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Relevant bibliographies by topics / Supporting writing / Dissertations / Theses

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Dissertations / Theses on the topic 'Supporting writing'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

Hussey, Marianne M. "Supporting emergent writing in the kindergarten classroom." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1126.

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Stark, Donna Wakeland. "Supporting the emergent writer in grade 1." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/992.

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McIntosh, Cecilia A. "Supporting Students’ Writing and Degree Completion: Boot Camps, Write-Ins and Writing Retreats." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/370.

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4

Matsubara, Shigeki, Kenji Sugiki, Yuta Sakai, and Shunsuke Kozawa. "Automatic Extraction of Phrasal Expressions for Supporting English Academic Writing." Springer, 2010. http://hdl.handle.net/2237/15207.

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Weng, Chunhua. "Supporting collaborative clinical trial protocol writing through an annotation design /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7155.

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Young, Whitney Nash. "Supporting Elementary Teachers In Effective Writing Instruction Through Professional Development." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1637.

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Common Core State Standards (CCSS) for writing have created a challenge for teachers at an urban elementary school as they struggled to provide effective writing instruction to support the rigorous expectations of the standards. The purpose of this study was to explore elementary teachers' lived experiences of instruction and better understand instructional writing procedures and strategies. The conceptual framework of this study was based on Dennick's work for incorporating educational theory into teaching practices, which combined elements of constructivist, experiential, and humanist learni

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7

Hill, Benjamin Mako 1980. "Cooperation in parallel : a tool for supporting collaborative writing in diverged documents." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/41740.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2007.<br>Includes bibliographical references (p. 83-89).<br>This thesis builds on theory from the fields of computer supported cooperative work and computer supported collaborative writing and the example of work in the free and open source software development communities to describe "cooperation in parallel" - a mode of collaborative writing among parties with diverged goals and distinct documents. It examines the social and technological requirements of cooperation

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8

Grönkvist, Josefin. "Peer Response in Upper Secondary School : Do Swedish students find it useful for improving their English writing skills?" Thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-345.

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<p>The method of peer response has become an important part in process oriented writing classes and is often used at universities, but not in upper secondary school. The aim of this paper is to investigate how students in upper secondary school react when introduced to peer response, and whether or not they find it a beneficial way of working when trying to improve their writing. The aim is also to find out if the students’ texts improve as a result of a peer response session.</p><p>The results of my investigation show that the majority of the students who participated had positive reactions w

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9

Sharp, L. Kathryn, and Melody Hobbs. "Supporting Writing in Early Childhood Classrooms: Making It Work with the New Standards." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4264.

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Howland, Katherine. "Narrative threads : supporting young people in developing writing skills through narrative-based game creation." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/42603/.

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This thesis examines how narrative-based game creation can be used as an activity to improve writing skills for young people aged 11-15, and how additional representational support in a game creation tool can increase the benefits of the activity. Creating narrative-based games can involve traditional writing skills as well as requiring the 21st century skills of multimodal and interactive writing. Toolsets make it possible for young people to create 3D role-playing games with a commercial look and feel, but they do not provide support for the complex task of interactive and multimodal narrati

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Snodgrass, Natalie Snodgrass. "Facilitating Diversity: The Designer's Role in Supporting Cultural Representations Through Multi-Script Type Design and Research." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1543259950281861.

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12

Bush, T. N. "Writing not drowning : an examination of the issues discussed in the novel Summer of Love, and of the creative and contextual research supporting its creation." Thesis, Bath Spa University, 2016. http://researchspace.bathspa.ac.uk/7762/.

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This PhD submission consists of a novel, 'The Summer of Love', and a supporting thesis. Together, novel and thesis comprise and address the research inquiry underpinning the novel's creation, namely: how is it possible to write fiction exploring political issues, the UK Government's treatment of disabled people and the associated stigmatisation of welfare dependents, without flattening the story or appearing partisan or divisive? Is it possible for this novelist to capture difficult truths from the political and social landscape in prose that combines humour with insight? 'The Summer of Love'

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13

Borg, Erika. "ICT as a pedagogical aid for supporting students with difficulties in their acquisition of English : An interview study and an action research study." Thesis, Växjö University, School of Humanities, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-6222.

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<p><strong>Abstract </strong></p><p>The aim of this study is to investigate some uses of Information and Communication Technology (ICT) as a pedagogical aid for supporting students with difficulties in reaching the curricular goals in the school subject English. Special focus is on students with reading and writing difficulties and on students with a foreign background in the ninth grade of the compulsory school and in upper secondary school. The method of investigation consisted of two parts: (a) interviews with eleven regular English teachers and with four remedial teachers about their exper

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14

Wong, Christine W. "An integrated education and supportive services program| A grant writing project." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1603099.

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<p> The purpose of this project was to develop a program, identify potential funding sources, and write a grant to fund an integrated education and supportive services program for Cambodian adults utilizing services from the United Cambodian Community (UCC) in Long Beach, California. The comprehensive literature review demonstrated the primary risk factors were low education attainment, language barriers, and trauma-related stressors. Because of these risk factors, Cambodians individuals have economic struggles, are unable to find skilled employment, and lack resources. The goal of this pro

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15

Friske, Monica L. "Influence of using context supportive of the area model on sixth grade students' performance when writing word problems for fraction subtraction and multiplication." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4764.

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The purpose of this action research study was to evaluate my own practice of teaching writing word problems with fraction subtraction and fraction multiplication using appropriate context. I wanted to see how focusing my instruction on the use of the area model and manipulatives could develop students' understanding of fractions when writing word problems. I chose this topic because Florida has adopted the Common Core State Standards and will be implementing them in the coming years. These standards encourage the development of deeper understanding of mathematics, including fractions. I hoped

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16

Gilbert, Sarah. "Supporting the Student Research-paper Writing Process: Activities, Technologies, and Sources." Thesis, 2011. http://hdl.handle.net/10222/14276.

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Students use a myriad of disparate technologies and information sources to conduct a variety of activities during the research-paper writing process. While this process is considered a complex task, there is no “information appliance” that provides support. Using established frameworks of the research-paper writing process, an online survey was conducted to describe how activities, sources, and technologies used by students during the process are related to the various phases of that process. Connections were made between activities and technologies to show how an information appliance may sup

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17

Cook, Carolyn L. "Supporting the student writer the role of teacher talk during Kid Writing workshop /." 2007. http://www.etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-2276/index.html.

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18

Schulze, Joshua Mark. "Supporting the Persuasive Writing Practices of English Language Learners Through Culturally Responsive Systemic Functional Pedagogy." 2013. https://scholarworks.umass.edu/open_access_dissertations/819.

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The purpose of this dissertation is to explore the potential of Systemic Functional Linguistic (SFL) pedagogy to support English language learners (ELLs) in enhancing their meaning making potential as they engage in persuasive writing practices within academic contexts. The dissertation results from a teacher action research project in which the teacher researcher (the author) constructed qualitative case studies focusing on the teaching practice of a veteran ESL teacher (the researcher) and the persuasive writing practices of three middle school beginning level ELLs. Through data analysis met

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19

Schulze, Joshua. "Supporting the persuasive writing practices of English language learners through culturally responsive systemic functional linguistic pedagogy." 2013. https://scholarworks.umass.edu/dissertations/AAI3603149.

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The purpose of this dissertation is to explore the potential of Systemic Functional Linguistic (SFL) pedagogy to support English language learners (ELLs) in enhancing their meaning making potential as they engage in persuasive writing practices within academic contexts. The dissertation results from a teacher action research project in which the teacher researcher (the author) constructed qualitative case studies focusing on the teaching practice of a veteran ESL teacher (the researcher) and the persuasive writing practices of three middle school beginning level ELLs. Through data analysis met

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20

Moss, Aideen Helena. "Teachers' Writing Instruction Across the Disciplines in Grades 9 and 10." Thesis, 2013. http://hdl.handle.net/1807/42636.

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This study was aimed at addressing the adolescent learners’ writing needs by assessing teachers’ needs on writing instruction across the disciplines in Grades 9 and 10 in one school in Southwestern Ontario. The research employed a mixed-methods approach using qualitative data from focus group and one-on-one interviews, and quantitative data collected through document analysis. The data revealed that there is a range of beliefs about writing instruction and that participating teachers offer many valuable writing opportunities to their students; however, there is a reluctance to provide more i

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21

Wang, Hsueh-Jen, and 王學仁. "Design and Evaluation of Peer Response System for Supporting Face-to-Face and Online Responding Activities in Elementary Writing Class." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/85608182486993566899.

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碩士<br>國立中央大學<br>網路學習科技研究所<br>101<br>This object of this study is to explore the effects of the face-to-face and online peer response approaches on third-grade students' writing performance and perception. The new function “Review Department” was implemented based on the previous game-based writing system “My Publishers” to support peer response writing activities, which include two modes of peer response. One is that a teacher groups students and the members in each group know each other as well as the reviewers are from the same group. The other is that writing articles will be automaticall

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22

"Rithöfundursögur, or Writer Sagas: A Narrative Inquiry of 10th-Graders’ Compositions of Agentic Writer Identity in a Choice-Rich, Self-Reflective, and Mindset-Supportive English Class." Doctoral diss., 2017. http://hdl.handle.net/2286/R.I.43947.

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abstract: A sequential mixed-methods action research study was undertaken with a group of 10th-grade students enrolled in a required English course at an independent secondary school. The purpose of the study was to investigate students' negotiation of agentic writer identity in a course that featured a three-strand intervention: (a) a high degree of student choice; (b) ongoing written self-reflection; and (c) ongoing instruction in mindset. The researcher drew on self-determination theory and identity theory to operationalize agentic writer identity around three constructs—behaviors, identity

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