Dissertations / Theses on the topic 'Proposal writing for grants'

Thesis (M.A.)--Indiana University, 2008.<br>Title from screen (viewed on June 3, 2009). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ulla Connor, William V. Rozycki, Thomas A. Upton. Includes vita. Includes bibliographical references (leaves 95-99).

This study surveyed grant writers at independent small colleges in Indiana and bordering states to discover their typical processes, personnel management, and whether these colleges encouraged effective grantsmanship. Data were analyzed with descriptive statistics reported as percentages, frequencies, and means.Conclusions include the following:Over five-sixths of respondents had additional duties. The vast majority said grant writing time varies daily due to these other tasks. As a median, writers with dual or more duties devoted 33% of their time to grant writing.Over three-fourths were not required to attend introductory training. While most pursued training classes, superiors seemed to be nonchalant about their professional development. Self motivated study, grant writing associations, and mentors were major factors for growth in grant writing skills.Around 90% of presidents and 85% of advancement vice presidents met grantors. Just over half of other superiors and a plurality of other senior advancement personnel cultivated grantors.Over three-fourths helped faculty with proposals. This informal quality control involved editing, writing, and teaching faculty how to write proposals. Just over half the colleges used formal quality control. About two-thirds have internal permission systems to prevent embarrassments, so one-third cannot prevent disasters or track proposal success, failure, or origin. Colleges seemed complacent about liability since less than half required approval from an Institutional Review Board for proposals with human subjects.About half felt their colleges succeeded with grants. Actual results were decidedly mixed. Deciding factors were income, faculty engagement, and external and internal relationships. Many colleges seemed to lack easily accessible grant records. Having dual or more duties could hinder but did not prevent success.Over two-thirds contacted donors. About half who cultivated increased success rates or gained profitable insights. Most of the others tacitly implied increased success. The top three overall grant winners all cultivated. Respondents saw cultivating as good, but viewed skillful writing as crucial.Other attributes such as religious affiliation, enrollment, minority percentages, etc. seemed not to affect success.Results cannot be completely generalized, but descriptive data and inferred conclusions should assist all small-college grant writers.<br>Department of Educational Studies

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 workshops were offered between December 2000 and December 2003.The LTSI represents sixteen factors for transfer of learning; these factors were adapted to construct an online survey related to Grantsmanship Workshop content. The survey items reflected the workshop phases and the transfer concepts of each phase: prior to the workshop (learner readiness, supervisor/peer support, motivation to attend, learning interests, pre-workshop preparation); during the workshop (workshop design, time allotment, feedback); and after the workshop ended (content validity, transfer design, personal capacity for transfer, opportunity to use). In addition to these 49 Likert scale items, the survey included yes/no, short answer, and open-end questions related to post-workshop activity, allowing the opportunity to provide additional evidence of their workshop experiences. Of the sixty-six former participants contacted via email, twenty-two voluntarily completed the survey.Issues highlighted during the pre-workshop time period were (1) understanding the significance for learning about grant writing, (2) perception of external support for workshop attendance, and (3) preparation for the workshop. During the workshop, participants acknowledged the benefits of using individual interests to learn the general concepts surrounding grant writing and connecting the learning back to their respective transfer environments. Points of debate were raised regarding program design, particularly with time allocation; responses varied from "not enough individual time" and "too much lecturing" to "too fast-paced" and "not long enough." Two transfer issues emerged after the workshop: time for completing projects, and departmental- and college-level support for pursuing externally funded projects.Findings from the study were used to recommend strategies for future study, as well to suggest transfer strategies for program planners, instructors, program attendees, and other stakeholders.<br>Department of Educational Studies

<p> This project served to locate a potential funding source and write a grant to secure funding for a program that provides mental health and psychological treatments, resources and information, and ultimately empowers Latina domestic workers who have survived trauma within and outside their scope of work. The program will be implemented by an MSW with Promotora community leadership. The program consists of a trauma focused intervention group with culturally sensitive and empirically supported curriculum as well as crisis mobilization services for female Latina domestic workers in the city of Los Angeles. If funded, this program will enable social workers and others to be able to advocate successfully and be informed about Latina domestic workers who face specific challenges in their work, including physical and mental health concerns, safety issues, a lack of labor protections, and overall health. Submitting this proposal for funding was not required to successfully complete this project.</p>

The purpose of this study is to identify the grant writing policies and practices of the fifteen municipalities in Polk County, Florida having a population less than 25,000, compare these findings qualitatively, and to present the data in a form usable by any city in Polk County so each city can make any needed adjustments to their grant writing strategy that will increase their success of grant funding. This study is needed now because smaller cities are continuing to feel the effects of the recession, a slumping housing market, and a reduction of real estate property values which means lower tax revenue. City managers and staff need to sharpen their grant writing skills to maximize the success of their grant applications. Both quantitative and qualitative research methodology were used in this study. The quantitative research data was gathered with the aid of a survey sent to each city manager of the selected cities. The qualitative research data consists of follow-up interviews with the fifteen city managers. Fourteen of the fifteen cities responded and all returned surveys were 100% complete. The results of the survey include respondent demographics, a lengthy discussion of each city's attitudes and history with grant application and administration, and the training level of staff involved in grant writing. The chapter goes on to analyze and discuss the policy of local elected officials regarding grants and concludes on the topic of challenges facing Polk County municipalities and possible solutions that may increase their grant writing success. The final chapter brings the study to a conclusion with a summary and a review of the findings from the survey. Several recommendations are offered that, if implemented, could increase the success rate cities are currently achieving with grant applications. Several implications are offered of possible outcomes if no changes are made, and finally, specific areas of future research and study are discussed.<br>ID: 030646177; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 125-127).<br>M.A.<br>Masters<br>English<br>Arts and Humanities<br>English; Technical Communications Track

With tightening university budgets, never before has the activity level of research grant proposal writing been more intense. With increased proposal numbers, including for the National Science Foundation's (NSF) prestigious CAREER award, has also come increased competition and decreased funding rates. This dissertation has searched for successful and unsuccessful characteristics from funded and unfunded CAREER proposals. The research focused on a study of two key subjects: 1) a corpus of 20 texts that included 12 funded proposals and 8 unfunded proposals from across NSF programs, and 2) an ethnographic analysis comprised from interviews with 14 NSF program officers (PO) from varying programs. Coding elements with the texts to uncover topical chains of content, rhetorical, and document design strategies revealed sound rhetorical moves and rhetorical mistakes. The study also illustrated evidence of adherence to or neglect of NSF-mandated writing/formatting conventions as connected to the likelihood of receiving funding. Moreover, the study revealed conventions that have developed for the genre that are not prescribed by NSF but that, nevertheless, seem to be expected. Through genre field analysis, the study's interviews with program officers (PO) revealed a system of genre-agents and player-agents that interact together in a highly rhetorical and social system. This system, comprised of locales in which a multitude of play scenarios can be enacted to exert influence, operates within fairly exact rules of play. Such rules may be published by NSF or simply be "understood," yet principal investigators (PI) are held accountable for them regardless. The ethnography created from interviews with POs revealed multiple genre field elements (e.g., genre- and player-agents, transformative locales, play scenarios, penalty conditions) as well as common mistakes and best practices. A complete mapping of the CAREER award proposal preparation, submission, and review process resulted from the study, which mapping has offered insightful strategies to expand PI (and other agents') influence on the funding process. The dissertation concluded by offering investigators a step-by-step process to identify and map the elements of the proposal genre field in which they operate.

The field of document design has gained considerable attention over the past couple of decades. New technology has drastically increased the design possibilities for writers, and researchers are gaining greater insight into the way that readers interact with the visual elements of their texts. This has led to an explosion in the availability of guidance on document design, but there are still areas where the research is incomplete. One of these areas concerns a common but important type of document: the proposal. There are numerous guides on proposal writing, but most of them are concerned with content and give little attention to document design. Since successful proposals are crucial to both the business and non-profit arenas, it is important that the documents are accessible and make a good impression on reviewers. Good document design can help. In this study I took the existing research on document design and developed a set of questions meant to address the different elements of document design. I tested a sampling of both grant proposals and contract proposals using those questions with a system of scoring based on Likert scaling. I combined the quantitative results with qualitative responses from interviews in order to gain insight regarding the overall effect of visual design elements in proposals. The results of this study showed that there are certain elements of document design (such as layout or contrast) that are important to proposals, but that non-design factors (such as cost or experience) usually outweigh the design for evaluation purpose.<br>Master of Arts

Athena - Online Proposal Development System was the first version of a vision of Dr. Richard Botting, Professor, Department of Computer Science at California State University, San Bernardino. The program, a JSP based system incorporating a MySql database, moves the writing, review, and annotation of project proposals into the digital environment. It allows Computer Science Master's students to provide their project proposals online for review and annotation by the committee members.

Thesis: S.M. in Comparative Media Studies, Massachusetts Institute of Technology, Department of Humanities, 2014.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 294-300).<br>As American professional journalism with its established rules and values transitions to the little-regulated, ever-evolving world of digital news, few of its practitioners, contributors and consumers are giving thought to the moral and intellectual implications that this transition entails. While technologists and innovators have embraced this passage into a hybrid model of skilled and citizen-generated news production, even spearheading its new practices at times, this transition is taking place in a moral and regulatory void: without a strong legislative foundation for cyberspace and revised ethical rules for the journalism profession online, media professionals and independent news producers lack guidance and tools to respond appropriately to new ethical issues not covered by current laws and ethical codes. Some of the key questions facing the profession are: should online journalism and all new forms of news media production be regulated, and if so, to what extent and by whom? What constitutes ethical collaboration? How does current regulation operate? Should or could it be extended to the digital domain? In this thesis I argue that professional and amateur news publishing on the Internet and other digital formats have created new social issues, ethical dilemmas and unanticipated situations for journalists, which are specific to digital media and unaddressed by current laws, standards, and codes of ethics. Following an analysis of these issues and the deficiencies of current ethics codes, using a real-life case study and comments from working journalists on their new professional needs, I then propose my vision for online news media production, arguing for an open-source, participatory model supported by a solid, individual ethical foundation and a revised relationship with sources. The thesis culminates with my proposed code of ethics for collaborative journalism in the digital age, the Open Park Code of Ethics and the Global Media Ethics Forum. Initially conceived as a news-reporting and educational tool for the Open Park project of The MIT Center for Future Civic Media, the OP Code reflects the principles and guidelines of my open-source model and is readily usable and adaptable to the needs of varied news media communities and individual producers.<br>by Florence H. J. T. Gallez.<br>S.M. in Comparative Media Studies

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2018-11-21T11:03:43Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Meire Anne Alves.pdf: 1554945 bytes, checksum: 77b30de516bdb7279df8955efdce8bb9 (MD5)<br>Made available in DSpace on 2018-11-21T11:03:43Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Meire Anne Alves.pdf: 1554945 bytes, checksum: 77b30de516bdb7279df8955efdce8bb9 (MD5) Previous issue date: 2018-09-03<br>Esta pesquisa – alicerçada à teoria dialógica da linguagem, conforme pensada pelo filósofo Mikhail Bakhtin (1993, 1997, 2015a, 2015b, 2017) – se propõe a refletir sobre as condições explicitadas pelos enunciados de propostas de Redação que circulam nas provas de Vestibular e Processos Seletivos Seriados (PSS) da Universidade Estadual de Ponta Grossa (UEPG). Assim, o estudo desses enunciados teve como objetivo analisar o tratamento conferido aos elementos principais dos gêneros discursivos, a saber: conteúdo temático, estilo e estrutura composicional. Para isso, foram selecionadas como corpus de pesquisa nove propostas, pertencentes aos gêneros discursivos notícia e carta (do leitor, de reclamação e de resposta à reclamação), e que estão compreendidas entre 2014 e 2017. Esse recorte temporal está relacionado ao fato de a UEPG, a partir de 2014, ter passado a articular as propostas de Redação de seus processos seletivos em função da perspectiva dos gêneros discursivos. A metodologia adotada partiu da abordagem qualitativa (Bortoni-Ricardo, 2015; Flick, 2009a, 2009b, 2009c), de forma que a análise reúne dados obtidos por meio de pesquisa documental, tanto dos documentos oficiais de ensino – em especial, PCNEM (1999) e PCN+ (2002) –, das propostas de Redação do Vestibular e Processo Seletivo Seriado (PSS), como, também, de documentos da UEPG relacionados a tais concursos, a saber: Manual do Candidato ao Vestibular e PSS, Revista Arquitetura da Redação e Resoluções que regulamentam os concursos em questão. As reflexões obtidas a partir das análises empreendidas apontam que o momento de execução das provas de Redação é um desafio ao candidato, tendo em vista as próprias condições que ali estão expressas. Nesse sentido, a questão que se evidencia está relacionada ao percurso dialógico da construção do enunciado, que deve se propor a antecipar eventuais dúvidas do candidato-autor, e não gerá-las. A análise das propostas revelou que ao situar o candidato sobre os aspectos relativos ao conteúdo temático, por exemplo, o nível de autoria da produção textual – quesito destacado como critério de avaliação, inclusive, pela Revista Arquitetura da Redação – pode ser favorecido, haja vista que a qualidade de uma produção textual escrita passa, invariavelmente, pela atenção aos elementos composicionais do gênero. Dentre as propostas analisadas, duas se destacaram quanto ao tratamento conferido ao conteúdo temático, ao estilo e à estrutura composicional, fato evidenciado a partir da clareza e da objetividade de seus enunciados. Diante disso, esta pesquisa concluiu que a atenção às condições de produção trazidas pelos enunciados de propostas de Redação (de processos seletivos, em geral) é imprescindível – e, portanto, precisam ser alvo de reflexão –, pois tais condições são determinantes para a realização do “projeto de dizer” do candidato.<br>This research - based on the dialogical theory of language, as thought by the philosopher Mikhail Bakhtin (1993, 1997, 2015a, 2015b, 2017) - proposes to reflect on the conditions set out by the statements of drafting proposals that circulate in the entrance examination (Vestibular) and Serial Selective Processes (PSS) of the State University of Ponta Grossa (UEPG). Thus, the study of these statements aimed to analyze the treatment conferred to the main elements of the discursive genres, namely: thematic content, style and compositional structure. To that end, nine proposals were selected as the corpus of the research. These proposals belong to discursive genres news and letter (from reader, letter of complaint and reply to the complaint), which are ranging in the period between 2014 and 2017. This temporal clipping is related to the fact UEPG, from 2014, has started to articulate the writing proposal in its selective processes according to the perspective of the discursive genres. The methodology adopted was based on a qualitative approach (Bortoni-Ricardo, 2015; Flick, 2009a, 2009b, 2009c), so that the analysis gathers data obtained through documentary research, both from the official teaching documents - in particular, PCNEM (1999) and PCN + (2002) - from the text proposals of the entrance examination and Serial Selective Processes (PSS) of UEPG, as well as documents related to the contests. In order to analyze data these were the selected documents: Applicant's Guide to the Vestibular and PSS, Magazine Architecture of the Essay and Resolutions that regulate the contests in question. The reflections obtained from the analysis undertaken indicate that the moment of execution of the writing test is a challenge to the candidate, considering the conditions that are expressed there. For that matter, the issue that is evident is related to the dialogical course of construction of the statement, which should be proposed to anticipate any doubts that the applicant-author might have, and not to generate them. The analysis of the proposals revealed that, by bringing the applicant to the aspects related to the thematic content, for example, the level of authorship of textual production - a matter that is highlighted as an evaluation criterion, inclusively, by Revista de Editora – he/she may be favored, considering that the quality of a written textual production passes, invariably, by the attention to the compositional elements of the genre. Among the proposals analyzed, two stood out regarding the treatment conferred to the thematic content, to the style and to the compositional structure, a fact evidenced from the clarity and objectivity of its statements. Therefore, this research concluded that the attention to the conditions of production brought by the statements of the proposals (of selective processes, in general) is essential - and, therefore, it needs to be considered - since these conditions are determinant for the achievement of “applicant's project of saying".

Cette thèse propose un essai d’histoire de la société du sud de l’Iraq au IIe siècle de l’Hégire (VIIIe siècle) à partir d’une réflexion sur le pouvoir de la terre. Elle se concentre sur la région de Basse-Mésopotamie caractérisée par un paysage organisé par le Tigre et l’Euphrate et leur système de canaux, ainsi que par des marais. Nous y étudions la société bas-iraqienne en prenant en considération son hétérogénéité religieuse et sociale. Nous mettons en particulier l’accent sur les relations de cette société de la terre avec l’État au IIe/VIIIe siècle, période pendant laquelle deux dynasties se succédèrent, les Omeyyades jusqu’en 132/750 puis les Abbassides, et nous interrogeons ce changement de pouvoir pour l’histoire foncière de la région. À partir d’un corpus littéraire, composé en grande partie de sources narratives à intention historique et de sources à vocation normative, en particulier portant sur la jurisprudence fiscale, et qui ne sont, le plus souvent, pas contemporaines de la période envisagée, nous proposons une histoire qui prend en considération la formalisation littéraire et la dimension socio-économique. Ce travail sur la mise en récit de l’histoire et du droit permet de proposer un double tableau de la société foncière bas-iraqienne au IIe/VIIIe siècle : à la fois celui que les sources présentent et celui qui déborde de leur projet historiographique. Un intérêt particulier est porté à l’analyse du processus historique de la genèse de l’État. Nous montrons comment le pouvoir agit sur la terre bas-iraqienne tout en devant, pour cela, composer avec les gens de la terre. Nous interrogeons donc la manière dont la région est gouvernée, pour considérer particulièrement la question fiscale et la propriété de la terre. Nous mettons l’accent sur les acteurs (les administrateurs, les propriétaires, les paysans) et les processus : les modalités d’acquisition de terres (héritage, achat, concession, revivification), les conflits fonciers, l’exploitation des domaines. Nous observons comment le pouvoir de la terre dans le Bas-Iraq au IIe/VIIIe siècle s’exprime notamment par la capacité d’action des populations à se défendre et à agir sur le pouvoir de l’État sur leurs terres<br>This thesis offers an attempt at a social history of Southern Iraq during the second/eight century based on a discussion of the power of the land. It concentrates on the region of Lower Mesopotamia, which is characterized by a landscape organized by the Tigris and Euphrates rivers and their system of canals, as well as by marshes. We study Lower Iraqi society, taking into account its religious and social diversity. Particular focus is given to the relationship of this land-related society with the state in the 2nd/8th century, a period during which two dynasties followed one another, the Umayyads until 132/750 and then the Abbasids. This change of power for the land history of the region is then questioned. Based on a literary corpus, composed largely of later narrative historical sources and normative sources, especially concerning fiscal jurisprudence, we suggest a history that takes into consideration literary forms and the socio-economic aspect. This work on the writing of history and law allows us to propose a twofold portrait of the landed society in Lower-Iraq in the 2nd/8th century: both the one presented by the sources and the one that goes beyond their historiographical project. Of particular interest is the analysis of the historical process of the formation of the state. We show how power acts in the land of Lower-Iraq, while at the same time having to cope with the “people of the land” in order to do so. We therefore examine how the region is governed, with a particular focus on the fiscal issue and land ownership. We focus on the actors (administrators, owners, peasants) and the processes: the modalities of land acquisition (inheritance, purchase, grants, revivification), land conflicts, and the exploitation of estates. The power of land in Lower Iraq in the 2nd/8th century is demonstrated by the capacity of people to defend themselves and to act on the power of the state over their land

La presente investigación tiene como objetivo analizar la presencia que tiene la destreza de la expresión escrita en los manuales de español como lengua extranjera destinados a un público adulto de nivel básico, más concretamente de nivel A2. Asimismo, pretende observar qué tratamiento se hace de dos aspectos relacionados con la composición escrita: los géneros discursivos y los procesos de escritura. Para ello, recogemos datos a partir de una plantilla de análisis que aplicamos a cinco manuales de diferentes editoriales españolas publicados después de 2006. En esta recogida de datos destaca de la alta presencia de actividades de expresión escrita en los manuales. En relación a los géneros discursivos, los manuales dan importancia al trabajo explícito de los aspectos analizados para el presente trabajo: contexto comunicativo, destinatario y propósito. Sin embargo, notamos una presencia baja de textos que sirvan como modelo a los estudiantes a la hora de realizar sus producciones textuales y es prácticamente inexistente la reflexión acerca de la estructura y características de los modelos. En cuanto a los procesos de escritura, el proceso de textualización es el que tiene más presencia en los cinco manuales analizados, mientras que la planificación y la revisión quedan relegadas a un segundo plano con una ocurrencia más baja. En la misma línea, destacamos la poca relevancia dada a la revisión, especialmente la retroalimentación entre pares. A partir de los resultados obtenidos y basada en un enfoque ecléctico de la didáctica de la expresión escrita, presentamos una propuesta didáctica pensada para el nivel A2 en la que se combina el trabajo explícito del género discursivo con los procesos de escritura, así como fomenta la escritura colaborativa.<br>This paper aims to analyse the presence of written expression activities in Spanish as a Foreign Language textbooks designed for adults in a pre-intermediate level (A2). Moreover, the purpose is to examine the approach which is used in relation to two key aspects of the written composition: the discourse genres and the writing process. With this objective, we compile data using an analysis template that is completed with information from five textbooks from different Spanish publishers after 2006. According to the data collection, there is a prolific presence of written expression activities in the analysed textbooks. Regarding the genres of discourse, the textbooks place relevance to the explicit practice of the following aspects: the communicative context, the audience and the purpose. However, a low presence of model texts for the students to use for their own compositions is also noted, as well as a virtually non-existent reflection of the model texts' structure and characteristics. As far as the writing process is concerned, the textualization is the process with more presence in the analysed textbooks, whereas planning and reviewing are marginalised with a lower occurrence. To the same extent, we would like to emphasize the low relevance of revision, especially that among peers. Taking into account the results and based an eclectic approach to the teaching of written expression, we present a teaching proposal for an A2 level in which the discourse genre and the writing process are dealt with explicitly, as well as we intend to encourage collaborative writing.

Research grant proposals are a very important genre in many academic disciplines, and a window into which we are able to observe academic engagements and interactions. However, there has been little textual analysis of the genre and research on how successful scholars approach the writing task. Drawing on the social constructionist genre scholarship, this study collected and analyzed nine successful SSHRC (Social Sciences and Humanities Research Council of Canada) research grant proposals from nine professors in the field of education at a Canadian university. The proposals were examined in terms of three important textual features: generic structure, referential behavior, hedges and boosters. Semi-structured discourse-based interviews with the nine professors as insider informants were also conducted. The main findings of the study include the following: (1) A three-move scheme was developed in this study as reflecting the generic structure of research grant proposal summaries. In analyzing the main text of research grant proposals, I first recognized the ICMC pattern (Introduction-Context-Methodology-Communication of Results) as the overall structure; ten moves as the constitutive functional components were then identified under this pattern. (2) Non-integral (where the name of the cited author does not appear in the actual citing sentence), non-reporting (where no reporting verb such as show, establish, suggest is employed to introduce the cited work), and generalization (where the proposition is attributed to two or more sources) forms of citations were found to be predominantly used in the research grant proposals. Self-citation was also used with a high frequency in this genre. 3) The use of boosters was found to exceed the use of hedges, and the distribution of hedges and boosters were found uneven across the rhetorical sections. Interviews with the nine professors further reveal how communicative purposes, institutional practice, and reader-writer relationship co-constructed the format as well as the stylistic features of grant writing. The study provides genre analysts as well as novice grant writers some useful insights into the research grant proposal writing.

The purpose of this thesis is to explain why a professional writing curriculum would be an invaluable program to institute in American universities across the country. So many people think that because we all learn to read and write in our early years of education that anyone can do it, but the problem remains that not everyone will be good at it. We need good, strong writers in the world of business and the only way to achieve that is to provide students with an outlet for specializing and learning more about the discipline of professional writing. This thesis begins with a short history of writing instruction in American universities that will explain how liberal arts programs have evolved over the past two hundred years and how writing curriculums currently fit into that program. Once you have a better understanding of the history, I will enlighten you with my reasons for needing a specialized program in professional writing. In conclusion, I was able to develop a full-fledged plan for instituting a professional writing curriculum in the English department through a partnership between the departments of English and Communication in the college of Liberal Arts<br>Thesis (M.A.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of English

碩士<br>雲林科技大學<br>應用外語系碩士班<br>98<br>The present study investigated the use of relative clauses by Taiwanese EFL graduate students in their proposal writing. The purposes for conducting this study are to examine the acquisition of relative clauses by Taiwanese learners with higher English proficiency and their relative clause use in academic proposal writing, further disclosing the discourse functions of relative clauses and their situational use in proposals. An analysis of 293 relative clauses elicited from eight graduate students’ proposals was conducted through executing frequency counts and textual analysis. The findings of the present study indicated that Taiwanese graduate students commonly use relative clause constructions in their proposal writing and they largely have acquired the use of English relative clauses except restrictive and non-restrictive functions. Moreover, Taiwanese graduate students have not completely mastered the specific used forms of relative clauses in academic writing. Besides, it was also found that relative clauses occurring in the proposals serve three main discourse functions—given entity grounding, proposition-linking grounding, and description. Finally, in the situational use of relative clauses, Taiwanese graduate students generally use relative clauses to state study backgrounds, purposes, and define terms in the section of Introduction. In the section of Literature Review, relative clauses are used in elaborating concepts, presenting extra information, and confining topics for discussion. And in the section of Methodology including a pilot study, relative clauses are used in describing background information about subjects, delimiting subject scope, indicating sources of collected data and measures given to subjects, and expressing analytical focuses and theoretical foundations employed; when study results and conclusions are stated, relative clauses are used to identify sources of analyzed data. Based on the findings of this study, it was obvious that Taiwanese graduate students still have difficulty in distinguishing restrictive and non-restrictive relative clauses and overuse restrictive relative clauses in their proposals. In the discourse functions, description function is predominantly used in graduate students’ proposals, but it is also incorrectly used with the restrictive form of relative clauses. Besides, they have not totally learnt the commonly used forms of relative clauses in academic writing. Thus, it was suggested that instructors introduce the concepts of grounding and description in relative clauses to help students better understand the restrictive and non-restrictive functions and teach them the academically common used forms of relative clauses in the class of academic writing; students can benefit from instructors’ introduction, and practicing using the academically used forms of relative clauses.

Background: Challenges in thesis proposal writing have resulted in doctoral students dropping from research studies resulting in the shortage of doctoral prepared nurses. Impediments include lack of human and non-human resources. Benner’s theory of novice to expert formed the basis for the development of the strategic intervention and action plan to address the challenges and strengths experienced by master’s prepared doctoral students during thesis proposal writing Purpose: The purpose of this research was to develop a strategic intervention and action plan that can be used to assist doctoral students to succeed in thesis proposal writing. Methods: An exploratory mixed-methods approach combining qualitative and quantitative data collection and analysis in four phases was used. In Phase 1 qualitative data from two open-ended questions were used to gather data, combined with literature to develop a questionnaire for Phase 2. A questionnaire was developed from data obtained from Phase 2 as well as a thorough literature review to develop the strategic intervention and Action plan. In Phase 4 the strategic intervention and action plan was validated using the Delphi technique and experts acted as panellists for the validation. Framework: Benner’s novice to expert theoretical framework was adopted for the study because of the assumption that doctoral students need a change of perception and assistance in order to develop critical thinking skills that will enhance the development of research competencies. This framework was used because of its relevance to the study. Research Findings: Competence in doctoral thesis proposal writing is affected by human resources as well as non-human resources. The identified strategic interventions that were included in the action plan were: recruitment of competent supervisors, training and mentoring of new supervisors, achieving of a realistic student/supervisor ratio for supervision of students, timely allocation of supervisors, recruiting of subject librarians and employment of adequate library support, provision of peer support programmes, implementation of a student recruitment and selection plan, provision of student support programmes to enhance research skills and competencies, binding contracts to stipulate students responsibility, provision of adequate research resources, and implementation of a bursary system among others. Conclusion: The strategic intervention and action plan was developed using the input of doctoral nursing students who were in the process of completing their thesis proposal and a thorough literature review. The inclusion of the deans of nursing of universities and universities of technology of South Africa (FUNDISA) will enhance the possibility for the implementation of the strategic intervention and action plan which can contribute to assisting the master’s prepared doctoral students to successfully transition from novice students with little or no research knowledge to competent thesis proposal writers.<br>Health Studies<br>D. Litt. et Phil. (Health Studies)

Working on teams with professionals from other fields is often challenging. Researchers from the fields of Management and Writing Studies have frequently emphasized the tension and conflict experienced in such inter-professional, or cross-functional, teams. Whether studying engineering project teams, groups of medical professionals, or business teams, researchers have found that inter-professional work is often complicated by misunderstanding and miscommunication due to problems associated with inter-group professional identity. This interdisciplinary research draws from the fields of Management and Writing Studies in the exploration of a modern, inter-professional proposal writing team working at a commercial enterprise. A modified version of Grounded Theory, coupled with Rhetorical Genre Studies analysis, serves as a methodological framework for the study. The analytical framework is provided by the combination of Rhetorical Genre Studies, a model of successful team interactions, borrowed from Management Studies, and an expanded version of Wenger’s conceptualization of multiple communities of practice (CoPs). The research reveals the complexity of inter-professional team work. Professional identity of the team’s member is also presented as more complicated than previously anticipated. The study indicates that the team has been heavily influenced by a former, or an antecedent, CoP to which some of the team members belong. The genre and leadership preferences of the antecedent CoP are shown to moderate much of the predicted tension and conflict in the work of the team. The interdisciplinary study reveals the effects of antecedent CoPs and professional identity of the team members on the inter-professional team dynamics. Both researchers and practitioners may benefit from the findings of the study and a broader interdisciplinary approach used to investigate and interpret the dynamics of inter-professional teams.

碩士<br>東海大學<br>建築學系<br>105<br>The complex conditions of historic districts in contemporary Asian city is caused by the superposition of various influence over different periods of time. In order to inspect those areas thoroughly, the study introduce the　concept “multiple-writing”, viewing the current state of historic districts as the superposition of multiple layers classified by time, void space and traffic system.   The study is located in Daqiaotou, which is on the north side of Dadaocheng , Taipei. By applying the concept “multiple-writing”, the study find several back alleys full of various textures and hidden stories. The study choose those back alleys as sites of architectural design and results in architecture that create events which transform the historical and spatial context into theater, installation art and multimedia exhibition.

碩士<br>亞洲大學<br>資訊工程學系碩士在職專班<br>97<br>This study aims to explore the effect of “peer mutual evaluation” and “Peer Mutual Evaluation and Proposal Model”, developed by the researcher, on the writing ability by senior high school students. Based on the results of research, the study will also give concrete recommendations for reference in the future implementation of peer mutual evaluation and proposal on the teaching of Internet writing. “Peer Mutual Evaluation and Proposal Model” introduced by the researcher was constructed with the integration of writing process theory, guiding composition evaluation principles set by College Entrance Examination Center (CEEC) and the related researches on peer mutual evaluation as the core. Following the model, the researcher established Internet writing learning system that can help students to understand evaluation principles before the examination. It is hoped that the system could provide the students with the best assistance when they face the writing test in Academic Attainment Test, Joint Examination or Assigned-Subject Test. The subjects in the research were the students of two tenth grade classes in Nantou County who were divided into experimental group and control group. Besides, based on the score criteria of CEEC guiding writing and combined with the computer scoring and clicking pattern developed by the Basic Competence Test for Junior High School Students, The evaluation and scoring model we designed will help students to familiarize with how to write properly in the scoring recommendations to obtain better scores and performance. The experimental results found that after experiment, according to the comparisons between experiment group and control group, there was significant difference in the effects on writing. That meant those who attentively and diligently received read-and-evaluation training were progressing. Besides, the exchange of roles by students in which the students played a role of teacher and evaluated peers will help the students to understand the real meaning of “teaching benefits teachers as well as students” and further to enhance the writing ability. It not only helped this learning activity meet the demands from the students but also increased the interest in learning. Keywords: writing ability, peer mutual evaluation, cooperative learning