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Wong, Lai Fan. "Stories by...portfolio consisting of dissertation and creative work." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2456353.
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Subphadoongchone, Pramarn. "Writing in the disciplines of science : dissertation writing experiences of postgraduate students in a Thai university." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9625.
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This study reports on Thai science students’ experiences in writing their master’s dissertations in English in a Thai university. Situated in an interpretive, qualitative case study design, the study implements a theoretical framework drawing on the notions of communities of practice (Lave & Wenger, 1991; Wenger, 1998) and imagined communities and investment (Norton, 2000, 2001). The research participants were five master’s students and their paired dissertation supervisors recruited from three master’s programmes in science disciplines where the medium of instruction was Thai. The students, however, wrote their dissertations in English. Data were derived from questionnaires, semi-structured interviews, collaborative conversations, writing samples, and documents produced by the university. The findings revealed that the students’ preference for writing their dissertations in English encompassed their negotiation and shaping of their social identities and investment in their communities of practice. The students reported that they put a great deal of effort into preparing themselves to cope with the perceived linguistic demands of dissertation writing. However, they perceived that their preparation, to a certain extent, was unsuccessful, attributing this to the university’s lack of appropriate language support and their unfamiliarity with autonomous language learning. The students’ negotiation with the demands of writing their dissertations during the writing-up stage reflected their multidimensional engagement in different literate activities of their communities of practice. This included making use of authoritative written artefacts, accommodating their supervisors’ expectations, and developing a linguistic repertoire through interacting with other members of their communities, particularly those from their local, immediate, interactive communities of practice. This study articulates the various needs in understanding dissertation writing practices and other interconnected academic literacy practices as socially and ideologically constructed in a local, immediate milieu. The study also provides EAP practitioners with pedagogical implications for planning, preparing and delivering dissertation writing support for science postgraduate students. It also suggests that dissertation supervisors should initiate an open dialogue with their students during the supervision process and engage in collegial discussions with their colleagues in order to co-construct effective supervision practices.
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Diggs, Betty Jean. "African American Online Doctor of Management Students' Perceptions of Dissertation Writing and Support| Narrative Inquiry." Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743118.
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The purpose of this qualitative narrative inquiry was to explore how African American Online doctor of management students perceived engaging support to maintain motivation throughout the dissertation writing process. The study involved collecting and analyzing data from 10 African American online doctoral students who matriculated into an online doctor of management program or had completed the dissertation writing process. Participants shared perspectives on support through narrative storytelling and answered open-ended questions that described individual perceptions of engaging support to maintain motivation during the dissertation writing process. The general research question was as follows: How do African American online doctoral of management students engage support to maintain motivation during the dissertation witting process? Four themes emerged from the findings. The four themes were faith based support, collaborative coaches versus autonomous coaches, traditional faculty support versus nontraditional support, and chair lack of encouragement versus encouragement. The major implication was support to maintain motivation in an online learning environment must include communications and socialization on an ongoing basis during the dissertation writing process. Doctor of management organizational doctoral program leaders may use this study to examine doctoral student support issues, chairs’ encouragement strategies, and the need for dissertation coaching. The conceptual framework for this qualitative narrative inquiry was Bandura’s (1997) self-efficacy theory, Atkinson’s (1957) expectancy value theory, and Vygotsky’s (1978) social constructivist theory.
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Matthews, Angela. "Writing through the Pain: An Autoethnographic Exploration of Grief, the Doctoral Process, Dissertation Difficulties, and Doctoral Attrition." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1492797371969488.
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Anthony, Brooke Allen Murray Bruce A. "Making students' writing bloom the effect of scaffolding oral inquiry using Bloom's taxonomy on writing in response to reading and reading comprehension of fifth graders /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/EtdRoot/2007/SPRING/Curriculum_and_Teaching/Dissertation/Brooks_Anthony_dissertation.pdf.
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Conniff, Alexandra Acosta Darch Craig B. "A study of the differences between the expressive writing approach and a writer's workshop approach for writing instruction for secondary school students with disabilities." Auburn, Ala., 2007. http://repo.lib.auburn.edu/EtdRoot/2007/FALL/Rehabilitation_and_Special_Education/Dissertation/Conniff_Alexandra_51.pdf.
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Idris, Ahmad Yusuf. "Investigating the effects of the supervisor's feedback on international Masters students' dissertation writing outcomes in the UK." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/47739/.
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In the UK, international Masters students whose first language is not English may find the Masters dissertation challenging perhaps because they cannot utilize the full potential of the supervisor’s feedback throughout the dissertation writing process. This process is critiqued as complex and messy, for it involves a clash of expectations, miscommunication, uncertainties and confusions. Yet although the number of international students has increased rapidly in most UK universities, the effects of the supervisor’s feedback on their Masters dissertation writing are poorly investigated. To address these issues, this thesis reports on a small-scale study conducted among international students at Masters level at the University of Warwick. Three departments are included: Warwick Manufacturing Group (WMG), Law School (LS), and Centre for Translation and Comparative Cultural Studies (CTCCS). Using semi-structured interviews (12 preliminary interviews and 3 longitudinal interviews), semi-structured questionnaires (26 completed questionnaires) and documents (supervisors’ annotations and written comments on the students’ submissions), the current study aims to investigate what influences the supervisor’s feedback may have on international students’ Masters Dissertation Writing (MDW). Analysis of the data obtained by means of qualitative content analysis, it has been discovered that the supervisor’s feedback can have a variety of effects on the quality of international students’ writing. These can be classified into psycho-affective, interpersonal, developmental, linguistic, behavioral and practical influences. In order to obtain a fine-grained picture of such effects, it is important to consider them not only in the light of such feedback issues as feedback delivery methods, feedback focus, and feedback processing, but also in relation to such concepts as motivation, independence, and the responsibilities of both students and supervisors. The key findings of this study are largely consistent with the feedback effects reported in previous research on this topic, indicating that the effects identified may be applicable to MDW in general. The current study suggests that both supervisors and students should negotiate those conflicting feedback expectations that emerge throughout the dissertation process on a frequent basis in order to help students gain more constructive support. To facilitate the process of negotiation, it is recommended that face to face tutorials should be seen as a key feedback delivery method in the Masters dissertation process. Another practical recommendation made in this study is that Sinclair’s (2005) hands-on approaches to PhD supervision should be used at Masters level as a means of reducing the negative impact of the power hierarchy inherent in the supervisor-supervisee relationship, thus helping international students in the process of developing into more independent learners. The study concludes that Masters supervisors should weigh their feedback choices carefully because their feedback may help students not only make more successful revisions but also change negative attitudes towards MDW. Supervisors should also consider such important variables as the student’s personal needs and lacks, the developmental phase of doing the dissertation and departmental expectations, with a view to promoting their motivation and encouraging them to develop strategies contributing to significant improvement in their writing.
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González, Angela Marta. "Shaping the thesis and dissertation case studies of writers across the curriculum /." Fort Worth, Tex. : Texas Christian University, 2007. http://etd.tcu.edu/etdfiles/available/etd-08062007-120235/unrestricted/gonzalez.pdf.
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Cheng, Ying-Hsueh. "Candidacy Examinations and Dissertation Grant Proposals as "Writing Games": Two Case Studies of Chinese-Speaking Doctoral Students' Experiences." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1372685840.
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Simeonova, Antoniya. "Covered Call Writing : Portfolio Insurance zur Altersvorsorge /." [S.l. : s.n.], 2008. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016406585&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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McLendon, Nancy Carolyn Gregory Murray Bruce A. "The effects of teaching critical thinking and reading comprehension strategies on the writing of developmental English students in a community college." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Curriculum_and_Teaching/Dissertation/Mclendon_Nancy_48.pdf.
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Silva, Irenilda Francisca de Oliveira e. "O papel de atividades lúdicas na produção de textos dissertativos." Universidade Católica de Pernambuco, 2006. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=39.
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Esta pesquisa mostra, através da análise da produção escrita de alunos, que a inserção de atividades lúdicas no cotidiano escolar propicia um maior desenvolvimento da linguagem
escrita e amplia as possibilidades de aprendizagem, tornando a relação professor x aluno mais prazerosa. Este trabalho parte da perspectiva de que a relação afetiva instaurada através dos jogos passa a ser elemento indispensável para que o processo educacional ocorra de forma plena e funcione como estímulo para a apropriação das habilidades lingüísticas. Observou-se, durante o processo, a mudança de atitudes do estudante na sua relação com o texto escrito, mostrando novos conhecimentos e habilidades para produzir dissertações, como reações positivas às sessões de recreação. A pesquisa traz um novo enfoque do fazer pedagógico, valorizando os aspectos não formais e estimulando o desenvolvimento do espírito crítico e analítico do estudante secundarista, a partir da inclusão de jogos, brincadeiras, músicas, teatro e outras atividades que possibilitem uma maior liberdade e expressividade na escrita de
textosBased on an analysis of pupils written production, this work shows that the insertion of play activities in ordinary classroom practices contributes for increasing written language development as well as learning, and to make the teacher/student relationship more pleasant. In this work, the teacher/student relationship carried out through playing activities turns out to be not only a necessary one for a successful educational process, but a stimulus for developing linguistic skills as well. The work shows that pupils attitude with written text changes during the educational process with the development of knowledge and text production, by means of positive responses to playing sessions. The research brings a new form to teaching by calling attention to non-formal aspects and by stimulating the development of critic and analytical sense of higher students with the use of games, playing, music, theater and other activities that enhance the students freedom and expressiveness in the written of texts
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Gois, Karla Epiphania Lins de. "Variações linguísticas nos textos escritos de alunos do 5 ano da rede pública." Universidade Católica de Pernambuco, 2010. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=488.
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O ensino do português brasileiro no ensino fundamental prioriza a norma-padrão, e muitas vezes, ignora a linguagem que o aluno traz para a escola. Percebemos que, apesar de o resultado de várias pesquisas alertarem para essa questão, ainda não é dada a devida atenção às Variações Linguísticas, que naturalmente migram para a escrita dos educandos, e são, muitas vezes, mal interpretadas por professores praticantes de uma orientação pedagógica que prioriza o ensino da língua escrita. Diante desse fato, esta pesquisa tem o objetivo de identificar as Variações Linguísticas nos textos escritos utilizando retextualização de tiras de História em Quadrinho e cartas, produzidas na sala de aula por um grupo de alunos da rede pública, assim como apresentar reflexões e questionamentos, a partir dos pressupostos da Sociolinguística Educacional, ancorada na Linguística do Texto. Para dar suporte aos pressupostos teóricos estabelecidos, e por serem importantes para o ensino da língua, consideramos a concepção de língua dos sociolinguístas, os PCN-LP, o livro didático utilizado e a concepção de texto considerando-o como construção de sentidos. A metodologia de estudo adotada é qualitativa, voltada para a interpretação de processos de interação na sala de aula, considerando o contínuo oral-escrito. As análises e discussão são feitas em duas etapas: na primeira são feitas as análises do LDP e das produções textuais, e a segunda parte diz respeito aos episódios característicos da fase inicial da escrita e à presença das variações lingüísticas mais ocorrentes nas produções textuais. O corpus é composto por trinta e seis retextualizações e doze cartas. Partimos do pressuposto de que não é possível ignorar os modos de relação entre oral e escrito, pois é necessário um trabalho na instituição escolar que entenda a relação fala-escrita como um contínuo com características própriasThe teaching of Brazilian Portuguese language in elementary school prioritizes the standard dialect, and in many cases, it ignores the language the student brings to school. We realize that, despite several researches which have pointed out this issue, it is not given the due attention to the Linguistic Variations, which naturally migrate to students' writing, and being in many situations misinterpreted by pedagogical guidance teachers who prioritize the teaching of written language. Given this fact, this research aims to identify the Linguistic Variations in written texts: retextualization of comic book strips and letters, produced in the classroom by a group of students from public schools, and present reflections and questions from the assumptions of Educational Sociolinguistics, anchored in the Textual Linguistics. In order to give support to the theoretical assumptions established, and because they are important to the teaching of the language, we consider the conception of language, the PCNs-LP, the didactic book used, and the conception of text. The study methodology adopted is qualitative, focused on the interpretation of the interaction processes in classroom, considering the oral-written continuum. The analyses and discussion are done in two parts: analyses of the LDP and the textual productions, and the second part concerns the particular episodes of the initial phase of writing and the presence of Linguistic Variations which mostly occur in textual productions. The corpus comprises thirty-six retextualizations and twelve letters. We assume that it is not possible to ignore the modes of relationship between oral and written speech, for it is necessary for a work in the school institution the understanding of that relationship as a continuum, and that every modality has its own characteristics
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Harrison, André L. Reed Cynthia J. "Teachers' perceptions of the development, enactment, and effectiveness of a new writing curriculum within the Elmore County Public School District." Auburn, Ala., 2006. http://repo.lib.auburn.edu/EtdRoot/2006/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/HARRISON_ANDRE_30.pdf.
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Villarreal, Correcha Elisabeth. "Le développement de la compétence écrite : le cas de la dissertation." Thesis, Poitiers, 2016. http://www.theses.fr/2016POIT5008.
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Cette recherche a pour objectif d'aider les étudiants de la faculté de philosophie et de droit de l'Université libre de Bogotá, pour les aider à surmonter les difficultés qu'ils présentent, face à la rédaction de documents universitaires en français, afin qu'ils puissent répondre aux exigences des universités françaises. Dans ce sens, la dissertation contribue au développement de la compétence écrite, car elle est l'un des exercices académiques les plus rigoureux dans la gestion des éléments d'analyse et d'écriture. D'autre part, ce travail analyse les théories et les modèles de processus d'écriture dans la perspective de Fleurs et Hayes (1980), Cassany (1989), Bereiter et Scardamalia (1987), et d'autres auteurs, qui fournissent des éléments précieux pour la définition du scripteur intermédiaire, qui correspond au public de cette recherche. Ces modèles permettent également de définir les éléments de la stratégie d'enseignement, qui est appliquée dans la construction du dispositif de formation, destiné à faciliter l'apprentissage et à améliorer le processus d'écriture des étudiants. L'application de ce dispositif montre que l'apprentissage de la méthodologie de la dissertation permet aux étudiants d'améliorer grandement leur processus d'écriture et leur niveau de la langue en français, ce qui constitue une alternative pour d'autres étudiants intéressés par le fait de progresser de façon efficace dans ce processus et d'atteindre le niveau du scripteur expertThis research centers its interest in helping students of the faculty of philosophy and law at Libre University of Bogotá overcome their difficulties regarding the writing of academic documents in French, so that they can meet the requirements of French universities. In this sense, the dissertation contributes to the development of written competence, since it is one of the most rigorous academic exercises concerning the use of analysis and writing elements. On the other hand, the analysis of theories and models regarding the writing process, from the perspective of Flower and Hayes (1980), Cassany (1989), Bereiter and Scardamalia (1987), and other authors, provides the necessary elements to define the intermediate writer, which characterizes the population of this research. These models also help define the elements of the pedagogical strategy applied in the construction of the training device, which is designed for the improvement of the students' learning and writing process. The enforcement of this device shows that learning the methodology of dissertation allows students to greatly improve their writing process and their French language level, which constitutes an alternative for other students in order to effectively advance in this process and thus reach the level of expert writer
La presente investigación centra su interés en ayudar a los estudiantes de la facultad de filosofía y derecho de la Universidad Libre de Bogotá, a superar las dificultades que presentan, frente a la redacción de documentos académicos en francés, a fin de que puedan responder a las exigencias de las universidades francesas. En este sentido la disertación aporta al desarrollo de la competencia escrita, en razón a que es uno de los ejercicios académicos más rigurosos en cuanto al manejo de los elementos de análisis y de redacción. Por otro lado, se analizan las teorías y modelos del proceso de redacción desde la visión de Flower y Hayes (1980), Cassany (1989), Bereiter y Scardamalia (1987), y otros autores, que aportan elementos valiosos para la definición del escritor intermedio, que caracteriza a la población de esta investigación. Estos modelos, contribuyen también a definir los elementos de la estrategia pedagógica, que se aplica en la construcción del dispositivo de entrenamiento, diseñado para facilitar el aprendizaje y el mejoramiento del proceso de escritura de los estudiantes. La aplicación de este dispositivo muestra que el aprendizaje de la metodología de la disertación permite a los estudiantes, en gran medida, mejorar el proceso de escritura y su nivel de lengua en francés, lo que constituye una alternativa para que otros estudiantes puedan avanzar de manera efectiva en este proceso y así alcanzar el nivel de escritor experto
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Pullen, Jennifer E. L. ""Coral Covered Her Bones" A dissertation presented to the faculty of the College of Arts and Sciences of Ohio University." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1489677089653081.
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Bi, Xiao. "Rhétorique de la dissertation : étude contrastive des conventions d’écriture académique en français et en chinois." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA036/document.
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Cette thèse, qui relève de la didactique du français langue étrangère, traite des conventions d’écriture académique en français et en chinois dans une perspective de rhétorique contrastive. Nous étudions deux genres académiques propres à l’enseignement supérieur en France et en Chine : la dissertation et le yilun wen, respectivement. Les deux exercices détiennent un statut comparable ; ils obéissent tous deux à un système de normes relativement stables, à une structure clairement fixée et font figure d’ « exercice-roi » dans chacune des deux cultures éducatives. La comparaison entre ces deux genres scolaires et universitaires nous permet d’analyser les difficultés rencontrées par un groupe d’étudiants chinois en FLE dans la rédaction d’une dissertation et les transferts qu’ils opèrent en français des conventions d’écriture issues du yilun wen. Cette analyse est éclairée par celle des annotations marginales portées sur leurs copies de dissertation par des correcteurs français. A travers les résultats d’une enquête menée par questionnaire auprès de groupes d’étudiants (chinois et français), la thèse s’attache ensuite aux représentations très disparates que les deux ensembles de groupes se font de la signification de ces normes du point culturel et cognitif.La thèse s’attache enfin à décrire la rhétorique traditionnelle chinoise à travers l’analyse du bagu wen et du schéma Qi-Cheng-Zhuan-He, un dispositif traditionnel toujours proposé dans les manuels et pratiqué par les étudiantsThis study compares academic writing conventions in French and Chinese from the point of view of Contrastive Rhetoric in the field of French teaching and learning as a foreign language. We spot respectively in French and Chinese education systems a specific genre: the French dissertation and the Chinese yilun wen. They have a comparable status, a clear structure and strict rules to follow. The comparison between these two genres indicates that the rules are not shared between French and Chinese students and that certain criteria required in the Chinese yilun wen appear far removed from French dissertation. Thus Chinese students encounter intricate difficulties in writing French dissertations and negative transfers under the influence from Chinese writing conventions. This result is also confirmed by the analysis of dissertations written by the Chinese students of our corpus. The surveys conducted among French and Chinese learners show that they are not fully aware of the cultural differences of standards in writing. The analysis of comments by French teachers of dissertation written by Chinese students shows that they are not better armed than their students in face of the differences of textual organization (both the construction and the way of realization) in French and Chinese. We attend to hold endly how the organization of traditional Chinese Rhetoric (the bagu wen and the Qi-Cheng-Zhuan-He schemes), still proposed by textbooks and practiced by learners, exert more or less influence on French writing of the Chinese students
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Silva, José Edmilson Felipe da. "A construção da língua portuguesa escrita pelo surdo não oralizado." Universidade Católica de Pernambuco, 2009. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=531.
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Este trabalho consiste de um diálogo entre os pressupostos ferreriano e teberoskiano sobre a construção da escrita e esta mesma construção na ausência da oralização e da audição. Como se dará a construção de uma escrita fonográfica por uma pessoa Surda? Ferreiro e Teberosky advogam um momento, no processo de construção da escrita, para que a criança estabeleça a relação fonográfica. Sendo o Surdo não oralizado incapaz de discriminar os fonemas, como transpor esta barreira e construir esta escrita? O momento esperado para esta transição e a alternativa encontrada pelos sujeitos Surdos constituem a essência desta pesquisa. Colhemos amostras da escrita de 20 (vinte) crianças Surdas não oralizadas matriculadas em duas escolas públicas da cidade de Recife na capital pernambucana. Ao analisarmos estas escritas (seu conteúdo), notamos que estas apresentavam particularidades quando confrontadas com o referencial teórico adotado. Nossa hipótese inicial de uma transição direta de uma concepção de escrita pré-silábica para uma
concepção de escrita pseudo-alfabética mostrou-se correta. A ausência da concepção de escrita silábica, silábicoalfabética
e alfabética é uma particularidade fundamental na construção da escrita pelo Surdo não oralizado. Tendo como fundamento o referencial teórico de Ferreiro & Teberosky (1991) com suas hipóteses principais e secundárias e os encaminhamentos proposto por Bardin (1989), classificamos estas escritas e analisamos cada uma delas intentando a todo instante compreender suas singularidades. O não foneticismo da escrita não deve ser entendido apenas como a não
transformação de fonemas em grafemas, mas também no sentido oposto, da não transformação de grafemas em
fonemas. Procuramos reclassificar essas construções atípicas e renomeá-las, pois, a nomenclatura usada até o momento
mostrou-se inadequada, nivelando as escritas e apagando suas diferençasThis work consists of a dialogue, between the assumptions "ferreriano" and "teberoskiano", on the development written, and its formation in the absence of speaking and hearing. How will be given the writing phonographic formation by a Deaf person? Ferreiro and Teberosky defend a moment, in the process of writing, so the child establishes the phonographic relation. Being the Deaf a non speaker person, incapable to discriminate the phonemes, as transposing this barrier and doing this writing? The expected moment for this transition, and the alternative found for Deaf citizens, constitute the essence of this research. We gather samples of writing of 20 (twenty) non speaker Deaf children. enrolled in two public schools in the city of Recife the capital of Pernambuco. Analyzing these writings (its content), we noticed that they presented particularities, compared with the chosen theoretical reference. Our initial hypothesis of a direct transition, from a concept of writing "pre-syllabic", to a concept of pseudo-alphabetic writing, proved to be correct. The absence of the concept of writing syllabic, syllabic-alphabetic and alphabetic is a basic feature, on the formation of writing by non speaker Deaf. Based on the theoretical framework of Ferreiro & Teberosky (1991), with its main and secondary hypotheses and referrals proposed by Bardin (1989, we classify and analyze each one of these writing, trying to understand all its features. The non phonetic of writing, shouldnt be understood not only as the processing of phonemes into graphemes, but also in the opposite direction, not the processing of graphemes into phonemes. We reclassify these atypical formations and rename them, therefore, the nomenclature used so far proved to be inappropriate, and leveling the writings, erasing their differences
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Santos, Conceição Maria Marinho dos. "O olhar do professor do ensino fundamental e médio sobre o texto escrito pelo surdo." Universidade Católica de Pernambuco, 2009. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=500.
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Este trabalho versou sobre as concepções do professor no contexto educacional inclusivo acerca do texto escrito do aluno surdo. De modo geral, na formação desses
docentes, o ensino da língua portuguesa para surdos não é tratado e isso acarreta dificuldades na compreensão dos elementos que compõem o texto desse aprendiz,
geralmente, atravessado pela língua de sinais. Desse modo, não compreendendo as razões do desempenho do surdo, o professor não identifica os elementos que podem estar presentes no texto escrito e que compõem a transição de uma língua para outra, os reconhecendo como erros. Utilizamos uma metodologia qualitativa-descritiva. A coleta de dados foi realizada com onze sujeitos, por meio de uma
entrevista semiestruturada e os dados depois de descritos literalmente foram categorizados, seguindo-se sua análise. As construções sintáticas empregadas pelo surdo mostram a influência da língua de sinais que, por apresentarem outra
estrutura, trazem peculiaridades para a escrita da segunda língua, e nesse caso podem comprometer o entendimento do texto, quando é lido por professores que desconhecem esse trânsito. Os dados nos levaram a reflexões que apontam para o fato de que os professores de salas especiais, apesar de terem uma formação especializada, não estão conseguindo melhorar a escrita dos alunos surdos, como os de salas inclusivas, o que nos permitem sugerir aos professores uma revisão de sua prática que deva incluir as perspectivas indicadas ao conceber que se trata de um aprendiz de segunda língua, independente da perda auditiva que possuiThis work spook about the conception of teacher in educational context incluse about of writing text deaf student. Of general way in formation of that docent, the teaching of language Portuguese to deaf is not treatise and that cause difficulties in understanding of element that compose the text of that apprentice, generally, cross by signal of language. Of that way the teacher does not understand the reason of performance of deaf. The teacher does not identify. The element that can be present in text in writing text, and that compose the transition of a language to other, the teacher reconhecem how error. Use a quantitative methodology, descriptive and participaram its eleven subjects. The collect of information was categorizada. Seguindo-se its analysis. The sintatica construction use by deaf reveal the influence of language of signal that, by present other structure, bring peculiarity to the writing of second language, and in thiscan compromise the understanding of text, when its read by teacher that do not understand it. The information took us to reflection that the point to the fact that the teacher of special classroom in spite of have a education specialized they do not get improve the writing of deaf student, such whom the student of inclusive classroom what let us suggest to teacher a review of theirs practice that it should include the perspective designate to conceive that treat it of a apprentice of a second language, independent of auditive loss that the deaf student has
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Costa, Susane da Silva. "A construção do sentido no texto dissertativo-argumentativo em redações do Enem." Universidade Federal de Pelotas, 2018. http://guaiaca.ufpel.edu.br:8080/handle/prefix/4074.
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Esta pesquisa tem por objetivo analisar a construção do sentido no texto dissertativo-argumentativo em redações do Enem. O reduzido número de redações com notas elevadas no exame mostra a necessidade de investigar esse resultado, uma vez que a redação do Enem é uma etapa decisiva para o ingresso no ensino superior. Além disso, pesquisar sobre tal construção colabora para o trabalho com o texto no ensino de língua materna. Partimos da hipótese de que a dificuldade em produzir textos dissertativo-argumentativos esteja relacionada à ausência da delimitação de uma tese, a partir do tema proposto. Fundamentamos nosso trabalho nas abordagens de linguagem desenvolvidas pela Linguística Textual, com base nas obras de Koch (1996, 2002, 2007, 2015), Fávero e Koch (2002), Koch e Travaglia (2013), Koch e Elias (2010, 2016) e Marcuschi (2005, 2008, 2010, 2012). Ao analisar o sentido produzido nas redações, principalmente sobre os argumentos empregados, também tomamos como base obras de Ducrot (1977, 1981, 1987) e de Fiorin (2015). O corpus de nossa pesquisa é formado por dez redações do Enem 2015, cujos textos são divididos em dois grupos com cinco redações em cada um deles. O primeiro grupo é composto por redações com tese definida e o segundo, sem tese definida. Desenvolvemos a análise a partir de dois eixos: elementos linguísticos, gramaticais e semânticos para a produção de sentido em um texto escrito, em situação formal da língua; e organização estrutural do texto dissertativo-argumentativo. Após a análise dos textos, fizemos um paralelo entre os dois grupos de redações, buscando definir de que modo uma redação do Enem se configura como um texto adequado, com base nos critérios de avaliação da Matriz de Referência para a Redação do Enem (INEP, 2015a). Os resultados obtidos comprovam a hipótese inicial de que a falta de elaboração de uma tese acaba dificultando a construção de bons argumentos e, consequentemente, prejudica a clareza e a qualidade do texto produzido para o Enem. Por fim, como atividade de escrita, sugerimos uma proposta de redação com foco no leitor, para que o autor construa sentido no texto dissertativo-argumentativo.
This research aims to analyze the construction of meaning in the essay-argumentative text in essays by Enem. The small number of essays with high notes in examination shows the need to investigate this result, since the writing for Enem is a decisive step towards entering higher education. In addition, research on such a construction collaborates to work with the text in the teaching of mother tongue. We start from the hypothesis that the difficulty in producing essay-argumentative texts is related to the absence of the delimitation of a thesis, based on the proposed theme. We base our work on the language approaches developed by Textual Linguistics, based on the works of Koch (1996, 2002, 2007, 2015), Fávero and Koch (2002), Koch and Travaglia (2013), Koch and Elias (2010,2016) and Marcuschi (2005, 2008, 2010, 2012). In analyzing the meaning produced in the essays, especially on the arguments used, we also take as a basis works by Ducrot (1977, 1981, 1987) and Fiorin (2016). The corpus of our research is formed by ten essays by Enem 2015, which texts are divided into two groups with five essays in each one them. The first group consists of essays with with thesis defined and the second, withou tthesis defined. We develop the analysis from two axes: linguistic, textual and semantic elements for the production of meaning in a written text, in formal language situation; and structural organization of the argumentative-essay text. After analyzing the texts, we made a parallel between the two writing groups, trying to define how an Enem writing is configured as a suitable text, based on the evaluation criteria of the Reference Matrix for Writing by Enem (INEP, 2015a). The results obtained prove the initial hypothesis that the lack of elaboration of a thesis makes it difficult the construction of good arguments and, consequently, causes damage to the clarity and the quality of the text produced for Enem. Finally, as writing activy, we suggest an essay proposal focusing on the reader, so that the author builds meaning in the argumentative and dissertation text.
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Hyon, Katherine Sungwon. "In the Body." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/english_diss/34.
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This dissertation is comprised of a collection of nine short stories concerning two young women raised in the same Korean American church environment. In their adolescence, both women are exposed to the influence of a religious cult; one joins, the other does not. This dissertation explores the crises that occur in the wake of a collision between culture and religion as each character seeks to find redemption and renewed faith in God, in family, and in herself.
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Gois, Karla Epiphania Lins de. "Variações linguísticas nos textos escritos de alunos do 5º ano da rede pública." Universidade Católica de Pernambuco, 2010. http://tede2.unicap.br:8080/handle/tede/722.
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Previous issue date: 2010-03-01The teaching of Brazilian Portuguese language in elementary school prioritizes the standard dialect, and in many cases, it ignores the language the student brings to school. We realize that, despite several researches which have pointed out this issue, it is not given the due attention to the Linguistic Variations, which naturally migrate to students' writing, and being in many situations misinterpreted by pedagogical guidance teachers who prioritize the teaching of written language. Given this fact, this research aims to identify the Linguistic Variations in written texts: retextualization of comic book strips and letters, produced in the classroom by a group of students from public schools, and present reflections and questions from the assumptions of Educational Sociolinguistics, anchored in the Textual Linguistics. In order to give support to the theoretical assumptions established, and because they are important to the teaching of the language, we consider the conception of language, the PCNs-LP, the didactic book used, and the conception of text. The study methodology adopted is qualitative, focused on the interpretation of the interaction processes in classroom, considering the oral-written continuum. The analyses and discussion are done in two parts: analyses of the LDP and the textual productions, and the second part concerns the particular episodes of the initial phase of writing and the presence of Linguistic Variations which mostly occur in textual productions. The corpus comprises thirty-six retextualizations and twelve letters. We assume that it is not possible to ignore the modes of relationship between oral and written speech, for it is necessary for a work in the school institution the understanding of that relationship as a continuum, and that every modality has its own characteristics
O ensino do português brasileiro no ensino fundamental prioriza a norma-padrão, e muitas vezes, ignora a linguagem que o aluno traz para a escola. Percebemos que, apesar de o resultado de várias pesquisas alertarem para essa questão, ainda não é dada a devida atenção às Variações Linguísticas, que naturalmente migram para a escrita dos educandos, e são, muitas vezes, mal interpretadas por professores praticantes de uma orientação pedagógica que prioriza o ensino da língua escrita. Diante desse fato, esta pesquisa tem o objetivo de identificar as Variações Linguísticas nos textos escritos utilizando retextualização de tiras de História em Quadrinho e cartas, produzidas na sala de aula por um grupo de alunos da rede pública, assim como apresentar reflexões e questionamentos, a partir dos pressupostos da Sociolinguística Educacional, ancorada na Linguística do Texto. Para dar suporte aos pressupostos teóricos estabelecidos, e por serem importantes para o ensino da língua, consideramos a concepção de língua dos sociolinguístas, os PCN-LP, o livro didático utilizado e a concepção de texto considerando-o como construção de sentidos. A metodologia de estudo adotada é qualitativa, voltada para a interpretação de processos de interação na sala de aula, considerando o contínuo oral-escrito. As análises e discussão são feitas em duas etapas: na primeira são feitas as análises do LDP e das produções textuais, e a segunda parte diz respeito aos episódios característicos da fase inicial da escrita e à presença das variações lingüísticas mais ocorrentes nas produções textuais. O corpus é composto por trinta e seis retextualizações e doze cartas. Partimos do pressuposto de que não é possível ignorar os modos de relação entre oral e escrito, pois é necessário um trabalho na instituição escolar que entenda a relação fala-escrita como um contínuo com características próprias
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Alves, Renata Calheiros. "Dissertações de vestibular e ensino da argumentação escrita." Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5436.
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A tese analisa redações produzidas por candidatos ao vestibular de 2008 da UERJ, nas quais são investigados aspectos concernentes à superestrutura do gênero dissertação de vestibular e às categorias do modo argumentativo de organização do texto, a saber: a tomada de posição, a presença de argumentos orientados para a tese do argumentador, a presença de contra-argumentos e as estratégias argumentativas que se destacam. Busca-se entender a relação entre as falhas redacionais e o ensino desse modo argumentativo do texto, apontando-se os estudos recentes em teoria da argumentação, semântica argumentativa, linguística textual e análise do discurso, que podem oferecer subsídios ao ensino da argumentação escrita, sobretudo os de Oliveira (2010), Charaudeau (2008) e Bernardo (2007 e 2010). Este trabalho interessa-se particularmente pelas contribuições passíveis de aplicação no ensino de redação em nível médio. Tanto os aspectos textuais, quanto os situacionais são analisados com vistas a que as conclusões advindas de tal análise possam convergir para contribuições ao ensino de produção de textos, o que se materializa no capítulo em que se apresentam sugestões de atividadesThe thesis examines candidates essays produced by the vestibular, 2008 UERJ, where are investigated aspects related to the superstructure of the genre dissertation of vestibular and the categories of argumentative mode of organization of the text, namely the position, the presence of arguments oriented theory of the arguer, the presence of counter-arguments and argumentative strategies that stand out. We seek to understand the relationship between education on this mode of organization and failures in argumentative texts, as well as point recent studies in argumentation theory, argumentative semantics, text linguistics, discourse analysis, that may offer subsidies to teaching of written argumentation, mainly Oliveira (2010), Charaudeau (2008) e Bernardo (2007 e 2010). This work is particularly interested in the contributions that can be applied in the teaching of writing in high school. Both the textual and situational aspects will be analyzed, aiming to the conclusions arising from this analysis may converge for contributions to teaching text production, wich is demonstrated in the chapter were are offered suggestions of didactic activities
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Bormann, Vanessa Rae. "Writing for Change and Changing Writing: Service Learning, First-Year Composition and Writing about Writing." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5136.
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Through a piloted model of curriculum designed for ENC 1101 this teacher-research study investigated how service-learning can shape the experiences of both teachers and students in the first-year composition classroom. The research aimed to determine the ways in which enhancement occurred for students and teachers through evaluation of student coursework, a post-semester student focus group and a faculty interview. Focusing on the impacts of this curriculum on a part-time teacher, this study also aimed to bring to light some of the challenges inherent in service-learning within FYC, while offering ways to mediate those challenges in both course design and departmental implementation. As a result of this project, recommendations were made for modification of this curriculum to be used as an option for instructors alongside appropriate professional development, which is essential to the success of service-learning in FYC. Continued research dealing with various approaches to using service-learning in FYC was also recommended.ID: 031001299; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Error in paging: p. ii followed by 2 unnumbered pages which are followed by p. ii-iii.; Adviser: .; Title from PDF title page (viewed March 11, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 126-129).
M.A.
Masters
English
Arts and Humanities
English; Rhetoric and Composition
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Roderick, Ryan. "Self-Regulation and Writing Transfer: How Students Navigate Unfamiliar Writing Situations." Research Showcase @ CMU, 2012. http://repository.cmu.edu/dissertations/1152.
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It is well documented that, as students encounter new genres throughout their academic and professional careers, most struggle to develop their writing knowledge and processes. The process of developing writing knowledge and practices in new situations has become studied as adaptive transfer. Mainstream pedagogical approaches are designed to teach adaptive transfer by showing students how to analyze genres so that they may infer conventions and apply that knowledge to their processes. However, knowledge about genre is not the whole story. Some students may have knowledge about genres yet still fail to take up successful writing processes, while others may initially lack genre knowledge and gain it as an effect of their writing processes. This dissertation analyzes what writing processes are associated with adaptive transfer and how we teach them in first-year writing. I analyzed students' processes through the lens of self-regulation, defined as an ability to monitor and refine behaviors and emotions in accordance with new situations. My research was carried out through three related studies. The first study, which looked at successful and unsuccessful students engaged in adaptive transfer, found successful students used the challenges they faced as opportunities to improvise new goals and adapt. Study two, which followed one graduate student during his struggle through the first four semesters of graduate school showed that some students use genre conventions unproductively if they frame them as goals, rather than using them as a creative tool to think through arguments. Study three takes a step back from self-regulation strategies associated with adaptive transfer to measure how a curriculum that teaches genre analysis affects students' self-regulation strategies on new writing tasks by helping them use model texts more strategically. Taken together, these studies offer instructors pedagogical interventions for teaching self-regulation. Study three suggests that teaching students to analyze genres can be a good starting point for helping them make more strategic choices about how to implement genre knowledge in their own writing. However, studies one and two suggest that there are other self-regulation strategies that could help students engage in adaptive transfer if they were explicitly taught self-regulation strategies as part of a genre analysis curriculum.
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Filho, Boris Dimitri de Siqueira. "O estrangeirismo no texto joralístico : as colunas sociais e o high society." Universidade Católica de Pernambuco, 2009. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=420.
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Esta pesquisa descreve o uso de estrangeirismos no texto jornalístico, na coluna social do Diário de Pernambuco (DP), entre 1930 e 1950, no mês de agosto, período relacionado com o antes e o pós II Guerra Mundial, que aconteceu entre 1939 e 1945, para assim poder identificar o seu aparecimento
no processo histórico e suas implicações nos fatores socio-político-sociais da época de sua importação. Antes de chegar a este momento da história, foi realizado um levantamento de como se processou o aparecimento de palavras e/ou expressões estrangeiras na história do Brasil e os resultados demonstram que o seu uso esteve presente desde o período colonial e que as três raças, brancos, negros e índios, deixaram na Língua Portuguesa do Brasil suas contribuições. Um estudo de como alguns gramáticos, lingüistas e escritores
tratam o assunto foi feito a fim de comparar as suas posições sobre o assunto. Os resultados mostram que os estrangeirismos eram usados não somente como uma forma requintada para se dar uma notícia, mas como um recurso de
dar nome às coisas que não existiam no português da época. O resultado desta pesquisa possibilita-nos avaliar que o uso das palavras estrangeiras em um jornal não representa um perigo à língua portuguesa, mas uma maneira de
deixar a língua atualizadaThis research describes the use of the foreign words in the journalistic text in the social section of Diário de Pernambuco (DP), in the month of August, between the years of 1930 and 1950, period which preceded and followed the II World War, precisely during the years of 1939 and 1945. The aim of the work was to identify the historical process of appearance of the foreign words and its implication on socio-political factors with their borrowing. A study on the historical process showed that their usage was present since the colonial period and that they were initially introduced to the Portuguese language by the White, the Black and the Indian cultures. A study of how some grammarians, linguists and writers see the problem was done to compare their points of view about it. The results showed that foreign words were used not only as a refinement pattern to introduce the news, but as a way to give name to things that did not exist in the Portuguese language in that time. The results of this research showed that the use of foreign words on a newspaper do not represent a risk to the Portuguese Language, but a way to modernize the language
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Egloff, Susan Margaret Muehl. "A Survey of Fifth Grade Writing Teachers on Their Instructional Writing Practices." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1042.
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Writing is an essential skill that students need in order to become successful in school and beyond. Within a school district in the southwestern United States, student writing scores were not at proficient levels, and students were not prepared for graduation or employment. The purpose of this quasi-experimental research study was to compare the distribution of student writing achievement scores for 5th grade teachers who used 7 or more of the 11 components of effective writing instruction outlined by Graham and Perin to those teachers who implemented 6 or fewer of these components. In this study, a survey was given to 35 teachers from the lowest and highest performing schools in each performance zone or geographic cluster of schools across the school district, to discover how many of the components from Graham and Perin's model were used. The results of this project study were insignificant and indicated that the number and frequency of strategies were not related to student proficiency as measured by the state's writing proficiency exam. Results from this study will be shared with district leaders in a white paper report. The report includes recommendations to create a district-based writing framework with research-based instructional strategies. Although the results from this study were insignificant, the results have added to the body of knowledge in writing instruction. The white paper report can be used as a foundation for teachers, principals, and curriculum developers to improve writing instruction and achievement in this and other school districts.
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Kim, Yongjune. "Writing on Dirty Memory." Research Showcase @ CMU, 2016. http://repository.cmu.edu/dissertations/835.
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Non-volatile memories (NVM) including flash memories and resistive memories have attracted significant interest as data storage media. Flash memories are widely employed in mobile devices and solid-state drives (SSD). Resistive memories are promising as storage class memory and embedded memory applications. Data reliability is the fundamental requirement of NVM as data storage media. However, modern nano-scale NVM suffers from challenges of inter-cell interference (ICI), charge leakage, and write endurance, which threaten the reliability of stored data. In order to cope with these adverse effects, advanced coding techniques including soft decision decoding have been investigated actively. However, current coding techniques do not capture the physical properties of NVM well, so the improvement of data reliability is limited. Although soft decision decoding improves the data reliability by using soft decision values, it degrades read speed performance due to multiple read operations needed to obtain soft decision values. In this dissertation, we explore coding schemes that use side information corresponding to the physical phenomena to improve the data reliability significantly. The side information is obtained before writing data into memory and incorporated during the encoding stage. Hence, the proposed coding schemes maintain the read speed whereas the write speed performance would be degraded. It is a big advantage from the perspective of speed performance since the read speed is more critical than the write speed in many memory applications. First, this dissertation investigates the coding techniques for memory with stuckat defects. The idea of coding techniques for memory with stuck-at defects is employed to handle critical problems of flash memories and resistive memories. For 2D planar flash memories, we propose a coding scheme that combats the ICI, which is a primary challenge of 2D planar flash memories. Also, we propose a coding scheme that reduces the effect of fast detrapping, a degradation factor in 3D vertical flash memories. Finally, we investigate the coding techniques that improve write endurance and power consumption of resistive memories.
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Hewerdine, Jennifer M. "CONVERSATIONS ON COLLABORATION: GRADUATE STUDENTS AS WRITING PROGRAM ADMINISTRATORS IN THE WRITING CENTER." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1452.
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This research sought to ascertain through a phenomenological approach whether and how collaboration occurs in writing center administration. The reflections and perceptions of former writing center gWPAs provided insight into a variety of institutional contexts and experiences present in writing center collaboration. The participants perceived themselves as learning skills that have helped them succeed in faculty, administrative, and personal situations. But there is more than these interpersonal developments in their stories; they see their writing center collaboration as necessary for the daily work of the writing center and for their success in carrying out daily tasks as gWPAs and administrators. Despite some of the participants believing they could have been more immersed in the politics of the institution or even more immersed in the collaborative work of the writing center, they nevertheless credit their experiences with a deeper understanding of the institutional structure and writing center work. Additionally, they report transferring their learning from administrative collaboration to aspects of their life and career outside of the writing center.
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Siqueira, Filho Boris Dimitri de. "O estrangeirismo no texto joralístico : as colunas sociais e o high society." Universidade Católica de Pernambuco, 2009. http://tede2.unicap.br:8080/handle/tede/710.
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Previous issue date: 2009-03-27This research describes the use of the foreign words in the journalistic text in the social section of Diário de Pernambuco (DP), in the month of August, between the years of 1930 and 1950, period which preceded and followed the II World War, precisely during the years of 1939 and 1945. The aim of the work was to identify the historical process of appearance of the foreign words and its implication on socio-political factors with their borrowing. A study on the historical process showed that their usage was present since the colonial period and that they were initially introduced to the Portuguese language by the White, the Black and the Indian cultures. A study of how some grammarians, linguists and writers see the problem was done to compare their points of view about it. The results showed that foreign words were used not only as a refinement pattern to introduce the news, but as a way to give name to things that did not exist in the Portuguese language in that time. The results of this research showed that the use of foreign words on a newspaper do not represent a risk to the Portuguese Language, but a way to modernize the language
Esta pesquisa descreve o uso de estrangeirismos no texto jornalístico, na coluna social do Diário de Pernambuco (DP), entre 1930 e 1950, no mês de agosto, período relacionado com o antes e o pós II Guerra Mundial, que aconteceu entre 1939 e 1945, para assim poder identificar o seu aparecimento no processo histórico e suas implicações nos fatores socio-político-sociais da época de sua importação. Antes de chegar a este momento da história, foi realizado um levantamento de como se processou o aparecimento de palavras e/ou expressões estrangeiras na história do Brasil e os resultados demonstram que o seu uso esteve presente desde o período colonial e que as três raças, brancos, negros e índios, deixaram na Língua Portuguesa do Brasil suas contribuições. Um estudo de como alguns gramáticos, lingüistas e escritores tratam o assunto foi feito a fim de comparar as suas posições sobre o assunto. Os resultados mostram que os estrangeirismos eram usados não somente como uma forma requintada para se dar uma notícia, mas como um recurso de dar nome às coisas que não existiam no português da época. O resultado desta pesquisa possibilita-nos avaliar que o uso das palavras estrangeiras em um jornal não representa um perigo à língua portuguesa, mas uma maneira de deixar a língua atualizada
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Bell, Deborah L. "PEDAGOGICAL AND CULTURAL PHENOMENA OF ON-DEMAND WRITING INSTRUCTION." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/449.
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In 1985, 66 school districts filed a suit against the Kentucky Department of Education accusing the system of inequitable spending practices. In 1990, the Supreme Court declared the entire educational program unconstitutional, resulting in the Kentucky Education Reform Act or KERA. This new reform movement brought a plethora of changes to school districts across the state including its mode of assessment. KERA introduced new avenues of measuring student progress using writing as the main vehicle to assess content and communication skills. Unfortunately, the majority of Kentucky's high schools showed little improvement in this tested area with only 34% of high schools reaching proficiency in the past twenty years of KERA's existence. In 2009, Kentucky passed into law Senate Bill 1, voiding the previous assessment but increasing the focus on on-demand writing for five grades rather than the three required by KERA. Preempting this new reform was the adoption of the Common Core Standards, which also includes a focus on writing. This consistent attention to writing assessment, and data identifying writing as a major weakness across the Commonwealth, prompted the impetus to examine four schools that achieve high scores in on-demand writing assessment. This qualitative investigation employed a case study design to research these four sites, which represented four different geographic locations in the state. Data sources included observations, interviews, document analysis, and fieldnotes to explore these schools through an interpretivist lens. The collected data were entered into qualitative research software to enable collective coding resulting in distinct categories and resulting themes. Three themes evolved in this cross-case analysis: curriculum, learning culture, and motivation. Teachers from these schools use similar classroom strategies and the learning environments reflect corresponding characteristics. Each school addressed student motivation differently, but the analogous perception of inducing intrinsic and extrinsic student engagement in writing occurred in all four schools. The implications of these results could be overwhelmingly positive as schools seek suggestions to improve writing scores. The findings from this investigation are relevant to the time and may serve as an impetus to improve writing instruction.
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Santos, Cecília Ribeiro da Silva. "Texto e contexto : a formação de leitores e escritores no trabalho pedagógico da filosofia com crianças." Universidade Católica de Pernambuco, 2011. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=598.
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O estudo aqui proposto destinou-se à investigação de ações didáticas e metodológicas sobre a abrangência do texto e contexto, apresentados no trabalho pedagógico da Filosofia com crianças para a verificação do desenvolvimento das competências leitora e escritora. No intuito de fazer valer o princípio de que a leitura e a escrita estão intimamente ligadas às vivências práticas do cotidiano infantil, contribuindo para a construção de sentidos com ênfase na dimensão dos aspectos linguísticos, pedagógicos e filosóficos na sala de aula, realizou-se o embasamento teórico e metodológico ancorado à luz do pensamento de Bakthin (2003 e 1994), Koch (2003, 2004, 2008, 2009), Marcuschi (1998; 2007 e 2008), Vygotsky (2007), Lipman (1990), Kohan (1998 e 2008), Wonsovicz (2005). Aqui se discute e se
reconhece a fundamentação da Linguística Textual e se legitima a concepção de criança crítica e autônoma, substanciando-a na prática pedagógica escolar, enfatizando a
sensibilização e a conscientização da mesma no exercício da cidadania, tendo como foco principal a melhoria na qualidade de vida e da educação. O processo da pesquisa,
caracterizada pelo caráter qualitativo/quantitativo e exploratório do tipo estudo de caso, utilizou diversas atividades com base na observação, realização das entrevistas
semiestruturadas, observação em sala de aula e análise das sequências didáticas nas aulas de Filosofia e das produções das crianças. A pesquisa realizou-se em uma escola de ensino
fundamental da rede privada e ateve-se ao trabalho com duas turmas de 1 e 5 ano. A análise dos resultados de dados foi referendada pelo reconhecimento da especificidade humana na
concepção didática e pedagógica de Freire (1988, 1995 e 1996), Zabala (1998) e Veiga (2006) para a compreensão de criança/homem, educação/escola e linguagem/mundo que estamos ajudando a formar. Concluiu-se que o trabalho desenvolvido nas aulas de Filosofia constitui em alternativas didáticas e metodológicas na utilização dos gêneros textuais, favorecendo o sentido e significado no incentivo às práticas de leitura e escrita para o direcionamento e redirecionamento das práticas pedagógicas escolares, de forma significativa e funcional em um processo reflexivo na educação para o pensarThe paper brings the results of an investigation on educational and methodological activities about the scope of text and context as presented in the pedagogical work of Philosophy with children in developing reading and writing skills. In order to reenforce the principle that reading and writing are closely related to practical everyday child experiences which contributes to the construction of meaning with emphasis on the linguistic, pedagogical and philosophical aspects in the classroom. The theoretical and methodological basis are anchored on the thought of Bakthin (2003, 1994), Koch (2003, 2004, 2008, 2009), Marcuschi (1998, 2007, 2008), Vygotsky (2007), Lipman (1990), Kohan (1998, 2008), and Wonsovicz (2005). The paper discusses and recognizes the grounding of the textual linguistics and legitimates the concept of a critical and autonomous child with a teaching practice emphasizing child awareness and consciousness in his/her exercise of citizenship, focusing primarily on improving the quality of life and education. The research process, characterized with qualitative/quantitative and exploratory feature of the case study type made use of several activities based on observation, semi-structured interviews, classroom observation. The analysis of didactic sequences in Philosophy classes and productions of the children is carried out. The research took place in a private elementary school with two groups of 1st and 5th grades. The data analysis was endorsed by the recognition of human specificity in the didactic and pedagogic conception of Freire (1988, 1995, 1996), Zabala (1998) and Veiga (2006) for the understanding of child/man, education/school and language/world that we are helping to build. It was concluded that the work developed in Philosophy classes is a that of a didactic and methodological bias based on textual genres favoring the meaning and significance in encouraging the practice of reading and writing, based on a reflective process on Education for thinking
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Gray, Lundie Spivey. "Enhancing Teachers' Skills and Students' Success in Writing using Elementary Teachers' Experiences in Writing Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1849.
Full textAbstract:
This study addressed the issue of struggling student writers in a K-5 rural elementary school. This phenomenological study, based on social constructivist theory, investigated elementary teachers' experiences to determine effective writing strategies. Six teachers who had taught writing in the elementary grades for 5 consecutive years volunteered to participate in the study. All teachers participated in a focus group, and 2 teachers provided additional data via individual interviews. Member-checking was used to ensure trustworthiness of data. The data were analyzed; emerging themes developed categories and, through horizonalization and triangulation, gaps in writing instruction were revealed. Analysis from the teachers' perspectives led to key factors which contribute to successful writing instruction, incorporate more writing instruction school-wide, promote unity of teachers for planning and discussion of writing instruction, and use curriculum plans in writing instruction that leads to enhanced student success. This study sought to provide teachers with strategies for developing efficient writing instruction for students using a 9-week curriculum writing guide. This study will improve teachers' skills and lead to enhanced writing instruction and student learning by making connections between enriched teacher experiences; this study will also provide insights into the design and delivery of more effective writing instruction that creates local-to-global changes in student writing success.
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Odney, Deanna. "Exploring Basic Writers' Perceptions of Writing Center Use." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/400.
Full textAbstract:
To discover possible avenues for countering low attendance at the University of Southern Indiana's writing center by students in the two pre-core curriculum basic writing classes, this study explored the basic writing students' reasons for not attending the writing center. Since their attitudes toward writing and collaboration as well as some of their perceptions of the writing center seemed likely to influence their decision to attend or not attend, the study explored these areas as well. A survey of students in nineteen sections of the two classes, General Studies 098 and English 100, was the main method used in the study, with interviews with several volunteers from these courses supplementing the surveys. These methods resulted in a number of findings. First, the majority of students in both the surveys and interviews expressed preference for feedback from instructors over other resources, including writing consultants. The surveys also revealed possible gender and ethnicity differences in attitudes toward writing center use, including that males might be more reluctant to use the writing center than females and that non-white students were more likely to use the writing center than white students in spite of being less likely to perceive that the writing consultants care about their success. The survey results suggest a correlation between familiarity with the Writers' Room and positive perceptions of the service, although this finding was contradicted by the responses of one of the interviewed English 100 students and thus would benefit from investigation through further research. Finally, the survey results showed that even though students who expressed generally positive attitudes toward collaboration and viewed writing consultants as caring did not perceive the writing consultants as particularly helpful compared to other resources. These findings suggest that greater familiarity with the writing center--such as through required visits for students in the lower level course--might result in more students visiting as well as more positive attitudes toward the writing center.
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Newberry, Susan Elaine. "Instructional Writing Practices in Grade Five." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1734.
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Nationally and locally, a paucity of students are effective writers. The purpose of this exploratory, sequential mixed methods study was to explore effective research-based writing strategies and influences on writing skills of 5th grade students. Guided by Vygotsky's zone of proximal development theory, the research questions investigated teachers' perceptions of the best instructional writing practices, the effect of writing practices on students' state writing scores, the relationship between student attendance and performance on the state writing test, and the amount of instructional planning dedicated to best writing practices. Data were collected from interviews with 5th grade teachers (N = 5), student scores on the state writing assessment (N = 247), student attendance records, and teacher lesson plans. Interview data were open coded and thematically analyzed, quantitative data were analyzed using descriptive statistics and t tests, and lessons plans were content analyzed for time spent on best writing practices, as identified in the review of literature. The overarching themes from the teacher interviews included (a) importance of teacher guided instruction, (b) confusion about the best practice in writing instruction, and (c) additional supports for students to be effective writers. Current writing instructional practices did not improve state writing assessment scores. There were significant differences in the state writing scores between students who passed and those who did not pass the state writing test. Attendance data were not related to student writing scores. Teacher planning did not reflect the use of best practices in the classroom. These findings informed a 21-hour professional development program to increase awareness of best practices in writing instruction. This study contributes to social change by potentially affecting students' proficiency in writing for 21st century college and career expectations.
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Rocha, Ana Paula Torres de Queiroz. "O impacto do discurso docente na redação de alunos da educação de jovens e adultos: um olhar sobre a autoria." Universidade Católica de Pernambuco, 2009. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=198.
Full textAbstract:
Este estudo investigou redações de alunos da educação de jovens e adultos (EJA). O trabalho está ancorado nos princípios da teoria dialógica do discurso. As concepções de Bakhtin sobre polifonia, dialogismo, autor e autoria e gêneros do discurso fundamentam o estudo, cujo enfoque central recai sobre o impacto do discurso docente na construção das redações dos alunos. Verificou-se ainda, indícios de autoria nas redações escolares, apontando os fatores que favorecem, limitam ou impedem o aluno de posicionar como autor nesse processo. Para melhor evidenciar a questão foram solicitadas duas redações escolares aos alunos, versando sobre o mesmo tema, sendo que a segunda redação foi produzida após o professor explorar o assunto em sala de aula. Observou-se após a interação professor-aluno, o impacto do discurso docente na redação dos discentes.Foram utilizadas como categorias de análise das redações escolares os conceitos de polifonia com recepção ativa (o sujeito mantém o domínio das vozes que evoca) e polifonia com recepção passiva (nenhuma manifestação há que aponte para uma posição do autor). Dessa forma, consideramos que a pesquisa constituiu-se num olhar crítico sobre a autoria das redações escolares e contribuirá para fundamentar novas propostas pedagógicas que auxiliem o aluno-autor a avançar além dos limites do já-dito.This study investigated students' texts from Education for Teens and Adults (ETA). The work is based on the theory of dialogical speech. Bakhtin's conceptions about poliphony, dialogism, author and authorship and kinds of speech are the basis of this study, and its focus is about the impact of the teacher's speech in the elaboration of students' texts. It was also possible some signs of authorship in students' written texts which pointed to things that favor, limit, or prevent the students to give his/her opinion like an author of this process. To aim the question better, it was asked that students write two texts about the same theme. However, the second text was written after the teacher has talked about the subject in the class. It was constated, after teacher-student interaction, the teacher's speech impact on students' texts. There was used as an analisys cathegory of the school texts the definitions of poliphony with active reception (the subject keeps the control of the voices that produces), and poliphony with passive reception (there is no way that points to an author position). Therefore, we considerated that the research was made by a critical sightseeing about the authorship in school texts and is contributing to elaborate new pedagogical purposes that help the student-author to go further than the limits of the ready speech.
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Shank, Dianna. ""I Don't Want to Hurt Anyone's Feelings": Using Race as a Writing Prompt in First Year Writing." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/970.
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First Year Composition (FYC) is one of the most important courses for any incoming college student. This course (often designated as English 101) provides students the rhetorical tools to fully engage in critical thinking and writing on the college level. One of the most common methods of organizing FYC is to use a topic as the center of all the reading and writing prompts. The use of outside subject matter to teach FYC is a common practice that is rarely interrogated for its effectiveness. However, the Hairston debate in the early 1990s opened up a public discussion of how FYC should be taught. I am arguing that this debate was never fully resolved. Instead of using this historical moment in our field to discuss how topics impact FYC instruction, the use of topics has continued to be normalized during the last twenty years with little attention given to interrogating what actually happens in a FYC course that focuses on a topic. This dissertation study examines what happens when a controversial theme like race is used as the primary organizing principle of both a day and night FYC course in a metro-St Louis area community college. Using discourse analysis, I analyze student writing to determine how the students' writing is impacting by the subject matter of the course.
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Rose, Nicolette O. "Remediation and college writing: an examination of the effectiveness of basic writing programs at selected historically black colleges." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2003. http://digitalcommons.auctr.edu/dissertations/2235.
Full textAbstract:
This study examines the effectiveness of basic writing programs at selected Historically Black Colleges. The objectives of many writing programs include, but are not limited to, the following: identifying students whose English, and/or reading comprehension skills are below acceptable levels; determining appropriate course placement for each individual student; providing advisement and learning enhancement courses for provisional students; and providing a writing/tutoring center for students who need supplemental assistance with writing assignments.
This study was based on the premise that not all students entering their first year of college have strong writing skills; therefore, basic writing programs are necessary for students who have deficiencies in writing. Basic writing programs exist at Historically Black Colleges just as they exist at many other American colleges. For that reason, it seems impractical for many colleges to assume that these students who need basic writing skills can be simply ignored.
A case study analysis approach was used to analyze data gathered at selected Historically Black Colleges. The selected colleges which constitute this sample are as follows: Spelman College, Morehouse College; Tougaloo College; Bethune-Cookman College; Oakwood College; and Morris Brown College. These colleges include those that are utilizing basic writing programs and those that are not utilizing such programs. Among this selected sample of six Historically Black Colleges, the colleges that are utilizing basic writing programs are Bethune-Cookman, Oakwood, and Morris Brown, whereas Spelman, Morehouse, and Tougaloo have no such programs. The researcher found that the selected colleges not using basic writing programs have on their campuses remedial level writing students who could have benefited from a basic writing program, but due to political or financial reasons, these institutions choose to ignore the basic writing student. In contrast, however, those colleges that utilize some level of remedial writing instruction actually find improvement in the writing of students who have actively participated in their basic writing programs.
The study's findings reveal that basic writing programs should be established and preserved at Historically Black Colleges because the basic writing student still exists. In other words, the longevity of the basic writing program should be contingent upon whether or not the basic writing student is still alive and well on college campuses. Therefore, in order for Historically Black Colleges to fulfill their mission of producing young men and women who are truly educated, the colleges must find the means and the commitment to provide basic writing assistance to students who need this assistance.
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DeMent, Lisa. "The relationship of self -evaluation, writing ability, and attitudes toward writing among gifted Grade 7 language arts students." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/644.
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Previous research has indicated that literary skills performance in reading and writing for middle school students has declined. There remains an important gap in the current literature regarding the decline in literary skills, which is a good predictor of the potential for students to drop out of school. The goal of this study was to determine if the use of self-evaluation influences students' writing ability and their attitudes toward writing. Using a quasi-experimental nonequivalent control group design, and over the course of 10 weeks, the researcher administered a writing pre- and posttest, as well as a pre- and posttest Writing Attitude Survey (WAS) to 70 gifted Grade 7 students. Two classes formed the experimental group, and 2 classes formed the control group. Students in the first group participated in focused self-evaluation instruction and practice. A pre- and postwriting test patterned after the Georgia Grade 8 Writing Assessment was assessed with a standardized writing rubric, and the WAS provided the quantitative data. ANCOVA and an independent sample t test compared the average change from pretest score to posttest score between the groups in overall writing score, ideas, style, organization, and conventions. They showed a level of significance. A Cramer's V compared the average change from pretest survey score to posttest survey score between the groups in the areas of gender, ethnicity, and group. It showed a statistically significant difference. Findings from this study may directly influence the increased use of self-evaluation across language arts, as well as other content area subjects.
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Weber, Lisa`. "Program Implementation and Upper Elementary Writing Achievement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/5288.
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According to the National Assessment of Educational Progress, a significant percent of fourth grade students write well below the basic level. In one elementary school, teachers implemented a new writing program for all students at the school. The purpose of this quasi-experimental quantitative study was to determine the effects of this writing program A Language for Learning and Write from the Beginning-?¦and Beyond. Bruner's theory of constructivism formed the theoretical foundation of this study. The study included 172 students in third, fourth, and fifth grades. The research questions examined pre- and post-paragraph writing scores, extended writing scores, grammar and usage scores, and scores in mechanics. A single-factor ANOVA indicated a significant difference among the three grade levels in paragraph writing, extended writing, and grammar and usage. A significant difference was also found and among two grade levels and mechanics. Writing achievement improved after implementation of the program. The results of this study could prompt change in writing programs used at the urban public school.
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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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Fox, Christine M. "Writing across cultures : contrastive rhetoric and a writing center study of one student's journey /." View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3141842.
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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.
Full textAbstract:
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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Marshall-Youquoi, Henrika M. "The Role of Humility in Promoting Forgiveness Through Expressive Writing." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4744.
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Forgiveness is an important characteristic of a healthy relationship. Several factors have been shown to be connected to forgiveness, but other factors may play a significant role in the forgiveness process. Little is known about how humility affects forgiveness in the context of an interpersonal conflict. Expressive writing, when combined with humility, may help counselors and other mental health providers in understanding how to better foster forgiveness among individuals and help them cope with stressful events and relational problems. The primary purpose of this study was to examine whether expressive writing involving humility regarding a minor offense leads to increased forgiveness compared to expressive writing that does not involve humility. The theoretical framework was based on the REACH model of forgiveness and Pennebaker's writing paradigm. The focus of the primary research question was on what role, if any, humility plays in forgiveness-based expressive writing. A randomized experimental design involving 4 groups was used. Each group received slightly different instructions, with 1 group having a humility (self-criticism) aspect. Forgiveness was measured using the TRIM-12 item questionnaire. Planned contrasts within a 1-way ANOVA were conducted along with a t test for analysis. The results of this research study were non-significant regarding the role of humility in increasing forgiveness in expressive writing. Regarding positive social change, this study adds to the literature by providing knowledge concerning what factors do not affect forgiveness in expressive writing and supports the need for future research on humility and forgiveness.
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Almohawis, Khaled. "Graduate Saudi ESL Students’ Perceptions of Writing Pedagogies in EFL Versus ESL Contexts: An Approach Toward Understanding Students’ Writing Difficulties." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1866.
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This phenomenological study examines Saudi students’ perceptions of writing difficulties in U.S. universities as they have experiencing EFL and ESL contexts. The reason for focusing on Saudi students as participants is to limit linguistic, educational, cultural, and social factors that may affect the findings. The participants are seven Saudi graduate students at Southern Illinois University Carbondale (SIUC). Interview is used as a research instrument to provide a space for each participant to recall as many memories and perceptions as possible in order to manifest comprehensive presentations of their experiences in the Saudi and U.S. contexts. The two research goals are: (1) exploring the similarities and differences between the two contexts based on the participants’ perceptions; and (2) identifying potential effects of these similarities and differences on the participants’ writing during graduate studies in the U.S. Participants’ perceptions focus on the differences between the Saudi and U.S. contexts, rather than similarities, and their comparisons of the two contexts are discussed based on eight key factors: student’s role, students’ expectations, teacher’s role, relationship with instructors, writing process, feedback and grading, off-campus social life, and educational policies. The potential effects of these differences on Saudi students’ writing in the U.S. context are classified into three domains: educational procedures and academic standards; pedagogies; and writing processes. I conclude this study by offering recommendations for U.S. professors and instructors who may teach Saudi students and future Saudi students who plan to come to the U.S. universities.
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Bellamy, Deborah. "College Faculty Members' Perceptions of Students' Writing Abilities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3861.
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The college open door policy initiated in the 1960s made access to higher education available for more students in the United States. People who were once excluded from enrolling in college now have an opportunity to earn a college degree. Some first-time students, significantly underprepared in writing, have been required to enroll in developmental or remedial writing courses before entering college-level English despite research indicating that taking noncredit courses increases the time for college completion and the cost of college, while also reducing the likelihood of completion. This illustrative case study, guided by the constructivist approach to instruction, was designed to discover college faculty members' perceptions concerning university students' writing and the interventions needed to improve writing skills. The qualitative data were collected through audio-recorded semistructured interviews of 12 college faculty members that were transcribed and coded with Ethnograph software. The findings indicated that college faculty members believed most students lacked basic writing skills and did not take sufficient initiative for their learning. Faculty members also thought students' writing would improve if students assumed responsibility for their learning and used the resources available. This study provides insight into college faculty members' views of students' writing skills and recommendations for how these skills might be improved through collaborative efforts across the university, resulting in positive outcomes for both the students and university by increasing student graduation rates and reducing college debt.
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Bless, Martha Marie. "Impact of Audio Feedback Technology on Writing Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3282.
Full textAbstract:
High school writing teacher self-efficacy has suffered because the workload and emotional energy of grading papers is arduous, and despite their efforts to provide formative written feedback, many teachers believe students ignore or misunderstand it. Although audio feedback holds promise for improving the clarity of instructor feedback and the self-efficacy of writing instructors in higher education, its usefulness for improving high school teacher self-efficacy has remained unexplored. This multiple case study investigated how high school teachers believed Kaizena, a digital audio feedback technology, influenced their writing instruction and self-efficacy. Participants, who were drawn from the global Kaizena user base, included a user group of 3 United States teachers and a user group of 3 international teachers to determine how both groups used Kaizena and whether differences in use occurred in either environment. Data sources included individual teacher interviews, participant journals, and artifacts such as teacher-created writing assignments and rubrics. Data analysis included both single case and cross case analyses. Single case analysis included coding and categorizing of interview and participant journal data and content analysis of artifacts. Cross case analysis included identifying emerging themes and discrepant data. Results indicated that all 6 teachers both believed they gave more high quality, personalized feedback to students in less time with the audio feature of Kaizena than with written feedback and did, in fact, provide documents confirming this higher quality. As a result, using Kaizena positively influenced their self-efficacy. This study contributes to positive social change by providing insights into a feedback tool that could improve high school writing instruction.
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Tripp, Mary L. "Engaging and Enacting Writing in First-Year Composition: Re-Imagining Student Self-Efficacy in Writing." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5542.
Full textAbstract:
According to educational theory, learning to write necessitates self-belief that one is capable of performing required tasks. This belief is called self-efficacy, a component of human agency. Students who enter First-Year Composition (FYC), are often unaware of the writing challenges that lie ahead, and many educational psychologists posit that self-efficacy beliefs are the most important factor in meeting these writing challenges. While socio-cognitive theory shapes views of self-efficacy in education literature, to date, measures of self-efficacy in writing have focused only on the individual cognitive beliefs as they influence writing performance outcomes. However, current research in writing studies as well as posthuman theories of agency point to a broader, more contextually-bound view of agency for writing as emergent and enacted in socially constructed systems. This dissertation challenges the current view of self-efficacy as it is described in the educational literature as well as the ways in which self-efficacy in writing is measured, suggesting instead that self-efficacy beliefs and learning to write are deeply contextualized. In this dissertation, I examine student self-efficacy in writing using the lens of activity theory, not only as a set of stated individual beliefs but also as belief-in-action measured as images on writing maps, subtle shifts in language and talk about writing, as well as changes in writing practices. More importantly, I examine the agency that is constructed in the social system of FYC classrooms which may only later become internalized individual beliefs about abilities to write. My study suggests that self-efficacy beliefs are not bound by inside the head as belief about performing certain rules for writing, but instead self-efficacy beliefs about writing are emergent and enacted and bound to particular writing systems. Lingering feelings of agency for working in particular systems can move with students to similar systems; however, strong beliefs about writing as fixed and rule-bound can actually hinder how much students learn in FYC. The evidence suggests that self-efficacy in writing may be better theorized as writing efficacy, emergent agency for writing that strengthens as participants become engaged in working toward the motives of a writing system.ID: 031001479; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Elizabeth Wardle.; Title from PDF title page (viewed July 16, 2013); Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 229-246).
Ph.D.
Doctorate
Arts and Humanities
Texts and Technology
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Lloyd, Jennifer. "Perceptions on the Essential Writing Skills of Entering First-Year College Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5895.
Full textAbstract:
Some students are entering college and graduating with the inability to write scholarly and professionally. The purpose of this instrumental case study was to examine the perceptions of college instructors and students about the essential writing skills of entering first-year college students within a Southwestern university. This study provided insight into strategies to engage students in the writing process, both before and after entering college. Vygotsky's social constructivism provided the framework for this study. The research questions included an examination of the perceptions of students' writing skills based on what instructors, students, and writing center personnel observed; what instructors and students believed to be essential writing skills necessary for entering first-year college students to be academically successful; and what the writing center personnel and students' perceptions were regarding writing resources that were deemed beneficial to entering first-year college students to help improve their writing skills. Data were collected through semistructured interviews with 12 participants: 4 instructors, 5 students, and 3 writing center personnel. Data analysis included theme identification based on key words from the interviews. According to study results, findings revealed factors that contributed to poor writing, common writing errors, required writing skills to be academically successful, and writing resources. These findings led to the development of a 3-day professional development (PD) workshop. Participation in the PD workshop may lead to modifications in the curriculum at local high schools and entry-level courses taught to entering first-year college students, resulting in positive social change.
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Lyon, Alicia B. "The Offering : writing a historical screenplay /." View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/31115633.
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