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Relevant bibliographies by topics / Literary work language / Dissertations / Theses

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Dissertations / Theses on the topic 'Literary work language'

Author: Grafiati

Published: 28 May 2022

Last updated: 31 July 2025

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1

Mark, Alison Katherine Marshall. "Reading between the lines : language, experience and identity in the work of Veronica Forrest-Thomson." Thesis, Birkbeck (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362716.

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2

Holman, Emily. "Literature, language, and the human : a theoretical enquiry, with special reference to the work of F.R. Leavis." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:1d15ba97-9809-42ab-a873-4c33bf1bb555.

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This thesis proposes a theory of literature's human relevance in literary terms, developing hints in the critical practice of twentieth century literary critic F.R. Leavis. It examines how literary texts can be humanly relevant in a manner that depends on their literary merit, and does so in three stages, interrogating: the way literary texts operate; the role literary language plays in thinking; and the interaction of literature and morality. The thesis has two, related, aims: to reconceptualise literature's relation to human living, and to offer a recharacterisation of Leavis's literary crit

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3

Langdell, Sebastian James. "Religious reform, transnational poetics, and literary tradition in the work of Thomas Hoccleve." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:a2e8eb46-5d08-405d-baa9-24e0400a47d8.

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This study considers Thomas Hoccleve’s role, throughout his works, as a “religious” writer: as an individual who engages seriously with the dynamics of heresy and ecclesiastical reform, who contributes to traditions of vernacular devotional writing, and who raises the question of how Christianity manifests on personal as well as political levels – and in environments that are at once London-based, national, and international. The chapters focus, respectively, on the role of reading and moralization in the Series; the language of “vice and virtue” in the Epistle of Cupid; the moral version of C

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4

Лабуз, О. А. "Етіологія та патогенез раку на сторінках роману "За ширмою"". Thesis, Cумський державний університет, 2016. http://essuir.sumdu.edu.ua/handle/123456789/49232.

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У романі «За ширмою» Б. Антоненко-Давидович описав одну з найбільш небезпечних хвороб ХХ століття – рак. Вибір автором саме карциноми, а не туберкульозу, пропасниці, цинги чи віспи, є, на нашу думку, символічним, як і сама назва роману, бо віддзеркалювала процеси, які відбувалися у суспільстві.

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5

Proctor-Williams, Kerry. "Language and Literacy." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/1813.

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6

Chalmers, Aimée Y. "The singin lass : a reflection on the life of the poet Marion Angus (1865-1946) in the form of an account of her life and work, and three extracts from 'Blackthorn', a novel." Thesis, University of St Andrews, 2010. http://hdl.handle.net/10023/1846.

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Part 1 of this thesis comprises a biography which, for the first time, places Marion Angus within her historical, family and social context. A version of this was published as the introduction to my edited collection The Singin Lass: Selected Work of Marion Angus (Polygon, 2006). Assumptions made about the poet's activities and attitudes derive from critical reading of archival material: her published 'diaries', letters and prose, as well as her poetry. The appraisal of her work places it within literary contexts. The development of her linguistic awareness of the Scots language is traced and

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7

Hale, Kimberly D. "Oral Language and Literacy Development: The Pediatrician’s Platform." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/7031.

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8

Sharp, L. Kathryn. "Building Literacy: Vocabulary, Academic Language, and Meaning Making." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4295.

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9

Tolley, Rebecca. "Review of The Modern Language Association Language Map." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/5628.

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10

Facun-Granadozo, Ruth. "Fostering Language (and Literacy) Development Among Infants and Toddlers." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4339.

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11

Sharp, L. Kathryn. "Got Literacy…?" Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4273.

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12

Whitman, Robert Leader. "Literacy, new capitalism, and new work orders: Case studies from school-to-work education." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280663.

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This dissertation examines literacy practices in settings that have been transformed by changes in capitalism of the last forty years. These settings are characterized by increased technologization, accrediting processes, team-building, and a requirement for independent critical thinking on the part of workers. The two school-to-work programs included in the dissertation are biotechnology and nursing. Both were sited in a two-year urban community college and both had the characteristics mentioned above. However they also provided a contrast it two ways. First, nursing is a traditional practice

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13

Dwyer, Edward J. "Comprehending Figurative Language." Digital Commons @ East Tennessee State University, 1991. https://dc.etsu.edu/etsu-works/3316.

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14

Sharp, L. Kathryn. "Early Literacy Workstations." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4301.

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15

Sharp, L. Kathryn. "What is Academic Language?" Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4294.

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16

Fisher, Stacey J. "Family Literacy Grades K – 8." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4694.

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17

Sharp, L. Kathryn, and Susan Lewis. "Top Ten Literacy Tips." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4250.

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18

Painter, Mark A. (Mark Andrew). "The Word and Tragedy the Revelation of Divine Mystery in the Portrayal of Man as Language." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500438/.

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This study suggests that tragedy sees human action as synonymous with language and that it uses a method similar to that of a hermeneutic phenomenology to portray man as experiencing spirituality in a confrontation with expression. This confrontation takes the form of a pattern that leads to a revelation that all human action springs from the spirit. Word as action is thus placed into a spiritual context, containing in itself the key to the divine significance of the human experience. As a cultural manifestation, this pattern exists not only in literary tragedy, but also in the Hebrew Scriptur

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19

Geiken, Rosemary, and L. Kathryn Sharp. "Literacy and Science Integration." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4289.

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20

Williams, A. Lynn. "Contexts for facilitating emergent literacy skills." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/2019.

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21

Hale, Kimberly D. "Talking It Up with Intention: Strengthening Parents’ Knowledge of Language and Early Literacy." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7029.

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22

Lee, Sue Mei. "Cultural work in language and literacy : reflections of a researcher as a cultural worker /." ProQuest subscription required:, 2003. http://proquest.umi.com/pqdweb?did=990270691&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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23

Sharp, L. Kathryn, and Jason Johnson. "Supporting Literacy for All Learners." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4282.

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24

Tai, Chih-Che, Karin J. Keith, R. Bailey, and W. Smith. "STEM and Literacy in Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3297.

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25

Tai, Chih-Che, S. Starnes, Karin J. Keith, Renee Moran, and Laura Robertson. "STEM and LIteracy in Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3298.

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26

Geiken, Rosemary, and L. Kathryn Sharp. "Science Investigations and Literacy Connections." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4248.

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27

Abu, Libdeh As'ad Jabr. "A discourse perspective on figurative expression in literary works with reference to English." Online version, 1991. http://bibpurl.oclc.org/web/23337.

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28

Jennings, LaShay. "Innovative Thinking in the Literacy Classroom." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3451.

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29

Sharp, L. Kathryn. "Literacy Strategies You Can Use Now." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4266.

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30

Sharp, L. Kathryn. "Stem Instruction: It Is Literacy Instruction." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4257.

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31

Facun-Granadozo, Ruth. "The Heart of the Matter: Facilitating the Magic of Literacy Among English Language Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5963.

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32

Moran, Renee Rice, Nicole Wilton, Huili Hong, and Edward J. Dwyer. "Enhancing Emergent Literacy Through Bookmaking." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/980.

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33

Wilton, N., Huili Hong, J. Temaj, Karin Keith, and Edward J. Dwyer. "Encouraging Literacy Through Musical Experiences." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/988.

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34

Sharp, L. Kathryn, and Angela Shelton. "Academic Language, Vocabulary, and Meaning Making." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4249.

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35

Dwyer, Edward J., and A. Flynn. "Organizing for a Reading/Language Arts Conference." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/3739.

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36

Tai, Chih-Che, Reba Bailey, Karin J. Keith, Scott Lamie, and Steve Starnes. "STEM and LIteraCy in Education (SLICE)." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3272.

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The vision of this project, Science and LIteraCy in Education (SLICE) seeks to enable grades 4-12 STEM and Literacy teachers to reach for excellence in elementary, middle and high school STEM and Literacy education through Hands-on, Standards-based, Project-based and Technology-based (HSPT-based) learning environments. The outlined project assists region-wide elementary, middle and high school teachers to (1) gain a deeper understanding of the subject matter, (2) connect Practices between Common Core State Standards in Literacy and Math, and Next Generation Science Standards (NGSS), and (3) ut

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37

Tai, Chih-Che. "STEM and Literacy in Education (SLICE)." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3276.

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38

Tai, Chih-Che, Karin J. Keith, Renee Rice Moran, Laura Robertson, and T. Jones. "STEM and Literacy in Education (SLICE)." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3277.

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39

Zhao, Hongxia, and L. Kathryn Sharp. "Improving Children’s Literacy Through Guided Play." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4259.

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40

Gann, Rosalind R., and L. Kathryn Sharp. "Literacy Everywhere, But What Do They Need?" Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4271.

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41

Williams, A. Lynn, and M. Coutinho. "Contexts for Facilitating Emergent Literacy Skills." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/2088.

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42

Mims, Pamela J., Angel Lee, and Diana D. Browder. "Access Language Arts: WRITE iPad Application." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/320.

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A researched and standards-based approach for secondary students practicing reading and writing skills Product Features: Prompts students to write grade-aligned opinion paragraphs for nonfiction and fiction Improves reading comprehension and vocabulary development Use as a complement to Teaching to Standards: English Language Arts or a stand-alone program Also available as the Access Language Arts: WRITE iPad App

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43

Facun-Granadozo, Ruth. "Toolkit for Effective Literacy Instruction." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4335.

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44

Mims, Pamela J., Angel Lee, Tracie-Lynn Zakas, and Diane M. Browder. "Access Language Arts iPad App." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/321.

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A researched and standards-based program for secondary students learning language arts skills Product Features: Complements Teaching to Standards: English Language Arts Includes eight pieces of adapted literature with read-aloud function Features age-appropriate literature likeHoles and Number the Stars Provides vocabulary, prediction, and reading activity for each story Incorporates progress monitoring, constant time-delay procedure, and least intrusive prompting Also available as the Access Language Arts Software

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45

Fisher, Stacey J. "Relationships between Family Literacy Practices and Reading Achievement." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4695.

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46

Ward, Natalia, Robin Foster Schell, Clara Lee Brown, and Betty Thompson. "Pairing Fiction And Nonfiction Texts to Promote Literacy and Language Development of Adolescent English Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5971.

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Based on the relevant research that highlights the impact of pairing fiction and nonfiction texts around a specific theme or a topic for enhanced motivation and reading comprehension for English learners (ELs), this article describes ways to combine texts of various genres to promote ELs’ language and literacy development. A middle school example of a lesson on chocolate exemplifies how pairing a number of fiction and nonfiction texts supports differentiation and multiple opportunities for writing.

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47

Hong, Huili, Karin Keith, and Chih-Che Tai. "Exploring Young English as an Additional Language Children’s Content Area Literacy Learning: A Dialogic Approach." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1025.

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48

Dunst, Carl J., A. Lynn Williams, Carol M. Trivette, Andrew Simkus, and Deborah W. Hamby. "Relationships Between Inferential Reading Language Strategies and Young Children’s Comprehension and Expressive Language Competencies." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2010.

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The relationships between different types of adult-support inferential book reading strategies and young children’s language and literacy competence were examined in 18 studies that included 1134 study participants. van Kleeck’s (2006) descriptions of two levels of inferencing and different types of inferential strategies at each level were used to code and analyze the patterns of correlations between the book reading strategies and the child outcomes. Results showed that parents’ and teachers’ use of different types of inferencing strategies were related to variations in the child outcomes, a

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49

Sharp, L. Kathryn, and M. White. "Literacy Workstations: Making Them Work in Your Classroom! (It IS Possible!)." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4280.

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50

Sharp, L. Kathryn, and Susan Lewis. "Moving Toward the Common Core: Understanding Academic Language." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4270.

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