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Dissertations / Theses on the topic 'Writing (composition) English language'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

Harms, Aaron A. "First-year composition and writing center usage." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4933.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 27, 2008) Includes bibliographical references.

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2

Strauch, John Robert Scharton Maurice. "Options in the composing process a textbook for high school composition /." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8616849.

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Thesis (D.A.)--Illinois State University, 1986.
Title from title page screen, viewed July 12, 2005. Dissertation Committee: Maurice Scharton (chair), Janice Neuleib, William Linnemann, Stanley Renner, Michael Lorber. Includes bibliographical references (leaves 151-155) and abstract. Also available in print.

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3

Benz, Bradley Paul. ""ESL trouble spots" : composition handbooks, ideology, and the politics of ESL writing and global English /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9408.

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4

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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5

Dively, Ronda S. Hesse Douglas Dean. "Beyond dualism writing and responding to religious rhetoric in the freshman composition classroom /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510423.

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Thesis (D.A.)--Illinois State University,
Title from title page screen, viewed Dissertation Committee: Douglas Hesse (chair), Janice Neuleib, Bruce Hawkins. Includes bibliographical references (leaves 194-197) and abstract. Also available in print.

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6

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

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

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7

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

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8

Carlson, Carrie Lea. "Menominee County Writing Center and Lab a rural Michigan academic achievement project /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009carlsonc.pdf.

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9

Potter, Kristine Louise. "Writing, computers, and rhetorical situations: A composition odyssey." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1876.

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This thesis, an autoethnography, explores my own, personal experiences using technology in various writing situations: my writing process, collaborative publishing, my M.A. internship, online tutoring, and my first experience teaching college English composition in a computer classroom.

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10

Miter, Carol Ann. "Inquiry into the use of autobiographical writing in the college composition." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/581.

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11

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

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12

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

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This exploratory study describes microlinguistic errors in composition written by a population of forty adult students enrolled in advanced English classes in three English language teaching institutions in Dakar, Senegal. The subjects had Wolof as their L1, French as their L2 and English as their L3.The study indicates that EFL learners in this context made intralingual and transfer errors; however the latter type was predominant. Most of the borrowing was from French, very little from Wolof. Researchers have suggested as the reason for extensive negative transfer the similarity of the L2 and L3 and the necessity to get one's meaning across. This study concludes that there may be other causes of borrowing: prestige associated with tolerance of breaches and societal predilections for borrowing. Arguments for this claim are found in the native language and the culture of the population involved; it is argued that in the Senegalese situation one needs cultural, sociological and historical information to account for transfer from French as a linguistic behavior.Pedagogical implications are drawn from the findings of the study, suggestions concerning the teaching of English in contexts similar to that of Senegal are made, and avenues are suggested for future research in the area.
Department of English

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13

Virtue, Andrew D. "Composing in new environments incorporating new media writing in the composition classroom /." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/virtuea/andrewvirtue.pdf.

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14

Beers, Scott F. "Reading fluency and adolescent students' reading processes during writing /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7700.

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15

McDuffie, Kristi. "Rhetorical grammar and you : a study of first-year composition papers /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131524366.pdf.

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16

McNamara, Michelle. "Content area writing in grades 5 through 8." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/820.

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17

Gould, Gaye Elizabeth. "Writing in the disciplines : English literature : building on freshman composition /." Thesis, Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22359783.

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18

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

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

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19

Risner, Kevin. "A First Language in Second Language Writing." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333732768.

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20

Hill, Amanda M. "We have another moment : "rhetoric and composition" + "web 2.0" /." Online version, 2008. http://content.wwu.edu/cdm4/item_viewer.php?CISOROOT=/theses&CISOPTR=290&CISOBOX=1&REC=8.

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21

McCurrie, Matthew Kilian Neuleib Janice. "Crossing boundaries a case study in composition and general education /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064484.

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Thesis (Ph. D.)--Illinois State University, 2001.
Title from title page screen, viewed April 4, 2006. Dissertation Committee: Janice Neuleib (chair), Julie Jung, Kenneth Lindblom. Includes bibliographical references (leaves 161-167) and abstract. Also available in print.

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22

Peake, Katharine Louise. "Composition heuristics and theories and a proposed heuristic for business writing." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3282.

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23

Navickas, Kathryn E. "Feminism and composition a pedagogy for first year composition /." Diss., Online access via UMI:, 2009.

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24

Phillips, Theodore Patrick. "Writing using computers: Creating the user-friendly writing classroom." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/874.

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25

Sullivan, John Michael. "Assessment and collaborative writing: Conflict to complement." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1320.

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One of the fundamental problems facing writing instructors who use collaboration is that traditional assessment measures, such as in-class essay exams, undermine rather than support such writing activities that are rooted in social construction theory. While the use of collaboration in writing classrooms continues to grow, the field of assessment remains virtually silent about the compatibility of traditional assessment methods with collaborative writing tasks such as group work and peer review. This thesis discusses social construction and assessment theories, their relation to collaboration, and the current role of both in writing classrooms.

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26

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

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27

Skidmore, Loretta Lynnette Rickert. "The value of using a writing process within the classroom." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/644.

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28

Lannin, Amy A. "Freewriting for fluency and flow in eighth and ninth grade reading classes." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4762.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 15, 2008) Vita. Includes bibliographical references.

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29

Hollis, Elizabeth Mary Roozen Kevin Roger. "The things they carried conception of writing transfer in composition studies /." Auburn, Ala, 2009. http://hdl.handle.net/10415/1832.

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30

Lau, Man-kit Tony, and 劉文傑. "Idea development and organization in English writing for seventh formers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959507.

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31

Nagle, Colleen M. "Five-step writing process: A project for grades two through six." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/379.

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32

Woo, Matsuko. "Collaborative writing with Wikis in upper primary English language classrooms." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50179263.

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Many studies have been conducted on the application of Web 2.0 technologies (e.g., wikis) in educational environments. These studies have dealt with topics such as exploring the potential of their use, what effect they might have on student learning, and how effectively they can be used with appropriate instructional practice. However, whether these findings conducted on the tertiary and high school levels are applicable to young learners of English as the second language (L2) in primary levels have yet to been examined. This study investigated how wiki’s key affordances might help in scaffolding students during collaborative writing projects among primary five and six students (n=119) in a Chinese primary school in Hong Kong, where English is taught as the L2. Three classes of students and their English subject teachers participated in a three-month English language writing programme using a wiki. Data was collected and analyzed from both non-wiki collaborative writing prior to a wiki intervention and the other from wiki supported collaborative writing after the intervention. Employing a mixed methods design, both quantitative and qualitative data were analyzed from student and teacher interviews, student and teacher questionnaires, and from activities recorded in the wiki system, including posted edits and comments and students’ group writings. To understand human activity in a complex classroom environment, activity theory was used as an analytical lens to help examine and compare the learning processes and their outcomes in the two different collaborative writing environments. The study found that the use of a wiki in three upper primary classes was perceived positively, with the wiki's technology affordances matching positively with the required tasks of collaborative writing. The key affordances from wiki collaborative writing supported and enhanced the learning tasks required of the nonwiki collaborative writing. These affordances, available in wiki collaborative writing, also helped overcome some of the constraints and limitations observed in non-wiki collaborative writing and helped to enhance writing and social skills necessary for collaborative writing tasks. When some of the key affordances -- temporal and access control applications which provided an online platform for peer comments and history pages to track student’s editing processes -- were combined together, they can become a powerful tool for peer feedback and peer editing leading to meaningful revision processes. The tracking functionality of the wiki gave in-depth information about the types of edits the students were making, mainly content meaning versus surface level, and it may have helped improve student group writing. Examining the two collaborative writing environments within the framework of activity theory revealed the dynamic changes and development of the activity system through tension and contradiction among the components of the activity structure. The tension and contradiction among the tools, the community of learners and the objective of their tasks – tension and contradiction which was caused by the need to implement group writing within the given curriculum time -- seemed to have decreased after the introduction of the wiki technology. Findings may shed light on how wikis can help provide necessary support for students’ collaborative writing and how peer-feedback can influence this process. It may help provide practical recommendations for primary school English language teachers and help researchers and educators understand the potential that Web 2.0, specifically wikis, can bring to scaffold primary-school L2 writers in collaborative learning.
published_or_final_version
Education
Doctoral
Doctor of Education

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33

Tawney, Daisy Marie. "An integrated approach to writing: Using writer's workshop, Step up to writing and six traits of writing to teach the California State Standards." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3213.

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This project researcher designed, implemented and collected data on an integrated approach to writing instruction for her third grade students in the Etiwanda School District. The literature review showed the importance of teaching students the purpose for writing, the traits of writing and the process of writing. Research showed the effectiveness of teaching students the six traits of writing and the writing process as indicated by student writing achievement scores.

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34

Preciado, Linda Joyce. "Writing inside the caja: Constructing pasos in English composition studies." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2577.

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In this thesis, I examine the resistance, privileges, and costs of Chicana textual identity issues in an academic arena that, by design, fragments voice and dictates choice. The scarcity in research of Chicana identity through mixed-language writing in composition depicts an existing chasm between academic demographics and university sentiments. Educational institutions that neglect to investigate, engage, and participate in textual identity perpetuate accepted pensamiento. Therefore, insight to Chicana thought, culture, and educational experiences may assist and inform the teaching dominant culture, not to separate, but to conjoin information with experience for those seeking diversity.

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35

Johnson, Deborah Ann. "Basic writers, oral strategies, and the writing process." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/782.

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Linguistic research (differences and similarities between spoken and written language) -- Features of production (coordinating conjunctions, hedges, neuter pronouns, collocations, etc.) -- Features of interaction (personal pronouns, hyperbole, emphatics) -- Textual analysis evaluation -- Comparison of written words, oral features, and essay grades or scores received.

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36

Daniel, Mayra C. Rhodes Dent. "Theory and practice of writing instruction in the secondary foreign language classroom teachers' views vs. theory /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064490.

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Thesis (Ed. D.)--Illinois State University, 2001.
Title from title page screen, viewed March 28, 2006. Dissertation Committee: Dent Rhodes (chair), Susan Davis Lenski, Valeri Farmer-Dougan, Deborah Mounts. Includes bibliographical references (leaves 237-247) and abstract. Also available in print.

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37

Wong, Yin Yee. "Topicalization in English writing of form four students." HKBU Institutional Repository, 1998. http://repository.hkbu.edu.hk/etd_ra/406.

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38

Valleroy, Rachel. "ESL Writing Across the Curriculum." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333599999.

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39

Culp, Lisa-Anne. "Academic English is no one's first language: A multidisciplinary approach to teaching writing." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288964.

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This study argues for sociolinguistics to be foundational to an adequate theory of rhetoric, and the need for composition teachers to view academic written English as a second language. By viewing academic written English as a second language, it is easier to see (1) how native students' struggles to learn genre or rhetorical conventions are similar to second-language acquisition problems, and (2) why there is a need for the development of multidisciplinary curricula and research using both pedagogical and research strategies from the rhetoric/composition and second-language acquisition fields. The goal of this study is to examine under what conditions analytical skills can be developed in students that they can later transfer from one genre or discipline to another. Chapter 1 gives a background and overview of the study. Chapter 2 describes how and why sociolinguistics should be a basis for rhetoric and composition; introduces the connection between sociolinguistics and academic English as a form of discourse; and describes the benefits of a multidisciplinary base for composition research and pedagogy. Chapter 3 further examines how the theory that academic English should be seen as a second language offers great insights from the ESL field as to the cause of (and potential solutions to) student writing errors. Chapter 4 describes a multidisciplinary curriculum based on English for Specific Purposes (ESP) needs analysis methodology. The model for teaching composition that is offered teaches students how to deconstruct popular culture and academic genres using genre, rhetorical, and discourse analysis, and ethnographic techniques; extends the use of contrastive rhetoric from a means of looking at cultural differences to a method of exploring differences in disciplinary discourse, and teaches composition teachers how to use popular culture texts as analytical tools. The result is a new type of composition curriculum designed to develop analytical skills in students that will enable them to discover the rhetorical character and conventions of academic disciplines, master academic discourse, and expand their repertoire of options and strategies for communicating in writing. Chapter 5 describes how this curriculum was evaluated using an educational ethnographic approach. Chapters 6, 7, and 8 describe the four case studies. And Chapter 9 reviews the findings from evaluations of the case studies, and offers suggestions for future research utilizing this approach to teaching composition.

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40

Britt, Cynthia. "Midwife and Mother: Maternal Metaphors in the Composition Classroom." TopSCHOLAR®, 2003. http://digitalcommons.wku.edu/theses/582.

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This study examines the maternal metaphors of midwife and mother used to describe instructors and teaching practices in the composition classroom. In the introduction the author describes her interest in the topic based on her own experiences as a mother and as a beginning composition instructor. The paper explains the initiation of the metaphors, what the metaphors and maternal pedagogy mean in terms of classroom practices and philosophies, criticisms of maternal practices, and the relevancy and legitimacy of the metaphors and maternal pedagogy in classrooms today. Section one explores the development of the metaphors to describe composition teachers related to the composition and literature agendas created in the nineteenth century American university system. Other influences discussed in the metaphors usage and in the development of a maternal pedagogy are the 1970s revitalization of the women's rights movement and of the process pedagogy revolution. Section II surveys literature describing the philosophies of maternal pedagogy and maternal metaphors and their translations into classroom practices. Section III outlines the criticisms developed in reaction to maternal practices. Section IV details the results of surveys completed by freshmen composition students and composition instructors at Western Kentucky University. In the conclusion, the author considers the information and opinions presented and the survey results and draws conclusions about the relevancy of maternal metaphors and maternal pedagogy to the composition field and for her own teaching practices and philosophies.

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41

Boyd, Michael Glen Broad Bob. "Discourse community pedagogy opening doors for students of composition /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196658.

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Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewed May 18, 2006. Dissertation Committee: Bob Broad (chair), Jan Neuleib, Ron Fortune. Includes bibliographical references (leaves 148-151) and abstract. Also available in print.

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42

Georgecink, Susan Hrach. "Practices of writing : early modern metaphors of literacy and the function of composition, past and present /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/9389.

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43

Richard, Rhonda J. "Functions of grade-six students' evaluations and goals as they revise their writing." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34769.

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This research examined how sixth-grade students utilized evaluations and goals while revising their texts, to determine if those students who were identified as better writers also had more success when revising, and if specific types or configurations of operations lead to more successful revision. A coding system was developed to identify evaluations and goals according to the functions that they served during revision. Evaluations were categorized as either acceptance or rejection evaluations, depending on their judgment of the text. Goals were categorized as text strategy or guidance goals, depending on whether they instituted a specific strategy to counter a perceived problem in the text, or instituted a procedure or action that constituted management of the revision task.
Think-aloud protocols and drafts of compositions provided a trace of students' revision activity. Identification of evaluations and goals by the functions that they served during revision provided a method for monitoring the connection between the process students used in revising and the product (if any) that resulted. Revisions produced were categorized as surface or text-base, with both their accumulative and individual impact on the text assessed. The coding system identified all evaluations and goals, even those that did not result in text changes but that were associated with considerations and attempts. Therefore, all revising behaviors, including emerging skills, were acknowledged.
Results revealed that those students identified as better writers were not better revisors in terms of using evaluations or goals in a manner that resulted in the production of more sophisticated or more effective revisions. Students identified as low to high level writers all experienced various revision difficulties, as reflected by the absence of specific types of evaluations and/or goals that could have facilitated revision, yet were not used. Terminal revising was the common approach and involved reviewing a textual area only once, and setting a limited number of evaluations and goals to address a perceived problem. However, a sub-group of students who were identified as poorer writers did use an iterative revising strategy, which resulted in improved text quality. This strategy involved successive reviews of the text, resulting in the implementation of related multiple evaluations and goals addressing one textual area.
Educators can consider the revising strategies (i.e., terminal and iterative revising) and operations (i.e., functional evaluations and goals) specifically identified in this research to assess how students' revise and to determine what strategies and operations need to be encouraged to foster absent or underdeveloped revision skills. Collaborative student and teacher interactions designed to encourage the utilization of these specific strategies and operations have the potential to lead to more effective revising.

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44

Wong, King-Wah, and 王景華. "An analysis of matriculants' writing with special reference to communicative functions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956877.

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45

Li, Carrie, and 李嘉麗. "Is lexical richness an essential criterion in judging a piece of writing?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959635.

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46

Wirtz, Jason. "Poets on inventing revisioning invention theory, practice and pedagogy within rhetoric, composition, English education and creative writing /." Diss., Connect to online resource - MSU authorized users, 2008.

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47

Dodd, Kathleen Muriel. "Writing workshop in a whole language classroom: Effects on reading comprehension, written language, and writing skills." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1005.

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48

Wood, Robert Glenn. "Points of conflict: Where the high school and university writing communities differ." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/568.

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49

Schulz, Fawn M. "A critical discourse analysis of current composition theory use in IRA/NCTE standards for the English language arts, Ohio middle school English language arts standards and Ohio state writing assessments." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595859435945569.

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50

Pelaez-Morales, Carolina. "Expanding composition's scope : community-based literacy and second-language writing /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131423549.pdf.

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