edu.au./public/adt-AUC20061023.124302.

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There is considerable variation among individuals in the ability to learn a second language. Learning strategy research and learning style research, as two main areas of individual difference research, seek to help learners to �learn how to learn�, and ultimately become autonomous and independent learners. Learning strategy theory postulates that successful learning strategies can be used to good effect by less effective learners, and that teachers can promote good learning strategy usage through classroom instruction. At the same time, for there to be effective instruction to second language learners as to the most efficient learning strategy usage, there must be a research effort that looks not just at the strategies per se, but also gives attention to the cultural background of the students themselves. However, there has been little research into the ways in which low-achieving ESL learners can develop effective learning strategies in a non-western context. The historical, political, social and economic aspects of Taiwan make this small island a fascinating place for researchers interested in exploring how English is taught and learned in a relatively monolingual society (in the sense that Chinese Mandarin is the only official language and is predominately used all over Taiwan). Therefore, this study explores the ESL learning strategies and learning styles of 462 adult learners in Taiwan, making use of Oxford�s Strategy Inventory for Language Learning and Kolb�s Learning Style Inventory. Similarities and differences between the learning strategy usage of the high-achieving and low achieving groups are also investigated. The results show that there was no statistically significant relationship between the learner�s English proficiency level and their individual learning style. In sharp contrast, it was discovered that there was a highly significant relationship between the learner�s English proficiency level and their choice and use of various learning strategies. It was also found that the higher the English proficiency level, the greater the variety of learning strategies adopted, and the more frequently those strategies were used. This study aims to shed some light on the principles that underlie successful language learning, particularly in regards to the utilisation and accommodation of learning strategies and styles. The results of such a study could thus contribute to the field of second language learning in a number of ways: for the learner, the teacher, the school policy maker, and the researcher.
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Shelton, Susan Allsop. "Sentence-Level Construction Methods: Skills Taught Are Skills Used." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6505.

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The findings of this study predict that students who utilize five specific sentence constructions on timed single-draft writing compositions will have higher holistic scores than students who do not utilize the specific constructions. Students in the treatment group who were taught to use the five constructions through thorough and consistent instruction in a semester length first year writing course showed statistically significant gains, 4.698 points on a 0-18 scale, based on comparison of pre-test and post-test writing samples. The findings suggest that specific style instruction at the sentence level should be part of the first year writing course curriculum, and possibly in the writing curriculum of secondary education as well.
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Butler, Michele Jean. "Understanding the aesthetic effect of the familiar essay and its importance in the composition class." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/406.

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Wu, Manfred Man Fat. "A study of the metacognitive language-learning strategy use and language-learning style preferences of English L2 learners at a vocational education institute in Hong Kong." Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/8667.

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This study identifies the relationship between preferred metacognitive language-learning strategies (MCLLSs) and language-learning styles (LLSYs) and their patterns of use amongst a selected group of learners at a vocational education institute in Hong Kong. Quantitative data were collected from 192 survey respondents and qualitative data from 8 interview participants. With regard to MCLLSs, the quantitative data reveal a medium to high use among learners, with Finding out about language learning, Self-monitoring and Paying attention identified as the most frequently used MCLLSs; with regard to style preferences, the quantitative data reveal a prevalence of multiple major preferences. The most favoured LLSYs are Auditory, Kinaesthetic and Group. The qualitative data show the reasons for using (and not using) particular MCLLSs as well as the reasons for preferring (and not preferring) particular LLSYs. The major factors which were found to determine the use of MCLLS were easiness of implementation, applicability, availability of opportunity, level of knowledge of strategies and motivation to use strategies. The major factors which were found to affect the choice of LLSYs were boredom, easiness in implementation and availability of practice opportunities. The study also identified the situations and language tasks in which MCLLSs were selectively used and in which particular LLSYs were favoured. The survey questionnaires and interviews reveal some differences in the use of MCLLSs and choice of LLSYs, and in the relationship between them. Despite the existence of these discrepancies, the findings from the two data sources were consistent in showing that there were no differences in the MCLLS use of learners with each of the six major style preferences. Several methodological issues, implications for teaching and directions for future research are discussed.
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Ruzicka, Dennis Edward Neuleib Janice. "Cognitive style and individualized instruction in a community college composition program." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914573.

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Thesis (Ph. D.)--Illinois State University, 1998.<br>Title from title page screen, viewed July 11, 2006. Dissertation Committee: Janice Neuleib (chair), Julia Visor, Jerry Weber, Heather Graves. Includes bibliographical references (leaves 169-176) and abstract. Also available in print.
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Kettlewell, Gail Ellen Biery. "A description of reading in the composing process: skilled and unskilled college writers." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54308.

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A theoretical construct for examining the use of reading in composing, developed from the literature review and pilot study, was tested using audio-videotaped protocols of students composing two drafts of an essay, followed by retrospective interviews. Fifteen skilled and fifteen unskilled college writers, so designated by tests and a writing sample given by the English department, participated in the study at a rural, two-year technical college in a Sunbelt state during the 1984-85 school year. The construct for examining reading in composing included the focus of reading: word, multi-word, sentence, multi-sentence, paragraph, multi-paragraph, and draft levels; the purpose of reading: to verify, clarify, provide direction, edit, or refresh memory; the effect (or outcome) of reading: no/change or change, using Faigley and Witte's revision classification scheme to describe changes; and the amount of reading, which was a count of all occurrences of reading. The construct was useful in identifying the aspects of reading in composing. Thus, a major benefit of the study is empirical data on reading-in-composing for both skilled and unskilled writers. A profile of each group's use of reading was developed. Then a comparison of reading by the two groups was made using chi-square and percents. The findings revealed that (1) 29 of the 30 students were readers of their texts; (2) the skilled writers wrote and read twice as much as the unskilled writers did, but the proportion in both drafts was the same; (3) reading occurred within and between drafts for both groups; (4) both groups read most often at the multi-word level; (5) both groups read for all five purposes and when ranked by frequency, the order was the same for both groups; (6) the effect of reading differed significantly in the no-change/change categories with the skilled writers making more changes. Findings which were statistically significant included: the size of the corpus; the focus of reading; the difference in no-change/change decisions; and the categories of change at surface, meaning-preserving and meaning-changing levels. The study confirmed that writing is a recursive process with reading as a major component and that both skilled and unskilled writers are readers of their texts. The study revealed that protocol analysis and the Faigley and Witte classification scheme for revision can work well together. Second, the amount, focus, purpose, and effect of reading can be examined through thinking-aloud composing protocols. Third, reading is a more appropriate term than re-reading to describe the reading which occurs during the composing process.<br>Ed. D.
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Jansson, Ulla. "How to Tackle Translation Problems in a Text on Rugby : Translating culture and style in “Football, Identity, Place: The Emergence of Rugby Football in Brisbane” by Peter Horton." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2043.

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<p>Abstract</p><p>This is a study of translation problems encountered during the translation of the article “Football, Identity, Place: The Emergence of Rugby Football in Brisbane” by Peter Horton. Focus is directed at two different types of translation problems. One of them concerns the cultural differences between the readers of Horton’s text and the translated text. Swedish readers are rather unacquainted both with the sport of rugby and with Australian geography. As a consequence, it may be problematic to translate rugby terms or geographical names. These kinds of problems were often solved by transferring the cultural word and/or adding explanations to the translated text.</p><p>The second type of translation problem concerned the stylistic level of the text. The translated text is aimed at a broad readership and therefore the stylistic level had to be lowered. Four different techniques were used to make the translation less formal than the source text. One of them was to avoid nominalizations by using a corresponding verb form instead. A second technique was to reduce the number of parenthetical insertions. Thirdly, it could be done by using fewer words before the finite verb to make sentences less left-heavy. And the forth technique involved choosing common everyday words rather than uncommon or formal words.</p>
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36

Brittain, Erin M. "ESL and conflict resolution an investigation of the relationship between English language experience and conflict resolution style among high school students /." Click here to view, 2010. http://digitalcommons.calpoly.edu/psycdsp/2/.

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Thesis (B.S.)--California Polytechnic State University, 2010.<br>Project advisor: Carrie Langner. Title from PDF title page; viewed on Mar. 24, 2010. Includes bibliographical references. Also available on microfiche.
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37

Ray, Martha Margaret. "The interaction of cognitive style, as measured by the Myers-Briggs type indicator, and structure in lesson design in an English lesson." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26905.

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This study tested the hypothesis that students who were identified as possessing an intuitive preference, or cognitive style, on the Myers-Briggs Type Indicator would learn most about a series of poetry concepts if they were in an environment which emphasized discovery learning and low levels of structure. Conversely, those students who were identified as possessing a sensing preference, or cognitive style on the indicator would learn most in a more directed and structured environment. Data was gathered on 167 Grade 8 students who had been randomly assigned to two treatment groups. Analysis of variance and linear regression revealed significant disordinal interaction for one of the two treatment methods. The interaction partially supported the hypothesis: "N" students achieved most in a discovery-learning environment (P<.005 and P<.001), while "S" students were not significantly advantaged in the more directed and structured environment.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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38

Payne, Rachel Page. "Baumrind's Authoritative Parenting Style: A Model for Creating Autonomous Writers." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3518.

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Though Quintilian introduced the term in loco parentis in his Institutio Oratoria by suggesting that teachers think of themselves as parents of a student's mind, composition scholars have let parenting as a metaphor for teaching fall by the wayside in recent discussions of classroom authority. Podis and Podis have recently revived the term, though, and investigated the ways writing teachers enact Lakoff's "Strict Father" and "Nurturing Mother" authority models. Unfortunately, their treatment of these two opposite authority styles reduces classroom authority styles to a mutually exclusive binary of two less than satisfactory options. I propose clinical and developmental psychologist Diana Baumrind's taxonomy of parenting styles as the ideal way to reform our thinking as a field about the authority model we should adopt in our writing classrooms. While Baumrind includes the inferior models Podis and Podis work from in her authoritarian and permissive parenting styles, she found that the authoritative style, which is both strict and nurturing, promises the best results for parenting children: autonomy and academic achievement. By applying her descriptions of authoritative parents and the outcomes for their children to the practices of composition instructors and their students, I reveal how useful Baumrind's taxonomy of parenting styles could be for a field that often uses nuanced terms for authority without either clearly defining them or backing claims with replicable, aggregable, data-driven (RAD) research. If our field chooses to adopt Baumrind's terminology and definitions, then, we will be able to communicate about classroom authority in terms anchored in a coherent paradigm and garner more respect for our field as we probe the outcomes of Baumrind's authoritative parenting style as a college composition teaching style through our own empirical research.
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39

Hoffner, Elizabeth Ann. "A study of the perceptual learning style preferences of Japanese students." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4269.

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This study was based on a study by Joy Reid (1987) on the perceptual learning style preferences of English as a Second Language (ESL) students. The purpose of this study was to identify the perceptual learning style preferences of three groups of students: Japanese students studying in the US, Japanese students studying in Japan, and American students studying in the US. The perceptual styles studied were visual, auditory, kinesthetic, and tactile, with the additional styles of group and individual learning also being studied. The learning style preferences were identified so as to determine the relationship between style and the variables of native language, length of stay in the US, and major field of study.
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40

Al, Batineh Mohammed S. "Latent Semantic Analysis, Corpus stylistics and Machine Learning Stylometry for Translational and Authorial Style Analysis: The Case of Denys Johnson-Davies’ Translations into English." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1429300641.

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41

Chiu, Monica Fan Fan. "Lexical cohesion in expository writing: Will a study of the similarities between an English and Chinese paragraph be helpful to ESL students?" CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/713.

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42

Bean, Ariel Rebekah. "Leaving the Dark to Find the Light: A Study of L1 English Acquisition of L2 Spanish /l/." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3415.

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Second language acquisition (SLA) research is rich in possibilities for examining language-specific phonetics and phonology in the cross-linguistic context of acquisition. However, much of the existing English-Spanish research focuses on the acquisition of voice onset time (VOT) of /p, t, k, b, d, ɡ/ or rhotics, or on acquisition in relation to factors such as task type, time abroad, and motivational intensity (e.g. Alvord & Christiansen, 2012; Díaz-Campos, 2004, 2006; Face, 2006; Martinsen, 2010; Martinsen & Alvord, 2012; Shively, 2008; Shively & Cohen, 2008; Tanner, 2012 a, 2012b; Zampini, 1994). Like these studies, the present study incorporates linguistic and extralinguistic variables, but this time focusing on Spanish /l/ acquisition in native English speakers. Furthermore, the present study investigates L2 lateral liquid /l/ acquisition by comparing L2 results with previously established L1 research of /l/. Reviewing a variety of SLA phonological research in a wide range of contexts, I include in this study nine independent variables based on syllabic context, phonetic context, level of learning, task type, and motivational intensity. The L2 Spanish /l/ data came from digitally recorded speech samples from 21 L2 Spanish speakers and were compared with a benchmark established by similar recordings from two L1 English and two L1 Spanish speakers. All participated in conversational and reading tasks, and all the L2 participants completed a background questionnaire for demographic and linguistic experience data and the Survey of Motivational Intensity (Gardner, 1985) to measure individual motivational intensities to learn Spanish. From these data, target-like /l/ acquisition was determined by acoustically derived formant measurements and tested for significance in a variety of variables. Of the independent variables, syllabic context proved to be collinear with vowels preceding and following /l/ and motivational intensity was not statistically significant. Moreover, the results prove that syllabic context, certain preceding and following phonetic segments, level of learning, and task type all have a significant effect on successful L2 Spanish /l/ acquisition.
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43

Lindblad, Maria. "A Comparative Study of the Quality between Formality Style Transfer of Sentences in Swedish and English, leveraging the BERT model." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-299932.

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Formality Style Transfer (FST) is the task of automatically transforming a piece of text from one level of formality to another. Previous research has investigated different methods of performing FST on text in English, but at the time of this project there were to the author’s knowledge no previous studies analysing the quality of FST on text in Swedish. The purpose of this thesis was to investigate how a model trained for FST in Swedish performs. This was done by comparing the quality of a model trained on text in Swedish for FST, to an equivalent model trained on text in English for FST. Both models were implemented as encoder-decoder architectures, warm-started using two pre-existing Bidirectional Encoder Representations from Transformers (BERT) models, pre-trained on Swedish and English text respectively. The two FST models were fine-tuned for both the informal to formal task as well as the formal to informal task, using the Grammarly’s Yahoo Answers Formality Corpus (GYAFC). The Swedish version of GYAFC was created through automatic machine translation of the original English version. The Swedish corpus was then evaluated on the three criteria meaning preservation, formality preservation and fluency preservation. The results of the study indicated that the Swedish model had the capacity to match the quality of the English model but was held back by the inferior quality of the Swedish corpus. The study also highlighted the need for task specific corpus in Swedish.<br>Överföring av formalitetsstil syftar på uppgiften att automatiskt omvandla ett stycke text från en nivå av formalitet till en annan. Tidigare forskning har undersökt olika metoder för att utföra uppgiften på engelsk text men vid tiden för detta projekt fanns det enligt författarens vetskap inga tidigare studier som analyserat kvaliteten för överföring av formalitetsstil på svensk text. Syftet med detta arbete var att undersöka hur en modell tränad för överföring av formalitetsstil på svensk text presterar. Detta gjordes genom att jämföra kvaliteten på en modell tränad för överföring av formalitetsstil på svensk text, med en motsvarande modell tränad på engelsk text. Båda modellerna implementerades som kodnings-avkodningsmodeller, vars vikter initierats med hjälp av två befintliga Bidirectional Encoder Representations from Transformers (BERT)-modeller, förtränade på svensk respektive engelsk text. De två modellerna finjusterades för omvandling både från informell stil till formell och från formell stil till informell. Under finjusteringen användes en svensk och en engelsk version av korpusen Grammarly’s Yahoo Answers Formality Corpus (GYAFC). Den svenska versionen av GYAFC skapades genom automatisk maskinöversättning av den ursprungliga engelska versionen. Den svenska korpusen utvärderades sedan med hjälp av de tre kriterierna betydelse-bevarande, formalitets-bevarande och flödes-bevarande. Resultaten från studien indikerade att den svenska modellen hade kapaciteten att matcha kvaliteten på den engelska modellen men hölls tillbaka av den svenska korpusens sämre kvalitet. Studien underströk också behovet av uppgiftsspecifika korpusar på svenska.
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44

Martin, Eric V. Hesse Douglas Dean. "Reconceiving the voice-to-style relationship in academic discourse a study of students' initial perceptions and emerging writing practices /." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603519.

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Thesis (D.A.)--Illinois State University, 1995.<br>Title from title page screen, viewed May 4, 2006. Dissertation Committee: Douglas Hesse (chair), Janice Neuleib, Maurice Scharton. Includes bibliographical references (leaves 178-182) and abstract. Also available in print.
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45

Snow, Nancy Joyce. "Imitation pedagogy: The ongoing debate." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1368.

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Imitation was one of the five teaching methods passed down from the Greeks and was, from antiquity down to the nineteenth century, highly respected among scholars and educators. However, imitation has lost status as a viable pedagogy, and especially perhaps in the field of composition studies.
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46

Solomon, Ryan. "In Search of Copia: Using Rhetoric to Teach Creative Writing." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/1011.

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James Berlin, in his book Rhetoric and Reality, points out that our disparate epistemologies lead to inevitable classroom practices, which mean that different epistemologies impact our pedagogical approach and enforce certain views about the role and function of writing in classrooms. This thesis highlights the impact of Romantic beliefs about writing on creative writing pedagogy, as well as exploring how those beliefs hamper the critical function of the workshop. Romantic beliefs have enforced the idea that talent and genius is most important in creative writing, and that writing is spontaneous, organic, original, and expressive. Because of this, many creative writing teachers have come to believe that a structured pedagogical approach hampers creative writing, but this creates problems in workshop where the need for collaborative criticism conflicts with Romantic beliefs. The result is that students, who are assumed to know how to offer effective criticism, struggle to negotiate expressive ideals as opposed to critical response. This thesis therefore explores the problems of Romantic beliefs in detail. This thesis proposes the classical rhetorical curriculum, supported by appropriate rhetorical theory, as a solution to the problems created by Romantic beliefs. This curriculum provides a detailed, structured approach to teaching writing, which is best highlighted by the way it combined stylistic analysis together with production; therefore, helping students use criticism as a way to develop their writing. In doing so, I look at a rhetorical approach to style as detailed by Richard Lanham and Winston Weathers who emphasize helping students with stylistic analysis by helping students understand the function of style. Also, because I recognize that creative writers are often resistant to any discussion of the links between creative writing and rhetoric, this thesis emphasizes the critical links between creative writing and rhetoric, thereby showing that the view of rhetoric held by creative writers is a substantially reduced view of a more dynamic discipline. The truth is the two disciplines share a fundamental critical purpose aimed at assisting student in the production of new texts, and therefore, because the two disciplines have a great deal in common, there is a viable opportunity to build on their theoretical links in order to enhance pedagogy in both disciplines. Therefore, this thesis looks at some specific ways that the classical rhetorical curriculum can be applied within the constraints of the contemporary creative writing classroom.
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47

Rydblom, Oskar. "Snap! Crack! Pop! : A corpus study of the meanings of three English onomatopoeia." Thesis, Linnaeus University, School of Language and Literature, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-7159.

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<p>The focus of this essay is on examining the meanings of the <em>onomatopoeia</em> (sound imitating words) <em>snap, crack</em> and <em>pop</em>. Previous studies on onomatopoeia and sound symbolism are used to define the terms and create a model for an alternative categorization of these meanings. This model is then applied in a corpus study, conducted on the COCA (Corpus Of Contemporary American English) and BYU-BNC (The British National Corpus) corpora, to find a way to more accurately describe the meanings and functions of these words.  For this purpose the context in which <em>snap, crack</em> and<em> pop</em> are used is also addressed by observing how frequently they occur in formal and informal texts and which adjectives and adverbs frequently modify them. In the study it was discovered that these three words took on many different meanings that would be hard to list separately in a dictionary. These meanings did follow a pattern linked to the properties associated with the word. The study found <em>snap, crack and pop</em> to be informal words with a tendency to add emotion or effect to a statement. It is therefore concluded that sorting onomatopoeia by sound and non sound-related meaning and describing the informal characteristics of these words leads to a greater understanding of how they are used.</p><p> </p><p>Keywords: Arbitrariness, <em>crack</em>, emotive, ideophones, mimetics, mimes, non-arbitrariness, onomatopoeia, phenomimes, phonomimes, <em>pop</em>, psychomimes, register, semantics, <em>snap</em>, sound symbolism and style.</p>
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48

Cowles, Randee Teresa. "The role of imaginative literature in First Year Composition." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2516.

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This study steps into a long running discussion of the place of imaginative literature in First Year Composition (FYC) courses. Chapter one surveys the scholarship, including the work of Erika Lindeman and Gary Tate, two compositionists whose debate has been at the center of this discussion, and three scholars' responses to the issues their debate raises. Instructors might be able to include imaginative literature in FYC courses if they use the literature to support the courses' rhetorical goals rather than to "teach the literature" itself.
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49

Daborn, Esther. "Aspects of textuality in written English in an African context : a study of communication style and information management, with implications for the status and use of English as a second language." Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/21182.

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In contexts where English as a second language is used for intranational communication it is a particular kind of learned language adapted to express the communicative norms of its users, and its use has an interesting affect on the textuality of writing. The thesis examines communication style and information management in written material from Malawi: traditional narratives written by school students, and reports, letters to the editor, and editorials from national newspapers in English. The study takes a broad view of textuality to examine the relations between writer, text and audience: what the writer's text purpose is, what he considers an appropriate register to his situation, and the type, sequence, and quantity of information he sees as necessary to achieve his communicative goals. The analysis looks at the linguistic elements selected for topical theme and "new", and other discourse functions which support the presentation of the message. A description of how these elements combine at sentence and text level to affect textuality is presented by looking at 1) the text structure, 2) lexical patterns, 3) grammatical features, 4) sentence themes, 5) patterns in the presentation of "new" within and across sentences which identify the sequence of given/new relations, and the type of supporting information included. The description of the communicative norms of the Malawian Writer of English (MWE) establishes the code as a self-sufficient system of an intra-national variety of English. It shows that the usages in the L2 repertoire which express those norms within the socio-cultural context are strongly influenced by the L1 speech based patterns of orature.
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Cecil, Margaret Celia. "Professional writing: How California State University, San Bernardino's Master of Arts in English Composition can prepare graduates for careers in the public sector." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2774.

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This thesis explores the need for a professional writing track in the Master of Arts in English composition program at California State UnIversity, San Bernardino. The current English literature, English composition, and TESL (Teaching English as a Second Language) tracks are discussed as well as the certificate in professional writing currently available.
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