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Dissertations / Theses on the topic 'Knowledge of Thesis Writing'
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Saenkhum, Tanita. "Transfer of knowledge from first-year ESL writing classes to writing in the disciplines : case studies of writing across the curriculum /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1407515861&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (M.A.)--Southern Illinois University Carbondale, 2007.<br>"Department of Teaching English to Speakers of Other Languages." Includes bibliographical references (leaves 89-97). Also available online.
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Jones, Daniel Patrick. "Facilitating Insight Through Writing Activity Protocols." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1310.
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This content analysis assesses the insight facilitating capacity of some very common inquiry-based writing activities (featured in today's mainstream first-year college composition texts). It accomplishes that assessment by using three language-based insight facilitating methods--one centered on metaphor, another on opposition, and the other on paradox--as evaluative lenses. The position of this study is that these methods--advanced by widely published scholars in the fields of science, psychology and business as effective insight facilitators--can shed light on development opportunities (where insight facilitation is concerned) in the design and protocol of the writing activities selected for analysis. The outcome is ultimately a comparison of sorts drawn between key insight facilitators at work in the proven methods and comparable features capable of eliciting insight in the writing activities. While the analysis aims to show just how effectively insight facilitation is prompted in the selected writing activities, it also--through its evaluative lens--suggests ways the activities could more effectively do so.
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Peacock, Elle. "What constitutes “good” writing in junior primary? Four Western Australian teachers discuss their views." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2313.
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Teacher views of writing can impact upon students and learning (Baer, 2008; Fang, 1996; Lambirth, 2016; Werderich & Armstrong, 2013). It is therefore important that teachers are conscious of and reflect upon their views of writing. This study aimed to gain a clearer understanding of West Australian teacher conceptions of “good” writing and how these views appeared to be formed in a Year One and Two context qualitative approach was employed, with four Year One and/or Two teachers participating in think-aloud protocols and a semi-structured interview. Data was analysed using thematic coding. Each teacher was analysed individually before comparisons occurred to explore the similarities and differences in teacher views and practices. The findings revealed that the participants focus on the more constrained aspects of writing and rely on systemic documents and the knowledge of their colleagues to make judgement decisions. The study also found that teachers may lack some knowledge and metalanguage specific to the Language strand of the Australian Curriculum: English. Recommendations are made to address these findings and the limitations of the study are presented.
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Repository, Manager. "Thesis writing guide." Thesis, University of the Western Cape, 2015. http://hdl.handle.net/11394/4598.
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Masters in Public Administration - MPA<br>Candidates for higher degrees often have unnecessary difficulty with the technical aspects of writing a thesis. They can expect expert supervision in conducting their research and drawing conclusions, but the responsibility for presenting their work in the correct way is theirs alone. This Guide has been developed in response to student needs. It explains the simple technical requirements for presenting a thesis. It is the candidate's responsibility to meet these requirements. No Master's or Doctoral candidate can have a valid reason for submitting technically unsatisfactory work.
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Bonhomme, Desmond. "Creative Writing Thesis: Poetry." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/563.
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The title of this compilation of my own creative writings is Trees, Breathe, Paper. This unique collection of poetry, short stories and prose contains a range of work, composed from 2002-2012. The thematic goal of this undertaking is to ballast as many implicit and explicit meanings as are comprehensible, and to extrapolate a distinct spectrum of latent and straightforward explanations with discernible psycho-analytical accuracy. We all know poetry is truly formless and based on springs of natural inspiration. Thus, we derive our purest inspiration from the natural world and we prune it in its unfiltered, raw state. Poetry is an externality that materializes from thin air.
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Tapia, Carlin Rebeca Elena. "Analysing trainee beliefs about thesis writing and professional development in a constructivist thesis writing experience." Doctoral thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/76856.
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"December 2008".<br>Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009.<br>Bibliography: p. 299-327.<br>Introduction -- Literature review -- Study 1 -- Study 2 -- Conclusions.<br>The aim of this case study was to identify the beliefs of eight pre-service teachers about thesis writing and professional development while and after writing their BA thesis through diary and survey inquiry. This research was conducted in the teaching area of the major in Modern Languages (LEMO) from the Autonomous University of Puebla (BUAP). The methodology used to identify trainee beliefs was applied in two periods: during the process to include reflection in action, and after the process obtaining reflection on action as suggested by Schön (1983, p. 26). Thus, the participants wrote their electronic dialogue diaries while taking the two Research Seminars and writing their thesis. In this diaries they expressed their thoughts and feelings, sent them to the teacher and the teacher answered them also via e-mail. Then, when the Research Seminars had finished, they answered the questionnaire called Thesis and Professional Development Questionnaire (TAPDQ), which was especially designed for this research taking insights from Eraut (1995), Fullan(1995), Burns et al (1999), Schmekes (2004) and Viaggio (1992). This questionnaire contains Likert scales and some open questions. The findings of these studies reveal that participants were aware of their lack of expertise in thesis writing and they looked for strategies to overcome this problem. Also, the findings suggest that the participants were benefited from the constructivist methodology employed in the Research Seminars. Most of the participants reported having acquired skills, knowledge, having improved their attitude and having become better students after writing their thesis. This doctoral thesis begins exploring an area that has not been explored on ELT teacher cognition at least as reported in the research reviews done by Borg (2003, 2006) and Reyes & Rodríguez (2007). It aims to contribute to get a better understanding the thesis writing processes in teacher education programmes in public universities in Mexico.<br>Mode of access: World Wide Web.<br>xvii, 359 p
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King, Willow. "Yantra: A creative writing thesis (Original writing, Poetry, Creative fiction)." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1425764.
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Knez, Dora. ""The Release" : a creative writing thesis." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60609.
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The genre of fantasy contains texts which are unlike, or distance from, the real or empirical world--the world of the reader's experience. Nevertheless, fantasy texts can reveal truths which are relevant to the empirical world, and thus fantasy texts can be said to have cognitive value. The notion of possible worlds, the semiotic theory of metaphor, and a discussion of ambiguity are the three critical approaches used to investigate the cognitive value of fantasy texts. The stories in this collection provide a sampler of fantasy figures--such as mermaids, ghosts and living mummies--and make use of the emotional power of ambiguity.
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Haskins, Mary Susan. "Procrastination, thesis writing and Jungian personality type." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28059.
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This study sought to examine the relationship between the procrastination involved in thesis writing and Jungian personality type.
A sample of 50 graduate students enrolled in the Department of Counselling Psychology at the University of British Columbia participated in the study. These individuals were classified into one of two groups: those who procrastinated while writing their thesis and those who did not. Procrastination was measured using length of time taken to complete the thesis coupled with self-report. The 50 subjects were then administered the Myers-Briggs Type Indicator which measures Jungian personality type. These two groups were then compared to determine if significant differences in personality type existed between the procrastinating and nan-procrastinating groups.
Five hypotheses were tested. A t-test (two tailed) was performed using the continuous scores of the four scales of the MBTI to test the first four hypotheses to determine if a statistical difference could be found between these two groups on these dimensions. No differences were found on the first three scales (extraversion-introversion; sensation-intuition; thinking-feeling), but a significant difference was found on the judging-perceiving index (p=.008). Procrastinators tended to score toward the perceiving end of the scale while non-procrastinators scored toward the judging end of the continuum.
A chi-square analysis using tire dichotomous scores of the MBTI was performed to test the fifth hypothesis which predicted that a significantly higher number of NFP types would be procrastinators than nan-procrastinators. This hypothesis was accepted (p=.0017) indicating that specific personality variables do tend to correlate with procrastination.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
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Gutierrez-Jones, Marina. ""Embers" and "Crossing Paths:" A Creative Writing Thesis." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/832.
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These two stories, written in first person, are two statements on the nature of self-love, romance, and loneliness. Embers voices a girl in a dying relationship as she tries to establish human connections before her best and only friend leaves the country. Crossing Paths is Jonathan’s beginning, an awakening triggered by a move to a new, uncanny and thickly forested environment. He begins the story as a grim, solitary figure, and through a gradual series of risks and victories, he succeeds in escaping his solitude and building a more complete life for himself. Though the two protagonists are separated my age, distance, and profession, the conclusions of both stories make similar statements with regards to the value of human connection, romantic and otherwise.
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He, Ling. "Effect of topical knowledge on L2 writing." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/27919.
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This study investigates the effect of topical knowledge on university-level ESL (English as a Second Language) students’ writing in a testing situation, following Messick”s (1989) validity theory, which embraces an integration of multiple types of validity evidence (content-, criterion-, and construct-based validity, along with social consequences) to support the inferences drawn from the test scores. A total of 50 participants with different levels of English language proficiency and various ethnic, cultural, and linguistic backgrounds took part in the study in a metropolitan city in western Canada. Each student wrote two 60-minute essays: one responding to a prompt requiring general knowledge and the other responding to a prompt requiring specific prior knowledge. Using a mixed methods sequential explanatory design (Creswell & Plano Clark, 2007), the study collected two types of data to attend to its purposes: (1) quantitative data based on repeated direct measures of the prompt effect on the overall writing scores, component scores (content, organization, and language), and indicator scores (idea quality, position-taking, idea development, idea wrap-up, cohesion, coherence, fluency, accuracy, and lexical complexity); and (2) qualitative interview data for an in-depth understanding of the writers’ perceptions of the two writing prompts. The overall writing scores showed that students, especially those at the intermediate and advanced proficiency levels, performed significantly better on the general topic than they did on the specific topic. The topic-specific task produced lower scores on content, organization, and language due to poor idea quality, hidden position, insufficient idea development, weak idea wrap-up, a lack of coherence and cohesion, shorter length, more syntax and lexical errors, and less frequent use of academic words. Posttest interviews confirmed how participating students were challenged by writing prompt that requires specific prior knowledge. The findings suggest that topical knowledge is a fundamental schemata to elicit a writer’s performance. Without such knowledge, an ESL writer, even with a high English proficiency, cannot achieve his or her optimal performance. The study calls attention to the effect of specific topical knowledge on ESL students’ writing and the importance of developing appropriate prompts for writing tests.
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Davies, Hannah. "Writing motherhood for contemporary performance : three plays and thesis." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/8672/.
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This dissertation investigates the vexed relation between motherhood, creativity and survival through three self-authored plays, two of which I also performed. The first play, This is Not a Festival, is set in 1985 and examines my area of research through the single traveller mother of Danni, charting her and son Leaf’s recovery after a vicious police attack has left them homeless and traumatised; the second, Githa, is a historical biography piece based on the life of twentieth century dramatist Githa Sowerby (1876-1970) whose playwriting career was thwarted by unplanned motherhood at the outbreak of the First World War; the third, Within This Landscape, is an autobiographical exploration of my own maternal heritage and is a homage to my own mother, an artist who died unexpectedly when I was still a child. I contextualise these plays within a historical time span which extends from the 1880s to the present and explore questions of identity, artistic fulfilment, economic independence and domestic confinement for women and ask what has changed or not changed for mothers battling to define themselves in their own right.
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Liebig, Natasha Noel. "writing/trauma." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6303.
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In writing/trauma, I address the association of trauma with knowledge, language, and writing. My discussion first works to establish the relationship between trauma and knowledge. I argue that trauma does not fit into the traditional Enlightenment model of scientific knowledge or the ontological model of what Michele Foucault calls the ‘truth-event.’ Rather, I contend that trauma is unique embodied knowledge, different from that of praxis and normal memory. In general, embodied knowledge is a matter of prenoetic and intentional operations. The body schema and body image maintain a power of plasticity and adjust to new motilities in order to re-establish an equilibrium when disrupted or threatened. In line with this, embodiment involves a sense of temporality, agency, and subjectivity. But in the case of extreme disruption, such as trauma, these fundamental aspects of embodiment are compromised to the point that there is a corruption of the “embodied feeling of being alive.” Physical pain, to some extent, produces this phenomenon. However, the distinctive function of the repetition compulsion within trauma distinguishes it as an exceptional embodied experience unlike physical pain or analogous phenomena. In the case of trauma, an equilibrium is not maintained, similar to the ontology of the accident. Instead, at best, we can say that what takes place is a destructive plasticity, in which the individual is transformed to the point of being a whole new ontological subject.
This phenomenon of destructive plasticity is significant in establishing the relationship of language to trauma-knowledge as trauma is the precise point at which language is ruptured. That is to say, purported within psychanalytic discourse, traumatic experience is observed in a break within the symbolic order. As opposed to physical pain, then, trauma is more akin to the abject, sharing the same resistance to narrative language. Traumatic experience is expressed through semiotic compulsions in the body as a revolt of being. In light of this, I argue that trauma, rather than being treated as a pathology, is a specific embodied knowledge which can be captured in semiotic, poetic language. Moreover, fragmentary writing, the interface of fragmented knowledge and language, captures the disruptive force of traumatic experience. In conclusion, I assert that writing-trauma is valuable, not because it allows for a ‘working through’ of the traumatic experience, but because it is an expression of a distinctly human experience.
My work canvases nineteenth century to contemporary literature on trauma such as Bessel van der Kolk in the neurobiological discipline, literary critics including Cathy Caruth, Dori Laub, Dominick LaCapra, et al, and the psychoanalytic theorists Sigmund Freud and Jacques Lacan. I draw from such literature to analyze the ambiguous impossible-possibility of witnessing and giving testimony of traumatic experience in history and writing, as well as the concern with trauma and language specific to the repetition compulsion and the unconscious. Yet, my primary focus is on the contribution of philosophy to the ongoing discourse of trauma. I look to philosophical thinkers such as Michele Foucault and Friedrich Nietzsche to depict the types of epistemological models traditionally addressed within the history of philosophy. My analysis of phenomenology and embodiment is mainly informed by the works of Maurice Merleau-Ponty and Shaun Gallagher. Additionally, Catharine Malabou’s work on destructive plasticity provides an understanding of the ontology of the accident, one of the most critical pieces to my work. Additionally, the works of Elaine Scarry and Julia Kristeva help to disclose the intimate relationship between language and trauma. I also incorporate the work of Gloria Anzalúa along with Julia Kristeva to describe the multi-dimensionality of poetic language and how this is what allows for an articulation of embodied trauma-knowledge. Finally, Maurice Blanchot’s depiction of the disaster and fragmentary writing best captures writing-trauma as it is, like trauma, a process of fragmenting language and meaning.
My purpose is to make clear the value of poetic language and fragmentary writing in regard to knowing and writing trauma. The significance to philosophy is that my discussion bridges the phenomenological and epistemological perspectives with that of the literary in order to engage in philosophical discussion on the implications and value of traumatic experience for understanding the human condition. It is my observation that the more we experience trauma, the more valuable artistic expression becomes, and the more we are pressed within the philosophical tradition to account for an experience so many individuals suffer.
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Minton, Cristina. "Writing and reading in mathematics." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008mintonc.pdf.
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Bailey, Mary. "A realistic model of writing : the interaction between writing competence and domain knowledge." Thesis, Open University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290909.
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Cirillo-McCarthy, Erica Lynn. "Narrating the Writing Center: Knowledge, Crisis, and Success in Two Writing Centers' Stories." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/265336.
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Narrating the Writing Center: Knowledge, Crisis, and Success in Two Writing Center Stories' is year-long comparative case study of two writing centers in the US and the UK and draws upon ethnographic and textographic methodologies. Using writing center documents such as annual management reports, websites, training materials, and interviews with writing center staff and administration, I investigate historical, cultural, and political influences on writing centers and trace moments of change in writing center history in order to contextualize the changes both writing centers faced in terms of funding, location, and identity. I examine traditional and contemporary epistemological paradigms that inform writing centers' everyday practices and underlying ideology that both correspond with and resist institutionally-sanctioned ways of knowing and institutionally-embedded ideology. Using documents and interviews from both sites, I explore the ways in which writing centers find themselves in a reactive position during crises, such as the crisis of access, of literacy, and of funding, rather than a proactive position. Drawing from frame analysis, I argue for reframing the narratives surrounding writing center identity and praxis through the use of code words which have the potential to align writing center praxis with institutional values and result in increased agency for writing centers during crises. I conclude with a blending of contemporary definitions of kairos and stasis in order to create a rhetorical method of writing center communication that can serve as a potential path toward writing center sustainability, and I offer current writing center administrators a heuristic for implementation.
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Mulinder, Guy. "Master of Fine Arts Thesis in Playwriting." Thesis, University of Canterbury. Humanities, 2011. http://hdl.handle.net/10092/5236.
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Lowe, Hannah Louise. "Writing the Empire Windrush (critical thesis), and, Chan (poetry collection)." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3325.
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This doctorate is comprised of a critical thesis (30%) and a creative submission of poetry (70%). The critical thesis examines representations of the arrival of the Empire Windrush at Tilbury on 22 June 1948, interrogating how it became symbolic shorthand for the beginnings of the post-war Caribbean diaspora to Britain, with a central place in the national historical imagination. Critics argue that the representation of the Windrush has undergone a dramatic transformation in its 65-year history, from its deployment in media discourses highlighting the problems of immigration, to its reclamation as a positive symbol of Black Britain at the turn of the century. The 1998 commemorations of the fiftieth anniversary were instrumental in this re-appropriation. This thesis examines depictions of the Windrush from the moment of its arrival to the present day, to argue that the ongoing centrality of the Windrush in the story of the Caribbean–British diaspora has obscured a longer, richer history of black presence in Britain while overlooking the imperial history which prompted the diasporic movements of Caribbean people to the imperial centre. The critical work of Chapters One and Two provides the context for my poetry collection Chan, which is discussed in Chapter Three. The Ormonde sequence of Chan responds to my interrogation of the Windrush creatively, by reconstructing the 1947 voyage of its predecessor, the Ormonde. The remaining sections are thematically linked by their engagement with suppressed or unknown histories, writing from personal and public archives and their exploration of migration, diaspora and mixed-race identities.
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Mullen, Regina O. "Drought Measures and The Coffee Girl: A Creative Writing Thesis." Scholarship @ Claremont, 2015. https://scholarship.claremont.edu/cmc_theses/1151.
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Based in the modern day San Francisco Bay Area, these two stories intend to utilize “outsider”-labeled protagonists to portray de-familiarized accounts of two specific Bay Area realities.
“Drought Measures” depicts a new student at a diverse and de-facto segregated public high school, following her as she learns to navigate the unspoken status quo of a long-entrenched racial divide. This story is neither a commentary on nor a critique of contemporary racial issues, but rather a portrayal of some of the many ways in which socioeconomic status and race inform day-to-day interactions. Half-Spanish, the protagonist is confronted with the paradox of being too white-passing in certain contexts, and not white-passing enough in others.
“The Coffee Girl” strives to explore the way in which various trivialities of status – appearance, dress, the perceived value of one’s job – become toxic and inflated once deemed important. Though the issue of status is certainly not unique to the Bay Area, the influence of Silicon Valley, Sand Hill Road, (etc.) can lead to a narrow definition of what it means to be successful. Occupying a perceived “menial” job, the protagonist serves to provide an outsider perspective on a white-collar event, and to illustrate how this disparity of status can breed insecurity within a relationship, limiting its ability to function. As a café employee, she finds it particularly difficult to navigate the vague norms and boundaries of modern-day dating from a position of lower occupational status.
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Escher, Allison Lamonna. "Constructing knowledge through writing| An analysis of writing tasks in eleventh grade ELA textbooks." Thesis, University of Pittsburgh, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3725598.
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<p> This dissertation reports on a study of two widely used eleventh grade ELA textbooks for the opportunities they provide students to construct knowledge through writing. Data included every writing task in both textbooks (158 tasks) as well as the corresponding texts. Data analysis focused on (a) how cognitive demand, textual grist, and elaborated communication contribute to the rigor of a writing task, (b) how authentic the tasks are to the discipline of ELA, and (c) how writing tasks position students as intellectual authorities. This study contributes a new approach to determine the quality of ELA writing tasks and a detailed assessment of the writing tasks in the most widely used ELA textbooks. The findings from this study showed differences in the quality of ELA writing tasks types (text-based, non text-based, and creative writing), with text-based tasks ranking the highest quality for cognitively demanding work. Findings also showed that textual grist and opportunities for elaboration in addition to cognitive demand are essential factors when determining the overall rigor of text-based writing tasks (i.e., analyzing text-based ELA writing tasks for cognitive demand alone may inflate the rigor of the task). Further findings on writing task quality describe the level of disciplinary authenticity and intellectual authority contained in ELA textbook writing tasks and why these features are important in determining the quality of ELA writing tasks. The findings from this study suggest the importance of using a disciplinary-specific theory of task quality, including a three-part model of rigor, disciplinary authenticity, and intellectual authority, to assess the quality of ELA writing tasks. Additionally, this study provides suggestions for practitioners including how teachers might revise and supplement ELA textbook writing tasks in order to support student writing.</p>
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Gilbert, Francis Jonathan. "'Who Do You Love'? : the novel of my life (creative writing thesis) ; and, Building beauty : the role of aesthetic education in my teaching and writing lives (commentary on the creative writing thesis)." Thesis, Goldsmiths College (University of London), 2015. http://research.gold.ac.uk/14858/.
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The first part of the thesis is the autobiographical novel, Who Do You Love? It is narrated in the first person by Francis, a fictionalised representation of the author. The novel tells the story of how Francis is sacked as a journalist and then a little later learns that his former-lover, Ellida, has died. These traumatic events prompt Francis to remember his past life with Ellida and induce, in the present day, a crisis in his marriage to Hadley, a school teacher. His failure to get a new job and his grief at Ellida’s death result in a crisis of confidence which is exacerbated when Hadley becomes interested in another man. As he discovers more about Ellida’s family, his situation grows even more complex and conflicted. Throughout the novel, all the main characters have to address the question posed in its title. The novel is accompanied by an educational commentary which reflects deeply upon the author’s writing processes and the possible application of the lessons learnt in the author’s teaching and writing careers. The commentary shows how the author has found it helpful to think of himself primarily as an “aesthetic learner” rather than a writer or teacher. The commentary discusses various issues connected with aesthetic education and then shows what happened when the author put the principles of aesthetic education into practice in his own classroom teaching. Four case studies – the author’s own pupils -- are analysed in detail: two eleven-year-olds and two fifteen-year-olds. They were asked to write their own “aesthetic autobiographies” – autobiographical accounts which deploy the devices of fiction – and then were interviewed regarding their thoughts and feelings about this project. The commentary suggests that the case studies reveal some important things about their lives and situations, and shows that there are possible educational and therapeutic benefits in projects such as these.
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Chao, Yu-Chuan Joni. "Contrastive rhetoric, lexico-grammatical knowledge, writing expertise, and metacognitive knowledge an integral account of the development of English writing by Taiwanese students." Saarbrücken VDM Verlag Dr. Müller, 2003. http://d-nb.info/989314758/04.
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Fernandez, Claudia. "Depression and anxiety crochet group for Latinas| A grant writing thesis." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586855.
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<p> The purpose of this project was to locate a potential funding source and write a grant to fund a program for Latina women living in Orange County, California with depression and anxiety. Latinas are at a high risk for depression and other mental health conditions due to domestic violence, gender role expectations, stigma, and limited access to mental health resources. The goal of this program is to reduce depression and anxiety rates among 150 Latinas. This program will provide culturally sensitive empirically supported groups in which crocheting is used as part of an intervention that includes the curriculum from A Window Between Worlds (2015), employing art as a healing tool for trauma. The groups will also include cognitive behavioral therapy and encourage the women to use journaling and mindfulness meditation. Standardized instruments will evaluate outcomes. Submission of the grant was not a requirement for this project.</p>
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Kuada, Emmanuel. "Rhetoric in the Writing Center| What if Writing Centers Focus on Genres and Knowledge Transfer?" Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163316.
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<p> Writing plays an important role in the academic and professional success of each UL Lafayette student—whether he or she is in the sciences, business, education, or liberal arts. It is not enough for a student to be a writer, he or she must to be the best possible writer in his or her discipline of study and in his or her career after college. In my research, I have explored the possibility of maximizing writing abilities of students by proposing what I call the genre method for knowledge transfer, where the Writing Center collects and stores, in a database, writing samples from all academic levels and disciplines of the University of Louisiana at Lafayette. The genre and knowledge transfer method is an avenue for any student of the University to study writing samples that are unique to his or her area of study and to use such knowledge in relevant writing situations in order to develop the individual student’s writing potentials to the fullest.</p>
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Arulanantham, Shantharanee P. "Insider knowledge : the writing of experience in higher education." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263921.
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Teledahl, Anna. "Knowledge and writing in school mathematics : a communicational approach." Doctoral thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23717.
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This thesis is about young students’ writing in school mathematics and the ways in which this writing is designed, interpreted and understood. Students’ communication can act as a source from which teachers can make inferences regarding students’ mathematical knowledge and understanding. In mathematics education previous research indicates that teachers assume that the process of interpreting and judging students’ writing is unproblematic. The relationship between what students’ write, and what they know or understand, is theoretical as well as empirical. In an era of increased focus on assessment and measurement in education it is necessary for teachers to know more about the relationship between communication and achievement. To add to this knowledge, the thesis has adopted a broad approach, and the thesis consists of four studies. The aim of these studies is to reach a deep understanding of writing in school mathematics. Such an understanding is dependent on examining different aspects of writing. The four studies together examine how the concept of communication is described in authoritative texts, how students’ writing is viewed by teachers and how students make use of different communicational resources in their writing. The results of the four studies indicate that students’ writing is more complex than is acknowledged by teachers and authoritative texts in mathematics education. Results point to a sophistication in students’ approach to the merging of the two functions of writing, writing for oneself and writing for others. Results also suggest that students attend, to various extents, to questions regarding how, what and for whom they are writing in school mathematics. The relationship between writing and achievement is dependent on students’ ability to have their writing reflect their knowledge and on teachers’ thorough knowledge of the different features of writing and their awareness of its complexity. From a communicational perspective the ability to communicate [in writing] in mathematics can and should be distinguished from other mathematical abilities. By acknowledging that mathematical communication integrates mathematical language and natural language, teachers have an opportunity to turn writing in mathematics into an object of learning. This offers teachers the potential to add to their assessment literacy and offers students the potential to develop their communicational ability in order to write in a way that better reflects their mathematical knowledge.
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Evans, Angel A. "Healing, Lived Writing Process, and the Making of Knowledge." University of Akron / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=akron1617890978476659.
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Dirk, Kerry Jean. "Transfer and Faculty Writing Knowledge: An Activity Theory Analysis." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/50566.
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The purpose of this study was to determine how faculty members\' previous writing experiences in a variety of activity systems shaped their current understanding of writing, as well as to analyze the ways in which this understanding manifests itself in the courses they teach. Using a survey, interviews, genre analysis, and class observations, I aimed to gain an understanding of the ways that faculty members across disciplines transferred and/or recontextualized their own disciplinary writing knowledge. Previous research on faculty writing knowledge is often limited to participants at universities with long-standing, formalized WAC programs. Through nine case-study analyses of faculty across disciplines, this study expands the scope of previous research by focusing on a more diverse set of faculty to contribute to our knowledge of how faculty members negotiate their own understanding of writing with their goals for student writing. The participants\' ability to transfer writing knowledge was largely determined by the way they understood their own processes of learning to write. Those who understood learning to writing from a social interactive perspective transferred rhetorical knowledge among activity systems, while faculty who understood learning to write from a text-based ideology relied on their knowledge of form, grammar and/or mechanics. Participants who shared a writer-based understanding, on the other hand, were resistant to the notion that writing can be taught. Though not entirely inclusive, these unique understandings of how writers develop manifest themselves in the ways disciplinary faculty include writing in their courses. This study demonstrates the nuanced and complex reasons for faculty choices in relation to student writing and encourages WAC/WID writing scholars to consider the complexities of faculty understandings of writing knowledge.<br /><br>Ph. D.
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Ferguson, Lenore. "Revealing knowledge in year 12 writing : an archaeological exploration /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16100.pdf.
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Goetchius, Kaitlin T. "Creative Nonfiction Thesis -"Becoming Normal"." ScholarWorks@UNO, 2017. https://scholarworks.uno.edu/td/2406.
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The following Creative Nonfiction Thesis delves into the suppressed past of a girl who experienced brief episodes of adolescent epilepsy. She was diagnosed with Rolandic seizures when she was eight years old and eventually “grew out” of them when she hit puberty. Since that time, the author had not spoken of these events with her family. The topic of her epilepsy remained, somewhat, the elephant in the room until the epilepsy discontinued. She interviewed her mother and her sister to see the perspectives of those people who were closest to her throughout this era. Through these interviews, the author learns of what her family truly experienced and their opinions of these events. These events largely affected the past and future relationship between her mother, her sister, and the relationship the author has with herself.
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Chao, Yu-Chuan Joni. "Contrastive rhetoric, lexico-grammatical knowledge, writing expertise, and metacognitive knowledge: An integrated account of the development of English writing by Taiwanese students (China)." Thesis, University of Auckland, 2003. http://wwwlib.umi.com/dissertations/fullcit/3119448.
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The purpose of this study is to draw together various perspectives into a coherent framework that will identify relative importance of respective factors and developmental changes in accounting for second language (L2) writing. A total of 517 Taiwanese EFL students from four educational levels were recruited for inquiring into the development of EFL writing. Quantitative analyses of writing tasks, vocabulary tests and questionnaires were used to describe and explain the multi-faceted nature of EFL writing in terms of the likely influencing factors. Initially the contributions of respective factors were examined separately. Rhetorical analyses of students' English and Chinese compositions showed there were co-existing positive and negative influences of first language (L1) rhetoric on English writing. Analyses of lexical use and errors in English compositions, plus results from the assessment of two vocabulary tests, indicated that lexical and grammatical knowledge was a critical factor in explaining English writing. Results of students' Chinese writing abilities in relation to English writing proficiency revealed that the transfer of Chinese writing expertise was conditioned by a developed Chinese expertise and a lack of English writing experiences. Findings from the written-speech analysis of English essays suggested a transitional development whereby spoken language was used. Analyses of questionnaires indicated that EFL writing was positively related to attention on the macro-level structure and negatively related to micro-level concerns. Subsequently, integrated analyses were conducted to examine the interplay among these factors. The shared variability of factors contributed a much larger portion to the explanation of developmental changes, suggesting that the development of EFL writing involves the interaction among influencing factors much more than the individual factors themselves. The unique contributions (independent of other interrelated variables) showed that essay length outweighed the other predictors, suggesting a need for instruction to develop the skill of fluency. A determining factor that consistently accounted for English writing performance was the students' levels of English learning and English writing experiences. The implication is that, particularly in the context where writing is neglected for beginning or intermediate learners, there is a need to revitalize writing as a communicative skill in the EFL curriculum.<br>Subscription resource available via Digital Dissertations only.
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Phornprapha, Jiraporn. "Master's thesis writing of Thai students a contrastive study using genre analysis /." Connect to resource online, 2009. http://hdl.handle.net/1805/2057.
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Thesis (M.A.)--Indiana University, 2009.<br>Title from screen (viewed on February 1, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ulla Connor, Thomas Upton, Aye Nu Duerksen. Includes vitae. Includes bibliographical references (leaves 146-152).
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Concha, Bañados Soledad. "Local coherence in academic writing: an exploration of Chilean 12th grade Spanish monolingual students' metalinguistic knowledge, writing process, and writing products." Thesis, Boston University, 2007. https://hdl.handle.net/2144/31960.
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Thesis (Ed.D.)--Boston University<br>This study focused on 12th grade Chilean students' ability to produce locally coherent academic texts and on the cognitive basis that underlies this ability. Participants were Chilean students from the city of Santiago, who attended urban public schools, belonged to a low socioeconomic group, and had obtained average scores on the national literacy assessment (SIMCE). All the students in the study wrote argumentative texts in response to a writing prompt and answered a test of recognition of incoherent sequences. A sub sample wrote a second argumentative text while thinking aloud and, immediately after, they had a semi structured interview with the researcher in which the relationship between the ideas included in their texts was discussed. Quantitative and qualitative methods were used in order to analyze local coherence in students' written products, and the relation between these products and students' ability to recognize, explain and self-regulate local coherence during writing. Students who recognized most incoherent sequences were more able to explain local coherence relations, tended to self-regulate writing, and produced texts that were mostly coherent and that exhibited an incipient command of the resources associated to coherent academic writing. Students who recognized none or few incoherent sequences had trouble explaining local coherence relations, did not self-regulate writing, and produced texts that were mostly coherent but that exhibited poor command of the resources associated to coherence in academic writing. In addition, the majority of students in the high recognition group recalled some kind of instruction on local coherence, while the majority of students in the low recognition group could not remember receiving such instruction.
Findings suggest that having command of the resources typical of oral language coherence suffices for composing mostly coherent texts, although such writing does not resemble the academic structures. Specifically, contents are not transformed by virtue of logical operators that could reflect a more analytical or critical thinking. It is suggested that being able to use local coherence resources typical of academic writing is associated to having specific knowledge and a self regulated behavior during the writing process.
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Latif, Muhammad Muhammad Mahmoud Abdel. "Egyptian EFL student teachers' writing processes and products : the role of linguistic knowledge and writing affect." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.495794.
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Manwaring, Kevan. "The Knowing : a Fantasy ; An epistemological enquiry into creative process, form, and genre." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/43111.
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This creative writing PhD thesis consists of a novel and a critical reflective essay. Both articulate a distinctive approach to the challenges of writing genre fiction in the 21st Century that I define as 'Goldendark' - one that actively engages with the ethical and political implications of the field via the specific aesthetic choices made about methodology, content, and form. The Knowing: A Fantasy is a novel written in the High Mimetic style that, through the story of Janey McEttrick, a Scottish-Cherokee musician descended from the Reverend Robert Kirk, a 17th Century Episcopalian minister from Aberfoyle (author of the 1691 monograph, The Secret Commonwealth of Elves, Fauns and Fairies), fictionalises the diasporic translocation of song- and tale-cultures between the Scottish Lowlands and the Southern Appalachians, and is a dramatisation of the creative process. In the accompanying critical reflective essay, 'An Epistemological Enquiry into Creative Process, Form and Genre', I chart the development of my novel: its initial inspiration, my practice-based research, its composition and completion, all informed both by my practice as a storyteller/poet and by my archival discoveries. In the section 'Walking Between Worlds' I articulate my methodology and seek to defend experiential research as a multi-modal approach - one that included long-distance walking, illustration, spoken word performance, ballad-singing and learning an instrument. In 'Framing the Narrative' I discuss matters of form - how I engaged with hyperfictionality and digital technology in destabilising traditional conventions of linear narrative and generic expectation. Finally, in 'Defining Goldendark' I articulate in detail my approach to a new ethical aesthetics of the fantasy genre.
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Sveum, Evan Charles. "The facilitating and detracting factors related to the utilization of the Technical Communication Resource Center and Writing Lab by the Department of English and Philosophy at the University of Wisconsin-Stout." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998sveume.pdf.
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Spears, Sara Marie. "The criterion-related validity of curriculum-based measurement in written expression across education levels." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002spearss.pdf.
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Venters, Christopher Harry IV. "Using Writing Assignments to Promote Conceptual Knowledge Development in Engineering Statics." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51206.
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Learning of threshold concepts in engineering science courses such as statics has traditionally been a difficult and critical juncture for engineering students. Research and other systematic efforts to improve the teaching of statics in recent years range widely, from development of courseware and assessment tools to experiential and other "hands-on" learning techniques. This dissertation reports the findings from a multi-year, dual-institution study investigating possible links between short writing assignments and conceptual knowledge development in statics courses. The theoretical framework of the study draws on elements from cognitive learning theory: expertise, procedural and conceptual knowledge development, and conceptual change. The way that students approach learning in statics with regard to procedural and conceptual knowledge is explored qualitatively, and the relationship between the writing assignments and conceptual knowledge development is examined using a mixed-methods approach. The results show that students approach learning in statics with varying emphasis placed on procedural and conceptual knowledge development and that a student's learning approach influences their perception of the written problems and the ways that they utilize them in learning. Thus, they provide evidence that the learning approach of students may be an important factor in the success of interventions designed to improve conceptual knowledge in statics. Increases in conceptual knowledge as a result of completing the written problems are also empirically supported though limited by problems with data collection. Areas for future work in light of these findings are identified.<br>Ph. D.
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Furtado-Rasmussen, Angela C. "Along divergent paths a two-part thesis in creative and technical writing /." [Ames, Iowa : Iowa State University], 2008.
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Dujsik, Darunee. "The effects of pre-writing strategy training guided by computer-based procedural facilitation on ESL students' strategy use, writing quantity, and writing quality." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002566.
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Gurajada, Navya. "Beliefs and knowledge about vegetarianism." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007gurajadan.pdf.
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Chen, Wenting. "How Knowledge and Attitude Affect ESL Students’ Collaborative Writing Outcomes." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438696895.
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Dyer, Emily L. "Sugar Nine: A Creative thesis." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1342.
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This collection of short stories explores the different ways women tolerate violence in exchange for some form of validation. The narratives focus on women and the reverberations of small moments which carry violent mass. While the violence occasionally includes physical elements, the collection is more concerned with the ways women accept emotional and psychological violence—specifically from men. Themes, motifs and symbols from the Clytie-Helios myth are threaded throughout the collection as well as a concern for space and touch, art and the creation of art, silence and voice. All of these elements involve control as the women characters in these stories struggle to resist their own objectification. A critical introduction which explains how form and language amplify story precedes the collection.
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Knutson, Leah B. "Financial knowledge a literature review examining financial knowledge among male and female high school students /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007knutsonl.pdf.
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Ward, Antony. "Acquisition of service product knowledge." Thesis, Queensland University of Technology, 1995.
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Mohamed, Eman Ahmed AbdelRazzak. "From thesis to article : the modifications writers make to transform theses into articles." Thesis, University of Liverpool, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343611.
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LIEBERMAN, EVELYN JACKSON. "NAME WRITING AND THE PRESCHOOL CHILD (LANGUAGE ACQUISITION, PREOPERATIONAL, CONSTRUCTION OF KNOWLEDGE, PIAGET)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188122.
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This study explored the construction of written language knowledge as evidenced by the changes in forty-seven preschool children's autographs. Throughout the school year children were asked to "write your name and draw a picture of yourself." The resulting name writing samples indicated that changes in children's autographs were not idiosyncratic but identifiable transitions in a cognitive constructive process as children gradually attempted to make sense out of written language by writing their names. Transitions identified in children's autographs included: graphic actions (scribbling); random graphemes dispersed within drawing; spatial differentiation between writing and drawing; zigzag lines; zigzag lines with graphemes; linear and eventually horizontal, discrete, letterlike strings; reduced number of graphemes; increasing number of pertinent letters in and/or out of order; appropriate number of placeholders and pertinent letters; recognizable letters; and, eventually conventional signatures. As children's autographs evolved over time they provided evidence that children construct knowledge about written language much as Piaget and others have suggested young children construct logico-mathematical knowledge; not by using adult logic but by trying to make sense of and understand written language. Conventional or even recognizable autographs did not suddenly appear or result from the copying of models. Rather, autographs evolved over time as children devised strategies and followed intuitive rules while solving the problem of distinguishing writing from drawing, generating the culturally significant actions involved in writing, discovering the distinctive orthographic features of letters, and eventually controlling the orthographic conventions of name writing. In addition to providing evidence for name writing as a constructive process, this study also presented information indicating that initially, name writing is ideographic and is not based on knowledge of letter names or understanding letter/sound correspondences. Name writing was also discussed as a significant sign of young children's emerging use of symbols. The conclusion was reached that name writing, when approached as a constructive process, is an appropriate curriculum component in preschool programs and an essential ingredient in the emerging literacy of young children.
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McVeigh, Kathryn Margaret. "Work in progress : the writing of Short changed." Thesis, Queensland University of Technology, 1999.
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Work in Progress - the Writing of Short Changed is the account of the script writing process I developed and followed in the writing of the first draft of the Low Budget feature film, Short Changed. It is a process that was developed by a combination of guidance, mentorship, research, experiment and talking with and listening to other writers during the 1998 Pacific Film and Television Commission's New Writer's Workshop. Short Changed was written over a six month period. During the previous year I
had intermittently researched and pondered on the knowledge of an event that had invaded my mind. In the process of writing Short Changed, I have learnt much about the craft of screen writing and I have developed an approach which I
intend to use in the writing of future screenplays. There are many ways to write a screenplay. My goal as a writer was to find the way that worked for me; to find the process that created a screenplay that embodied the hallmarks of both creativity and craft. As an accomplished writer of expository prose, I was searching for the key that would unlock the door to the world of writing creative fiction.
This document is a reflective account of my creative writing process. It includes the exploration and actualization of the complex and intricate workings of the
mind.
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Lowry, Dale Richard. "How to do a project thesis at the Cincinnati Christian Seminary." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.
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Borg, Erik W. "The experience of writing a practice-based thesis in Fine Art and Design." Thesis, University of Leeds, 2009. http://etheses.whiterose.ac.uk/3745/.
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This study describes the writing processes of Ph. D. candidates in Fine Art Practice and Design. These disciplines are relatively new within universities and have little history of research and writing at doctoral level. Through the experience of the participants, the study illuminates the complexities and difficulties of appropriating an existing genre to fit new purposes. This study takes an academic literacies approach, derived from literacy practices. The approach views writing as a situated practice that is best observed through extended ethnographically-based engagement in sites of literacy-in-action. However, literacy practices exist in a wider context that can be understood as a network that both enables and limits local literacy practices. Among the actors maintaining the network surrounding and enmeshing the local literacy practices are a variety of discourse communities that use a multifaceted genre like the doctoral thesis to further their own purposes. The study reports on two sites of literacy-in-action, one a seminar for doctoral candidates in Fine Art Practice, and the other a seminar for candidates in Design. Each site constituted a case that was studied for over three years, looking at the difficulties that candidates faced in each site. These case studies are placed in a wider context of writing in fine art and design in order to understand the factors that shaped the texts that the candidates wrote. The study shows that, while candidates worked to assemble distinct individual and disciplinary identities in both Fine Art Practice and Design, the candidates in Fine Art Practice particularly struggled to find research methodologies and written textual forms that would adequately represent their understanding of current art practices.