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Dissertations / Theses on the topic 'Learning strategies of writing'

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Published: 2 June 2025
Last updated: 31 July 2025

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1

Marks, Lori J. "Learning Strategies for Reading, Writing, and Content Areas." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3574.

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2

Hudson, Tina M., and Lori J. Marks. "Adapting Writing Strategies for Primary Students with Learning Disabilities." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3579.

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3

Wilder, Nancy Lee 1960. "Pre-writing strategies of three students with learning disabilities in a process writing program." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278084.

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This study examines the pre-writing strategies and behaviors of three fifth grade students diagnosed as having learning disabilities as they participate in a process writing program which embeds elements of strategy intervention in a holistic environment. Five questions are posed, four of which relate to planning strategies, their effects on rough drafts, and whether or not either change over the course of one school year. The fifth question addresses change measured by standardized assessment. The Test of Written Language (Hammill & Larsen, 1983), a controlled writing sample, a concept interv
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Jasper, Melanie Ann. "The development of reflective writing strategies in nursing education." Thesis, University of Portsmouth, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297359.

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Du, Bose Howard Coleman Mary Ruth. "Pilot study teaching writing strategies to students with learning disabilities /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,933.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2007.<br>Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the School of Education." Discipline: Education; Department/School: Education.
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Kelley, Bruce C. "Part writing, error detection, and writing-to learn : three strategies for learning music theory constructs /." Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250704843.

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7

Lee, Eun-Jo. "Exploring L2 Writing Strategies from a Socio-cognitive Perspective: Mediated Actions, Goals, and Setting in L2 Writing." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306898143.

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8

Kokroko, Joseph E. "Oral and writing strategies in French second language learning: An action research study." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279874.

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Despite the extensive research conducted on second language (L2) learning over the years, there is no emerging distinct choice of L2 learning approach or strategy that single-handedly facilitates beginning second language learning. Research that seek to find out how beginning L2 learning is best facilitated could make language learning more effective and help retain students who drop-out. This investigation was undertaken as an action research study. It sought to investigate which L2 learning strategy, oral or writing, is a better introduction of French as a L2. Participants involved in the st
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9

Ashworth, Thomas Edward. "Using writing-to-learn strategies in community college associate degree nursing programs." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/38622.

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This study investigated the use of writing-to-learn strategies in freshman associate degree nursing classes at Wytheville Community College, Wytheville, Virginia. It sought to determine if the use of writing-to-Iearn strategies would affect the students' achievement in the course and their critical thinking skills. The design of the study was experimental. Two groups of freshman nursing students were randomly selected and randomly assigned to either an experiment group or a control group. The experiment group used the writing-to-learn strategies. The achievement in the course was measured usin
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Landström, Therése. "Kognitiva respektive kroppsliga strategier vid handskrivning hos elever i årskurs 1 och 2." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-74839.

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Syftet med studien är att genom en kvalitativ metod bidra till befintlig forskning om olika strategier som elever i årskurs 1 och 2 använder sig av vid handskrivning. I studien använder jag mig av individuella intervjuer med både lärare och elever, samt observationer av elever när de skriver med penna. Fenomenografi har använts som metod vid databearbetningen. Genom en kvalitativ metod och ”embodied cognition” som teoretisk utgångspunkt får jag både höra vilka strategier eleverna beskriver att de använder sig av, men även se vilka kroppsliga rörelser och strategier de uppvisar. Det framkommer
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Reynolds, Catharine Jeanne. "The effects of instruction in cognitive revision strategies on the writing skills of secondary learning disabled students /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262513407715.

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Nondabula, Nikiwe. "Investigating the Teaching and Learning of Creative Writing in English First Additional Language in selected Grade 9 classrooms in the Western Cape." University fo the Western Cape, 2020. http://hdl.handle.net/11394/7509.

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Magister Educationis - MEd<br>Writing is an important aspect of language learning and a tool for assessment in Basic and Higher Education across the globe. Learners need to acquire proficient writing skills to learn and to demonstrate their knowledge and creativity. Given the importance of creative writing in expressing one’s thoughts, emotions and imagination, this study sought to investigate how creative writing was taught through the medium of English First Additional Language (FAL) to Grade 9 learners in one primary school in the Western Cape province. It also sought to observe and analyse
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Nguyen, Thi Ngoc. "EFL learners in Vietnam an investigation of writing strategies : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Applied Language Studies, AUT University, 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/751.

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Research into second language strategies has started as a result of the shift of focus, from teachers and teaching to learners and learning which has taken place in the field of education over the last few decades. Strategies used by good language learners have been revealed, strategies used by successful and less successful language learners have been compared, and factors influencing the use of learning strategies have also been investigated. As an attempt to contribute to gaining more insights into language learning strategy, this research aims to investigate the writing strategies used by
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Lundin, Deborah L. "Educational programing planning and transfer of learning strategies : a descriptive study of professional development in grantsmanship." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1336622.

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This descriptive study, adapted from Holton and Bates' Learning Transfer System Inventory (LTSI), examined factors that facilitated and/or hindered transfer of learning for participants of a four-day grant writing workshop. The targeted population was a group of faculty and staff at a Midwest state-supported institution of higher education. The workshops included lecture, group and individual work time, and one-on-one consultation with workshop presenters. Learning focused on developing project ideas, searching for a funding sponsor, and developing the proposal narrative and budget. Multiple w
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Proudfoot, Candice. "An analysis of the relationship between writing skills and Short Messaging Service language : a self–regulatory perspective / Candice Proudfoot." Thesis, North-West University, 2011. http://hdl.handle.net/10394/4937.

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Self–regulation in writing is viewed as critically important in order to be a good writer. With the advent of cellular telephony, what passes as ‘good’ writing is being challenged with the introduction of the abbreviated form of SMS (Short Messaging Service) language. The purpose of this study was to determine the nature of the changes in SMS spelling and whether or not these changes affected the participants’ spelling age and their ability to write formally within the context of a formal SMS and the English language class. This study also aimed to determine whether a relationship exists betwe
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Angel, Adaros Ada Esperanza. "The Influence of Self-Regulation, Motivation, Proficiency, and Gender on L2 Freshmen Writing Achievement." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/423319.

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Teaching & Learning<br>Ed.D.<br>ABSTRACT In educational psychology and first language writing, many studies have established a link between self-regulation, key motivational factors associated with self-regulation, and academic achievement, but only a handful of research has examined this relationship in the context of L2 first-year writing. Using a sample of 170 non-native English speakers enrolled in different sections of two levels of first-year writing courses at an American university in Japan, the present study tested a hypothesized model of L2 first-year writing achievement using Struct
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Givens, Karolyn W. "Facilitating the cognitive growth of baccalaureate nursing students: using writing strategies for thinking and cognitive development /28 cm." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39249.

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The purpose of this study was to discover whether a nurse educator could facilitate the cognitive development of baccalaureate nursing students using writing strategies that challenged their thinking. The literature focuses first on the model of the cognitive development of college students as Perry first delineated it (1970) and later modified it (1978; 1981), as well as on how other researchers have elaborated and extended it from a descriptive to a prescriptive model. Also, literature related to writing as a strategy to facilitate learning, thinking, and developing is investigated, and s
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Capelo, Carla. "WHEN WRITING BECOMES NIGHTMARE: HELPING STUDENTS PINPOINT WRITING TOPICS." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/626.

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When deciding on topics for academic research papers, many students face difficulties that vary from choosing themes whose scope is too extensive to be satisfactorily analyzed in the given task, to selecting topics that are too limited, to not being able to make a decision on a topic at all. Such struggles seem to manifest themselves in both native and non-native speakers of English. Despite extensive research on the writing process and its strategies, be it for academic writing or other genres, and even research focused on writers’ difficulties, previous research has found little about the tr
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Rafael, Rebecka, and Marcus Oredsson. "Forms of Formative Assessment on Writing: Students’ Perceptions." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31560.

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Formative assessment is an integral part of teaching, not only as a tool for monitoring student-development, but also as basis for potential adjustments of pedagogical strategies. Therefore, this research paper examines how upper secondary students perceive, and report acting on different forms of formative assessment on writing in the subject of English 6. It also highlights what teachers perceive as key strategies in formative assessment, and how they report applying these strategies for improving students writing when teaching English 6. How teachers report clarifying, sharing, and explaini
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Schiavoni, Andreza. "Proposta de uma intervenção educativa baseada em estrategias para a produção de textos." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251645.

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Orientador: Selma de Cassia Martinelli<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-15T09:17:25Z (GMT). No. of bitstreams: 1 Schiavoni_Andreza_D.pdf: 651612 bytes, checksum: b555c2ba7cc15cf4818966397cb29564 (MD5) Previous issue date: 2009<br>Resumo: Dada a importância que a escrita de textos ocupa no contexto acadêmico, cujo domínio nem sempre é alcançado por muitos alunos, e a escassez de estudos nacionais que propuseram intervenções na área de produção textual, a presente pesquisa abordou essa temática como foco de d
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Younkman, Freddy W. "The Impact of Teacher Professional Development on Student Achievement at a North Texas High School as Measured by End-of-Course Assessments in Algebra I and English Language Arts." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248429/.

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The purpose of this study determined if a significant relationship existed between the amount of professional development that teachers participated in and the impact on the classroom instruction that followed. The goal was to study the effect that this had on student achievement in the State of Texas Assessment of Academic Readiness (STAAR) for English 1 and Algebra 1 for students at a large north Texas high school. Testing years for the study included the school years 2013-14, 2014-15, and 2015-16. Additional variables included the work in three areas of teacher professional development ov
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22

Lindman, Frida. ""Du är ju inte din dyslexi" : Anpassningar och strategier som används i läs- och skrivundervisningen för elever med dyslexi." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36416.

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Studiens syfte är att bidra med kunskap om vilka anpassningar och strategier specialpedagoger och speciallärare använder i undervisningssammanhang för att diskutera hur klasslärare kan stödja läs- och skrivutvecklingen för elever med dyslexi. Med studien söker jag svar på hur arbetet kring elever med dyslexi ser ut samt vilken hjälp och vilket stöd lärare kan få från specialpedagog eller speciallärare. I bakgrunden presenteras information som kan vara betydelsefull vid fortsatt läsning och för att bli mer insatt i ämnet. Studien utgår från ett sociokulturellt perspektiv som presenteras i teori
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Margarido, Maria do Céu Godinho Moreira. "O papel das interacções sociais (díades homogéneas/díades heterogéneas) durante a revisão de texto no desenvolvimento individual da escrita, no 5º ano de escolaridade." Master's thesis, Instituto Superior de Psicologia Aplicada, 2003. http://hdl.handle.net/10400.12/640.

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Dissertação de Mestrado em Psicologia Educacional<br>Com o presente estudo pretendemos comparar a evolução da competência individual na escrita, do início para o final do ano lectivo, de sujeitos que realizaram, ao longo deste período, a revisão de textos formando pares homogéneos quanto à competência na escrita com a de sujeitos que a realizaram formando pares heterogéneos. Pretendemos também comparar o processo de revisão de textos e a qualidade das interacções nos dois grupos de sujeitos. A investigação incidiu sobre uma amostra de 10 sujeitos duma turma 5o ano de escolaridade, escolhida p
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Farooq, Omer. "The Effect of Elaborative Interrogation on the Synthesis of Ideas from Multiple Sources of Information." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1523279186272151.

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Ferrari, Bianca. "A produção textual em alemão como língua estrangeira em contexto universitário: uma intervenção didático-metodológica baseada na abordagem procedimental da escrita." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8144/tde-26102017-152335/.

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A presente tese tem como objetivo principal analisar, teórica e empiricamente, em que medida o oferecimento de um curso centrado na recepção e produção de textos em alemão como língua estrangeira colabora para o aprimoramento do conhecimento declarativo de aprendizes iniciantes, bem como de suas competências voltadas à aprendizagem de línguas no geral. A partir da elaboração de sequências didáticas ancoradas no estudo pormenorizado de três gêneros textuais distintos (biografia linguística, carta pessoal e artigo de opinião), a pesquisa se põe a investigar, empiricamente, os procedimentos adota
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Hamza, Amela. "STL- metoden- en social process som ökar motivationen hos elever i läs- och skrivsvårigheter : Några lärarens uppfattningar, strategier och förutsättningar för att arbeta med STL- metoden för elever i läs- och skrivsvårigheter." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67938.

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Syftet med studien är att undersöka några lärares uppfattningar, strategier och förutsättningar för att arbeta med STL- metoden för elever i läs- och skrivsvårigheter. Frågeställningarna som står i fokus är hur lärarna i studien uppfattar att metoden påverkar lärandet för elever i läs- och skrivsvårigheter, strategier och förutsättningar som krävs för att arbeta med metoden och anpassningar som behövs för att eleverna i läs- och skrivsvårigheter ska få ut det mesta av metoden. Studien bygger på fem semistrukturerade intervjuer med verksamma lärare i STL- metoden, skriva sig till lärande, med o
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Ramos, Fabiano Silvestre. "Ensino e aprendizagem de escrita em língua inglesa: a relação entre crenças e o uso de estratégias." Universidade Federal de Viçosa, 2011. http://locus.ufv.br/handle/123456789/4839.

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Made available in DSpace on 2015-03-26T13:44:24Z (GMT). No. of bitstreams: 1 texto completo.pdf: 3114597 bytes, checksum: a29081f2f2d32bcb834d0d2922934278 (MD5) Previous issue date: 2011-02-24<br>The postmodern society requires a differentiated profile of learner from that of decades ago, when education was centered on the teacher. A more autonomous attitude, in which the learner becomes agent of his/her own learning process is required. This attitude can be linked not only to learners&#8223; beliefs about how a language is taught and learnt but also to their use of language learning strateg
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Buzetti, Miryan Cristina. "Tutoria para alunos com baixo aproveitamento acadêmico e o desenvolvimento de cognições e estratégias de leitura e escrita." Universidade Federal de São Carlos, 2010. https://repositorio.ufscar.br/handle/ufscar/3063.

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Made available in DSpace on 2016-06-02T19:46:12Z (GMT). No. of bitstreams: 1 3126.pdf: 3680948 bytes, checksum: b6842cc5010a56484e8b8bf4d8b4c39b (MD5) Previous issue date: 2010-05-21<br>Financiadora de Estudos e Projetos<br>Studies have identified a set of teaching conditions associated with tutoring effectiveness focused in book reading for preventing the writing and reading failuse as a form of supporting teaching to regular education. In this study was sought to 1) to verify the connection between the education condition offered in a tutoring focused in the book reading and education cond
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Monaghan, Connie. "Effective strategies for teaching writing." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Niemi_A%20MITthesis%202007.pdf.

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

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This study focused on creating an Integrated Expository Writing model to improve fifth and sixth grade students' abilities to write well constructed expository essays. It was developed through researching Step Up to Writing, the Six-Traits, interactive writing, play / realia, paired / shared writing, and writers' workshop.
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Pinto, Carmem Lúcia Quintana. "Se(r) um leitor em um ambiente virtual e aprendizagem: a utilização do insólito como estratégia de leitura e escrita no ensino superior." Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6015.

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Este trabalho relata as estratégias e atividades realizadas em disciplinas semipresenciais desenvolvidas durante os períodos letivos de 2008 a 2012 com alunos dos cursos de Administração e de Ciências Contábeis, no ambiente virtual de aprendizagem Moodle. As disciplinas foram desenvolvidas segundo os princípios das abordagens colaborativas de aprendizagem com o objetivo de examinar as possibilidades de uso dos insólitos como estratégia de leitura e escrita. Buscou-se ainda apontar a aplicabilidade das estratégias didáticas descritas como forma de aprimorar as competências de leitura e escrita
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Kieft, Margritha Helena. "The effects of adapting writing instruction to students' writing strategies." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2006. http://dare.uva.nl/document/29423.

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Al-Humidi, Hamed. "Arabic writing for occupational purposes (AWOP) : strategies of teaching writing." Thesis, University of Leeds, 2003. http://etheses.whiterose.ac.uk/605/.

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This thesis is concerned with the Teaching of Arabic Writing for Occupational Purposes (TAWOP). Its main purpose is to develop an effective and practical approach to TAWOP in the context of Kuwait. Three research instruments were employed: questionnaire, observation and interviews. A structured questionnaire was given to the participants, all of whom were employed in various occupational fields in Kuwait, in order to measure a number of factors believed to affect the approach to the teaching of writing. Task observation was used to discover how the different writing strategies under study work
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Văcăreţu, Ariana-Stanca. "Math lessons for the thinking classrooms." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81033.

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Teaching mathematics means teaching learners to think – wrote Polya in How to Solve It? 1957. This paper intends to offer mathematics teachers suggestions for incorporating reading, writing, and speaking practices in the teaching of mathematics. Through explicit examples and explanations we intend to share ways of engaging students in deep learning of mathematics, especially using and producing written and oral texts. More specifically, we plan to broaden and deepen teachers’ understanding of strategies for guiding students’ thinking so that they grasp mathematical concepts and processes, and
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Bormann, Vanessa Rae. "Writing for Change and Changing Writing: Service Learning, First-Year Composition and Writing about Writing." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5136.

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Through a piloted model of curriculum designed for ENC 1101 this teacher-research study investigated how service-learning can shape the experiences of both teachers and students in the first-year composition classroom. The research aimed to determine the ways in which enhancement occurred for students and teachers through evaluation of student coursework, a post-semester student focus group and a faculty interview. Focusing on the impacts of this curriculum on a part-time teacher, this study also aimed to bring to light some of the challenges inherent in service-learning within FYC, while
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Thomson, Kenneth. "Intermediate text representations in the writing process : their relationship with writing strategy." Thesis, University of Aberdeen, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311195.

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A survey of two hundred and fourteen undergraduates explored the inter-relationship between the writing strategy adopted, the intermediate text representations created, the methods used to create them, the processes performed on them, and their function in the writing process. The sequence of intermediate text representations created was elicited as a progression through a six box grid where each box represented a different type of intermediate text representation that may have been created. This method was found to be valid and a wide variety of routes through the grid were identified that di
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Braaksma, Martine Anne Henriëtte. "Observational learning in argumentative writing." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2002. http://dare.uva.nl/document/39582.

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Rahim, Taher. "Effective strategies for developing academic student writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ53404.pdf.

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RIBEIRO, TIAGO DA SILVA. "NETSPEAK: ABBREVIATIONS AND OTHER STRATEGIES OF WRITING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9755@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Novos ambientes e novas ferramentas para a escrita, particularmente em sistemas computacionais de comunicação síncrona, como chats, fazem surgir novas formas de abreviação. Neste trabalho, procuramos mostrar que, apesar de as abreviaturas sempre terem sido utilizadas em manuscritos, seja para poupar tempo ou esforços, novas mídias trazem novas questões para o fenômeno de abreviação de palavras. O trabalho analisa dois tipos de dados: o primeiro consiste de um conjunto de textos reescritos por estudantes, para quem foi entregue um tex
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Mu, Congjun. "An investigation of the writing strategies three Chinese post-graduate students report using while writing academic papers in English." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16426/1/Congjun_Mu_Thesis.pdf.

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Due to a lack of effective writing strategies and inhibition of English language proficiency, university students in China are found to produce little and shallow content in their English academic writing. Similar problems are also embodied in the academic writing of Chinese overseas students who struggle to survive in the target academic community. The purpose of this study was to investigate the writing processes of second language (L2) writers, specifically examining the writing strategies of three Chinese post-graduate students in an Australian higher education institution. The study was p
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Mu, Congjun. "An investigation of the writing strategies three Chinese post-graduate students report using while writing academic papers in English." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16426/.

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Due to a lack of effective writing strategies and inhibition of English language proficiency, university students in China are found to produce little and shallow content in their English academic writing. Similar problems are also embodied in the academic writing of Chinese overseas students who struggle to survive in the target academic community. The purpose of this study was to investigate the writing processes of second language (L2) writers, specifically examining the writing strategies of three Chinese post-graduate students in an Australian higher education institution. The study was p
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Saba, Maggie Sami. "Writing in a New Environment: Saudi ESL Students Learning Academic Writing." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/54012.

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This qualitative case study sought to gain a deeper understanding of the obstacles that students from the Kingdom of Saudi Arabia face when learning English in a writing course that implements critical thinking and writing process pedagogy. The study took place over five months at the Virginia Tech Language and Culture Institute in spring 2012. While ten participants--six female and four male Saudi Arabian ESL students--participated in this study, these findings focus primarily on one male and one female student. The aim of this focus was to give a rich and in-depth description of the two stu
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Cleland-Broyles, Pamela Lea. "Authentic writing and assessment: Facilitating the learning process of children's writing." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1294.

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Combs-Orme, T., Donna J. Cherry, and T. Leffman. "Learning Through Writing: Critical Thinking Exercises." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7656.

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Abrahams, Patricia Annette. "Writing for learning in Home Economics." University of the Western Cape, 1992. http://hdl.handle.net/11394/8349.

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Magister Educationis - MEd<br>This mini-thesis comprises two sections, the what and the how of writing-across-the curriculum (WAC). Section one investigates the integration of writing into content area subjects through the writing process as a project of possibility for critical pedagogy. The view is held that the writing in content area subjects makes learning more meaningful, enjoyable and also empowers students to become critical self-determined thinkers. Students no longer only fill in blanks, choose the correct answer or rely on rote learning when writing in content area subjects, but wr
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Brown, Ruth Paula. "Writing as a tool for learning." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/665.

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Johnson, Karen Gabrielle. "Bridging academic writing with service-learning measuring student perceptions and learning outcomes of an academic writing course /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Li, Juan. "Revision strategies in English-second-language academic writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0007/MQ45284.pdf.

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Qureshi, Z. A. "L2 Writing Conferences : exploring learner beliefs and strategies." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1563428/.

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One to one writing conferences are a relatively recent practice on EAP courses at UK universities. Conference advocates see such interaction as prime opportunities for dialogic feedback to occur about an academic text between student writers and teachers. Yet when the writer is an international student, unaccustomed to the conventions and practices of the western academy, participation during conferences can be challenging. Carrying beliefs about language and learning forged within their own personal, cultural and educational experiences, such L2 writers often approach conferencing with expect
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Johnson, Deborah Ann. "Basic writers, oral strategies, and the writing process." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/782.

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Linguistic research (differences and similarities between spoken and written language) -- Features of production (coordinating conjunctions, hedges, neuter pronouns, collocations, etc.) -- Features of interaction (personal pronouns, hyperbole, emphatics) -- Textual analysis evaluation -- Comparison of written words, oral features, and essay grades or scores received.
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