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Dissertations / Theses on the topic 'Student writings'
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1
HONG, Yuchan. "Spelling Normalization of English Student Writings." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-361925.
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Spelling normalization is the task to normalize non-standard words into standard words in texts, resulting in a decrease in out-of-vocabulary (OOV) words in texts for natural language processing (NLP) tasks such as information retrieval, machine translation, and opinion mining, improving the performance of various NLP applications on normalized texts. In this thesis, we explore different methods for spelling normalization of English student writings including traditional Levenshtein edit distance comparison, phonetic similarity comparison, character-based Statistical Machine Translation (SMT) and character-based Neural Machine Translation (NMT) methods. An important improvement of our implementation is that we develop an approach combining Levenshtein edit distance and phonetic similarity methods with added components of frequency count and compound splitting and it is evaluated as a best approach with 0.329% accuracy improvement and 63.63% error reduction on the original unnormalized test set.
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Liu, Yuhan. "A Pipeline for Automatic Lexical Normalization of Swedish Student Writings." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-352450.
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In this thesis, we aim to explore the combination of different lexical normalization methods and provide a practical lexical normalization pipeline for Swedish student writings within the framework of SWEGRAM(Näsman et al., 2017). An important improvement in my implementation is that the pipeline design should consider the unique morphological and phonological characteristics of the Swedish language. This kind of localization makes the system more robust for Swedish at the cost of being less applicable to other languages in similar tasks. The core of the localization lies in a phonetic algorithm we designed specifically for the Swedish language and a compound processing step for Swedish compounding phenomenon. The proposed pipeline consists of four steps, namely preprocessing, identification of out-of-vocabulary words, generation of normalization candidates and candidate selection. For each step we use different approaches. We perform experiments on the Uppsala Corpus of Student Writings (UCSW) (Megyesi et al., 2016), and evaluate the results in termsof precision, recall and accuracy measures. The techniques applied to the raw data and their impacts on the final result are presented. In our evaluation, we show that the pipeline can be useful in the lexical normalization task and our phonetic algorithm is proven to be effective for the Swedish language.
3
Robideaux, Sharon. ""Like dancers following each other's steps an analysis of lexical cues in student writing for differing audiences /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4844.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 12, 2007) Vita. Includes bibliographical references.
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Feck, Candace. "Understandings about dance an analysis of student writings with pedagogical implications /." Connect to this title online, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1039440221.
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Feck, M. Candace. "Understandings about dance : An analysis of student writings with pedagogical implications /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1039440221.
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Hammond, Jennifer L. "The echo of student voices from the Blue Ridge Mountains /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Yagelski, Robert. "The dynamics of context : a study of the role of context in the composing of student writers /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487758178236356.
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Burkindine, Jill Moore. "The world according to East African student writers : a Bakhtinian analysis with teaching implications /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137680.
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Martin, Eric V. Hesse Douglas Dean. "Reconceiving the voice-to-style relationship in academic discourse a study of students' initial perceptions and emerging writing practices /." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603519.
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Thesis (D.A.)--Illinois State University, 1995.<br>Title from title page screen, viewed May 4, 2006. Dissertation Committee: Douglas Hesse (chair), Janice Neuleib, Maurice Scharton. Includes bibliographical references (leaves 178-182) and abstract. Also available in print.
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Song, Minyung. "A correlational study of the holistic measure with the index measure of accuracy and complexity in international english-as-a-second-language (ESL) student writings /." Full text available from ProQuest UM Digital Dissertations, 2006. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1257779071&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1193674013&clientId=22256.
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GRATZ, MICHELLE L. "A COMPARISON OF STUDENTS' AND TEACHERS' PERCEPTIONS OF THE WRITING PROCESS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1116367906.
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Bontrager, Karen Bernice. "Perceptions of Writing Process: A Study of First-Year Composition Students." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/theses/61.
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AN ABSTRACT OF THE THESIS OF KAREN B. BONTRAGER, for the Master of Arts degree in ENGLISH, presented on June 18, 2009, at Southern Illinois University Carbondale. TITLE: PERCEPTIONS OF WRITING PROCESS: A STUDY OF FIRST-YEAR COMPOSITION STUDENTS MAJOR PROFESSOR: Dr. Lisa J. McClure The purpose of this exploratory study was to ascertain the perceptions of the composing process held by English 101 students at Southern Illinois University, Carbondale. Questionnaires were distributed to students in twenty sections of English 101 in the first few weeks and the last few weeks of the fall semester of 2007. The questionnaires invited students to reflect and report on their writing processes. Results of the study indicate that students' perceptions of the writing process are colored by the Current Traditional paradigm: students place a high value on the final product and understand writing as a linear process. There is also evidence that students' perceptions of their revising habits may differ from their actual practices.
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Fletcher, Margaret Anne, and n/a. "Undergraduate Assignment Writing: An Experiential Account." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040625.165808.
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The purpose of this study was to examine assignment writing as a phenomenon of academic writing. This was done through exploring the experiential accounts of members of a university writing community. Their accounts described the community's perceptions and experiences of literacy practices needed to write assignments, of how students developed these practices, and, of what constituted success in the writing. A multi-method, embedded, case-study approach was used. Quantitative data were derived from first-year, second-year, and fourth-year respondents' perceptions and experiences related to assignment writing. A cross-sectional comparison of groups showed consistent year-level effects. Fourth-year students were more confident as writers than first-year and second-year students, and had less difficulty with declarative and procedural aspects of writing assignments. These findings were replicated in a repeated-measures study using a sub-group of first-year and fourth-year students. However, when students contextualised their responses by nominating a subject and referring to their completion of its written assignment, first-year students reported less difficulty with the declarative aspects while fourth-year students were more positive in the procedural aspects. Year-level effects were found for what they reported as helpful in acquiring declarative and procedural knowledge of writing. First-year students reported a wider range of sources as helpful than fourth-year students did, with two exceptions. More of the latter had found information gained in consultations helpful in understanding an assignment question. Additionally more had found friends helpful. Second-year students generally were more positive than first-year and fourth-year students about the usefulness of information in helping them understand an assignment question and in writing it in an academic genre. Knowing how to write predicted success more strongly and consistently than any other factor. Qualitative data informed findings from the quantitative analyses by providing experiential accounts about students' perceptions of themselves as assignment writers, their experiences when writing assignments, and how these experiences developed literacy practices that contributed to success. Additionally, qualitative data were collected from lecturers who convened first-year subjects and those who convened fourth-year subjects. The qualitative data indicated students' strong reference to experiences of writing and of seeking help. Both had shaped their self-perceptions as writers and these had changed over time. First-year students believed that knowing what lecturers wanted in writing assignments was an important factor in success. They described their efforts to access this information and to give lecturers what they thought was wanted. Fourth-year students recognised the same factor, but were more self-reliant in approaching an assignment task. The change to greater internal control appeared to be an outcome of encountering inconsistent and confusing information from external sources over their four years of writing assignments. For their part, lecturers of first-year students said that successful students knew what to write and how to write it. However, lecturers of fourth-year students believed knowing what to write should be subsumed by knowing how to write, and concentrated on the procedural aspect. They believed a coherent assignment resulted when students conceptualised subject matter in ways that enabled them to write academically. Findings in this study extend recent reconceptualisations of literacy as 'literacies' and socio-cultural, socio-cognitive theories about literacy as social practice. They demonstrate limitations of an apprenticeship model for acculturation and suggest a more agentic role for novice members in accounting for learning outcomes as students develop as assignment writers. The experiential accounts reported by members of the academic writing community described their shared and idiosyncratic perceptions of literacy practices and relations of these practices with success in assignment writing. Their descriptions enhance our understanding of the complexity and consequences of these experiences. They also account for why calls for the community to be more visible and explicit in sharing communal expectations of what is privileged and valued in academic assignment writing generally may not be a solution. Based on findings here, this is not a solution. Expectations need to be co-constructed within the community, among students, and lecturers within the context of the writing task. An outcome of understandings reported here is the development of a model from which factors, conditions and critical events that situate learning within a rhetorical conundrum may be described and predicted. This model offers a framework for members of a writing community to explicate individual experiences and expectations in ways that help everyone make sense of those critical events that contribute to a rhetorical conundrum and shape encultured knowledge.
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Blackmore, Jacqueline Hilary. "Teacher-Student Relationships and Student Writing Achievement." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604330.
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<p>Past research has shown that learner-centered environments can improve students' self-esteem and increase their academic skills. The purpose of this study was to determine whether teaching the core curriculum within a caring classroom environment increases students ability to communicate effectively and perform at higher achievement levels in writing. The study addressed the experiences of teachers in implementing a new writing program with a strong emphasis on social skill development as a precursor to good writing. Guided by the social learning theories of Dewey, Rogers, and Vygotsky, who contended that social interaction is vital to the development of cognition, a qualitative case study was undertaken consisting of individual interviews with 15 teachers at 6 elementary schools in southwestern Connecticut. Data were collected to address the extent to which a caring community of students can foster positive academic outcomes. Data were analyzed and coded to discover common themes. Results showed that teachers perceived that the social skills taught through the program did increase students writing skills. In addition, students had better listening skills and were more comfortable taking academic risks. This finding supports past social learning theories. Based on these findings, 3 days of professional learning workshops were created with the goals of building student-teacher relationships, creating learner-centered environments, and curtailing bullying. Equipping teachers with this resource will help to create social change by helping students become better communicators in a diverse society, increasing their graduation rates, and preparing them to enter the global workforce of the 21st century. </p>
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Blackmore, Jacqueline Hilary. "Teacher-Student Relationships and Student Writing Achievement." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1102.
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Past research has shown that learner-centered environments can improve students' self-esteem and increase their academic skills. The purpose of this study was to determine whether teaching the core curriculum within a caring classroom environment increases students ability to communicate effectively and perform at higher achievement levels in writing. The study addressed the experiences of teachers in implementing a new writing program with a strong emphasis on social skill development as a precursor to good writing. Guided by the social learning theories of Dewey, Rogers, and Vygotsky, who contended that social interaction is vital to the development of cognition, a qualitative case study was undertaken consisting of individual interviews with 15 teachers at 6 elementary schools in southwestern Connecticut. Data were collected to address the extent to which a caring community of students can foster positive academic outcomes. Data were analyzed and coded to discover common themes. Results showed that teachers perceived that the social skills taught through the program did increase students writing skills. In addition, students had better listening skills and were more comfortable taking academic risks. This finding supports past social learning theories. Based on these findings, 3 days of professional learning workshops were created with the goals of building student-teacher relationships, creating learner-centered environments, and curtailing bullying. Equipping teachers with this resource will help to create social change by helping students become better communicators in a diverse society, increasing their graduation rates, and preparing them to enter the global workforce of the 21st century.
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Winek, Kirsten M. "Writing Like a Lawyer: How Law Student Involvement Impacts Self-Reported Gains in Writing Skills in Law School." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1557486361911544.
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Scott, Carol T. "The effects of a student-centered writing program on the writing skills of gifted sixth and seventh grade students." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1985. http://digitalcommons.auctr.edu/dissertations/3101.
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The nature of the Student-Centered Writing Program was explained by the teacher and a copy of each of the materials to be used by the students was distributed. Students brainstormed topics for writing assignments, and each was assigned to write a rough draft. The Writer's Checklist was utilized to proofread the rough draft. Each student selected a partner with whom to work (i.e., the Buddy System). The Composition Improvement Checklist was used by pairs of students to indicate errors found on the rough draft. Written recommendations for revisions by the buddy were made at the end of the written work. The teacher monitored pairs of students during proof reading. Misspelled words were corrected by the writer and written on his Individual Spelling List (ISL) page in his notebook for future reference. Following written recommendations, the Buddy Checklist for the Rough Draft and the Writing Score Card for Buddy Evaluations were completed to assess the written work. Rough drafts handed in to the teacher were returned with comments. Each student maintained his own Writer's Log. Final drafts were written and stapled to rough drafts. All writing was shared with peers. While students sometimes scheduled brief conferences with the teacher, more in-depth private teacher-student conferences were scheduled approximately every ten days to help students to analyze their own papers and to encourage continued efforts.
Summative Evaluation/Posttesting: Students wrote on a topic of their choice for the final written assignment. Errors on the pretest and the posttest were tallied to determine the improvement of written work. The teacher shared the evaluation process with each student in a teacher-student conference. Student's written work was analyzed as a whole, i.e., the holistic approach, by both the teacher and the student to determine the trends and the progress of the student.
Summary of Presentation and Analysis of Findings
1. The opinionnaire showed that over fifty percent of the total group had positive overall attitudes about the program. Seventy percent indicated they did not mind revising for a better grade. While seventy-five percent felt responsible for correcting and proofreading their own work, 55 percent wanted to continue in a student-centered writing program and wanted the same opportunity made available to others in their school. Eighty-five percent reported that good writing skills should be applied to other school subjects, not just language arts.
2. The opinionnaire showed that over 60 percent of the total group indicated that the Buddy System helped them to improve their writing, to locate, errors they (as writers) had overlooked and that they liked the idea of locating and correcting their written work with the aid of a buddy.
3. Of the total group, 45 percent reported that they proofread their first drafts more closely, while 65 percent indicated that they proofread their final drafts more closely as a result of the program.
4. All students appeared to enjoy additional time with the teacher to help with problems that remained unsolved and to seek sympathetic assurance.
5. Writers of the same sex chose to work together, independently sought assistance from various sources such as the dictionary, the thesaurus, and English grammar textbooks, and voluntarily offered suggestions to their peers for resolving problems.
6. Natural insertion of words was made during proofreading and incidental learning occurred when students were answering questions on the Writing Score Card for Buddy Evaluations.
7. Errors experienced by students included capitalization, spelling, agreement of subject and verb, inconsistency of tense, double comparisons, agreement of pronoun and antecedent, split infinitives, and syntax (fragments and run-on sentences). The majority of the errors was in syntax, inconsistency of tense and punctuation.
8. Sixty-five percent of the total group believed that the teacher-student conferences encouraged them to write better.
9. There was a discernible pattern of error reduction in grammar over the nine writing assignments.
10. There was a statistically significant difference between pre- and posttest scores on the writing samples. On the pretest the number of errors in grammar was nine, and on the posttest the number of errors was reduced to zero. Spelling errors on the pretest were eleven and on the posttest were two. There were twenty-seven errors in punctuation, and on the posttest there were five errors. Errors in syntax numbered twenty on the pretest and on the posttest, there were three. Capitalization errors on the pretest were eight, and on the posttest there were four. There were 75 total errors on the pretest and 14 total errors on the posttest.
Conclusions
The findings of this study, based upon an analysis of the data, seem to warrant the following:
1. The Student-Centered Writing Program promoted the reduction of errors in grammar, spelling, punctuation, syntax, and capitalization.
2. An increased reduction of errors is likely to occur, given a longer period of time. However, a plateau is likely to be reached where errors will be made by chance, regardless of practice or instruction.
3. The Student-Centered Writing Program encouraged student independence, fostered positive student attitudes, improved peer relationships, and promoted the application of skills to other written tasks.
4. The Student-Centered Writing Program is an effective instructional approach with gifted middle school students. Student samples showed a significant reduction of errors on the pre- and posttests.
5. Learning and teaching the mechanics of writing have not proved effective in improving troubled student writing. Focusing attention on correct grammar, punctuation, capitalization, and syntax through the actual written work as they are needed is more effectual.
Recommendations
Consideration of the following recommendations, which resulted from the findings, implications, and conclusions of this study, nay assist teachers, administrators, and school systems in the implementation of a student-centered writing program.
1. Students, acting as editors and collaborators in pairs or in small groups, should be permitted to work at their own pace.
2. Private teacher-student conferences should be scheduled approximately every ten days to help students analyze their own progress and to encourage continued efforts.
3. Since students, generally, do not know how to proofread their own writing for errors, it is recommended that teachers assume this responsibility by providing a large How to Proofread Chart in front of the classroom. Consistent referral to this chart before every written assignment is essential.
4. Maintaining accurate records by both the teacher and the students is important in the Student- Centered Writing Program because it provides a visible means for tracking student progress. The tabulation of errors on the Error Chart and the dating of student materials help in the overall evaluative process.
5. School systems should institute workshops and/or in-service courses to train teachers in the implementation of a successful student-centered writing program.
6. Administrators should promote the utilization of student-centered writing programs as an integral component of the English/language arts course in their schools.
7. Since studies are beginning to show that the implementation of teacher-student conferences by professors of English on the college level has achieved success in improving student writing, it is recommended that student-centered writing programs be implemented consistently, beginning perhaps as early as Grade 4 and continuing through out high school.
8. Random selection of subjects and experimental, as well as control groups, should be given serious consideration in furthering research and study on improving student writing.
9. In respect to the gifted learner, it is recommended that administrators focus attention on ability grouping, acceleration, and enrichment to meet his/her special needs in language arts/English programs. Students demonstrating high ability in English, for example, may be helpful as mentors, assisting their own intellectual peers, as well as other students who may need help in improving their writing.
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Lama, Prabin Tshering. "Assessing the Impact of Writing Centers on Student Writing." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/82954.
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This study assesses the influence of writing center tutorials on student writing and presents tutoring best practices. Writing center scholars have emphasized the need for evidence-based studies to understand how one-on-one tutorials influence student writing practices. After examining twenty tutorial recordings along with their pre-and post-intervention drafts in two state universities (ten in each university), the author traced the influence of writing center tutorials on students' post-session revisions and identified tutoring best practices. The findings show that all the twenty students included in the study followed up on the issues addressed in their tutorials, in some form or the other, in their post-session drafts. In terms of tutoring strategies, the findings revealed that although most of the tutors in the study could identify and speak about global concerns (i.e. development, structure, purpose, audience), many lacked specific strategies to address these concerns effectively. To address this concern, this study identifies tutoring best practices related to global concerns. Furthermore, the findings also revealed that the tutors faced challenges navigating the directive/non-directive continuum of tutoring. To address this concern, this study presents tutoring best practices to demonstrate how tutors can shift flexible between directive and non-directive strategies during a session.<br>Ph. D.
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Caldwell, Candice Anne. "Lexical vagueness in student writing." Thesis, University of Cambridge, 2003. https://www.repository.cam.ac.uk/handle/1810/251865.
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This study addresses the issue of <i>underspecificity </i>in undergraduate writing. Two corpora of South African undergraduate essays (writing in first and second language English) are compared to a corpus of academic papers (PW). The comparison is in terms of corpus-analytic methods and a discourse analytic approach to using definite expressions. So-called "abstract" nouns like <i>problem, purpose, fact, example </i>and <i>idea</i> identified as "carrier/shell" nouns, are often claimed to cause 'vagueness' in student writing, so students are advised not to use them. Yet corpus analysis (e.g. Biber <i>et al</i>, 1999) shows they are a core feature of English academic vocabulary. Distinguishing between sense and reference clarifies a crucial difference between nouns with vague denotation, and noun phrases (NPs) with vague reference. A quantitative analysis of the corpora reveals that the students and PWs are both "shell" nouns, and the syntactic patterns in which they frequently occur, with similarly high frequency. However, the PW sub-corpus contains significantly more nouns than the student corpora and exhibits significantly more variety in the nouns used. Using a discourse-based approach, a second analysis focuses more closely on the discoursal structure of the texts, concentrating on definite referring expressions. A specially developed method of coding is used to categorise the way writers specify and constrain the referents of NPs containing 'abstract' nouns. Student writers in this study tend to use "shell" nouns not only as NP heads but, repetitively, within specifying phrases whose function should be to constraint reference. Hawkins' (1991) approach to definiteness is used to show that this embedding of 'vague' nouns in referring NPs, together with other discoursal features, stems from student writers inappropriately assuming shared knowledge. This is turn strengthens the argument that if student writers are to be viewed as apprentice PWs, learning to write for a 'general readership' must be seen as a crucial part of their training.
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Van, Hoorn Debora Ford Neuleib Janice. "Student self-disclosure in the composition classroom a case study of two female students /." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720813.
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Thesis (D.A.)--Illinois State University, 1996.<br>Title from title page screen, viewed June 1, 2006. Dissertation Committee: Janice Neuleib (chair), Heather Graves, Ray Lewis White. Includes bibliographical references (leaves 156-172) and abstract. Also available in print.
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Vanli, Gokce. "Student And Instructor Perceptions On Feedback To Student Writing." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615711/index.pdf.
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Giving written feedback to students&rsquo<br>essays has gained importance by the emergence of the process approach to teaching writing. In the literature, many studies have been conducted to when and how to provide teacher feedback to students&rsquo<br>writing. In contrast, there have been very few studies on the teacher and students&rsquo<br>perceptions of teacher feedback. The aim of the present study is to investigate the EFL students&rsquo<br>expectations of, preferences for and handling of teacher feedback and to investigate the instructors&rsquo<br>perception of written feedback and their expectations of the students. To this end, the researcher designed this study and carried it out in ENG 102 course at Middle East Technical University.
The data for the study were collected through both quantitative and qualitative data collection tools. These tools were the questionnaire and the Writing Self-Efficacy Scale administered to the students and the interviews held with some of the students and instructors teaching at the Department of Modern Languages. The data were collected in the spring semester of the 2009-2010 academic year.
Analyses of the collected data revealed that both the teachers and the students think that teachers play a key role in improving a student&rsquo<br>s writing ability. However, there seems to be a kind of mismatch between what the students expect and what the teachers provide. The study also displays that the students&rsquo<br>expectations of, preferences for and their handling of teacher feedback changes according to some factors such as the students&rsquo<br>gender or faculty. The teachers should be aware of such differences and reflect this knowledge in their teaching practices. Finally, the study reveals that there is a positive correlation between the students&rsquo<br>writing self-efficacy beliefs and their perceptions regarding the value they attach to teacher feedback in general.
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Demaree, Dedra Nicole. "Toward understanding writing to learn in physics investigating student writing /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1158689605.
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Lee, Meredith J. "Writing as cultural action : student writing at a bicultural school /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/9313.
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Ho, Man-wah Loretta, and 何敏華. "Student interaction and writing competence within a paired writing classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41758134.
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Youngquist, Sandra A. "The impact of electronic writing proficiency on student writing performance /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7771.
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Ho, Man-wah Loretta. "Student interaction and writing competence within a paired writing classroom." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41758134.
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Ott, James E. "Expressive Writing Study Benefitting Student Veterans." Thesis, Saint Mary's College of California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10142187.
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<p> Colleges and universities in the United States are enrolling a growing number of veterans returning home from military service. Many of these veterans struggle in their transition from military to collegiate and civilian life. To augment college resources provided to assist veterans in their transition, this study offered and assessed the effects of a curriculum intervention associated with expressive writing activities over the course of a semester and within a classroom setting consisting of veterans. Designed as practitioner action research within a constructivist epistemology, the study took place at a community college in California within a for-credit, college-level English composition course designed for veterans. The study’s research question was: <i>What are the perceived effects on the well-being of student veterans who write expressively about their military experiences? </i> The study’s findings suggest that student veterans who engage in expressive writing activities within a classroom setting are likely to experience improvement in their self-reported well-being relative to their self-efficacy in terms of college, life in general, social support, their future, and gaining perspective to make meaning of their military experiences as they transition from military to civilian life. Key insights are offered for educators interested in offering expressive writing for veterans on college campuses.</p>
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Rai, Lucy. "Student writing in social work education." Thesis, Open University, 2008. http://oro.open.ac.uk/25820/.
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This thesis explores the experiences of a group of social work students undertaking assessed academic writing as part of their professional training through distance learning in the UK in 2001. Drawing upon the concept of 'academic literacies' and informed by a psychosocial approach, this thesis explores the nature of students' writing within the context of the experiences of students and tutors. Writing in social work requires students to include reflections on personal experience and values. Due to this personal aspect of writing in social work, I have taken a particular interest in the relationship between identity and writing. In doing so I draw upon current research based upon sociological perspectives on writer identity but also critically examine the potential contribution of concepts from what I will generally be referring to as a 'psychosocial' approach, which incorporates elements of psychology and psychoanalysis alongside a sociological world view. In particular I explore the ways in which a psychosocial approach to writer identity can inform our understanding of writing practices surrounding the creation of student texts in higher education. My central argument is that academic writing in social work poses a particular challenge to student writers and their tutors due to its lack of transparency and the degree of self-disclosure required of authors. This thesis shows that, in common with higher education more generally writing conventions in social work are frequently implicit and contradictory. Additionally, the integration of personal experiences and values with theoretical discussion poses significant difficulties for students and tutors. Such 'self-disclosure' has implications which become evident when applying a psychosocial perspective to writer identity. I draw together these implications in relation to three features of writing practices, namely emotion, circularity, and human interaction. Emotion in this context refers to the emotion both experienced by students whilst writing texts and responding to feedback on them. This involves a circular process based upon not only the students� actions but also their interaction with others, primarily the tutor. I conclude by offering some pedagogical implications and suggesting some future research arising from this thesis.
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Klishis, Lesley A. "The impact of student discourse and journal writing on the mathematics achievement of fifth grade students." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3035.
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Thesis (Ed. D.)--West Virginia University, 2003.<br>Title from document title page. Document formatted into pages; contains x, 223 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 213-223).
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Paxton, Moragh Isobel Jane. "Case studies of tutors' responses to student writing and the way in which students interpret these." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003311.
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This thesis examines tutor feedback on student essays to ascertain the extent to which these responses assist in teaching the academic and specific disciplinary conventions and to determine what is effective feedback and what is not. The investigation constituted an evaluation of a small sample of essays and the framework for this evaluation was developed from a study of current theories of literacy and language teaching. It was further informed by data gathered from interviews with students and tutors and questionnaires completed by them. This was done in order to establish how students interpret and react to feedback and to demonstrate the level of understanding between tutors and students in this mode of communication. The conclusion was that tutor feedback can provide a valuable method for teaching the discourse of the discipline. However, results of the study revealed that communication often breaks down because tutors and students do not share a common language for talking about academic discourse and because students may not have understood the requirements of the task. In addition, the study found that responses to a small group of essays in the lowest mark category and written by second language students, were very inadequate. As the researcher, I concluded that graduate tutors were not well equipped for the task of dealing with these weaker essays. I have made suggestions for future research in this area and I believe that the data from this case study will provide valuable ideas for training tutors for responding to student essays.
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Taylor, Victoria Hyrka. "Student assessment of writing quality as a predictor of writing proficiency." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185192.
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As a writing placement measure, holistic scoring represents a breakthrough for compositionists and a welcome alternative to more traditional assessments--particularly standardized tests. However, reliability scores from direct measures are inconsistent; and, except for face validity, other types of validity have not been conclusively established. Furthermore, although writing instructions and writing assessment are inextricably related, testing and placing students in composition courses is still chiefly entrusted to administrators and test specialists. As such, the dual tasks are diverted from what should be the instructors' domain, constituting a threat to the empowerment of teachers as competent professionals. The Projective English Placement Instrument (PEPI) was created as part of the effort toward developing assessment tools that are cost-effective, reliable, valid, and that reflect classroom instruction. The PEPI is a 30-item, peer review instrument with a modified holistic/analytic scale which involves the students in identifying and evaluating characteristics that comprise writing quality. A total of 151 entering Freshman English students participated in this study to evaluate the effectiveness of the PEPI. Results indicate that the PEPI is a reliable, valid, accurate, and cost-effective measure of writing proficiency and placement. As a viable option to more conventional but less pedagogically sound methods of testing, such results invite inquiry and application for administrators, instructors, and researchers alike.
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Watson, Hilary. "Writing About Writing: One Student's Challenges Producing A Scholarly Personal Narrative Thesis And Applying The Outcomes As A Student Affairs Professional." ScholarWorks @ UVM, 2016. http://scholarworks.uvm.edu/graddis/591.
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This thesis explores my personal struggle writing a Scholarly Personal Narrative (SPN) Thesis, what I have learned about this methodology and how I apply the insights I have gained to my work as a Student Affairs Professional.
Topics such as vulnerability, truth, growth, personal liberation, meaning, and education are explored through my personal journey of learning to see myself as an educator through this type of writing. I describe how and why I came to use the SPN methodology for my thesis, some of the challenges that arose for me as I worked to put myself in the writing, some foundational SPN principles, a few struggles that came from sharing personal stories in such formal writing and above all, a deep description of what joys and lessons this type of writing can bring and how the insights influence my work with college students. My hope is that my journey through this process can yield useful information for educators and students alike as they progress through today's academy and work to find meaning in their role and education.
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Kruizenga-Muro, Denise. "Teaching collaborative writing to meet the needs of the job market: A model." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1527.
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Capelo, Carla. "WHEN WRITING BECOMES NIGHTMARE: HELPING STUDENTS PINPOINT WRITING TOPICS." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/626.
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When deciding on topics for academic research papers, many students face difficulties that vary from choosing themes whose scope is too extensive to be satisfactorily analyzed in the given task, to selecting topics that are too limited, to not being able to make a decision on a topic at all. Such struggles seem to manifest themselves in both native and non-native speakers of English. Despite extensive research on the writing process and its strategies, be it for academic writing or other genres, and even research focused on writers’ difficulties, previous research has found little about the troubles students must overcome when deciding on a research topic, and how to overcome them.
This study employed a qualitative case study design with two graduate students in a master’s program in Teaching English to Speakers of Other Languages, who were enrolled in two sections of a course on research, to investigate these students’ writing processes as they defined a topic for their literature review research paper. Through an in-depth analysis of samples of their writing in combination with their verbal reports, collected during individual semi-structured interviews, this case study examined how two graduate students successfully calibrated their topics, which strategies they employed to that end, and how their instructors’ actions helped them in the process. Consequently, the findings shed light on instructional practices, and their implications for teachers’ training programs.
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Allardice, Seamus Rory. "Student preparedness for academic writing : an evaluation of the perceptions of preparedness for academic writing of school leavers taking English 178 at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80193.
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Thesis (MA)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: Student Preparedness for Academic Writing examines perceptions of student preparedness
for academic writing in the first-year literary studies course, English 178, located in the
English Department at Stellenbosch University. The research was conducted during 2011 and
2012 making use of a survey which was completed by the 2011 first-year English 178 class,
and also utilising a series of interviews with students, tutors and lecturers in 2012.
Preparedness for English 178 is framed in terms of Pierre Bourdieu’s notion of socially
constructed habitus. In addition to the thought of Bourdieu the thesis draws on the writings of
Peter Elbow, Arlene Archer and Pamela Nichols, among others, to analyse and frame the
quantitative and qualitative information yielded by the study.
The dissertation assesses multiple interlocking elements that comprise student
preparedness and finds striking discrepancy between student perception of their preparedness
and that of the lecturers and tutors. While tutors, lecturers and the report of the National
Benchmark Test all suggest that at least half of all first-year students are poorly prepared for
academic writing, only about 21% of students perceive themselves to be poorly prepared.
Possible reasons for the difference in views between students and other sources are explored.
The thesis concludes by asking if the English 178 course at Stellenbosch University truly
tests the students’ academic writing abilities and if the course is balancing its “obligations to
students [with the]… obligation[s] to knowledge and society” (Elbow 327).<br>AFRIKAANSE OPSOMMING: Hierdie verhandeling ondersoek persepsies van studentevoorbereidheid vir
akademiese skryf in die eerstejaars-letterkundekursus, Engels 178, gesetel in die Departement
Engels aan die Universiteit Stellenbosch. Die navorsing is gedurende 2011 en 2012 gedoen
deur gebruik te maak van ’n vraelys wat deur 2011 se Engels 178-eerstejaarsklas voltooi is,
asook van ’n reeks onderhoude met studente, tutors en lektore in 2012. In hierdie
verhandeling word voorbereidheid vir Engels 178 in terme van Pierre Bourdieu se konsep
van sosiaal gekonstrueerde habitus beskryf. Benewens Bourdieu se denke word daar ook na
die werke van onder andere Peter Elbow, Arlene Archer en Pamela Nichols verwys om die
kwalitatiewe en kwantitatiewe inligting wat uit die studie voortgekom het, te ontleed en te
situeer.
Die verhandeling assesseer die veelvuldige ineengeskakelde elemente wat
studentevoorbereidheid omvat, en bevind ’n opvallende teenstrydigheid tussen studente se
persepsie van hulle eie voorbereidheid en lektore en tutors se persepsie van studente se
voorbereidheid. Terwyl tutors en lektore se ervaring en die Nasionale Normtoetsverslag alles
daarop wys dat ten minste die helfte van alle eerstejaarstudente swak voorbereid is vir
akademiese skryf, beskou slegs ongeveer 21% van studente hulself as swak voorbereid.
Moontlike redes vir die verskil in beskouings tussen studente en ander bronne word
ondersoek. Die verhandeling sluit af met die vraag of die Engels 178-kursus aan die
Universiteit Stellenbosch werklik studente se akademiese skryfvaardighede toets, en of die
kursus wel ’n ewewig handhaaf tussen verpligtinge teenoor studente en ’n
verantwoordelikheid teenoor kennis en die samelewing (Elbow 327).
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Potter, Michelle Denise. "Making writing meaningful for students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1328.
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Moore, Jeffrey Salem. "Digital Literacy and Composing Practices of Second Language Students: A Student Perspective on Writing, Technology, and Privilege." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu148715983643726.
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Hart, Gwendolyn A. "Composing Metaphors: Metaphors for Writing in the Composition Classroom." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371472.
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DeJarnette, Nancy Kay. "Effect of the 6+1 trait writing model on student writing achievement." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.
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Urias, Brian. "Adapting writing transfer for online writing courses: Instructor practices and student perceptions." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1616757400474146.
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Rahim, Taher. "Effective strategies for developing academic student writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ53404.pdf.
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Waring, Jennifer W. "The impact of writing on student achievement /." Electronic version (PDF), 2007. http://dl.uncw.edu/etd/2007-2/waringj/jenniferwaring.pdf.
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Levy, Stacia A. "Lexical bundles in professional and student writing." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2464.
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This dissertation involves the research of lexical bundles, sequences of three or more words likely to co-occur in a register, or situational variety of English. Bundles vary by register. The research is grounded in the study of a corpus, a collection of texts. Essays written by both professional and student writers were analyzed for four-word bundles to determine how bundles might vary. Student essays were categorized by writing level, determined by the exam for which the students were writing the essays. Results suggest that both professional and student writers use bundles more associated with the academic than the conversational register and that both the professional writers as well as the college proficient writers, those scoring higher on the exam, were more likely to use bundles to structure discourse than nonproficient college writers. Results also indicate that the proficient college writers were more likely to quote and paraphrase the source material than the nonproficient college writers. Findings are limited due to the small corpora size. Included are implications for instruction and further research.
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Wiebe, Sunita. "Fractures in perspectives on good student writing." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31747.
Full textAbstract:
While university students are expected to be good academic writers, there is little consensus on what constitutes good writing. The purpose of this study was to document fractures in instructors' and students' perspectives on good academic writing by surveying 157 instructors and 523 students about first-year writing at the University of British Columbia. The survey instrument consisted of a four-part questionnaire. The author used three composition pedagogies (Current Traditional Rhetoric, Expressivism and Social Construction) to ascertain how instructors and students ranked and graded three sample paragraphs of first-year student writing and assessed the importance of 45 writing attributes. Respondents' scores of the 45 attributes were aggregated into seven attribute families (Mechanics, Author's Voice, Social Analysis, Paragraph Structure, Academic Inquiry, Figurative Language and Academic Conventions). The author also measured the extent to which assessments of good writing were shaped by faculty's world views and personal characteristics, or their academic situations. Of the 14 measures used (three ranking options, three grading options, and assessments of importance of seven attribute families and combined attributes), there were nine fractures dividing instructors from students. The biggest involved Academic Inquiry (which instructors favoured), Social Analysis and Author's Voice (both of which students favoured). There was no consensus among instructors. All three paragraphs received a wide range of grades. Every paragraph was ranked top, middle or bottom with no majority opinion for any one paragraph about how best to write. Of the 14 measures, there were six fractures between instructor operations (paragraph ranking and grading) and preferences (importance of different writing attributes). Situational variables had more influence on instructors' paragraph assessments while personological characteristics were more predictive of the importance they assigned writing attributes. Instructors were most divided by employment status and world view. They were also divided by gender, country of birth and first language. Fractures in perspectives on good writing divide instructors from students as well as faculty themselves. Centralized Writing Departments that use a three-pronged research/pedagogical/administrative approach should therefore be established to investigate fracture points; navigate students through such fractures; and provide writing researchers, instructors, and program planners administrative and funding support.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Kieft, Margritha Helena. "The effects of adapting writing instruction to students' writing strategies." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2006. http://dare.uva.nl/document/29423.
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Taylor, Carisa Marie. "The Effects of Repeated Writing on Secondary Students' Writing Fluency." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275166276.
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Koukis, Susan L. "At the Intersection of Poetry and a High School English Class: 9th Graders’Participation in Poetry Reading Writing Workshop and the Relation to Social and Academic Identities’ Development." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290007066.
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Li, Yanan, and 李亚男. "Multimodal analysis of academic posters by student writers across disciplines." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/207138.
Full textAbstract:
This dissertation examines the multimodal discourse of academic posters from three disciplines, namely, Chemistry, Speech & Hearing Sciences and Linguistics, in an attempt to unravel how writers from different disciplinary communities build their communicative purposes into the verbal and visual modes in their posters. The analytical framework adopted for this study builds upon the one proposed by D’Angelo(2010), which incorporates Hyland’s metadiscourse model (2005) and Kress and van Leeuwen’s visual grammar paradigm (2006) for the verbal and visual analyses respectively, and supplements it with multimodal content analysis adapted from Jones’s (2007) model. Follow-up interviews with members of the discourse communities were also conducted to enhance the validity of the results. The findings reveal that there exist a wide range of differences in the use of metadiscourse markers (e.g. hedges, boosters, evidentials, code glosses) across the three group texts pertaining to disciplinary influences. There is also evidence that academics in different subjects value some of the same qualities in the texts necessitated either by the peculiar context of poster presentations (e.g. frame markers, engagement markers) or a need to maintain scientific formality (e.g. self-mentions). Visually, the concern for the context and ‘scientificness’ continue to exert great influences, rendering a myriad of visual manifestations (e.g. framing, modality) that are commonly shared across the data, whereas the cross-discipline discrepancy mainly narrows down to the image usage(functions and types).<br>published_or_final_version<br>Applied English Studies<br>Master<br>Master of Arts in Applied Linguistics
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Nordquist, Sara, and Malin Johansson. "Menar du med penna eller dator? : En litteraturstudie om hur datorer påverkar elevers skrivutveckling." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Övrig skolnära forskning, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-29866.
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Skrivning är en central del av undervisningen för elever i årskurs 4–6. Under vår verksamhetsförlagda utbildning har vi märkt att elevers attityder till skrivande ser olika ut beroende på om texten skrivs för hand eller på dator. Litteraturstudien undersöker hur användandet av datorer i undervisningen påverkar elevers skrivutveckling i årskurs 4–6. De frågeställningar som besvaras är: Vad är avgörande för att en datorbaserad undervisning ska bli gynnsam för elevers skrivutveckling? Vilka effekter har datorn på elevers skrivutveckling? Litteraturstudien bygger på internationell och nationell forskning om hur en datorbaserad undervisning påverkar elevers skrivutveckling med utgångspunkt i årskurs 4–6. Även forskning gällande övriga elever i grundskolan samt gymnasiet har inkluderats. Studien innehåller tio vetenskapliga artiklar, en doktorsavhandling samt ett konferensbidrag. Resultatet av litteraturstudien visar att datorn har positiva effekter på elevers skrivande då de upplever att de kan ägna mer tid åt textens innehåll och mindre tid åt formandet av bokstäver och eventuella stavfel. Litteraturstudiens resultat visar att för att användandet av datorer ska vara gynnsamt krävs det att eleverna ges möjligheter att utveckla sina kunskaper om datorns utformning och hantering. Litteraturstudiens resultat visar även att lärares intresse och kunskaper är avgörande i alla årskurser, för att datorn ska kunna användas som ett arbetsverktyg i undervisningen. Slutligen har vi i litteraturstudien kommit fram till att lärare behöver erbjuda en varierad undervisning där eleverna ges möjlighet att skriva texter både för hand och med dator för att tillgodose alla elevers förutsättningar och behov.
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Hagström, Eva. "Meningar om uppsatsskrivande i högskolan." Doctoral thesis, Örebro universitet, Pedagogiska institutionen, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-176.
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This dissertation is about the writing of theses in Swedish higher education. The aim is to construct meanings about thesis writing from different kinds of texts. The meanings are answers to the overall question about what good teaching can be in relation to thesis writing, and to what extent handbooks on writing can enhance such teaching. The dominant meaning constructed from handbooks on thesis writing is that writing is about following certain rules and closely connected to this meaning is the idea that writing can be taught as a separate ability. Focus is on the abilities of the individual student. A consequence of this meaning is that handbooks can be of use. The dominant meaning constructed from research on thesis writing is that writing takes place in a context, and that the teaching must concentrate on the content of the subject. When students understand the subject they will also be able to write. Focus is on what the institution can do to support students. The consequence of this meaning is that there is no need for handbooks in the teaching of writing. Important aims of Swedish higher education are being neglected in most texts on writing, i.e. critical thinking, students’ influence over the education, the possibilities of all categories of students participating in higher education, students’ personal development, education and citizenship. These issues, however, are frequent in other texts on higher education, and in the last part of the dissertation the question of thesis writing is brought to these broader contexts. The dissertation takes pragmatism as its theoretical starting point. The construction of meanings and their consequences, as well as the insistence on the two roles of education being of use to the individual as well as to society, come from pragmatism. So does also, following Dewey, the belief that what students do in education must have significance, not only in future, but as it takes place.