To see the other types of publications on this topic, follow the link: Feature writing.
Dissertations / Theses on the topic 'Feature writing'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Feature writing.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Gallo, Katarzyna Zaruska. "Scaling Undergraduate Scientific Writing via Prominent Feature Analysis." Thesis, Mississippi State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10974642.
Full textAbstract:
Prominent Feature Analysis (PFA) is a reliable and valid writing assessment tool, derived from the writing it is used to assess. PFA, used to assess on-demand expository essays in Grades 3–12, uncovers positive and negative characteristics of a sample. To extend PFA to a new academic level and genre, I assessed scientific writing of 208 undergraduates, identifying 35 linguistic and 20 scientific prominent features. An essay could earn up to 28 positive (24 linguistic and four scientific), and up to 27 negative marks (11 linguistic and 16 scientific). The minimum prominent features number in a paper was 3, the maximum was 25 (M = 12.45, SD = 3.88). The highest positive and negative prominent features numbers noted were 17 (M = 4.11, SD = 3.96), and 16 (M = 8.34, SD = 3.25) respectively.
Rasch analysis revealed a good data-model fit, with item separation of 5.81 (.97 reliability). The estimated feature difficulty of items spanned over 10 logits; common errors were easier to avoid than “good writing” characteristics to exhibit. Significant correlations among linguistic, but not between linguistic and scientific features, suggest writing proficiency does not assure excellence in scientific writing in novices. Ten linguistic features significantly strongly and moderately inter-correlated with each other, appearing to represent writing proficiency. Student GPA correlated significantly with the raw prominent features scores (r = .37; p < .01), and negatively with the sum of negative linguistic features (r = –.40, p < .01), providing support for scale’s validity, and suggesting that good students are better at avoiding common writing errors than less able learners. Additionally, PFA scores positively significantly correlated with composite ACT scores.
To investigate PFA’s ability to track change in writing over time, I compared 2 sets of prominent features scores of 25 students. In comparison with earlier essays, later (longer) essays exhibited significantly more positive, and more negative features. Prominent features scores did not correlate significantly between the sets. This suggests, that while PFA is a valid and appropriate tool for analysis of undergraduate scientific writing, it was not suitable for tracking change in writing ability in this small sample.
2
Freitas, Paul Michael. "Feature-oriented specification of hardware bus protocols." Worcester, Mass. : Worcester Polytechnic Institute, 2008. https://www.wpi.edu/ETD-db/ETD-catalog/view_etd?URN=etd-042908-140922.
Full text
3
Begovich, Raymond S. "Planning and implementing writing coach programs at small newspapers." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/861394.
Full textAbstract:
The purpose of this study was to identify and describe elements that may influence the effective planning and implementation of writing coach programs at small newspapers.Writing coaching at newspapers is becoming increasingly popular as a way to improve the writing abilities of reporters, to improve newsroom morale, to improve the relationship between reporters and editors, and to better serve newspaper readers. This study examined newspaper writing coach programs from an adult and continuing education program planning perspective.This study was qualitative, and was not intended to be generalized to any population. It was intended to provide information that may help the management and staff at small newspapers plan and implement writing coach programs effectively.Two techniques were used to obtain information: 1) telephone interviews with writing coaches, and 2) mini case study site visits to top editors at small newspapers.Ten writing coaches, located throughout the United States, were interviewed by telephone. The coaches selected for interviews were recommended by their peers as being among the most effective coaches in the country. Domain and taxonomic analyses were conducted of the interview transcripts. The study resulted in information relevant to eight areas related to planning and implementing newspaper writing coach programs: benefits, reasons, barriers, budgets, organizational climate, strengths and weaknesses, structure, and evaluation.Site visits were made to seven small newspapers. Before the visits, the top editors at the seven papers were sent a summary of the information gathered in the writing coach interviews. The editors were asked to react to the interview summary and to share their thoughts on planning and implementing writing coach programs at their newspapers. The site visits resulted in seven mini case studies, each containing a narrative section and a conclusions section.Following the interviews and site visits, a general model was recommended for planning and implementing effective writing coach programs at small newspapers. The Coaching Way of Life Model describes assumptions upon which a coaching program should be based, and describes the role of a coaching facilitator at a small newspaper.Department of Educational Leadership
5
Farkas, Natalia. "SCANNING PROBE MICROSCOPE OXIDATION AND HIGH-VOLTAGE PARALLEL WRITING ON METAL AND METAL NITRIDE THIN FILMS." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1152948068.
Full text
6
Peach, Rosanne J. "Give and tell: How journalists can use features journalism to reframe philanthropy in Australian society." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/116594/10/Rosanne%20Peach%20Exegesis.pdf.
Full textAbstract:
Give and Tell brings together research, practice and reflection to generate new understandings about the changing nature of giving in Australia and story-telling techniques available to journalists who are interested in facilitating public discussion about these social changes. Contemporary giving is shaped by personal, emotional, shared, creative, and innovative responses. This study finds that for journalists to effectively use features journalism to capture and subsequently reframe philanthropy, they will need an understanding of emotion and its impact on framing, emotional intelligence and an appreciation of the storytelling devices and strategies available to engage readers and create a shared experience of giving.
7
Morris, Anthony Kevin. "It's all a plot : an examination of the usefulness of the popularly accepted structural paradigm in the practice of writing of a feature film script." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/16632/1/Anthony_Morris_Thesis.pdf.
Full textAbstract:
This study took the widely-accepted, ‘industry standard’ Structural Paradigm of feature film plotting, and ‘road tested’ it, assessing its value as a tool in the process of actually writing a feature film script. The methodology employed was to write a feature film script (titled THE ARM THAT DOES THE HARM) and look to apply the Paradigm to the writing process. Journals recording the process were kept and peer assessment undertaken. The data from these sources was then analysed and conclusions drawn.
The reason for and value of this study are that, while this Paradigm is widely espoused by screenwriting gurus, taught as part of film courses and applied as a tool of script assessment and review, there is very little documented evidence of its actual value to the practice of writing a script. My findings revealed that, though a useful reference point throughout, the Paradigm is most valuable during the early stages of story structuring and again, most particularly, when editing later drafts.
An important outcome of this study was that it identified the Paradigm as a valuable tool, not a rule that must be adhered to, a series of points a narrative must be seen to ‘hit’ in order for it to be considered to have been told correctly. Further, this study demonstrated in practice how this tool can be applied. This study suggests that trying to force an evolving story into the confines of the Paradigm can inhibit the story from developing ‘organically’ from its characters. Rather, the Paradigm should be applied as a tool for helping shape stories that first and foremost should be character-driven.
8
Morris, Anthony Kevin. "It's all a plot : an examination of the usefulness of the popularly accepted structural paradigm in the practice of writing of a feature film script." Queensland University of Technology, 2008. http://eprints.qut.edu.au/16632/.
Full textAbstract:
This study took the widely-accepted, ‘industry standard’ Structural Paradigm of feature film plotting, and ‘road tested’ it, assessing its value as a tool in the process of actually writing a feature film script. The methodology employed was to write a feature film script (titled THE ARM THAT DOES THE HARM) and look to apply the Paradigm to the writing process. Journals recording the process were kept and peer assessment undertaken. The data from these sources was then analysed and conclusions drawn.
The reason for and value of this study are that, while this Paradigm is widely espoused by screenwriting gurus, taught as part of film courses and applied as a tool of script assessment and review, there is very little documented evidence of its actual value to the practice of writing a script. My findings revealed that, though a useful reference point throughout, the Paradigm is most valuable during the early stages of story structuring and again, most particularly, when editing later drafts.
An important outcome of this study was that it identified the Paradigm as a valuable tool, not a rule that must be adhered to, a series of points a narrative must be seen to ‘hit’ in order for it to be considered to have been told correctly. Further, this study demonstrated in practice how this tool can be applied. This study suggests that trying to force an evolving story into the confines of the Paradigm can inhibit the story from developing ‘organically’ from its characters. Rather, the Paradigm should be applied as a tool for helping shape stories that first and foremost should be character-driven.
9
Coad, Cher Yen. "The Bridge Between and Swell: Writing Difference in Feature-Film Scriptwriting for National Production and International Co-Production: Exegesis: Experiences of Time, Body and Memory for Two scripts." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/365803.
Full textAbstract:
This thesis explores issues of writing, difference, time, the body and memory through an exegesis and two feature-film scripts: "The Bridge Between", a Chinese single-nation production, and "Swell", an Australian-Chinese international co-production. Through the inclusion of sections of autobiographical narrative interwoven with moments of reflection, analysis and speculation, the exegesis argues for an approach to the creative process of scriptwriting as a combination of theory, engagement with other art practices, and, perhaps most importantly, the life experiences of the writer.
Co-production film-making has becoming an increasingly important driver of international feature-film production in recent years. International co-productions may be defined as production arrangements containing a sigificant presence of production elements from two or more national origins. These elements can include a mix of the finacial, technical and creative. Two major categories of international co-productions can be identified: private studio-to-studio single purpose contracts must be distinguished from co-production arrangements of the government-to-government kind. Government-to-government co-production arrangements give producers the option to apply to publicly accountable funding bodies of governments in two or more nations.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Humanities
Arts, Education and Law
Full Text
10
Tobler, Linda Janet. "Characterization: A Content Analysis of Pulitzer-Awarded and Traditional Features." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2346.
Full textAbstract:
Characterization in Pulitzer-awarded features and traditional features was measured using a characterization typology developed by the author. Although some of the results were statistically constrained by a small n, those results which were statistically significant reflect that what separates Pulitzer-winning features from regular features are those elements of characterization particular to scene: a character's distinctive physical characteristics, clothing and possessions; the setting and environment as it defines a character; a physical description of character that is not lineament nor habitual posture or expression but bodily appearance in the immediate moment; a character's movements and actions, facial expressions, words, and thoughts. In an era when the predicted demise of newspapers is more fact than fiction, the reader's experience with newspapers is paramount. Crucial to the news reading experience is the reader's enjoyment: how "I" experienced a story through empathy, parasocial interaction, and/or identification. Perhaps a solution to newspapers' loss of readership is scene: within scene, fear, anguish, exhilaration, and joy are not only the experiences of the characters, but also that of the reader's.
11
Catling, Aaron. "The Ending Needs Work AKA the Good, the Bad and the Ugly of being an independent filmmaker in Australia." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16091/1/Aaron_Catling_Thesis.pdf.
Full textAbstract:
Over the period of candidature, write and direct a feature film to completion. Furthermore, undertake a thorough reflective phase which involves the analysis of each aspect relating to those key components, writing and directing. Through this form of creative practice and utilising state of the art digital filmmaking techniques it is hoped that an addition to knowledge will be achieved.
12
Catling, Aaron. "The Ending Needs Work AKA the Good, the Bad and the Ugly of being an independent filmmaker in Australia." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16091/.
Full textAbstract:
Over the period of candidature, write and direct a feature film to completion. Furthermore, undertake a thorough reflective phase which involves the analysis of each aspect relating to those key components, writing and directing. Through this form of creative practice and utilising state of the art digital filmmaking techniques it is hoped that an addition to knowledge will be achieved.
13
Marks, Lori J., and D. J. Montgomery. "Writing and Word Processing: An Overview of Software Features." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/3560.
Full text
14
Richards, Stephanie A. "Measurement and Features of Persuasive Writing in Undergraduate Students with and without Written Language Disorders." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371130329.
Full text
15
Munoz, Monica Chavez. "The I in interaction : self-mentions and addressee features in academic writing." Thesis, University of Liverpool, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540063.
Full text
16
Kim, Jun-Shik. "Developmental patterns of morphosyntactic features produced by Korean learners responding to writing tasks." Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539662.
Full text
17
Spelman, Miller Kristyan. "Writing on-line : temporal features of first and second language written text production." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326750.
Full text
18
Mortensen, Jennifer A. "Children's perceptions of the graphic features they use to differentiate writing from drawing." abstract and full text PDF (UNR users only), 2009. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1467793.
Full text
19
Yang, Gyusuk. "Grammatical Features of Structural Elaboration and Compression Common in Advanced ESL Academic Writing." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5286.
Full textAbstract:
The present study replicated the research framework of a previous study (Biber, Gray, & Poonpon, 2011) that identifies the grammatical complexity of L1 professional academic prose as strongly favoring a dense use of phrasal nominal modifiers such as prepositional phrases as postmodifiers, attributive adjectives, and nouns as premodifiers which characterize its unique structurally compressed discourse style. The main purpose of the present study was to explore syntactic similarities and differences between L1 professional and L2 student academic writing in terms of their reliance on phrasal/nominal compression features to determine characteristics of the grammatical complexity of advanced ESL academic writing. To this end, the distributional patterns of use for 25 specific grammatical complexity features of structural elaboration and compression were investigated in a corpus of 128 short academic essays collected from 16 advanced ESL learners and 16 L1 university students (as comparison data).The results showed a heavier reliance of both the advanced ESL and L1 student academic writing on phrasal nominal modifiers (attributive adjectives and prepositional phrases as postmodifiers) of structural compression than on clausal elaboration features, which lent empirical support to Biber, Gray, and Poonpon’s (2011) findings. In addition to the phrasal compression features, both the advanced ESL and L1 student academic writing were also characterized by a prominent use of specific colloquial grammatical devices such as adverbs as adverbials. Compared to the advanced ESL writing, the L1 student academic writing showed a significantly more preference for one particular colloquial feature: ZERO relative clauses where relative pronouns replacing relativized objects are omitted. This combined reliance on both phrasal compression devices and colloquial features in both the advanced ESL and L1 student academic writing distinguished their grammatical complexities from that of L1 professional academic prose and signaled a possibility for recognizing them as a transitional developmental stage from more casual to more academic writing.
20
Leedham, Maria. "A corpus-driven study of features of Chinese students' undergraduate writing in UK universities." Thesis, Open University, 2011. http://oro.open.ac.uk/29228/.
Full textAbstract:
Chinese people now comprise the �largest single overseas student group in the UK� with more than 85,000 Chinese students registered at UK institutions in 2009 (British Council, 2010a). While there have been many studies carried out on short argumentative essays from this group (e.g. Chen, 2009), and on postgraduate theses (e.g. Hyland, 2008b), there has been comparatively little research conducted on the high-stakes genre of undergraduate assignments. This study examines assessed writing from Chinese and British undergraduates studying in UK universities between 2000 and 2008; these are investigated using corpus linguistic procedures, supported by qualitative reading. A particular focus is the use of lexical chunks, or recurring strings of words. Findings from the literature on Chinese students� written English indicate high use of informal chunks, connecting chunks, and those containing first person pronouns (e.g. Milton, 1999). This study found that while the Chinese students make greater use of particular connectors and the first person plural, both student groups make (limited) use of informal language. These areas of difference are more apparent in year 1/2 assignments than those from year 3, suggesting that students gradually conform to the academy�s expectations. Unexpected findings which have not been previously identified in the literature include Chinese students� significantly higher use of tables, figures (or �visuals�) and lists, compared to the British students� writing. Detailed exploration of writing within Biology, Economics and Engineering suggests that using visuals and lists are different, yet equally acceptable, ways of writing assignments. Since the writing of both student groups has been judged by discipline specialists to be of a high standard, it is argued that the difference in use of visuals and lists illustrates the range of acceptability at undergraduate level. The thesis proposes that scholars therefore need to consider expanding the notion of what constitutes �good� student writing.
21
Robinson, Thomas. "The Defining Features of Mind-Body Dualism in the Writings of Plato." Pontificia Universidad Católica del Perú - Departamento de Humanidades, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/113081.
Full textAbstract:
The article looks at a number of concepts of soul -sorne of them not easily reconcilable with others- in the earlier dialogues of Plato, and then moves on to discuss the well-known doctrine of tripartition in the Republic and Timaeus, arguing that it constitutes in many ways significant progress over Plato's earlier thinking, especially as found in the Phaedo. Mention is also made of the little-discussed question of the nature and significance of gender differentiation of soul in the Timaeus. As for the famous passage,again in the Tímaeus, conceming the composition of soul. it is argued that this may well have been an attempt by Plato to grapple with the thorny question of psycho-physical dualism.Este artículo analiza algunos conceptos del alma - no siempre fáciles deconciliar entre sí- en los diálogos tempranos de Platón. Prosigue luego con una discusión acerca de la bien conocida doctrina sobre la tripartición del alma en la República y el Timeo, sosteniendo que esta doctrina constituye, en muchos sentidos, un progreso importante con respecto al pensamiento temprano de Platón, especialmente al Fedón. Se menciona también la cuestión poco discutida de la naturaleza e importancia de la diferenciación de géneros del alma en el Timeo. En relación con el famoso pasaje, también del Timeo, sobre la composición del alma, se sostiene que bien pudo haber sido un intento de Platón por lidiar con la espinosa cuestión del dualismo psicofísico.
22
Visor, Julia N. Neuleib Janice. "The impact of American black English oral tradition features on decontextualization skills in college writing." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806870.
Full textAbstract:
Thesis (D.A.)--Illinois State University, 1987.Title from title page screen, viewed September 1, 2005. Dissertation Committee: Janice Neuleib (chair), Ron Fortune, Sandra Metts, Carmen Richardson, Maurice Scharton. Includes bibliographical references (leaves 207-216) and abstract. Also available in print.
23
Žalkauskaitė, Gintarė. "Features of Idiolect in E-mails." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120118_131329-68478.
Full textAbstract:
The current study aims to establish, if authors idiolect can be recognized in electronic mails language and to determine the features of lexis and graphics, which can be linked to idiolect. The data has been derived from a corpus of 65,000 words consisting of electronic letters written in Lithuanian by six persons. The WordSmith Tools software was used to generate frequency lists of six subcorpora, representing each person’s language. By using the contrastive method the frequency data of six persons language were compared. The lexis and graphics elements, which were used by one person more often or more rarely than by others and were not determined by the topic, were linked to authors idiolect. As a result of the analysis the classification of lexical and graphical elements is given, which can help recognizing idiolect. The study shows that on a lexical level the main differences between idiolects are in the usage of the modality and stance expressing words, and also the words and abbreviations, which are differently chosen from possible variants. On a graphical level idiolects can be recognized from punctuation marks, emoticons and graphic symbols, used at a different frequency. Based on research results the recommendations for authorship attribution examinations are given.Šiuo darbu siekta nustatyti, ar asmeninių elektroninių laiškų kalboje atsiskleidžia autoriaus idiolektas ir kokiais leksiniais bei grafiniais požymiais jis pasireiškia.. Tyrimui buvo surinktas šešių autorių asmeninių neoficialaus bendravimo elektroninių laiškų tekstynas. Tekstyno duomenys apdoroti pasitelkiant WordSmith Tools programą ir atlikta gretinamoji tekstų analizė: lyginti kalbos vienetų pasikartojimo dažniai tiriamųjų autorių laiškuose ir nustatyta, kad vienų autorių dažniau ar rečiau nei kitų vartojami kalbos vienetai skiria autorių idiolektus. Iš nustatytų kalbos požymių apibendrintos su idiolektu sietinų kalbinės raiškos vienetų grupės. Nustatyta, kad leksikos lygmenyje idiolektus aiškiausiai skiria autoriaus vertinimą ir nuostatas perteikiantys bei modalumą reiškiantys žodžiai bei iš galimų leksinių konkurentų pasirenkami žodžiai ir trumpiniai. Taip pat idiolektus žymi skirtingų autorių nevienodai dažnai pasirenkamų skyrybos ir grafinių ženklų vartojimas. Remiantis atlikto tyrimo rezultatais disertacijoje pateikiamos rekomendacijos teismo lingvistinius autorystės tyrimus atliekantiems ekspertams.
24
Efone, Ekemi Shella. "La question de l'originalité dans le roman contemporain : Identification des caractéristiques stylistiques dans trois oeuvres : La Place d'Annie Ernaux, Lac de Jean Echenoz, La Place de l'étoile de Patrick Modiano." Thesis, Tours, 2015. http://www.theses.fr/2015TOUR2015.
Full textAbstract:
La question de l’originalité dans le roman contemporain : identification des caractéristiques stylistiques dans trois oeuvres : La Place d’Annie Ernaux, Lac de Jean Echenoz et La Place de l’étoile de Patrick Modiano est un travail qui consiste à mener des analyses sur la spécificité du roman français aujourd’hui. Ce travail s’appuie sur trois principaux axes dont le premier consiste à identifier les rapports d’influence et d’intertextualité qui relient les textes de nos auteurs à leurs prédécesseurs. Le roman puise sa matière dans le patrimoine littéraire et il se transforme progressivement par l’acte d’écriture. Annie Ernaux, Jean Echenoz et Patrick Modiano sont des auteurs atypiques qui ont su extraire de l’héritage littéraire une véritable source d’inspiration. Pour le montrer, nous avons mené une étude analytique des procédés d’écriture utilisés par chaque écrivain. Leur particularité réside dans la vision personnelle et l’univers de chaque auteurThe subject of originality in the contemporary novel: identification of stylistics caracteristics in the three works of Annie Ernaux, Jean Echenoz and Patrick Modiano. This work consists in a relevant analysis of the stylistic features of the French novel these days. This work is based upon three approaches whose the first consist in identifying the relation of influence and intertextuality which link the texts of ours authors with the texts of their predecessors. The novel takes its roots in the literary heritage, and then it transforms itself progressively through the writing act. We have seen that Annie Ernaux, Jean Echenoz and Patrick Modiano are atypical authors who have been able to extract from the literary heritage its very substance in order to produce a masterpiece. In addition, we have conducted an analytical study of the writing methods used by each one of these authors
25
Rocuant, Gálvez Rodrigo, Roca Ana de Lourdes Tabilo, and Garrido Elizabeth Vega. "Raters' responses to the lexical features in the english L2 writing of instructed intermediate EFL learners." Tesis, Universidad de Chile, 2014. http://www.repositorio.uchile.cl/handle/2250/115684.
Full textAbstract:
Informe de Seminario para optar al grado de Licenciado(a) en Lengua y Literatura InglesaThis research report presents a study on vocabulary use in the L2 writing performance of a group of students from the program of English Linguistics and Literature at the Universidad de Chile. The data for the study correspond to ten tests used in a previous study (Aranda et al, 2013) and categorized in Top and Bottom groups by four teachers in relation to the quality of their performance. In addition, the study used data from four interviews to the same four teachers in order to know the specific aspects they consider when assessing vocabulary use in L2 writing performance. The tests were analyzed qualitatively in search for lexical diversity and lexical sophistication features that could account for the difference in perceived quality between the two groups. Such features included the Lexical Frequency Profile for each test, the computation of MTLD, the presence of words related to the topic of the tests and the presence of lexical errors. The interviews were transcribed and a list of the most important aspects of assessment of L2 writing according to the teachers was elaborated. The aspects identified include lexical sophistication, lexical diversity, lexical error and topic appropriateness. The results of the tests’ analyses and the interviews were contrasted, looking for the degree of coherence between them. Results show that, even when there is some degree of coherence between the tests’ analyses and what the teachers say they evaluate, lexical error is the most meaningful aspect when comparing Top and Bottom tests. This is so even when teachers considered lexical sophistication as the most important aspect for them when assessing L2 written vocabulary.
26
老志鈞 and Chi-kuan Lou. "A study of Europeanized linguistic features in the writings of Lu Xun (1881-1936) =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31243435.
Full text
27
Waller, Daniel. "Investigation into the features of written discourse at levels B2 and C1 of the CEFR." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/606056.
Full textAbstract:
Validation in language testing is an ongoing process in which information is collected through investigations into the design, implementation, products and impacts of an assessment (Sireci, 2007). This includes the cognitive processes elicited from candidates by a test (Weir, 2005). This study investigated the English Speaking Board’s ESOL International examinations at levels B2 and C1 of the CEFR. The study considered the role of discourse competence in successful performances through examination of cognitive phases employed by candidates and metadiscourse markers and whether the use fit with models such as the CEFR and Field (2004) and so contributed to the validation argument. The study had two strands. The process strand of the study was largely qualitative and focussed on the cognitive processes which candidates used to compose their texts. Verbal reports were carried out with a total of twelve participants, six at each level. The product strand of the study analysed the use of metadiscourse markers in the scripts of sixty candidates in order to identify developing features of discourse competence at levels B2 and C1. The process strand of the study identified that there were statistically significant differences in the cognitive phases employed by the participants in the study. The investigation also identified a number of differences in what B2 and C1 learners attended to while carrying out the different phases. The product strand of the study found no statistically significant differences in the use of metadiscourse markers used by candidates at the two levels, but observed differences in the way particular metadiscourse markers were employed. These differences indicate the direction for a possible larger-scale study. Unlike previous studies into metadiscourse (Burneikaite, 2008; Plakans, 2009; Bax, Nataksuhara & Waller, forthcoming) the study controlled for task, text type and rhetorical pattern and nationality. The study suggested that discourse competence contributed to higher-level performances in writing and that the examinations under investigation elicited a wide range of cognitive phases from C1 candidates. The study also suggested that many of the CEFR’s statements about the development of discourse competence at the higher levels are correct.
28
Leong, Veng I. "Topic-prominence and subject-prominence : exploring the influence of Chinese topic-based sentence features on Macau students' English writing." Thesis, University of Macau, 2006. http://umaclib3.umac.mo/record=b1637016.
Full text
29
Pongsiriwet, Charuporn. "Relationships among grammatical accuracy, discourse features, and the quality of second language writing the case of Thai EFL learners /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2024.
Full textAbstract:
Thesis (Ed. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains vii, 114 p. Includes abstract. Includes bibliographical references (p. 97-105).
30
Fisher, Babette. "A comparison of motoric and linguistic features in graphic samples of fluent and nonfluent aphasic persons over three time intervals." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/3435.
Full textAbstract:
The purpose of this study was to compare the graphic production of fluent and non-fluent aphasic groups in terms of motoric and linguistic characteristics at three intervals of recovery, and to analyze change over time after combining the fluent and non-fluent aphasic groups.
31
Russell, Margo K. "A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2023.
Full textAbstract:
Writing for an academic purpose is not an easy skill to master, whether for a native English speaker (L1) or an English language learner (ELL). In order to better prepare ELL students for success in mainstream content courses at the university level, more must be known about the characteristics of student writing in the local context of an intensive English program. This information can be used to inform ELL writing instructors of which linguistic features to target so that their students produce writing that sounds appropriate for the academic written register.
Two corpora of 30 research essays each were compiled, one of L1 student writing done in various departments at Portland State University, and the other of ELL writing produced in an advanced writing course in Portland State University's Intensive English Language Program. The corpora were compared for the frequencies of 13 linguistic features which had been previously found in significantly different frequencies in L1 and ELL essays (Hinkel, 2002).
The tokens of each feature in each essay were counted, and the frequency rate was calculated in each case. The results of the Mann-Whitney U test found 6 features with significantly different frequency rates between the two corpora. The following features were more frequent in L1 essays than in ELL essays: modal would, perfect aspect, passive voice, reduced adjective clause, and it-cleft. In addition, the type/token ratio was found be significantly higher in L1 essays than in ELL essays.
An analysis of how each of the significant features was used in the context of ELL and L1 essays revealed the following: Both student groups were still acquiring the appropriate use of modal would; the majority of students in both groups did not utilize it-clefts; the lower type/token ratio in ELL essays meant that these students used a more limited vocabulary than did L1 students; and ELL students were still acquiring the accurate and appropriate uses of perfect aspect, passive voice, and reduced adjective clauses, whereas L1 students used these features grammatically and for the standard uses.
To apply these findings to the ELL writing classroom, instructors should help students raise their awareness of these six features in their own academic writing by leading students in identifying grammatical and ungrammatical uses of these features and providing practice in differentiating between uses which are standard to the register of academic writing and uses which are appropriate only in conversation. Two sample activities are included to illustrate how to implement these recommendations.
32
John, Suganthi Priscilla. "The writing process and writer identity : investigating the influence of revision on linguistic & textual features of writer identity in dissertations." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419722.
Full text
33
Alnasser, Suliman Mohammed Nasser. "A new form of peer feedback technique : an investigation into the impact of focusing Saudi ESL learners on macro level writing features." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2244.
Full textAbstract:
Although many researchers have explored the use of Peer Feedback (PF) in writing (e.g., Hu & Lam, 2010), several have reported concerns with this technique, such as a tendency to shift most of the attention to micro features (e.g., mechanics, vocabulary) while giving little attention to macro features such as organisation and coherence (e.g., Van Steendam et al., 2010), even though macro features can be argued to be a highly important aspect of good writing (Truscott, 1996). This is one of the factors that have led researchers (e.g., Gielen et al., 2010b) to propose forms of this technique in which emphasis is placed on particular aspects of the PF process. This study introduces one such form of PF technique which requires learners to focus on macro features in writing and the teacher to focus on micro features, in order to give learners more time to critique essays at a macro level while receiving micro level FB from a reliable source. The study investigates the impact of the introduced form on: learners’ motivation to use PF and to learn writing; learners’ attitudes towards PF and towards writing; learners’ linguistic progress, and learners’ preference for giving and receiving macro and/or micro level feedback when practising PF technique. The research was conducted on 41 Saudi Arabian undergraduate students in their final year of an English degree course. An action research approach was adopted using a one-group design, with the PF activities divided into two consecutive phases. During the first phase, subjects practised the conventional use (i.e, providing PF on macro and micro features) of this technique (T1), while during the second phase they practised the new form of the technique (T2). The data were gathered over 15 weeks from pre-, mid- and post-tests; pre-, mid- and post-questionnaires; mid- and post-interviews; field notes; documentary evidence, and recording of several verbal protocol sessions. The findings suggest that both treatments can have a significant impact on the overall quality of learners’ writing, with the second treatment resulting in significantly better quality. Despite these findings, the learners showed a strong preference for conventional PF, suggesting they have difficulty in accepting the prohibition from providing PF on micro features owing to a negative transfer effect from their previous experience of approaches to teaching writing, which placed a great emphasis on the importance of micro features. It is likely that this transfer effect may be found in other contexts with a similar approach to teaching writing; further research is needed in order to test this hypothesis. In addition, in this study, the participants did not have the chance to see how much better they performed in their post-test, which raises the question of whether or not their views would have changed if they had.
34
Cunningham, Jennifer M. ""Jus showin sum luv 2 yo page": The Features, Functions, and Implications of Digital African American Language." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1334159790.
Full text
35
符策偉. "澳門作家寫作語言的本土特徵 :以寂然為例 = The local features of Macau author's writing language." Thesis, University of Macau, 2017. http://umaclib3.umac.mo/record=b3690539.
Full text
36
Mohamed, Aladdin Abd El Basset. "A contrastive study of discourse features in English and Arabic writing in connection with two text types : research article abstracts and newspaper letters to the editor." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364433.
Full text
37
Lou, Chi-kuan. "A study of Europeanized linguistic features in the writings of Lu Xun (1881-1936) = Lu Xun (1881-1936) ou hua wen zi yan jiu /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25100609.
Full text
38
Daher, Hani. "Contribution à l'analyse de la dynamique des écritures anciennes pour l'aide à l'expertise paléographique." Electronic Thesis or Diss., Paris 5, 2012. http://www.theses.fr/2012PA05S017.
Full textAbstract:
Mes travaux de thèse s’inscrivent dans le cadre du projet ANR GRAPHEM1 (Graphemebased Retrieval and Analysis for PaleograpHic Expertise of Middle Age Manuscripts). Ilsprésentent une contribution méthodologique applicable à l'analyse automatique des écrituresanciennes pour assister les experts en paléographie dans le délicat travail d’étude et dedéchiffrage des écritures.L’objectif principal est de contribuer à une instrumetation du corpus des manuscritsmédiévaux détenus par l’Institut de Recherche en Histoire des Textes (IRHT – Paris) en aidantles paléographes spécialisés dans ce domaine dans leur travail de compréhension de l’évolutiondes formes de l’écriture par la mise en place de méthodes efficaces d’accès au contenu desmanuscrits reposant sur une analyse fine des formes décrites sous la formes de petits fragments(les graphèmes). Dans mes travaux de doctorats, j’ai choisi d’étudier la dynamique del’élément le plus basique de l’écriture appelé le ductus2 et qui d’après les paléographes apportebeaucoup d’informations sur le style d’écriture et l’époque d’élaboration du manuscrit.Mes contributions majeures se situent à deux niveaux : une première étape de prétraitementdes images fortement dégradées assurant une décomposition optimale des formes en graphèmescontenant l’information du ductus. Pour cette étape de décomposition des manuscrits, nousavons procédé à la mise en place d’une méthodologie complète de suivi de traits à partir del’extraction d’un squelette obtenu à partir de procédures de rehaussement de contraste et dediffusion de gradients. Le suivi complet du tracé a été obtenu à partir de l’application des règlesfondamentales d’exécution des traits d’écriture, enseignées aux copistes du Moyen Age. Il s’agitd’information de dynamique de formation des traits portant essentiellement sur des indicationsde directions privilégiées.Dans une seconde étape, nous avons cherché à caractériser ces graphèmes par desdescripteurs de formes visuelles compréhensibles à la fois par les paléographes et lesinformaticiens et garantissant une représentation la plus complète possible de l’écriture d’unpoint de vue géométrique et morphologique. A partir de cette caractérisation, nous avonsproposé une approche de clustering assurant un regroupement des graphèmes en classeshomogènes par l’utilisation d’un algorithme de classification non-supervisé basée sur lacoloration de graphe. Le résultat du clustering des graphèmes a conduit à la formation dedictionnaires de formes caractérisant de manière individuelle et discriminante chaque manuscrittraité. Nous avons également étudié la puissance discriminatoire de ces descripteurs afin d’obtenir la meilleure représentation d’un manuscrit en dictionnaire de formes. Cette étude a étéfaite en exploitant les algorithmes génétiques par leur capacité à produire de bonne sélection decaractéristiques.L’ensemble de ces contributions a été testé à partir d’une application CBIR sur trois bases demanuscrits dont deux médiévales (manuscrits de la base d’Oxford et manuscrits de l’IRHT, baseprincipale du projet), et une base comprenant de manuscrits contemporains utilisée lors de lacompétition d’identification de scripteurs d’ICDAR 2011. L’exploitation de notre méthode dedescription et de classification a été faite sur une base contemporaine afin de positionner notrecontribution par rapport aux autres travaux relevant du domaine de l’identification d’écritures etétudier son pouvoir de généralisation à d’autres types de documents. Les résultats trèsencourageants que nous avons obtenus sur les bases médiévales et la base contemporaine, ontmontré la robustesse de notre approche aux variations de formes et de styles et son caractèrerésolument généralisable à tout type de documents écritsMy thesis work is part of the ANR GRAPHEM Project (Grapheme based Retrieval andAnalysis for Expertise paleographic Manuscripts of Middle Age). It represents a methodologicalcontribution applicable to the automatic analysis of ancient writings to assist the experts inpaleography in the delicate work of the studying and deciphering the writing.The main objective is to contribute to an instrumentation of the corpus of medievalmanuscripts held by “Institut de Recherche en Histoire de Textes” (IRHT-Paris), by helping thepaleographers specialized in this field in their work of understanding the evolution of forms inthe writing, with the establishment of effective methods to access the contents of manuscriptsbased on a fine analysis of the forms described in the form of small fragments (graphemes). Inmy PhD work, I chose to study the dynamic of the most basic element of the writing called theductus and which according to the paleographers, brings a lot of information on the style ofwriting and the era of the elaboration of the manuscript.My major contribution is situated at two levels: a first step of preprocessing of severelydegraded images to ensure an optimal decomposition of the forms into graphemes containingthe ductus information. For this decomposition step of manuscripts, we have proceeded to theestablishment of a complete methodology for the tracings of strokes by the extraction of theskeleton obtained from the contrast enhancement and the diffusion of the gradient procedures.The complete tracking of the strokes was obtained from the application of fundamentalexecution rules of the strokes taught to the scribes of the Middle Ages. It is related to thedynamic information of the formation of strokes focusing essentially on indications of theprivileged directions.In a second step, we have tried to characterize the graphemes by visual shape descriptorsunderstandable by both the computer scientists and the paleographers and thus unsuring themost complete possible representation of the wrting from a geometrical and morphological pointof view. From this characterization, we have have proposed a clustering approach insuring agrouping of graphemes into homogeneous classes by using a non-supervised classificationalgorithm based on the graph coloring. The result of the clustering of graphemes led to theformation of a codebook characterizing in an individual and discriminating way each processedmanuscript. We have also studied the discriminating power of the descriptors in order to obtaina better representation of a manuscript into a codebook. This study was done by exploiting thegenetic algorithms by their ability to produce a good feature selection.The set of the contributions was tested from a CBIR application on three databases ofmanuscripts including two medieval databases (manuscripts from the Oxford and IRHTdatabases), and database of containing contemporary manuscripts used in the writersidentification contest of ICDAR 2011. The exploitation of our description and classificationmethod was applied on a cotemporary database in order to position our contribution withrespect to other relevant works in the writrings identification domain and study itsgeneralization power to other types of manuscripts. The very encouraging results that weobtained on the medieval and contemporary databases, showed the robustness of our approachto the variations of the shapes and styles and its resolutely generalized character to all types ofhandwritten documents
39
Neal, Ted A. "The impact of argument-based learning environments on early learners multimodal representations." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5578.
Full textAbstract:
The purpose of this study was to examine the impact of an immersive argument based learning environment on students’ multimodal competencies. The objective was to study the impact on students learning as they engage in an ABI classroom, centered on the SWH approach, when compared to students in traditional classrooms. Summary writing samples were collected and coded for informational text features which allowed us to understand cohesion with the learners. Additionally, we were able to study these impacts longitudinally, measuring teacher experience and student exposure to this learning environment. Studies of this nature have been done but only with upper grades, never had it been done with early learners, kindergarten through second grade.
These summary writing samples were collected and analyzed in two different groups, the first containing 601 samples and the second 760 samples. A factor analysis was performed to examine the internal structure of the features, resulting in the creation of 3 factors: illustrations, text signals and organizers, and graphics. This allowed us to measure acceleration of the learners multimodal skills and the cohesion related to experience, both of classroom and teacher experience.
The results of this study have shown that we are able to significantly impact students rate of usage of informational text features by altering the learning environment. We are able to demonstrate significant rates of growth in usage of higher order skills and cohesion amongst science concepts. This is important as we look to find ways to close achievement gaps, increase interest in science, and help students become more effective learners. The results show great promise for immersive ABI as a means to engage young learners in rigorous, valuable learning experiences.
40
Hughes, Angela Farnell. "The impact of spin on Australian real estate journalism : a Queensland study." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/32173/1/Angela_Hughes_Thesis.pdf.
Full textAbstract:
Regardless of ‘bear’ or ‘bull’ markets, the great Australian dream remains to own your own home. Central to this dream of home ownership is unflagging interest in the property market, reflected in bulging real estate news sections of newspapers in South East Queensland, the focus area for this thesis research.
While there has been much scholarly research into other areas of public relations spin and its impact on news-gathering processes, there appears to be next to no research on real estate spin, how it is prepared and by whom, and journalism’s attitude to and the managing of the spin. Real estate spin remains an under-researched topic requiring further investigation not only in South East Queensland but Australia-wide given the ‘big bucks’ allotted to the promotion of real estate and the income it generates for news media outlets, particularly newspapers. This thesis examines the influence of public relations practitioners and journalists specialising in real estate spin through interviews, content analysis, and how real estate spin envelopes itself in today’s society.
From content analyses and observations of journalism in the real estate rounds of the two major newspapers in South East Queensland, I found that journalists were using massive quantities of real estate spin supplied by PR practitioners and other associated industry sources. This spin is supplanting investigative newsroom journalism, thus allowing newspapers to operate with minimal staffing levels yet still able to publish large weekly real estate news sections. My research also revealed growing commercialisation of real estate news through increasing outsourcing of journalistic work to a writing bureau, which could jeopardise both the professions of journalism and public relations in the future.
41
Daher, Hani. "Contribution à l'analyse de la dynamique des écritures anciennes pour l'aide à l'expertise paléographique." Phd thesis, Université René Descartes - Paris V, 2012. http://tel.archives-ouvertes.fr/tel-00834687.
Full textAbstract:
Mes travaux de thèse s'inscrivent dans le cadre du projet ANR GRAPHEM1 (Graphemebased Retrieval and Analysis for PaleograpHic Expertise of Middle Age Manuscripts). Ilsprésentent une contribution méthodologique applicable à l'analyse automatique des écrituresanciennes pour assister les experts en paléographie dans le délicat travail d'étude et dedéchiffrage des écritures.L'objectif principal est de contribuer à une instrumetation du corpus des manuscritsmédiévaux détenus par l'Institut de Recherche en Histoire des Textes (IRHT - Paris) en aidantles paléographes spécialisés dans ce domaine dans leur travail de compréhension de l'évolutiondes formes de l'écriture par la mise en place de méthodes efficaces d'accès au contenu desmanuscrits reposant sur une analyse fine des formes décrites sous la formes de petits fragments(les graphèmes). Dans mes travaux de doctorats, j'ai choisi d'étudier la dynamique del'élément le plus basique de l'écriture appelé le ductus2 et qui d'après les paléographes apportebeaucoup d'informations sur le style d'écriture et l'époque d'élaboration du manuscrit.Mes contributions majeures se situent à deux niveaux : une première étape de prétraitementdes images fortement dégradées assurant une décomposition optimale des formes en graphèmescontenant l'information du ductus. Pour cette étape de décomposition des manuscrits, nousavons procédé à la mise en place d'une méthodologie complète de suivi de traits à partir del'extraction d'un squelette obtenu à partir de procédures de rehaussement de contraste et dediffusion de gradients. Le suivi complet du tracé a été obtenu à partir de l'application des règlesfondamentales d'exécution des traits d'écriture, enseignées aux copistes du Moyen Age. Il s'agitd'information de dynamique de formation des traits portant essentiellement sur des indicationsde directions privilégiées.Dans une seconde étape, nous avons cherché à caractériser ces graphèmes par desdescripteurs de formes visuelles compréhensibles à la fois par les paléographes et lesinformaticiens et garantissant une représentation la plus complète possible de l'écriture d'unpoint de vue géométrique et morphologique. A partir de cette caractérisation, nous avonsproposé une approche de clustering assurant un regroupement des graphèmes en classeshomogènes par l'utilisation d'un algorithme de classification non-supervisé basée sur lacoloration de graphe. Le résultat du clustering des graphèmes a conduit à la formation dedictionnaires de formes caractérisant de manière individuelle et discriminante chaque manuscrittraité. Nous avons également étudié la puissance discriminatoire de ces descripteurs afin d'obtenir la meilleure représentation d'un manuscrit en dictionnaire de formes. Cette étude a étéfaite en exploitant les algorithmes génétiques par leur capacité à produire de bonne sélection decaractéristiques.L'ensemble de ces contributions a été testé à partir d'une application CBIR sur trois bases demanuscrits dont deux médiévales (manuscrits de la base d'Oxford et manuscrits de l'IRHT, baseprincipale du projet), et une base comprenant de manuscrits contemporains utilisée lors de lacompétition d'identification de scripteurs d'ICDAR 2011. L'exploitation de notre méthode dedescription et de classification a été faite sur une base contemporaine afin de positionner notrecontribution par rapport aux autres travaux relevant du domaine de l'identification d'écritures etétudier son pouvoir de généralisation à d'autres types de documents. Les résultats trèsencourageants que nous avons obtenus sur les bases médiévales et la base contemporaine, ontmontré la robustesse de notre approche aux variations de formes et de styles et son caractèrerésolument généralisable à tout type de documents écrits.
42
Johansson, Ida. "Att återberätta glädje : En studie av struktur och språk i fem pojkars personligt återgivande texter." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39674.
Full textAbstract:
The aim of this study is to investigate how five boys in grade 3 of compulsory school structure and use language when they write narrative texts retelling and assessing personally experienced events. This is studied by interpreting how the boys use genre steps that are typical of the structure of personal narrative texts and by detecting and naming different linguistic features in the texts. The material in the study consists of five boys’personal reports and the method, which is based on the theories of genre pedagogy (see Johansson & Sandell Ring 2012:28ff, 223f), comes from systemic functional linguistics. A central finding of the study is that the boys structure their texts in varying combinations of genre steps which commonly occur in texts of a narrative kind. Another central finding is that the language in the boys’ texts consists of many verbs and verb groups which explain that someone is acting or doing something, different discourse connectives to indicate time, along with expressions for emotions and descriptions of experiences or objects.
43
Nourbakhsh, Armineh. "When heaven fell : the development of "Paradisia"." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-08-4093.
Full textAbstract:
“Paradisia” is a feature screenplay that is set in Iran during the opening days of the 1980-1988 war with Iraq. It follows the story of a young couple in a war-torn border town, who, accompanied reluctantly by a random stranger, set off to bury the girl’s deceased father before they leave the city. This document is a report on the process of the development of the script, from the conception of its original idea, to the formulation of its plot, characters and structure, based on my sources of research and inspiration. It offers a brief account of the events of the first days of war, and compares and contrasts it to what I have chosen to portray in the script. It also lays out the major plot and character flaws of the original draft of the story, as were pointed out by my supervisor and readers, and demonstrates how I have attempted to address each one of them in order to improve the composition of my characters, the organization of the plot, and the consistency of the story’s structure.text
44
Hoover, Philip Andrew. "Finding the center : the writing process of "Cheer Up, Charlie"." Thesis, 2014. http://hdl.handle.net/2152/26491.
Full textAbstract:
The following report details the process of writing the feature screenplay "Cheer Up, Charlie," from inspiration and conception through outline, first draft, and rewrite. I will examine these steps in order to better understand the creative decisions made between the birth of the idea and the current screenplay draft, and reconcile the differences.text
45
Ashworth, Stacey Pamela. "The weight of expectations : deciphering baggage and defining character in “Olivia’s retreat”." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-08-6213.
Full textAbstract:
“The Weight of Expectations: Deciphering Baggage and Defining Character in ‘Olivia’s Retreat’” charts the conception and development of Stacey Ashworth’s feature length sibling drama while also discussing the subsequent lessons she learned over its seven month evolution.text
46
林容孜. "Synchronous and Asynchronous CMC: Textual Features and Effects on Writing." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/qt5b37.
Full textAbstract:
碩士國立交通大學
英語教學研究所
96
Computer-mediated communication (CMC) has been used for classroom discussion in language learning. Previous studies have indicated that the feature of text mediation of CMC can function as a “thinking device,” helping learners think, reflect, and revise their ideas. CMC has two modes: synchronous CMC and asynchronous CMC. The feature of time delay distinguishes these two modes, resulting in different textual features. In general, synchronous CMC is similar to oral language, but asynchronous CMC is akin to written language. Although many studies have explored CMC, most of them focus on differences between CMC and face-to-face communication or the effects of CMC on language learning. Few of them compare the textual differences between synchronous and asynchronous CMC. In addition, little research has examined the process of electronic discussion such as turn-taking, meaning negotiation, and topic development. This study, therefore, aims to compare synchronous and asynchronous CMC in terms of their textual features and effects on subsequent essay writing. It further analyzes the process of the two electronic discussion modes. Students’ attitudes towards CMC are also accessed. Participants are 47 freshmen taking an English reading course. They are paired into dyads and engage in email discussion and MSN discussion. After the electronic discussions, students fill out an attitude questionnaire and write an essay. After data are collected, including the text-based conversations of both discussion modes, questionnaires, and essays, quantitative analysis is first conducted. The textual features of MSN and email discussions in terms of word production, vocabulary use, syntactic complexity, conversational expressions, paralinguistic cues, vocalization, and emoticons are examined. Then, the process of the electronic discussions is analyzed with respect to idea management, including turn-taking, meaning negotiation, the discourse strategy of referring to previous messages, topic development, and stance expressions. Students’ essays are used to examine the effects of the discussions on idea generation for writing. A questionnaire, consisting of eight 7-point Likert scale questions and five open-ended questions, is used to investigate students’ attitudes towards electronic discussions. The results show that vocabulary used in asynchronous CMC is slightly more formal than that in synchronous CMC and that the former is syntactically more complex than the latter. There are more occurrences of conversational expressions, vocalization, paralinguistic cues, and emoticons in synchronous CMC than in asynchronous CMC. This suggests that synchronous CMC is more like oral language than asynchronous CMC. For idea management, asynchronous CMC shows few occurrences of turn-taking and meaning negotiation while synchronous CMC has a lot of them. In contrast, in asynchronous CMC students use more frequently the discourse strategy of referring to the previous messages and have more opportunities to develop topics. The stance expressions in both modes are mainly used to show students’ caution and modesty; in addition, students mainly tend to persuade others to accept their ideas when they use stance expressions. It is also found that CMC can have a positive effect on students’ essay writing because more than 60 % of the ideas used in essays are originated from the discussions. As for students’ attitudes toward CMC, it is found that most students feel it difficult to discuss an issue in English and in depth through CMC, which suggests that language teachers have to take into account students’ language proficiency and provide sufficient guidance when tending to use CMC as classroom discussion. Other pedagogical implications include that CMC can be a good medium for class discussion because students feel more comfortable to express their ideas in that environment than in face-to-face situation and that CMC may be used as a pre-writing activity to facilitate idea generation for writing. In addition, synchronous CMC can be used to develop students’ discourse competence through frequent turn-taking and meaning negotiation in English.
47
王淨紋. "A Corpus-Based Approach on Writing Features of GEPT Exam Essays." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/nck928.
Full textAbstract:
碩士國立嘉義大學
外國語言學系研究所
106
The aim of the study is to find out the differences in writing features between the GEPT essays passing and not passing the exam in the intermediate and high-intermediate levels. The exam essays are provided by LTTC and divided into two levels, i.e., the intermediate and high-intermediate levels. The research questions are to determine (1) the differences between the essays which passed the GEPT writing exam and which didn’t and (2) to look at the reliability to use the automated writing evaluation program in scoring the essays as compared to the GEPT writing decision. We selected the 100 essays/compositions from the intermediate level and 100 ones from the high-intermediate randomly. In each level, the same essay topic was collected. We used WordSmith and SPSS as research tools. Meanwhile, we also applied automated wiring evaluation (AWE) system, the Pgai system as another research tool for comparison and analysis. In Study 1, we compared the differences in writing features between the essays passing and not passing the exam. The writing features included the sentence length, complexity, verb tenses, and error types (spelling, grammatical errors, meanings ambiguity) and the differences in sentence structures (e.g. with topic sentences, thesis statement or not) between intermediate and high-intermediate levels compositions in GEPT exam. The results in Study 1 show that the essays passing the exam have longer word length, more complete topic statements and less grammatical errors. However, both groups of essays has no difference in the use of tenses, which suggest that most essays have consistent tenses. In Study 2, we examined whether the performances of the GEPT essays were correlated with the scores evaluated by the Pigai system. The GEPT essays was evaluated via the Pigai system for acquiring scores and error comments. We applied the data from the Pigai system and GEPT into SPSS for further analyzing if any significant differences within these two scoring systems. For error distribution, we divided the comments within three categories as the same produced used in Study 1. The results in Study 2 suggest that the essays passing the exam or not passing the exam didn’t show significant differences in scoring via the Pigai system. That is, the two groups of essays received similar scores given by the Pigai system, which finding suggest the use of the AWE program in evaluating writing is good for giving error comments but not for determining essays to be passed or not. To conclude, we found that the essays passing the exam contained more complete topic statements and less grammatical error distribution. In addition, the essays passing the GEPT exam did not receive higher scores than those not passing. The thesis has practical implication for EFL teachers in designing appropriate materials for writing classes.
48
CHEN, YA-YU, and 陳雅鈺. "A Study on Important Writing Features of Chinese Basic Storkes for Preschoolers." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/94182561234953338286.
Full textAbstract:
碩士國立臺中教育大學
教育資訊與測驗統計研究所碩士在職專班
104
This research investigates key characteristics of preschoolers in writing basic strokes in Chinese characters. Based on 34 distinct basic Chinese character strokes as the test ,the research performs logistic regression on test subjects of519 preschool children 4 to 6 of age from 5 kindergartens in middle region of Taiwan while employing 5 separate feature selection methods, including categorizing using full set of features, subsets of features with level of significance less than 0.05,subsets of features with level of significance less than 0.1, subsets generated from sequential backward selection, subsets generated from sequential forward selection and subsets generated from combined stepwise selection to find the best combination of features with high sensitivity and specificity in each stroke, and then compare the result of the classificationwith expert judgement standard . The summary of the result are as followed: 1. Employing 5 different feature selection methods to classify important characteristics of 34 basic Chinese character strokes. After conjointly evaluating sensitivity, specificity, AIC and number of features selected of each feature selection method, this research recommends using the subset of sequential forward selection for classification to get the most number of strokes other than using the whole set of characteristics. 2. Identifymain characteristics from 34 basic Chinese character strokes through5 feature selection methods. After comparison, the result is identical with the evaluation of expert judgement standard , indicating consistency of the feature selection methods and expert opinions. 3. After analyzing key characteristics of basic Chinese character strokes of preschool children, the research identifies “age”, “shake”, “pause” and “slope” as the 4 most important features of basic Chinese character strokes when preschool children write.
49
"Children's perceptions of the graphic features they use to differentiate their writing from drawing." Texas Christian University, 2010. http://etd.tcu.edu/etdfiles/available/etd-05032010-140907/.
Full text
50
陳筱津. "FEATURES AND PERCEPTIONS OF AUDIENCE AWARENESS: A COMPARISON OF CHINESE AND ENGLISH ARGUMENTATIVE WRITING." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/19629523213111969925.
Full text