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Merriman, Carolyn S. "Critical Thinking & Test-Item Writing." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/8443.
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Salisbury, Katherine. "The edge of expertise? : towards an understanding of listening test item writing as professional practice." Thesis, King's College London (University of London), 2005. https://kclpure.kcl.ac.uk/portal/en/theses/the-edge-of-expertise---towards-an-understanding-of-listening-test-item-writing-as-professional-practice(360ba31f-a1db-4579-bc4e-7ad39f4892d2).html.
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Tunks, Jeanne L. "The Effect of Training in Test Item Writing on Test Performance of Junior High Students." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278411/.
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Students in an inner city junior high school in North Central Texas participated in a study whose purpose was to examine the effect of training in test item construction on their later test performance. The experimental group underwent twelve weeks of instruction using the Test Item Construction Method (TICM). In these sessions students learned to develop test items similar to those on which they were tested annually by the state via the Texas Assessment of Academic Skills (TAAS). The TICM aligned with state mandated test specifications.
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Foster, Garett C. "Faking is a FACT: Examining the Susceptibility of Intermediate Items to Misrepresentation." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1487256025031404.
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Brasel, Michael D. (Michael David). "The Effectiveness of a Mediating Structure for Writing Analysis Level Test Items From Text Based Instruction." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332268/.
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This study is concerned with the effect of placing text into a mediated structure form upon the generation of test items for analysis level domain referenced test construction. The item writing methodology used is the linguistic (operationally defined) item writing technology developed by Bormuth, Finn, Roid, Haladyna and others. This item writing methodology is compared to 1) the intuitive method based on Bloom's definition of analysis level test questions and 2) the intuitive with keywords identified method of item writing.
A mediated structure was developed by coordinating or subordinating sentences in an essay by following five simple grammatical rules. Three test writers each composed a ten-item test using each of the three methodologies based on a common essay. Tests were administered to 102 Composition 1 community college students. Students were asked to read the essay and complete one test form. Test forms by writer and method were randomly delivered.
Analysis of variance showed no significant differences among either methods or writers. Item analysis showed no method of item writing resulting in items of consistent difficulty among test item writers. While the results of this study show no significant difference from the intuitive, traditional methods of item writing, analysis level test item generation using a mediating structure may yet prove useful to the classroom teacher with access to a computer. All three test writers agree that test items were easier to write using the generative rules and mediated structure. Also, some relief was felt by the writers in that the method theoretically assured that an analysis level item was written.
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Bolfek-Radovani, Jasmina. "Space, place and spatial loss in North African and Canadian writing in French." Thesis, University of Westminster, 2012. https://westminsterresearch.westminster.ac.uk/item/8z7yq/space-place-and-spatial-loss-in-north-african-and-canadian-writing-in-french.
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Assumptions about space, argues the feminist geographer Doreen Massey, are such an integral part of intellectual and everyday discourse that we are often not conscious of their existence and significance, and yet, they have profound consequences for how society is organised. However, these assumptions are not inherent to our thinking; they are socially constructed, produced and inherited through a number of hegemonic and Eurocentric discourses on space, leading to what Edward Soja and Henri Lefebvre refer to as the “mystification” of space and spatiality. The main aim of this research is to investigate how the literary treatment of space and place shapes the representations of space, place and spatial loss in the writing of ten postcolonial Francophone authors from the Maghreb and Canada from a cross-cultural and cross-generational perspective. It asks whether these authors participate in the “demystification” (in the sense this concept is used by Edward Soja) or the unveiling of the hidden relationship between space and power contained in the Eurocentric discourse on space by creating counter-discourses and strategies that challenge dominant constructions about space, or whether they in fact reinforce this (these) discourse(s) on space despite their presumed postcoloniality. The research presented critically evaluates the concepts and theories of space and place in human geography and applies these to the study of space, place and spatial loss in the postcolonial Francophone texts selected from the viewpoint of three main literary themes (imagination, memory and the border) and the potential that these three themes offer for a “demystification of space”. It combines a range of theoretical perspectives and, simultaneously, tests a method of close reading (semiotic analysis) in the analysis of the texts selected and the literary spaces they are seen to belong to in a more systematic way than previously attempted. It sets out to examine how a semiotic reading of the (Western and non-Western) postcolonial Francophone text engages with Massey’s and Soja’s socio-political understandings and theories on space and spatiality, and what limitations and advantages can be observed through the use of these theories in combination. The research concludes that the postcolonial discourse on space and place in the texts selected is expressed through the values and strategies of ambiguity and ambivalence, not subversion as has been previously suggested. It shows that the themes of imagination, memory and the border play a significant role for the ways in which space and place are conceptualised in those texts, with the theme of the border offering the highest potential for challenging hegemonic assumptions about space. It shows that semiotics can become an effective tool in the unveiling of the values and value systems embedded in the Eurocentric discourse on space, when used in combination with other theoretical approaches. By debating the issue of the “demystification of spatiality” in the literary context, it ultimately raises the larger question of the status and relationship of literariness (or poetics) and political engagement (or politics) of the texts produced within the postcolonial Francophone context.
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Silveira, Carolina Coury. "Mapeamento de repertórios de leitura e escrita em escolas com baixos índices na Prova Brasil." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/6060.
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The Brazilian Ministry of Education is effectively measuring text comprehension by the national evaluation called Prova Brasil. However, lowered averages performance recurrent propagation for the schools raises two assumptions: the first one, that students may not have fully learned previous repertoires, more basic, which might influence their performance in text comprehension measures; and the second one, is related to the fact that Prova Brasil presents an informative character, not having as main objective to provide specific teaching procedures linked to the measures used. This Prova Brasil feature make arduous for the teachers and coordinators to program interventions that produces improvements in this complex repertoire. Both studies of this work aimed to contribute with the discussion of these assumptions. In Study 1 basic reading and writing repertoires were characterized regarding regular and irregular isolated words for 5th grade students of three schools with low rates in Prova Brasil. The results indicated deficits for varied basic repertoires in the three schools, however, were observed most affected performances for writing under dictation and for irregular words. In Study 2, it was described the items construction that composed a reading comprehension assessment, based on a behavioral interpretation. Evidences for validity and reliability were also investigated by the items, using Item Response Theory (IRT). The results not only corroborate the low median performance presented at Prova Brasil by the students, but also allowed verify the validity and consistency of the items to evaluate intermediate reading comprehension repertoire. The two studies allowed mapping reading and writing repertoires, from basic to complex, showing the feasibility of the two evaluations to prescribe specific teaching procedures in order to remediate the deficits identified.
O Ministério da Educação vem medindo com eficácia a compreensão de textos pela avaliação nacional da Prova Brasil. Contudo, a recorrente divulgação de médias de desempenho defasadas para as escolas, levanta duas suposições: a primeira, de que os alunos podem não ter apreendido repertórios prévios, mais básicos, que possam influenciar seus desempenhos em medidas de compreensão de textos; e a segunda, relaciona-se com o fato de a Prova Brasil apresentar caráter informativo, não tendo por objetivo principal prover procedimentos de ensino específicos atrelados às medidas utilizadas. Esta característica da Prova Brasil pode dificultar a programação pelos professores e coordenadores de intervenções que acarretem melhoras neste complexo repertório. Os dois estudos deste trabalho pretenderam contribuir com a discussão sobre estas duas suposições. No Estudo 1 foram caracterizados repertórios básicos de leitura e escrita de palavras isoladas regulares e irregulares para alunos de 5º ano de três escolas com baixos índices na Prova Brasil. Os resultados indicaram déficits para variados repertórios básicos nas três escolas, contudo, foram observados desempenhos mais prejudicados para repertórios de escrita sob ditado e para palavras irregulares. No Estudo 2 descreveu-se a construção de itens para a composição de uma avaliação de compreensão de leitura, embasada por uma interpretação comportamental. Foram ainda investigadas evidências de validade e precisão dos itens pela Teoria da Resposta ao Item (TRI). Os resultados, além de corroborarem os desempenhos medianos a baixos apresentados pelos alunos na Prova Brasil, também permitiram verificar a validade e consistência dos itens para avaliar repertórios intermediários de compreensão de textos. Os dois estudos permitiram de maneira geral mapear repertórios de leitura e escrita, de básicos a complexos, apresentando a viabilidade das avaliações para prescrever procedimentos específicos de ensino visando remediação dos déficits identificados.
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Robinson, Sophie. "Queer time & space in contemporary experimental writing." Thesis, Royal Holloway, University of London, 2012. http://repository.royalholloway.ac.uk/items/cc29c04e-ae44-3cba-70c2-94844bfa694b/1/.
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The aim of this practice-based PhD is to develop the theory and practice of a queer poetics. In this thesis I will be looking at the work of four contemporary experimental writers: Abigail Child, Dodie Bellamy, Caroline Bergvall and kari edwards. Specifically, I will be addressing representations of time and space in contemporary queer poetic practice. Chapter One draws on recent, queer revisionings of temporality in order to examine representations of time in the work of Abigail Child and Dodie Bellamy. I will particularly be focusing on the relationship between acts of temporal disruption and queer history, arguing that modes of experimental poetic practice might lend themselves well to representations of queer temporality. In Chapter Two, I turn to the relationship between queer theory, phenomenology and experimental writing. Through close readings of Caroline Bergvall and kari edwards alongside these theoretical texts, I will propose that forms of queer space are generated by these writers. I will argue that this is achieved through an innovative approach to book and page space, and through the introduction of queer bodies into public and private hegemonic spaces. Alongside my close readings of these four writers, I will be discussing my development of a queer poetic practice in SHE!, the manuscript which accompanies this thesis. In Chapter One, I will discuss my use of collage, genre and repetition to create anachronistic and looping forms of queer time. In Chapter Two, I will discuss my use of collage to queer both the material site of the book and the textual representations of domesticity that occur in the text. Finally, I will propose that these queer tactics of writing might be linked to a wider political project of subcultural political action; that the queer ‘other' can be seen as a model for resisting hegemonic control, and that queer subcultures can suggest alternative ways of being in the world, outside of the realms of patriarchal, capitalist and heterosexual hegemony.
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Wiley, Christopher. "Re-writing composers' lives : critical historiography and musical biography." Thesis, Royal Holloway, University of London, 2008. http://digirep.rhul.ac.uk/items/51c986f5-ea02-d3b8-03e2-6ab2b962a61f/1/.
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Recent musicological discourse, while frequently considering issues of historiography and canonicity, has seldom critically engaged with biography as a genre of documentary significance to reception history for its attempts to shape public opinion of its subjects. In consequence, modern musicology has often taken for granted many tendencies and preoccupations that accumulated in musical biography in the late nineteenth and early twentieth centuries. This thesis presents a historiographical examination of the precedents for and accretions of these assumptions, in terms of the role played by biography both in the establishment and maintenance of ideological canons and in the resultant ‘top-down' conception of music history as dominated by an elite handful of exalted composers. Exploration of the ways in which biographies constructed their subjects as ‘great' and ‘exemplary' – insofar as these concepts were idealized within the communities of readers for whom they were originally written – is conducted through two major studies of the published texts to c.1950 on canonical composers including J. S. Bach, Handel, Haydn, Mozart, Beethoven, Schubert, Mendelssohn, Chopin, Schumann, Wagner, Brahms, and Tchaikovsky. The first investigates the elaboration and distortion of a set of some twenty-five of the most famous myths of musical biography, from their origins in late eighteenth- and early nineteenth-century Continental European texts to their fullest development (and, in many cases, their refutation) in English-language biographies up to the mid-twentieth century. In contrast, the second critically analyzes the twelve volumes of the original ‘Master Musicians' series (1899-1906) as exemplars of the biographical and musical paradigms of composer life-writing, and as late Victorian period pieces of significance to canon formation for their conception as a closed set of monographs of historically-important subjects appropriated to English ends. The conclusion provides a preliminary assessment of the implications to modern musicology of the findings of this thesis through re-evaluation of elements of recent biographical and hermeneutical scholarship, and proposes that the discipline might usefully adopt a more inclusive, self-reflexive approach to the study of musical biography in the future.
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Sumner, E. "Children with dyslexia : spelling as a constraint on writing development." Thesis, Oxford Brookes University, 2013. http://radar.brookes.ac.uk/radar/items/155f1c2d-2f5f-45ea-ac33-418c3294d758/1.
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Background. Developmental dyslexia is characterised as a specific learning difficulty with written language: namely, reading and spelling. To date, little research has been conducted to examine the role of spelling when writing and, in particular, in the writing of young children with dyslexia. This is surprising when considering that spelling is an active process used when transcribing written text. Thus, this thesis aimed to investigate the impact of spelling ability in four areas: the quality of the written compositions produced, spelling error analyses, vocabulary choice when writing, and handwriting execution. Method. Thirty-one children with dyslexia (15 boys, 16 girls; 9 years) were compared to two typically developing groups: the first matched by age and the second by spelling-ability. Participants completed tasks that assessed cognitive ability, spelling, reading, working memory, narrative writing, vocabulary level, motor skill, and handwriting performance. A digital writing tablet was used to record and identify the temporal characteristics of handwriting. Results. Children with dyslexia scored significantly below their peers for written text quality, wrote less overall, and demonstrated a higher number of phonetically and orthographically inaccurate spelling errors. Limited vocabulary choices and a more disfluent handwriting profile were characteristics of the writing by children with dyslexia. These children with dyslexia did not have motor difficulties and demonstrated that handwriting execution speed was in fact similar to their peers. Rather, children with dyslexia paused more frequently before misspellings and within-words, a similar pattern to the younger spelling-ability matches. Spelling ability was found to predict a large proportion of variance in handwriting speed, written vocabulary choice, and the quality of the written text produced by children with dyslexia. Conclusions. A new model of the interacting writing processes was proposed, emphasising the importance of acquiring strong foundations in proficient spelling for writing to progress. The proposed model relates to atypical and typical development. The findings are related to theories of dyslexia and avenues for future research are discussed in relation to expanding the new writing model.
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Bell, S. "The promise of the short text : writing risk into visual arts practice." Thesis, Coventry University, 2013. http://curve.coventry.ac.uk/open/items/06d7767a-9941-4ab8-892e-e73767b48aa7/1.
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In this study I aim to see if writing can enhance visual arts practice. Much UK Quality Assurance Agency and Higher Education visual arts documentation recommends risk, as do many practitioners. I hypothesise that very short, tightly-structured essays will foster risk by combining radical format, content demand and writing’s esteem. I experimented with essays by Foundation visual arts students at Coventry University in 2011. Half the group was assigned a short essay as above, the other half a 1,000-word, conventional essay. Both groups had the same essay topic choices; both were taught in the same way as far as possible; both assignments were individual. Practice-based presentations took place shortly after the essays, and students were advised of potential connections between the tasks. Quantitative data was taken from all essay and presentation grades; qualitative data from essay drafts, questionnaires and interviews with selected 128-word essay students. The grades show the 128-word essay students slightly outperforming the others. Four themes emerged from the qualitative data: provisional meaning, risk, practice parallels and project process. Drafts and questionnaires showed improvisation and keen engagement; interviews (loosely following Bryman’s ‘unstructured’ model) considered content, form, convention, risk and transferability of writing to practice. The main problems students faced when writing the short essays were how to say enough and how to mix tradition with innovation. There was evidence that some students connected the short essay with their practice – but to connect is not necessarily to enhance. The short essays were very diverse, some radically inventive, others less so – yet the study recommends caution when rethinking traditional writing assignments because some students respect traditional writing, and may find the extreme form of the very short essay patronising unless it can promise more. The study’s contribution to knowledge is to promise more by making writing a metaphor for practice and evaluated as such, taking writing beyond mimicking or analysing practice. The study also induced a supporting theory that absolutes and variables need careful balance, extending the bisociative notion of mixing tradition with innovation. The study showed that these short essays could enhance practice by fostering risk, but also that risk is very variable. This questions how such risks are evaluated, and even whether an enforced risk is a risk at all, and not just ingenuity. The thesis has six chapters: Introduction; Literature review; The short story in visual arts practice; The short essay in action; Student responses; Conclusion. Appendices contain three associated papers and all drafts with comments, questionnaires with responses, and full interview transcripts annotated to demonstrate emerging themes and connections to research questions. The study draws on reader-response as a theoretical framework, and is informed by the study of visual arts academic writing, risk-taking in visual arts practice, Koestler’s bisociative understanding of creativity, provisional meaning and the short story.
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Randolpe, Lyssa. "The new woman and the new science : feminist writing 1880-1900." Thesis, Coventry University, 2001. http://curve.coventry.ac.uk/open/items/206dbf26-a8d1-ea66-bafb-338445adbefc/1.
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In this thesis I contend that evolutionary scientific discourses were integral to the work of "New Woman" writers of late Victorian literary culture in Britain. In the cultural debates that raged over the new gender politics and their relationship to social and moral values at the fin de siècle, the questions raised about femininity, modernity and the "woman question" were also central to the "new sciences" of sexology, eugenics, psychology and anthropology. This thesis investigates the issue of whether the new sciences offered an enabling set of discourses to New Women through which to produce new artistic, professional and personal feminine identities and to campaign for feminist goals. An understanding of the field of cultural production informs this discussion; I argue that science functions as cultural and symbolic capital in literary production of the period, and consider the dynamics between constructs of value, status, and the feminine in the literary market-place and their relationship to scientific narratives. This analysis is developed through the illumination of the relationship between New Woman novelists and poets, female aesthetes, and other forces in the field, in discussion of the thematic concerns and literary strategies of those participating in these debates: amongst others, Mona Caird, "Iota" (Katherine Mannington Caffyn), Victoria Cross(e) (Annie Sophie Cory), Sarah Grand (Frances Elizabeth McFall), Vernon Lee (Violet Paget), Alice Meynell, May Kendall, Constance Naden, and the anti-New Woman male writer, Grant Allen. An examination of a variety of literary forms and genres, in addition to the novel — the principal focus for much scholarship on the New Woman — such as the feminist periodicals, poetry, journalism and the short story, is central to the thesis and enables identification of shared literary strategies and techniques as well as consideration of readers and critical contexts. The roles and representation of "woman" in this period were produced within biological determinist concepts of sex and Nature. The study concentrates on ways in which essentialist dichotomies of cultural and biological reproduction redefined notions of literary and artistic "genius", motherhood and female citizenship, as they intersect with "race" and sexuality in imperial contexts. Women's critique and construct of these subjectivities differed; study of the women's journals reveals a consumer culture saturated in discourses of health and hygiene, negotiated by a divided community of readers. Focus on theories and representation of the child in late Victorian culture finds that Alice Meynell's writing challenged evolutionary psychology, and relates Sarah Grand's child genius to emergent Galtonian eugenics. I argue that late nineteenth-century feminism was intimately involved in imperialism and eugenics, and suggest that current feminist scholarship must confront and analyse these investments. In this thesis I find that boundaries between the groups' identities are fluid; points of intercourse and affiliation are revealed, such as the ways in which scientific constructs of "race", as in Mona Caird's use of the Celtic, are deployed in order to comment on literary value. I have highlighted the ambivalences at work in these appropriations, and suggest that the New Woman text was not always polemical, nor did it reject "high art" values, and that the female aesthetes also express feminist convictions. I contend that for many feminist writers, participation in these late nineteenth-century debates was a necessary and productive critical intervention, with radical, if not always progressive, implications.
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Al-Mutawa, Mohamed Taher. "Examining the development of critical awareness through reflective writing : a case study of a group of ITE students." Thesis, University of Reading, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.659005.
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Reflective practice training is one of the main skills fostered by Initial Teacher Education (ITE) around the world in order to prepare the student teachers for future continuous professional development. In the United Kingdom the student teachers are required to provide evidence of their reflective practice during their course placement as an essential standard of the Qualified Teacher Status (QTS). This standard is usually measured through assessing the students' lesson evaluations in their portfolio. Writing lesson evaluations represents a form of developing the skill of reflection and the reflective thinking of new teachers on their teaching practice. This research investigates the development of critical awareness of the student teachers through assessing their reflective writing based on the model of Hatton and Smith (1995). To investigate this issue, the research examines the work of great thinkers of cognitive learning and critical thinking such as Jean Piaget, lev Vygotsky, Jerome Bruner, Paulo Freire and Jack Mezirow as the theoretical underpinning of the study. The legacy of these scholars provided the basis for further investigation into experiential learning and reflection. The discussion was narrowed down to focus on the concepts of reflective thinking and reflective writing in the relevant research literature. The methodology is a case study of a group of five student teachers who were doing a one year PGCE/GTP Secondary Mathematics course at the University of Reading in the academic year 2011/2012. The research tools were two questionnaires: one administered at the beginning of the research, which investigated the participants' pre-conception about reflection and reflective practice. The second questionnaire was conducted at the end of the research period and explored the participants' views about the whole experience of writing lesson evaluations. The second research instrument was the submitted lesson evaluations that recorded the students' thoughts and reflections about their teaching practice. Finally, two sets of interviews were conducted to explore in depth the participants' skills of reflection on their practice. The initial findings showed different themes related to the participants' understanding of reflection before they start the research. Most of them perceived the concept of reflection unconsciously and they showed evidence of being able to reflect mainly on the problematic situations. The analysis of lesson evaluations showed that all students could provide evidence fortheir development in reflective writing based on the model of Hatton and Smith up to the level of Dialogic reflection. The research explored the factors that influenced their development in reflective writing such as experience, time and the format of lesson evaluation used. The study identifies areas for development for the tutoring and mentoring of the student teachers on these courses regarding future training to develop their reflective writing skills, and the need to provide regular feedback about the students' lesson evaluations during placement.
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Glendinning, I. "Evaluation of policies for academic integrity in higher education : an international perspective." Thesis, Coventry University, 2016. http://curve.coventry.ac.uk/open/items/6200b505-ea88-49b4-bc8c-b56cdb38a5e9/1.
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Academic Integrity is central to the security of higher education academic standards and qualifications. However in recent years threats to integrity and educational quality have increased throughout the world because of high rates of academic misconduct. The author of the portfolio was Principal Investigator and project leader for the EU funded project Impact of Policies for Plagiarism in Higher Education Across Europe (IPPHEAE, 2010-2013) and has continued to build on the findings from the research since the project ended. Over 5000 survey responses were collected from over 200 institutions across 27 European Union (EU) countries, through on-line questionnaires, interviews and focus groups, involving higher education students, academics, managers, researchers and people concerned with HE nationally. The portfolio draws on the authors significant contributions to the IPPHEAE research which explored the nature and efficacy of institutional policies designed to address these threats and promote ethical and scholarly academic conduct. Although some effective policies were evident, for example in UK, Sweden, Austria and Slovakia, the findings indicated that much more could be done in every country studied to improve guidance and support given to both students and teachers. Great disparities were evident across Europe in what was perceived as acceptable academic conduct, procedures to investigate allegations of student cheating and penalties applied for different offences. This initial research highlighted inherent inconsistencies, lack of transparency and unfairness in student outcomes. It is remarkable that such major policy and conceptual differences should exist despite moves to harmonise educational systems across the EU. There was a perception among survey respondents that outcomes and penalties for students found to be cheating would vary within an institution according to which lecturer found the problem. The author’s contributions to the body of knowledge include a unique insight into how well HEIs in different part of Europe appreciate current challenges to academic integrity and how their perceptions are driving national and institutional policies. Key outputs from the authors’ own research include the Academic Integrity Maturity Model (AIMM), which calculates a maturity profile for each country studies based on nine metrics, calculated from the survey data. AIMM was applied in the country-bycountry report comparing policies across the 27 EU countries. AIMM has since been repurposed as an institutional evaluation and benchmarking tool and forms the basis for the Scorecard for Academic Integrity Development (SAID). The portfolio contains five different publications that cover the main elements of the authors’ research in this specific field: a journal paper, a conference paper, a book chapter, the EU-wide comparison report and an expert witness report presented to an international forum. All the publications have been subject to peer review. Given the vast scale and scope of this research, the author has collaborated with many other researchers in the course of the underlying research and developments. Eight main co-researchers were given access to the portfolio and draft thesis and each has provided a statement about their view of the research. The author is now building on earlier research, in conjunction with the global research community. Further funding has just been provided to extend IPPHEAE to the Balkan region (Council of Europe) and to create a European Network for Academic Integrity (Erasmus+). The long-term goal is to improve the security and integrity of qualifications and systems in education and research throughout the world. Only if the future leaders of government, business, education and commerce become convinced of the need for ethical values and integrity, will we begin to see long-term positive changes to cultural values affecting wider society.
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Devine, Jenny. "'Lignes de fuite vers L'Horizon' : reading a Nietzschean narrative of liberation in the writings of Patrick Modiano." Thesis, Royal Holloway, University of London, 2011. http://repository.royalholloway.ac.uk/items/59ef754f-8da8-652e-2b50-a1a0209dfd22/10/.
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With the publication of L'Horizon in 2010, Patrick Modiano introduces a new perspective in his writings. The title alone indicates a fresh direction, a projection into a realm of possibility and potential, marking a significant departure from the apparent retrospection of his preceding texts (Dans le café de la jeunesse perdue, Du plus loin de l'oubli, Vestiaire de l'enfance….). Informed and enlightened by Nietzschean philosophy, this thesis traces a narrative of liberation in Modiano's writing and investigates the subtle development in his philosophical outlook which has led to this new perspective. Following a trajectory towards what Nietzsche termed Dionysian or tragic wisdom, it identifies three stages of liberation undergone by Modiano's protagonists throughout the course of his oeuvre; namely the dissolution of their values, their ensuing disorientation, and their affirmation of the eternal return. In doing so, this thesis reveals a gradual process of revaluation whereby suffering, in the form of uncertainty and ignorance comes to be both valued and relished. In the course of its examination, this thesis reveals a complementarity between the output of Nietzsche and that of Modiano. While Nietzsche offers a theoretical account of the beneficial and liberating qualities of dissolution, disorientation and the eternal return, Modiano's writings immerse the reader in the confusing and often terrifying experience of these events. Although Modiano is often described as a philosophical writer, the philosophical nature of his work is hitherto underexplored. This reading of Modiano through a Nietzschean lens addresses this lacuna in Modiano studies.
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"Motivating factors for the long passives in academic writing." 2015. http://repository.lib.cuhk.edu.hk/en/item/cuhk-1291843.
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Zhang, Guiping.Thesis Ph.D. Chinese University of Hong Kong 2015.
Includes bibliographical references (leaves 202-216).
Abstracts also in Chinese.
Title from PDF title page (viewed on 16, November, 2016).
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"Metadiscourse in professional and popular science writing in selected English varieties." 2014. http://repository.lib.cuhk.edu.hk/en/item/cuhk-1291821.
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Zhang, Lei.Thesis M.Phil. Chinese University of Hong Kong 2014.
Includes bibliographical references (leaves 136-140).
Abstracts also in Chinese.
Title from PDF title page (viewed on 15, November, 2016).
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"Adjective Gradability across Speech and Writing – A Corpus Study Based on ICE-GB." 2015. http://repository.lib.cuhk.edu.hk/en/item/cuhk-1292570.
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Pais, João Pedro Franco. "What matters: item-writing flaws or test content area? - A case study in clinical anatomy." Dissertação, 2015. https://repositorio-aberto.up.pt/handle/10216/88531.
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Pais, João Pedro Franco. "What matters: item-writing flaws or test content area? - A case study in clinical anatomy." Master's thesis, 2015. https://repositorio-aberto.up.pt/handle/10216/88531.
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"Parental mediation of word writing in Bemba and English for Zambian children's early literacy skills." 2015. http://repository.lib.cuhk.edu.hk/en/item/cuhk-1291376.
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Kalindi, Sylvia Chanda.Thesis Ph.D. Chinese University of Hong Kong 2015.
Includes bibliographical references (leaves 131-151).
Abstracts also in Chinese.
Title from PDF title page (viewed on 27, September, 2016).
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"Teachers’ Beliefs and Implementation of Process Pedagogy in the Traditional Product-oriented Primary Writing Classroom." 2016. http://repository.lib.cuhk.edu.hk/en/item/cuhk-1292692.
Full text
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"Understanding Chinese EFL students' participation in group peer feedback of L2 writing: a sociocultural and activity theory perspective." 2014. http://repository.lib.cuhk.edu.hk/en/item/cuhk-1290690.
Full textAbstract:
While research on peer feedback in L2 writing has proliferated over the past two decades, not much is known about how EFL writers, driven by their motives and situated within their social, cultural and historical contexts, participate in group peer feedback of L2 writing. To fill such an important void, the present study investigates six Chinese EFL university students’ participation in group peer feedback activities of L2 writing from a sociocultural and activity theory perspective. Based on sociocultural theory and activity theory in particular, the present study proposes a tentative group peer feedback activity system model and explores Chinese EFL writers’ motives for participating in group peer feedback, how their motives influence group interaction and text revisions, and how they employ mediating strategies to facilitate group interaction and realize their motives during group peer feedback activities.The study adopts a case study approach with a multiple-case design and collects multiple sources of data including video recordings of peer feedback sessions, semi-structured interviews, stimulated recalls, and drafts of student texts. Six Chinese EFL university students were selected through purposive sampling to participate in the study. Data analyses indicate that EFL students’ group peer feedback activities are driven and defined by their motives and mediated by their social, cultural and historical contexts. The findings revealed four major types of student motives for group peer feedback activities in the writing classroom: (1) feedback-giving and the learning process; (2) feedback-receiving and the learning product; (3) fixing errors in writing; and (4) getting the job done, which were shaped by a myriad of individual and sociocultural factors such as students’ personal belief systems, their secondary education experiences and the exam-oriented learning culture and education system. The study also found that student motives for peer feedback have great influences on students’ stances for group peer feedback and the patterns of group interaction, as well as the text revisions. Driven by different motives, the students were involved in different peer feedback systems in which they took different stances for peer feed-back and interacted differently with their group members, even though some of them were working in the same group and of similar English proficiency level. The study also reveals four major types of mediating strategies in peer feedback activities of L2 writing: artefact-mediated, rule-mediated, community-mediated, and division of labour-mediated strategies. The six students made use of these mediating strategies at different levels to realize their motives in the peer feedback activities.
Informed by the peer feedback activity system and the major findings of the present study, a tentative model to conceptualize the effective peer feedback activity in the EFL writing classroom has been proposed, which serves as a tentative conceptual and pedagogical model for research and practice in peer feedback of L2 writing. This study contributes new knowledge to the field by relating students’ motives to other key elements in peer feedback such as mediating strategies, peer stances, group interaction and student revisions of L2 writing, yielding a deepened understanding of students’ participation in and engagement with peer feedback in EFL writing.
儘管在二語寫作領域有大量研究關注同伴回饋，但鮮有研究者探討外語寫作學習者如何在其動機的驅使下和社會文化環境的影響下參與小組同伴回饋活動。鑒於此，本研究在社會文化理論和活動理論的基礎上，構建了外語寫作小組同伴回饋活動系統，並以該活動系統為概念框架探究六位中國外語寫作學習者的小組同伴回饋動機，分析其與小組交互和文本修改的關係。本研究還探討外語寫作學習者如何採取仲介策略輔助小組交互和實現回饋動機。
本研究採用多案例個案研究的範式，通過目的性抽樣原則，從中國大陸某大學選取六位英語寫作學習者作為被試，收集了多種形式的資料，包括同伴回饋錄影、半結構性訪談、刺激性回憶和寫作文本資料。資料分析顯示外語寫作學習者的小組同伴回饋活動由學生的動機驅使，並受到學生所處的社會文化環境影響。研究發現四種類型的同伴回饋動機：（1）回饋給予與學習過程型；（2）回饋接收與學習結果型；（3）修改文本錯誤型；和（4）完成任務型。這四類同伴回饋動機是在學習者個體因素（如學生的信念、中學學習經歷等）和社會文化因素（如考試取向的教育環境等）的交互影響下形成的。本研究還發現回饋動機對學習者的回饋立場、小組交互模式及其文本修改都會有一定的影響。在不同類型動機的驅使下，即使學習者來自同一小組或英語水準相當，他們也嵌套于不同的同伴回饋系統中，其回饋立場和交互模式也會有所不同。研究還揭示出學生在小組同伴回饋中採用四種仲介策略實現其回饋動機：人工製品仲介策略、規則仲介策略、社群仲介策略和任務分工仲介策略。
Yu, Shulin.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2014.
Includes bibliographical references (leaves 255-275).
Abstracts also in Chinese.
Title from PDF title page (viewed on 21, December, 2016).
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
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"History and transmission of Daoist spirit-writing altars in Hong Kong: a case study of Fei Ngan Tung Buddhism and Daoism Society." 2015. http://repository.lib.cuhk.edu.hk/en/item/cuhk-1291335.
Full textAbstract:
Luo, Dan.Thesis Ph.D. Chinese University of Hong Kong 2015.
Includes bibliographical references (leaves 284-290).
Abstracts also in Chinese.
Title from PDF title page (viewed on 20, September, 2016).
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"A Case Study of Written Corrective Feedback and Pre-writing Grammar Instruction on Interlingual English Errors in a Hong Kong Secondary Classroom." 2017. http://repository.lib.cuhk.edu.hk/en/item/cuhk-1292157.
Full textAbstract:
在香港的教育背景下，雖然官方將英語定位為第二語言，但在實踐上卻像只限於課堂實踐的外語 (English as foreign language, EFL)，學生缺乏日常生活的語境，需要由老師指導進行學習。而書面反饋 (Written corrective feedback, 內文中簡稱 WCF) 是其中一種最常見的教學手法，旨在協助學生辨識 (identify)、修正 (correct)及避免 (avoid) 各種文法錯誤。然而，由於師生都相信一定要評改完英文作文中的全部錯誤，學生往往難以理解樣式繁多的書面反饋評改內容，陷入茫無頭緒的狀態。而且，由於學生缺乏有關書面反饋背後相關的文法知識，導致他們無法在收到書面反饋後循老師批改糾正他們的錯處(李潔冰, 2011)。針對以上情況，本研究探討如何藉教導學生有關源自中文文法的跨語系錯誤 (Interlingual English Errors)，並建立一套針對性的跨語系錯誤書面反饋符碼系統，讓學生得以改善英文文法水平。本研究以個案研究方式進行，藉觀察三十名初中學生在一個以教導學生改正跨語系錯誤的寫作課程，觀察這種教學及相關的跨語系錯誤為本間接符碼式書面反饋 (ILEE-focused and coded WCF)是否能改善以下六項跨語系錯誤﹕缺漏介系詞 (missing prepositions)、動語形態錯誤 (Verb form errors)、誤用「這」/「這裏」(misuse of it/there patterns)、冠詞錯誤 (article errors)、主動被動混淆 (confusions in active/ passive voice)、及詞類混淆 (word class confusions)。課程及書面反饋的效能以以下指標評估﹕課程前後的文法錯誤辨識測試、以及在學生八篇寫作 (四題、每題寫作一次、重寫一次、共八篇)中以上六種的跨語系錯誤出現頻率 (錯誤次數除以相關文法使用次數)。另外，學生亦要填寫有關學生對文法課程以及各種不同的書面反饋方式的觀感的問卷、以及研究前後會被邀請接受個人訪問。研究結果發現本研究的課程及書面反饋整體上有效減少學生在課程後文法辨識測試的錯誤，特別能改善動詞形態錯誤 (統計測試均達 p<.001水平)，但學生仍執意希望收到對他們的英文作文的舊式書面反饋方式 (無焦點、所有文法一律評改)，因為這樣令他們較為心安。文末討論了以上現象背後的認知過程及文化差異，並建議設立規格化的跨語系書面反饋符碼系統，以及提供一些方法以鼓勵學生克服對有焦點的書面反饋的憂慮。Although English is one of the official languages in Hong Kong, English is no different from a foreign language (EFL) to most local school students. English communication is restricted in classroom settings, where English grammar is taught directly by teachers. Written corrective feedback (WCF) is a pedagogical device aiming at fostering students’ ability in identifying, correcting, and avoiding grammatical errors in writing. Yet, as Lee (2011) observed, teachers’ obsession with marking all grammatical errors in writing leads to students’ confusions. Furthermore, as students often lack knowledge in grammar items underlying the WCF, many of them simply get lost when responding to their teachers’ WCF. The aim of this study is to find out the possibility to enhance students’ grammatical accuracy through Interlingual English error (ILEE)-focused and coded WCF, coupled with pre-writing grammar instruction focusing on ILEEs that are deeply rooted from the interference of Chinese grammar. The case study method is adopted in this study. Thirty local EFL secondary school students participated in a writing course focusing on six ILEEs, namely missing prepositions, verb form errors, misuse of it/there patterns, article errors, confusions in active/passive voice, and word class confusions. Participants received ILEE-focused and coded WCF from the teacher-researcher in the eight writing drafts (four writing tasks X two drafts each). Progress in grammatical accuracy was measured by the difference between pre- and post-study ILEE identification tasks, and changes in ILEE error rates (the number of errors divided by the usage of related grammar items) in the writing samples. Participants’ perceptions towards ILEE-focused and coded WCF and ILEE-focused pre-writing grammar instruction were measured in pre- and post-ILEE course perception questionnaires. In addition, individual interviews (namely pre- and post-ILEE course interviews) were conducted to obtain information about participants’ experience in the learning process. Results indicated that statistically significant improvement was found in the post-study ILEE identification task (p<.001), and the reduction of verb form error rates across tasks (p<.001) was the most significant among the six targeted ILEEs. Despite the progress, participants still expressed the wish to return to conventional unfocused WCF on the grounds of worries about overlooking grammatical errors in their writing. Cognitive development underlying the learning process, as well as socio-cultural implications of the research findings, are discussed with suggestions to develop a system of standardized WCF codes for ILEEs and initiatives to encourage students to overcome their worries over focused WCF.
Yeung, Wai Nga.
Thesis Ed.D. Chinese University of Hong Kong 2017.
Includes bibliographical references (leaves ).
Abstracts also in Chinese.
Title from PDF title page (viewed on …).
Detailed summary in vernacular field only.
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CHEN, JU-YUN, and 陳如昀. "The Application of Polytomous Partial Credit Student-Problem Chart Theory in Item Writing and Analysis of Mathematical Achievement Assessment." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/yrqr7z.
Full textAbstract:
碩士國立臺中教育大學
教育資訊與測驗統計研究所
107
The purpose of this study is to inspect the actual situation of mathematics achievement assessment in the national primary schools Mathematics study field. The inspection was made by the famous ○○ senior high school in the Tainan region in the year 2017.This study is based on the basic ideas in the Mathematics field of the 9-year-consistent curricular outline to go through the two-way specification table and the test checklist for performing test questions analyses in order to understand the situation/condition of effectireness. And then through the evaluation analysis theory,item difficulty index and discrimination index generated by SPSS,MATLAB and other software,the reaction results of the test questions are understood Finally,the test results are examined by using the parial S-P chart analysis. In this study, more than 800 sixth grade students of the national primary school participated in the assessment. The data on the assessment of learning achievement in the mathematics field was collected. After deleting the missing data, a total of 823 valid data were obtained. Based on the data analysis of database, the results of this research are shown as follows: (1) Using the polychotomous partial credit student-problem chart analysis method, the disparity coefficient (D*=0.4127) can be accurately calculated compared with the dichotomous student-problem chart, and the reliability level Cronbach’s α value is increased to 0.813. (2) The analysis of item caution index can identify the ability indicators of students' heterogeneity, analyze the students' ability to solve related concepts and post-test questions, and even give suggestions to teachers for their teaching design or remedial teaching. (3) The polychotomous partial credit student-problem chart analysis method is used to provide more references relevant to types of students and teachers' teaching process. Moreover, it can improve teaching efficiency and student learning motivation.
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"Finding the place of writing: Seamus Heaney as a displaced poet in Station Island = 尋找寫作之地 : 《苦路島》上的離鄉詩人謝默斯希尼." 2015. http://repository.lib.cuhk.edu.hk/en/item/cuhk-1291684.
Full textAbstract:
Kwok, Chun Yi Jenny.Thesis M.Phil. Chinese University of Hong Kong 2015.
Includes bibliographical references (leaves 83-90).
Abstracts also in Chinese.
Title from PDF title page (viewed on 03, November, 2016).
Kwok, Chun Yi Jenny.
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Sanderson, Penelope Jane. "Multiple-choice questions : linguistic investigation of difficulty for first-language and second-language students." Thesis, 2010. http://hdl.handle.net/10500/4836.
Full textAbstract:
Multiple-choice questions are acknowledged to be difficult for both English mother-tongue and second-language university students to interpret and answer. In a context in which university tuition policies are demanding explicitly that assessments need to be designed and administered in such a way that no students are disadvantaged by the assessment process, the thesis explores the fairness of multiple-choice questions as a way of testing second-language students in South Africa. It explores the extent to which two multiple-choice Linguistics examinations at Unisa are in fact ‘generally accessible’ to second-language students, focusing on what kinds of multiple-choice questions present particular problems for second-language speakers and what contribution linguistic factors make to these difficulties.
Statistical analysis of the examination results of two classes of students writing multiple-choice exams in first-year Linguistics is coupled with a linguistic analysis of the examination papers to establish the readability level of each question and whether the questions adhered to eight item-writing guidelines relating to maximising readability and avoiding negatives, long items, incomplete sentence stems, similar answer choices, grammatically non-parallel answer choices, ‘All-of-the-above’ and ‘None-of-the-above’ items. Correlations are sought between question difficulty and aspects of the language of these questions and an attempt is made to investigate the respective contributions of cognitive difficulty and linguistic difficulty on student performance.
To complement the quantitative portion of the study, a think-aloud protocol was conducted with 13 students in an attempt to gain insight into the problems experienced by individual students in reading, understanding and answering multiple-choice questions. The consolidated quantitative and qualitative findings indicate that among the linguistic aspects of questions that contributed to question difficulty for second language speakers was a high density of academic words, long items and negative stems. These sources of difficulty should be addressed as far as possible during item-writing and editorial review of questions.
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"Application of scaffolds in genre-informed approach to second language (L2) writing instruction: a case-study of EFL students with low proficiency = 第二語言(L2)語體寫作教學法與其鷹架應用 : 一個探討低英語水平學生的個案研究." 2014. http://repository.lib.cuhk.edu.hk/en/item/cuhk-1291529.
Full textAbstract:
This thesis reports a study which explores the application of scaffolds in genre-informed approach to Second Language (L2) writing performance. Drawing on the genre-based pedagogy (Rose, 2010) and sociocultural perspective, it is argued that Hong Kong students with low English proficiency (LEP) would benefit on the writing performance from the application of genre-based scaffolds. Several principles from the research literature have been tried out in this study: designing high-support, genre- and move-specific scaffolding tasks through genre analysis, message amplification instead of message simplification, use of multiple resources including visuals, graphic organizers and L1 resources (Gibbons, 2009).Specifically the study focuses on the evaluation of the application of scaffolds in genre-informed approach to second language (L2) writing performance as well as the design of scaffolds in genre-informed approach in the school-based teaching materials.
A case study approach was adopted in this study. An instructional programme with teaching materials designed with scaffolds in genre-informed approach was conducted in a Hong Kong secondary school which admits mostly low achieving students with low English proficiency. References were drawn from documents such as official English curriculum and assessment guidelines as well as from local English textbooks. The application of scaffolds in genre-informed approach to L2 writing was examined through students’ writing performance, students and teachers’ perceptions and change in affective outcomes towards the instructional programme as well as the design of scaffolds in the teaching materials. Data collection methods included both quantitative and qualitative data. The quantitative data included different writing performance measures as well as responses to questionnaires, while the qualitative data were collected from semi-structured interviews with students and their English teachers.
The findings show that the application of scaffolds in genre-informed approach is positive, and students have some improvement on their writing performance. The findings also show that a high-support instructional programme and writing curriculum can help students with low English proficiency, and limited support and exposure to English to build confidence, skills, and genre-specific knowledge to cope with writing tasks in the English writing examinations by improving their writing performance. The implications of the study will be discussed with a view to developing localized genre-informed approach to students and teachers facing similar challenges in Chinese school contexts in Hong Kong.
本教育課程教育博士論文旨在探討推行第二語言（L2）語體寫作教學法與運用鷹架作用之關係。借鑒於語體教學法 (Rose, 2010) 及相關之社會文化觀點，本研究個案認為在推行第二語言語體寫作教學法時若能同時運用鷹架作用 (Bruner, 1984)，能讓香港的低英語水平學生有效改善寫作表現。此外，本研究個案實踐並驗證了數項鷹架作用帶來的果效，透過分析語體，擴展學生的學習訊息以免造成過於疏漏，應用多樣化資源如視覺效果、圖像式思考輔助工具及第一語言資源等，來設計高度支援、具語體特性及文步的支架 (Gibbons, 2009)。
本論文之研究個案特別著重檢視語體寫作教學法與應用鷹架作用之關係，評估此教學法與鷹架作用能否有效提高低英語水平學生的第二語言寫作表現，以及其相關之課程教學材料的設計。
本論文研究採用個案研究方法。研究者設計了一個以語體寫作教學法與應用鷹架作用的教學方案，並於其中香港一所中學試行，對象均為低英語水平的學生。除以語體寫作教學法與應用鷹架作用為學術理論基礎外，試行的教學方案亦參考了相關的香港教育政策文件及教材。研究個案中為了檢討及驗證語體寫作教學法與鷹架作用的果效，利用了多項資料如學生的寫作成績及表現、學生和教師對教學計劃的觀感和課後轉變，以及在設計教材支架等作參考。數據收集方法包括質性數據和定量數據收集方法。定量數據包括採取不同的寫作表現評鑑指標，以及問卷回應，而定性數據則來自與學生和其英語老師的半結構式訪談內容。
研究調查結果顯示，應用於語體寫作教學法的鷹架支援具正面影響，而學生的寫作表現從而能得以改善。調查結果亦顯示，高支援的教學計劃和寫作課程能幫助一些英語水平低、欠缺英語學習支援與接觸英語機會少的學生。透過增強學生的信心、寫作技巧以及與語體相關知識，期盼學生能夠應付香港中學文憑考試的英語寫作考試卷。最後，為提升低英語水平學生的第二語言寫作表現，以及讓面對相類情況與困難的私立學校與教師另闢蹊徑，本教育課程教育博士論文討論並提倡應用發展一些具本土文化的語體寫作教學法與其鷹架作用。
Cheung, Chui Ling.
Thesis Ed.D. Chinese University of Hong Kong 2014.
Includes bibliographical references (leaves 374-409).
Abstracts also in Chinese; some appendixes includes Chinese.
Title from PDF title page (viewed on 17, October, 2016).
Cheung, Chui Ling.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
30
Trinh, Ngoc-Thanh, and 鄭玉成. "Personal Pronoun We and Other Key Items in Non-NativeEnglish Learners Academic Writing: A Corpus-Driven Study." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/2qth92.
Full textAbstract:
博士淡江大學
英文學系博士班
107
The present study implements corpus-driven approach to analyze non-native English learners academic writing. On the notion of triangulation, this study uses mixed methods research design to study the specified linguistic objects. In particular, the research direction firstly goes through quantitative analysis to propose the linguistic model before explaining quantitative results in combination with qualitative analysis. In the combination of quantitative results and qualitative interpretation, the mixed methods research design aims to increase the reliability of the research results. The focus in this study includes first person plural pronoun we and other key items. The academic writing text data is from ICNALE SW 1.1 (2015) in which the author extracted the written modules of Chinese, other non-native English learners (including Thai, Japanese, and Korean learners), and a group of native English learners. The scope of investigation is divided into two sections: (i) the analysis of excessive use of we and we-clause by Chinese learners and (ii) the analysis of various personal pronouns (including first, second, and third person pronouns) and first person pronouns (I and we) n-grams from multiple learner corpora. The research findings draw on frequency-based analysis to suggest important elements for corpus-driven approach