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Dissertations / Theses on the topic 'Structure and written expression'

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Published: 7 June 2025

Last updated: 2 August 2025

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1

Ko, Ji Woon. "Alzheimer's disease and related disorders caregiver's acceptance of a web-based structured written emotional expression intervention." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2729.

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Alzheimer's Disease and Related Disorders (ADRD) are a major public health problems. Major sources of care provision are family members in the community and these ADRD caregivers encounter a variety of stressor. Currently there continues to be a need to develop and test Internet based interventions designed to reduce stress for caregivers for persons with ADRD. The web-based Structured Written Emotional Expressions (SWEE) was developed to manage ADRD caregivers stress related to caregiving experiences through writing about their thoughts and feelings. However, differences between provided serv

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2

Maxwell, Lyndi R. "Voices of Pen Pals: Exploring the Relationship Between Daily Writing and Writing Development, and Reading Comprehension with Third Grade Students." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426176485.

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3

Willis, Kelcie D. "Structured Poetic Expressions for Emerging Adults Experiencing Bereavement." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5675.

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Previous research has produced heterogeneous findings regarding the effectiveness of expressive writing in reducing grief symptomatology among the bereaved (e.g., Collison, 2016; Lichtenthal & Cruess, 2010; Stroebe et al., 2006). The purpose of this study was to address these mixed results by exploring the effects and linguistic characteristics of a novel writing task (i.e., the acrostic poem) among bereaved undergraduates, using an innovative data analysis technique (i.e., Linguistic Inquiry and Word Count). The current study recruited 68 undergraduates who had lost a loved one. Participants

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4

Aked, Joy Prentice. "Individual constancies in written language expression." Thesis, University of Glasgow, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387909.

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5

Moraes, Olinda Martins. "Logical relations in students' written expression." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/75147.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras, Florianópolis, 1984.<br>Made available in DSpace on 2012-10-15T22:34:14Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-08T14:59:11Z : No. of bitstreams: 1 278071.pdf: 3744078 bytes, checksum: 2874a455e7a9b2dd5a697eae8053cf9f (MD5)

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6

Marks, Lori J. "Supporting Written Expression with Assistive Technology." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/3698.

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7

Carey, Ashley. "Alternate Forms Reliability for Written Expression Probes." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1410.

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The use of Curriculum-Based Measurement (CBM) in schools continues to increase, as it is a useful brief assessment of students’ basic academic skills. CBM measures are used for multiple tasks such as identifying students at-risk, creating local norms, monitoring students’ progress during interventions, and assisting with special education eligibility determinations. Much of the research has focused on CBM in the areas of math and reading. Relatively few studies have examined the area of CBMWritten Expression. Even fewer studies exist exploring the reliability among alternate writing forms. Thi

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8

Bridges, Deanna L. (Deanna Lee). "The Impact of Word Processing on the Written Expression of Students with Learning Disabilities in the Area of Written Expression." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279365/.

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The purpose of this study was to investigate the effect of word processing on the quality of written expression of students with learning disabilities identified in the area of written expression. A examination of existing research revealed that most studies do not focus on word processing independent of writing instruction. Therefore, the consensus among researchers that word processors make a difference is limited by the influence of instruction within the research setting. Therefore, this study sought to determine the impact made solely by word processing by controlling for instruction. The

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9

Melloy, Ashley D. "Gender Differences in Written Expression at the Elementary Level." TopSCHOLAR®, 2012. http://digitalcommons.wku.edu/theses/1183.

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The use of Curriculum-Based Measurement (CBM) in schools is increasing, as it is a useful indicator of students’ basic academic skills. CBM measures are often used for identifying students at-risk, monitoring their progress during interventions, and even making special education eligibility determinations. Much of the research has focused on CBM in the area of reading. Relatively few studies have examined the area of CBM-Written Expression. A couple of studies indicated there are gender differences on CBM-Written Expression measures. This study sought to determine if gender differences exist a

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10

Hart, Mallory. "Test-Retest Reliability of Curriculum-Based Measurement Written Expression Probes." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1394.

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Despite the growing popularity and utilization of Curriculum-Based Measurement for assessing students’ academic skills and for progress monitoring, little attention has been devoted to the area of written expression. Very few studies have been conducted to assess test-retest reliability. Only three previous studies were identified that examined the test-retest reliability of written expression curriculum-based measures. To address this issue, the current study examined the test-retest reliability of five common scoring procedures with students in grades 2, 4, and 6. A one-week time interval wa

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11

Dawson, Shanna. "Curriculum-based measurement of written expression at the secondary level." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009dawsons.pdf.

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12

Diercks, Barbara Ann. "Curriculum-based measurement in written expression at the secondary level." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003diercksb.pdf.

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13

Diercks-Gransee, Barbara Ann. "Curriculum-based measurement in written expression at the high school level." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006diercks-granseeb.pdf.

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14

Molitor, Stephen J. "The Written Expression Abilities of Adolescents with Attention-Deficit/Hyperactivity Disorder." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3704.

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Students with Attention-Deficit/Hyperactivity Disorder (ADHD) often experience significant academic underachievement. Written expression abilities in this population have not been extensively studied but existing prevalence estimates suggest that rates of comorbid writing underachievement may be substantially higher than comorbid reading and mathematics underachievement. The current study examined written expression abilities in a school-based sample of 326 adolescents with ADHD. The prevalence of written expression impairment, the associations between written expression and academic outcomes,

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15

Ozdowska, Anne L. "Overcoming difficulties with written expression for students on the autism spectrum." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/132648/1/Anne_Ozdowska_Thesis.pdf.

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Many children on the Autism Spectrum struggle with the fine motor and perceptual skills required for handwriting, and the conceptual and language skills required for written composition. An inclusive design framework was used to create an accessible technology, the Power Writer app. This classroom based research examines the effectiveness of self-regulated strategy development and writing support software for supporting the written expression of students on the Autism Spectrum. The findings inform a theory driven methodology for designing educational software for students with diverse needs fo

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16

Graf, Maria Christine Geller Pamela A. "Written emotional disclosure: what are the benefits of expressive writing in psychotherapy? /." Philadelphia, Pa. : Drexel University, 2004. http://dspace.library.drexel.edu/handle/1860/281.

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17

Van, Blommestein Erane. "Production factors for written expository texts." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30415.

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Expository text writing is a task that demands high-level cognitive and linguistic skill in order to produce well-written texts. Individuals who have cognitive-communicative impairments following mild closed head injury often display difficulty in organization, recall and attention when writing texts. The purpose of this study was to investigate factors that facilitate production of coherent expository texts by two unimpaired adults, with the ultimate goal of applying the results to work with head-injured individuals. These factors were: type of texts and type of support found in the text elic

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18

Freywald, Ulrike, Katharina Mayr, Sören Schalowski, and Heike Wiese. "Linguistic Fieldnotes II: Information structure in different variants of written German." Universität Potsdam, 2010. http://opus.kobv.de/ubp/volltexte/2010/3683/.

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Dieser Band versammelt Originaldaten aus einer Erhebung, die im Rahmen des SFB-Teilprojekts B6 „Kiezdeutsch“ im Frühjahr 2010 in Berlin und İzmir, Türkei, durchgeführt wurde. Sämtliche hier dokumentierten Daten wurden schriftlich produziert; sie stammen von drei verschiedenen Sprechergruppen: Jugendliche aus einem multiethnischen Berliner Wohngebiet, die untereinander Kiezdeutsch sprechen, Jugendliche aus einem monoethnischen Berliner Wohngebiet, in dem der traditionelle Berliner Dialekt vorherrscht, und türkische Jugendliche in İzmir, die Deutsch als Fremdsprache gesteuert erworben haben.

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19

Davidowitz, Eliot Jonathan. "Alfalfa leghemoglobins: Structure & expression." Case Western Reserve University School of Graduate Studies / OhioLINK, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=case1057175009.

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20

Tadatada, Amanda. "Growth Rates of Curriculum-Based Measurement-Written Expression at the Elementary School Level." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1040.

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This project appears to be the first to determine growth rates for writing using Curriculum-Based Measurement-Written Expression (CBM-WE). Growth rates, or the amount of change over time, help educators track how much progress can be expected given typical instruction. CBM-WE probes were administered to a sample of 1,004 students in first through fifth grades within a school district. The writing probes were scored using production-dependent variables: Total Words Written (TWW), Words Spelled Correctly (WSC), and Correct Word Sequence (CWS). Data were analyzed by grade level and gender. Result

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21

Minnis, Stephen. "The prediction of prosodic structure from written text : revisited, reformulated, re-evaluated." Thesis, University of York, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325645.

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22

Hartquist, Sara Marie. "The validity of curriculum-based measurement in written expression for students in special education." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006hartquists.pdf.

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23

Youngman, Elizabeth Anne. "The Development of Curriculum-based Measurement Local Norms in the Area of Written Expression." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/174.

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This project used Curriculum-Based Measurement (CBM) in the area of Written Expression to establish district norms for Bowling Green City Schools. CBM uses brief fluency measures as indicators of students' academic performance. With the use of CBM, it is possible to identify students who are considered to be at-risk for educational performance. AIMSweb probes were used to assess 1,565 first through fifth grade students from five elementary schools within the Bowling Green Independent School District. Performance was scored using the three most common scoring indices: Total Words Written (TWW),

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24

Schrader, Morgan L. "Curriculum Based Measurement-Written Expression: Effects of Choice and Interest on Third Graders’ Writing." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1490.

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Curriculum-Based Measurement (CBM) has many effective uses in the school system and its use is increasing. Most CBM research focuses on the area of reading and little on writing. Only one study was found that examined the effects of choice in story starters on students’ writing performance, and a few studies examined the effects of interest level of writing topics, although none using CBM as a measure. Past research has indicated girls score significantly higher on CBM measures of writing than boys. This study investigated if choice and interest level in a story starter topic have an effect on

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25

Navsaria, Indira. "Written language expression in linguistically diverse classrooms in the Western Cape : a case study." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/11237.

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Includes abstract.<br>Includes bibliographical references (leaves 181-195).<br>This study investigated the current performance, values, present and further opportunities and barriers to written language in ordinary, linguistically diverse intermediate phase classrooms in the Western Cape. A single, within-site case study was conducted in one grade 5 and one grade 6 classroom in an urban school.

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26

Spears, Sara Marie. "The criterion-related validity of curriculum-based measurement in written expression across education levels." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002spearss.pdf.

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27

Senecal, Lynn. "The idea structure of students' written stories in Grades 3, 4, and 5." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0019/NQ44577.pdf.

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28

Gabert-Quillen, Crystal A. "The Efficacy of Written Emotional Expression at Reducing Back and Headache Pain in College Students." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1340909581.

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29

Samanich, Tracy Tucker. "Effectiveness of idea-generating questions used in written expression as measured through curriculum-based measurement." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407507105.

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30

Montgomery, Shelby. "A Review of Written Expression Curriculum-Based Measurement with a Focus on English Language Learners." TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3145.

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The purpose of this study was to review the literature on English Language Learners and written expression curriculum-based measurement. In recent years, there has been little research completed in the area of curriculum based measurement for writing for English Language Learners. A systematic review of the literature was conducted and all available literature on the use of written expression curriculum-based measurement since 2006 was identified and reviewed. Given the increasing diversity in our schools, particularly non-native English speakers, this review focused on studies including this

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31

DeRemer, Mary. "Students' use of semantic structure in revising their writing." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61994.

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32

Tind, Larsen Peter. "Essays on capital structure and credit risk /." Aarhus : School of Economics and Management, 2007. http://www.gbv.de/dms/zbw/560680414.pdf.

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33

Cross, Michael A. "Structure and expression of enterobacterial haemolysin determinants." Thesis, University of Cambridge, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306375.

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34

Demirsahin, Isin. "Connective Position, Argument Order And Information Structure Of Discourse Connectives In Written Turkish Texts." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610160/index.pdf.

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A text is a linguistic structure that is more than a random collection of sentences. A text is cohesive (Halliday &amp<br>Hasan, 1976) and coherent (Mann &amp<br>Thompson, 1987, 1988). Mainly ignored in the field of linguistics until recently, the text and the discourse structure have been inquired from various points of view (Asher, 1993<br>Asher &amp<br>Lascarides, 1998<br>Grosz &amp<br>Sidner, 1986<br>Mann &amp<br>Thompson, 1987, 1988<br>Webber, 2004). D-LTAG is a discourse grammar work that extends a lexicalized sentence level grammar LTAG (Joshi, 1987) to low-level discourse (Webber, 2004

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35

First, Cynthia Gargan. "The effects of sentence combining on the written expression skills of students with serious emotional disturbances." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2604.

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The purpose of this empirical study was to examine the effects of sentence combining on paragraphs written by students diagnosed as having serious emotional disturbances by the State of California. Sentence combining is one writing process technique frequently found in mainstream education, but not in typical special education writing curricula. The study examined the effects of sentence combining during three experimental conditions: (1) a baseline condition comprised of examiner-determined writing samples elicited by subjects prior to the intervention; (2) a treatment condition which consist

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36

Brown, Stefanie Suzan. "The Effects of a Scripted Writing Program on the Written Expression Skills of Middle School Students." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253222169.

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37

Anderson, Shakesha S. Kloss Jacqueline D. "The effect of written emotional expression on depression following mild traumatic brain injury : a pilot study /." Philadelphia, Pa. : Drexel University, 2008. http://hdl.handle.net/1860/2898.

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38

Brown, K. "The Effects of Teaching a Specific Top-Level Structure on the Organization of Written Texts." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1994. https://ro.ecu.edu.au/theses/1697.

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The purpose of this study was to investigate the effectiveness of teaching a specific top-level structure on students' recall and organization of expository text. The hypothesis to be investigated was that students explicitly taught the scientific report text structure schema would show improved recall and organization of written report text protocols. The report text structure utilized in this study was derived from Sloan and Latham's top-level structure of text organization devised from schema theory and semantic memory models.

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39

Dahlroth, Sue-Li. "Expression and structure-function characterisation of herpesviral proteins." Doctoral thesis, Stockholms universitet, Institutionen för biokemi och biofysik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8288.

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In order to determine and study a protein structure, large amounts of it is needed. The easiest way to obtain a protein is to recombinantly overexpress it in the well-studied bacterium Escherichia coli. However, this expression host has one major disadvantage, overexpressed proteins might not be folded or be insoluble. Within the field of structural genomics, protein production has become one of the most challenging problems and the recombinant overexpression of viral proteins has in particular proven to be difficult. The first part of the thesis concerns the recombinant overexpression of trou

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40

Graham, Roger Walter. "Ubiquitin gene structure and expression in Caenorhabditis elegans." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30584.

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Ubiquitin is a multifunctional 76 amino acid protein which plays critical roles in many aspects of cellular metabolism. Ubiquitin protein structure and gene structure are highly conserved among eukaryotes. In C. elegans the major source of ubiquitin RNA was shown to be the polyubiquitin locus, UbiA. UbiA was shown to be transcribed as a polycistronic mRNA which contained eleven tandem repeats of ubiquitin sequence and possessed a two amino acid carboxy terminal extension on the final repeat. Mature UbiA mRNA was demonstrated to acquire a 22 nucleotide leader sequence via a trans splicing react

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41

Ng, Sherman. "FcãRIIB structure, expression, and function in SLE patients." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ39863.pdf.

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42

Bringloe, David Hans. "Structure and expression of a wheat ferredoxin gene." Thesis, University of Cambridge, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386968.

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43

Lutton, Deborah A. "Variability of surface structure expression in Bacteroides fragilis." Thesis, Queen's University Belfast, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334571.

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44

Last, David Ian. "Structure and expression of the pea plastocyanin gene." Thesis, University of Cambridge, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.256631.

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45

Vilotte, J. L. "Structure and expression of ruminant α-lactalbumin genes". Thesis, University of Edinburgh, 1991. http://hdl.handle.net/1842/14605.

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α-lactalbumin is one of the major milk protein in ruminants. It induces synthesis of lactose in the mammary gland and is related to lysozyme. The present study describes the structure and analysis of expression of ruminant α-lactalbumin genes. The structure of the goat α-lactalbumin gene was determined and found to be similar to that of the known homologous genes with four exons. Analysis of bovine, goat and sheep genomic DNA revealed the occurrence of α-lactalbumin-related sequences. Southern-blotting analysis and determination of the structure of such related sequences suggested that most co

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46

Dytrych, Lee Michael. "Structure and expression of the murine periaxin gene." Thesis, University of Edinburgh, 1997. http://hdl.handle.net/1842/29742.

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The structure of the mouse periaxin gene (prx) has been determined. This was in order to facilitate further studies on the molecular genetics of periaxin expression and function. Analysis of the structure and expression of the mouse periaxin gene has revealed that the gene encodes two polypeptides and the mechanism by which these two proteins are encoded has been established. Furthermore, the localization of these two proteins has been shown to differ in myelinating Schwann cells. A mouse genomic library constructed in the bacteriophage replacement vector Lambda Dash II was screened by plaque

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Yamato, Katsuyuki. "Structure and Gene Expression of Rice Mitochondrial Genome." Kyoto University, 1993. http://hdl.handle.net/2433/78042.

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Kyoto University (京都大学)<br>0048<br>新制・課程博士<br>博士(農学)<br>甲第5431号<br>農博第762号<br>新制||農||649(附属図書館)<br>学位論文||H5||N2565(農学部図書室)<br>UT51-93-F188<br>京都大学大学院農学研究科農芸化学専攻<br>(主査)教授大山莞爾, 教授山田康之, 教授常脇恒一郎<br>学位規則第4条第1項該当

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48

RAMON, PACHECO ANA C. "Structure chromatinienne et expression genique chez aspergillus nidulans." Paris 11, 2000. http://www.theses.fr/2000PA112119.

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Ce travail de these porte sur deux sujets concernant la chromatine et la regulation genique chez le champignon filamenteux aspergillus nidulans. La premiere partie decrit le clonage du gene codant l'histone h1 chez a. Nidulans et l'etude de la fonction de cette proteine dans la cellule. Hhoa est une histone h1 de structure typique. L'interruption d'hhoa ne produit chez a. Nidulans aucun phenotype distinctif. Egalement, aucun phenotype differentiel n'est observable lors de la surexpression d'hhoa. L'expression de l'histone h1. 1 d'arabidopsis thaliana chez a. Nidulans est letale. Cette letalite

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49

Tsvetkoff, Jennifer L. "The effects of differentiated instruction on the written expression of high-achieving urban African American first graders." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1413474509.

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50

Mims, Pamela J., and R. Pennington. "Trends in Written Expression for Students with Moderate to Severe and Intellectual Disability: Past, Present and Future." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/167.

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