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Dissertations / Theses on the topic 'Teaching writing in English'

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Published: 28 May 2022

Last updated: 31 July 2025

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1

Monaghan, Connie. "Effective strategies for teaching writing." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Niemi_A%20MITthesis%202007.pdf.

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2

Poindexter, Wanda 1946. "Creative imitation: An option for teaching writing." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/291444.

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Creative Imitation is an alternative strategy to help students improve their expository writing in college composition. It combines writing by imitation with process modeling to increase student fluency with both the products and processes of writing. For centuries, a technique of "imitatio" was used to teach oral and written language traditions. Isocrates, Quintilian, and Cicero shaped the tradition of imitating writing models. Their principles were revived in the 60s by two neo-classical educators, Corbett and D'Angelo. Objections to the principles of imitation to teach writing are analyzed:

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3

Bird, Jennifer Lynne. "Writing A Teaching Life." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1112972755.

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4

Olsson, Per, and Björn Svensson. "Genre writing in teaching materials in English B." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28269.

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This essay explores genre pedagogy with a main focus on an analysis of teaching material used in upper secondary school in the B-course in English. The aim of the analysis is to determine if the writing exercises in the books, which are not specifically designed for genre pedagogy, can be used genre pedagogically as they are presented in the books. The result shows that they are not well suited for this; two of the books are poorly designed for genrepedagogy and they do not show any thoughts or links to genre pedagogy while the other two show some links to genre pedagogy. This essay also explo

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5

Zhou, Joe Y. Kennedy Larry DeWitt Davidson Raymond. "Teaching revision in the writing curriculum of postsecondary education." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9507290.

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Thesis (Ed. D.)--Illinois State University, 1994.<br>Title from title page screen, viewed March 22, 2006. Dissertation Committee: Larry D. Kennedy, Raymond A. Davidson (co-chairs), Patricia H. Klass, Barbara L. Nourie. Includes bibliographical references (leaves 85-90) and abstract. Also available in print.

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6

Chuang, Hsiao-yu. "Topical structure and writing quality: A study of students' expository writing." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/686.

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7

Stewart, Mary Louise. "Teaching expository writing a process approach /." Thesis, Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627693.

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8

Lam, Siu. "Evaluation of using ICT in teaching tertiary English writing." View the Table of Contents & Abstract, 2003. http://sunzi.lib.hku.hk/hkuto/record/B39846994.

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9

Lam, Siu, and 林兆. "Evaluation of using ICT in teaching tertiary English writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B44139378.

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10

Wong, Hoi-yee Grace. "Teaching of writing : a study of the effects of the teaching of rhetorical information structure on the organization of the writing of Form 4 and Form 7 students /." Hong Kong : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13836882.

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11

Tooley, Sally Helene. "The Art in Teaching Writing." TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/83.

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12

Lin, Rae Jui-Ping. "Wiggle room for teaching English as a global language? : Western-educated Taiwanese English teachers’ identities and teaching of English writing." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/60941.

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As the English language spreads around the globe and is used for various purposes in different social and cultural contexts, scholars and local practitioners have called for deconstructing the ideology of native-speakerism (Holliday, 2006, 2015) and reconstructing the local subjectivity of English language education (e.g., Canagarajah, 2005; Kumaravadivelu, 2016). In this transformation process of English language education, language teacher identity has played a central role because how teachers see themselves as English speakers, writers, and teachers is closely linked to what and how they t

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13

Weeden, Scott R. Hesse Douglas Dean. "Teaching discipline-specific academic writing a qualitative study of four semesters /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835922.

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Thesis (Ph. D.)--Illinois State University, 1998.<br>Title from title page screen, viewed July 7, 2006. Dissertation Committee: Douglas Hesse (chair), Janice Neuleib, Dana Harrington. Includes bibliographical references (leaves 179-183) and abstract. Also available in print.

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14

Lam, Lit Ming Charles. "Process approach to teaching writing : a case study." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/358.

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15

Gehringer, Jennefer Fry. "A study of developmentally appropriate teaching strategies for teaching writing in the early childhood classroom." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2003. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2003.<br>Abstract precedes thesis as preliminary leaf i. Typescript. Source: Masters Abstracts International, Volume: 45-06, page: 2770. Includes bibliographical references (leaves 29-31).

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16

Coley, Toby Franklin. "Wikis in the Teaching of Writing: Purposes for Implementation." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03272007-092830/.

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Throughout the documented history of the teaching of writing, educators have engaged in various methods through which to guide student learning in the textual medium. In recent years, the digital age has provided a plethora of educational opportunities from long-distance learning and virtual courses, to course management systems, blogs, and wikis. The wiki has emerged as a growing technology with the potential to transform the rhetoric of the writing classroom. The present project seeks to further the research available on wikis in the teaching of writing. This study is both definitional and e

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17

Price, Stephen William Scharton Maurice. "A synthesis of materials for using the process approach to teaching professional writing." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8525564.

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Thesis (D.A.)--Illinois State University, 1985.<br>Title from title page screen, viewed June 28, 2005. Dissertation Committee: Maurice Scharton (chair), Russell Rutter, Ron Fortune, Stan Renner, Dent Rhodes. Includes bibliographical references (leaves 152-165) and abstract. Also available in print.

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18

Miller-Cornell, Carol Ann. "Error feedback in second language writing." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3396.

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This thesis follows five second language (L2) students in an introductory composition class at California State University, San Bernardino. The study investigates their perceptions and responses to grammatical coded feedback provided by their writing instructor. The results showed that students wanted, expected, appreciated and understood the coded feedback that was given to them.

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19

Wong, Hoi-yee Grace, and 黃愷怡. "Teaching of writing: a study of the effects of the teaching of rhetorical information structure on theorganization of the writing of Form 4 and Form 7 students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956865.

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20

Hamp-Lyons, E. M. "Testing second language writing in academic settings." Thesis, University of Edinburgh, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381167.

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21

Chan, Ka Lon. "Process writing and effectiveness of correction symbols in high school EFL writing." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2525505.

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22

Dickinson, Barbara Ann. "Imitation in the writing process: Origins, implications, applications." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184358.

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Imitation, modeling, emulation: these are terms frequently appearing in reference to the teaching of writing. Their history includes the model teacher, the materials used as models, and the modeling method. Two-thirds of this work focuses on imitation's applications in the teaching of composition in America 1636-1988 (an overview of the "petty" or grammar schools, the private academies, and the early colleges). The remaining third traces imitation's use from pre-Greco-Roman times through the Renaissance. Imitation methods date back to the beginnings of rhetoric; they were the teaching paradigm

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23

Cheng, Xiaoguang Steffensen Margaret S. "The effect of teaching metadiscourse on the writing quality of university level student writers." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9507279.

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Thesis (D.A.)--Illinois State University, 1994.<br>Title from title page screen, viewed March 15, 2006. Dissertation Committee: Margaret S. Steffensen (chair), Irene T. Brosnahan, Janice G. Neuleib, Jeffrey Hecht. Includes bibliographical references (leaves 212-217) and abstract. Also available in print.

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24

Ladner, Jocelyn B. Neuleib Janice. "Performing the word, transforming the word, writing the word alternative teaching strategies for freshman composition /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172879.

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Thesis (Ph. D.)--Illinois State University, 2004.<br>Title from title page screen, viewedNovember 17, 2005. Dissertation Committee: Janice Neuleib (chair) , Patricia A. Dunn, Nancy Tolson. Includes bibliographical references (leaves 123-126) and abstract. Also available in print.

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25

Sokolova, I. "Teaching Writing to Students of Economics." Thesis, Рибэст, 2013. http://essuir.sumdu.edu.ua/handle/123456789/63791.

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Development of the skill of writing, communicating with other people through writing, can be done at all levels and is an essential part of communicative competence. Students need help when writing, which must come during the whole writing process and not only in the form of the teacher's corrections and comments on the final product.

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26

Wahlström, Anna. "Teaching Writing in Upper Secondary School." Thesis, Jönköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-692.

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<p>The aim of this essay is to investigate how writing is taught in upper secondary school as well as what kind of writing is taught, the teachers’ attitudes towards writing and how written production is assessed. I am interested to see if teachers use different methods both when it comes to teaching and grading writing.</p><p>My research is based on recorded interviews with four upper secondary school teachers from two different schools. The teachers were interviewed on their planning, executing and grading of writing within English A and B. I have also carried out extensive reading of earlie

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27

Urschel, Linda K. "A descriptive study of basic writing instruction in the Christian College Coalition." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/862274.

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This study reports information received from basic writing instructors at colleges in the Christian College Coalition, a group of 77 Christian, liberal arts colleges in the U. S. and Canada. Respondents completed a questionnaire and submitted sample syllabi and writing assignments. The study compares data from the respondents to current theories of basic writing instruction, most notably those of Andrea Lunsford and Mike Rose. It also compares the results to a similar study of all colleges by Joe Trimmer.The study found that the Christian College Coalition population was similar to the nationa

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28

Scott, Graham Robert. "Teaching the team-authored text." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=151&did=1871875201&SrchMode=1&sid=1&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270495997&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.<br>Includes abstract. Includes bibliographical references (leaves 233-245). Issued in print and online. Available via ProQuest Digital Dissertations.

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29

Klassen, Johanna. "Teaching coherence in writing : rationale for a tertiary level programme /." Thesis, Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626585.

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30

Fisher, Janis Linch Banks. "English writing placement assessment: Implications for at-risk learners." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3022.

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31

Pryde, Susanne Mona Graham. "Low frequency vocabulary and ESL writing assessment." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2012496X.

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32

Mohamed, Hashim Issa. "Academic writing as social practice: a critical discourse analysis of student writing in higher education in Tanzania." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This thesis was a critical analysis of students academic second language writing at Sokoine University of Agriculture. Student writing in English as a second language in higher education has excited much interest in the English as a Second Language writing research and discussion in Tanzania. The interest was motivated by frequent criticisms from examiners regarding students literacy performance in the English as a Second Language writing in the post primary and higher education where the language of instruction is English as is configured in the Tanzanian language policy.

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33

Caruso, Gina Christina. "The Impact of Wiki-based Collaborative Writing on English L2 Learners' Individual Writing Development." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2004.

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Although the benefits of group and pair work in the second language (L2) classroom have been extensively studied, most documented research has focused on the use of oral tasks and spoken interaction between learners. Recently however, researchers have begun to investigate the advantages of collaboration on written work. More specifically, with the advancements in computer technology and web-based collaborative platforms like wikis, there has been a growing awareness of the educational possibilities of wikis to enhance L2 writing instruction. This study followed a pretest/posttest repeated meas

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34

Leonard, Marcellus J. Rutter Russell. "The classroom writers' forum teaching basic writing in the cultural context /." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203032.

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Thesis (D.A.)--Illinois State University, 1991.<br>Title from title page screen, viewed December 9, 2005. Dissertation Committee: Russell Rutter (chair), Janice Neuleib, Douglas Hesse, Ronald Strickland, Faye Bowren. Includes bibliographical references (leaves 177-181) and abstract. Also available in print.

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35

Holder, Cory Vaillancourt. "Teaching collaborative writing for real-world application to the field of technical writing." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1567.

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The needs of business and industry dictate that students be taught skills transferable to the workplace. Teaching collaborative writing for real-world application to the field of technical writing is one way to help prepare students for future employment in scientific and technical industries where the communication of technical information is part of conducting daily business.

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36

DeRemer, Mary. "Writing assessment : raters' definition of the rating task." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34716.

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This descriptive case study examined how highly experienced raters do writing assessment, with a focus on how raters defined the task under two conditions: (1) as external raters and (2) as 'teacher as rater'. Three raters followed a think-aloud procedure as they evaluated student writing. The semantic structure of the think-aloud protocols was analyzed via the Task Independent Coding method. This analysis yielded a detailed representation of the objects and operations used by raters. The sequence which raters followed as they used these objects and operations was represented schematically by

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37

Kwak, Subeom. "How Epistemologies Shape the Teaching and Learning of Argumentative Writing in Two 9th Grade English Language Arts Classrooms." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555632698162692.

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38

Ricker, Curtis Eugene Fortune Ron. "Teaching writing through conferencing a survey and a study of its effect on basic writers /." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806866.

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Thesis (D.A.)--Illinois State University, 1987.<br>Title from title page screen, viewed August 30, 2005. Dissertation Committee: Ron Fortune (chair), Mack Bowen, Irene Brosnahan, Elizabeth McMahan, Maurice Scharton. Includes bibliographical references (leaves 185-194) and abstract. Also available in print.

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39

McCauley, Amy R. "Peer response in the basic writing classroom." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1265087.

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This study describes the conversations that emerged during structured and unstructured peer response sessions in a basic writing classroom. The evidence suggests that the students were more likely to discuss both global and local issues in their writing when their teacher provided them with a structured set of questions to answer during response sessions. Additionally, the degree to which the students internalized these structured patterns of response and transferred them to the unstructured writing workshop sessions varied significantly among groups of students. While some students used the g

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40

Coulibaly, Youssoupha. "A descriptive study of errors in Senegalese students' composition writing." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/776725.

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This exploratory study describes microlinguistic errors in composition written by a population of forty adult students enrolled in advanced English classes in three English language teaching institutions in Dakar, Senegal. The subjects had Wolof as their L1, French as their L2 and English as their L3.The study indicates that EFL learners in this context made intralingual and transfer errors; however the latter type was predominant. Most of the borrowing was from French, very little from Wolof. Researchers have suggested as the reason for extensive negative transfer the similarity of the L2 and

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41

Jung, Miso. "When English as a Second Language students meet text-responsible writing." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2906.

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This thesis follows two international freshman students in an English composition class at California State University, San Bernardino. The results indicate that the students generally experienced feeling challenged and overwhelmed about the unfamiliar topic, but detailed assignment guidelines played a key role for students to progress in understanding the assignment.

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42

Gentil, Guillaume. "Academic writing instruction in disciplines other than English : a sociocultural perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ43875.pdf.

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43

Henshall, Amanda Louise. "Talking books : teachers on teaching texts by women on A Level English literature courses." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288979.

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44

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

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

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45

Lei, Xiao, and 雷霄. "Understanding writing strategy use from a sociocultural perspective: a multiple-case study of Chinese EFLlearners of different writing abilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43085672.

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46

Sandy, Kirsti A. Hesse Douglas Dean. "Learning by co-teaching mentors and apprentices in an intensive introductory writing class /." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960424.

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Thesis (Ph. D.)--Illinois State University, 1999.<br>Title from title page screen, viewed July 28, 2006. Dissertation Committee: Douglas Hesse (chair), Janice Neuleib, Kenneth Lindblom. Includes bibliographical references (leaves 237-245) and abstract. Also available in print.

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47

Fodrey, Crystal N. "Teaching Undergraduate Creative Nonfiction Writing: A Rhetorical Enterprise." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/319904.

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This project presents the results of a case study of creative nonfiction (CNF) pedagogical practices in undergraduate composition studies and creative writing courses at The University of Arizona, exploring how those who teach CNF at this top-ranked school for the study of the genre are shaping knowledge about it. This project analyzes within a rhetorical framework the various subject positions CNF teachers assume in relation to their writing and teaching as well as the teaching methodologies they utilize. I do this to articulate a theory of CNF pedagogy for the twenty-first century, one that

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48

Blue, Timothy R. "Mentor-Teaching in the English Classroom." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/english_diss/48.

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This dissertation is a rhetorical analysis of the theories and practices surrounding student-centered mentor-teaching. I examine textual representations of the teacher/student relationship as well as theories and practices involved in the discursive formation of teacher/student relationships, examining the intersection (or lack thereof) between the ways we as researchers talk about teacher/student relationship formation and the way(s) such relationships form in the “real world” of the English classroom. This institutional critique of teacher/student relationships draws on the works of ancient

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49

Jiang, Wei. "Peer review in ESL writing : attitudes and cultural concerns." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272422.

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To investigate how Chinese ESL learners feel about the peer review process in oral and email-based modalities and how Chinese cultural barriers such as concerns about face saving and shyness might impact their learning attitudes, I taught an ESL writing course to collect data and write this dissertation. Tools for investigation I used included two identical peer review attitude questionnaires that were conducted at two occasions (at the beginning and the end of the course), a Peer Review Guideline and Sign Test.Many published studies on peer review focus on how to implement computer technology

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50

Holbrook, Hannah Sloan. "Negotiating "post" era writing pedagogies." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2660.

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This study examines how post-process theories are being defined, negotiated, and enacted in composition classrooms. While recognizing that most composition instruction remains shaped by modern and process oriented theories, this research asks how post-process considerations might be currently informing teaching practices in some classrooms.

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