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Dissertations / Theses on the topic 'Strategies for writing'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

Cachão, Margarida Adelaide Botelho. "Improving writing through creativity." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2010. http://hdl.handle.net/10362/5465.

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Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Ensino do Inglês<br>This project is the result of an attempt to answer the question “Can Creative Writing Be Taught?” proposed by Francine Prose (2007), in the first chapter of her book Reading Like a Writer. It also aims to show the difficulties of implementing such a project in the classroom, due to factors such as lack of time, the pressure of teaching a very tight syllabus, and the working conditions students and teachers have in order to succeed. In order to implement the project,

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10

Peng, Gao. "On the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners' writing ability." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8702.

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The aim of this study is to evaluate the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners’ writing ability. Two writing strategies I selected in this study are Julia's (in James 2000) 8-step writing strategy and Englert's (1991) POWER strategy. Both writing strategies are designed based on Hayes and Flower's (1989) theory of writing process but with different steps in guiding writing. According to their different functions, these two strategies can stand for two main kinds of writing strategies at present. The study included two questionnaires and two writi

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11

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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12

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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13

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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14

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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15

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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16

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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17

Li, Nim-yu Kitty. "The word processor and ESL college basic writers : a study of writing quality, revision strategies, writing attitude and writing apprehension /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1594993X.

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18

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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19

Al-Nashwan, Ahmed Mohammed. "Writing competence in Arabic : AFL/ASL problem solving strategies." Thesis, University of Leeds, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399867.

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20

Martindale, Teresa Lynn. "How three secondary students made sense of writing strategies /." Connect to title online (ProQuest), 2008. http://proquest.umi.com/pqdweb?did=1678702871&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ed. D.)--University of Oregon, 2008.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 94-98). Also available online in in ProQuest, free to University of Oregon users.

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21

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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22

Graff, Carine. "The Impact of Translation Strategies on Second Language Writing." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1532607114900787.

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23

崎濱, 秀行, та Hideyuki SAKIHAMA. "文章産出活動方略と書き手の自己効力感との関連についての検討". 名古屋大学大学院教育発達科学研究科, 2002. http://hdl.handle.net/2237/3135.

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24

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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25

Zhang, Hongxia. "A study on ESL writing anxiety among Chinese English majors : Causes, effects and coping strategies for ESL writing anxiety." Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8247.

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The aim of this study was to measure the level of ESL writing anxiety experienced by Chinese English majors. The effects of ESL writing anxiety on English writing performance, the students’ perception of the main causes of ESL writing anxiety and their learning style preferences in ESL writing class were also examined, which provided pedagogical implications of successful learning and teaching strategies for reducing ESL writing anxiety. This study was based on quantitative research and three questionnaires were used to collect data. The results of the SLWAI showed that there is a high level o

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26

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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27

Wong, Alice Su Chu. "An Investigation of the Predictors of L2 Writing Among Adult ESL Students." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2012. http://hdl.handle.net/10092/7837.

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The three studies reported in this thesis investigated the contributing factors of L2 writing among adult ESL learners in the academic setting. The major purpose of this research was to explore the relationship between L2 proficiency, writing strategies, writing attitude, writing errors and L2 writing performance. This thesis aimed to provide insights for the contributing factors that are predictive of L2 writing performance in adult ESL learners, studying in English and non-English dominant settings. Study 1 (reported in Chapter 3) focused on determining the appropriate measures for investig

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28

Beckett, Jessica Marie. "Negotiating Expertise: The Strategies Writing Program Administrators use to Mediate Disciplinary and Institutional Values." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/85360.

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A First Year Writing program is an academic unit that manages the curriculum, budget, teaching faculty, and other aspects of writing classes for first year students as part of a university's general education curriculum. Throughout their daily tasks, the directors of these programs must work with the requirements of their institution, must build relationships with their administrators and campus stakeholders, and must work within the mission and values of their institution. However, as higher education becomes increasingly corporatized, these institutional constraints are sometimes at odds wit

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29

Lu, Yanbin. "Cognitive Factors Contributing to Chinese EFL Learners’ L2 Writing Performance in Timed Essay Writing." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/alesl_diss/13.

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This study investigated cognitive factors that might influence Chinese EFL learners’ argumentative essay writing in English. The factors that were explored included English (L2) language proficiency, Chinese (L1) writing ability, genre knowledge, use of writing strategies, and working memory capacity in L1 and L2. Data were collected from 136 university students who received a battery of tests in two sessions. The tests consisted of timed essay writing tasks in L1 and L2, post-writing questionnaires for genre knowledge and use of strategies in the writing process, a timed grammaticality judgme

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30

Chon, Yuah Vicky. "Vocabulary problems and communication strategies in writing of EFL Korean university students : two audiences and two writing topics." Thesis, University of Essex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437671.

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31

Groff, Marsha A. "Personality types, writing strategies and college basic writers : four case studies." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/833469.

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College basic writers are often misunderstood. Much of the literature available on these writers depicts them as a large homogeneous group. Ignored is the diversity that exists within this population. According to George Jensen and John DiTiberio, personality type as measured by the Myers-Briggs Type Indicator (MBTI) is a neglected factor in most composition research that aids in ascertaining and appreciating the diversity and strengths of basic writers.Case study methodology was used to investigate whether a relationship existed between the personality types of thirty-four basic writers at Ba

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32

Chien, Shih-Chieh. "The use of writing strategies in an EFL context in Taiwan." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611166.

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33

Fredericks, Elizabeth Joy. "Exploring Grade 3 teachers’ strategies in the teaching of writing literacy." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1847.

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A full dissertation submitted in fulfillment of the requirements for the degree of Masters in Education Presented to the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2013<br>In this qualitative exploratory study the primary purpose was to examine the nature of teaching strategies employed by two Grade 3 teachers to teach writing literacy. The following research questions underpinned the study: i) What strategies are being implemented by Grade 3 teachers to develop literacy skills in their classes ii) How appropriate, relevant and potentially effecti

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Che, Yuen Shan. "A study on the risk and return of option writing strategies." HKBU Institutional Repository, 2015. https://repository.hkbu.edu.hk/etd_oa/187.

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This thesis conducts an extensive study on the risk and return of option writing strategies. Chapter 2 compares covered option writing strategies with pure directional futures positions. Specifically, the chapter compares the performance of a covered call writing strategy with a long futures position and that of a covered put writing strategy with a short futures position. The empirical results show that the covered option writing strategies outperform the corresponding pure directional futures positions on a risk-adjusted basis. Chapter 3 of the thesis focuses on studying returns from writin

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35

Sonnenburg, Edith M. "Pre-writing rhetorical strategies which activate both hemispheres of the brain." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/349.

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36

Hubbard, Cara Lisa. "Case Study of Teachers' Current Strategies to Teach Grammar and Writing." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2829.

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In a southeastern state school district, 23.2% of the students did not meet the 80% passing requirement on the 2014 state’s writing assessment. Research for writing and grammar instruction is extensive, yet many teachers struggle with finding effective instructional strategies. The purpose of this instrumental case study was to explore the instructional strategies used at 7 schools to teach writing and grammar skills to Grade 5 students and to identify instructional gaps. Howard Gardner’s theory of multiple intelligences and Lev Vygotsky’s theory of cognitive development together provided a th

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37

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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38

Duffy, Melissa. "Beliefs and motives behind the paper: examining relations between epistemic beliefs, achievement goals, writing strategies, and academic writing achievement." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106438.

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Throughout university, students are required to complete complex writing tasks that involve a host of cognitive and metacognitive strategies, yet little is known about the differences in students' approach to the writing process. In particular, the role of students' beliefs about knowledge and achievement motivation has been largely overlooked. The present study aimed to address this gap by examining relations between students' epistemic beliefs, achievement goals, and self-reported writing strategies. University students completed several questionnaires (N = 98) and participated in an intervi

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39

李念愉 and Nim-yu Kitty Li. "The word processor and ESL college basic writers: a study of writing quality, revision strategies, writingattitude and writing apprehension." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31212530.

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40

Withrow, Mark H. Hesse Douglas Dean. "Enhancing students' relationship with language instructional strategies for teaching reading and writing /." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9115232.

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Thesis (D.A.)--Illinois State University, 1990.<br>Title from title page screen, viewed December 1, 2005. Dissertation Committee: Douglas D. Hesse (chair), Glenn A. Grever, Ronald J. Fortune, Janice Neuleib, Fay F. Bowren. Includes bibliographical references (leaves 209-218) and abstract. Also available in print.

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41

Al-Bulushi, Yasmin Shannan. "Awareness raising of language learner's writing strategies in an Omani EFL Context." Thesis, University of Leeds, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509819.

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42

Hemmati, Fatemeh. "Vocabulary problems in the EFL writing of Iranian students : taxonomies and strategies." Thesis, University of Essex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395123.

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43

Brown, Lauren Adele. "Reading resistance on the plantation writing new strategies in francophone Caribbean fiction /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1568134621&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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44

ARNAUD, LUCIANA BARREIRO BASTOS. "THE KALEIDOSCOPIC WRITING A DISCUSSION ABOUT THE CRITICISM STRATEGIES IN MACHADIAN FICTION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=8931@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>A pesquisa concentra-se na discussão da literatura de Machado de Assis, tendo como foco principal o humor machadiano - ironia e sátira - como procedimento de desconstrução da discursividade cínica de seu leitor implícito. Para ilustrar essa hipótese, a principal referência será o livro Memórias póstumas de Brás Cubas. Serão abordados também os demais romances da segunda fase, os contos A teoria do Medalhão, O espelho e O alienista, e dois de seus mais importantes escritos críticos: O instinto de nacionalidade e A nova geraç

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NASCIMENTO, FILIPE FERREIRA DO. "INVESTIGATION OF AN INVESTIGATION: WRITING STRATEGIES IN BALADA DA PRAIA DOS CÃES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34842@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTITUIÇÕES COMUNITÁRIAS DE ENSINO PARTICULARES<br>É a partir da premissa de que em cada obra literária cabem distintas estratégias de escrita que essa dissertação realiza a leitura do romance português Balada da Praia dos Cães. Com a finalidade de identificar como funciona a oficina criativa do autor José Cardoso Pires nesse caso específico, realizou-se um mapeamento que busca en

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46

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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47

Bingham-Scott, Robyn Eileen. "Strategies for improving the writing of elementary students in the intermediate grades." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/660.

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48

Matthey, Sarah Ann. "Writing Center Editor Strategies for Addressing Student Academic Entitlement in Intervention Editing." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2848.

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Not all students who enroll in postsecondary institutions have the skills needed to be successful in higher education in reading and writing. At a for-profit, online university in Minnesota, many students were not completing 4 weeks of a remedial writing program, Intervention Editing (IE). According to internal surveys and personal communications, students' struggles to complete IE were partly due to academic entitlement (AE). AE is defined as students placing the responsibility for their academic success on third parties rather than on themselves. Using the theory of self-efficacy as a framew

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49

Maniccia, Angelo Caesar. "Strategies and Assessments to Support Special Education Students' Writing the Literacy Test." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5500.

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Many special education (SPED) students are failing the Ontario Secondary School Literacy Test (OSSLT) despite writing instruction provided by SPED teachers. The purpose of this study was to understand teachers' perceptions about why students were failing the literacy/writing test and document whether evidence-based assessment and writing practices were implemented. Cognitive-behavioral theory served as the conceptual framework for this study. The research questions in this study focused on SPED teachers perceptions regarding students not passing the OSSLT, observations of whether assessment an

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50

Lawwill, Kenneth Stuart. "Using Writing-To-Learn Strategies: Promoting Peer Collaboration Among High School Science Teachers." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28374.

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Writing-to-learn strategies have been well documented in the promotion of student learning (Poirrier, 1997c). Less is known about how teachers come to use these strategies in every day instruction. This study is a description of the experiences of one science teacher at a large suburban high school who shared writing-to-learn strategies with his department to promote the use of these strategies in daily instruction of his colleagues. The strategies involved 1) improving reading comprehension using paraphrasing, 2) activating prior knowledge using generic questions: who, what, where, when, why,

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