Relevant bibliographies by topics / Writing Process Theory

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Writing Process Theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Writing Process Theory"

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Glick, Robert Alan, and Gloria Jean Stern. "Writing About Clinical Theory and Psychoanalytic Process." Journal of the American Psychoanalytic Association 56, no. 4 (December 2008): 1261–77. http://dx.doi.org/10.1177/0003065108326108.

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Reed, W. Michael. "Problem-Solving, Writing Theory, and Composing Process Software." Computers in the Schools 4, no. 3-4 (August 9, 1988): 178–90. http://dx.doi.org/10.1300/j025v04n03_20.

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Campbell, JoAnn. "Writing to Heal: Using Meditation in the Writing Process." College Composition and Communication 45, no. 2 (May 1994): 246. http://dx.doi.org/10.2307/359010.

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O’Doherty, Damian P. "Revitalising labour process theory: a prolegomenon to fatal writing." Culture and Organization 15, no. 1 (March 2009): 1–19. http://dx.doi.org/10.1080/14759550802709509.

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Kusá, Jana. "Theory of knowledge space and monitoring of writing process." e-Pedagogium 16, no. 4 (August 1, 2016): 7–14. http://dx.doi.org/10.5507/epd.2016.040.

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Brent, Harry, Elizabeth McMahan, Susan Day, and Robert Funk. "Literature and the Writing Process." College Composition and Communication 39, no. 1 (February 1988): 102. http://dx.doi.org/10.2307/357838.

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Beauvais, Lucie, Monik Favart, Jean-Michel Passerault, and Caroline Beauvais. "Temporal Management of the Writing Process." Written Communication 31, no. 3 (June 13, 2014): 251–79. http://dx.doi.org/10.1177/0741088314536361.

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GUNNARSSON, BRITT-LOUISE. "Text Comprehensibility and the Writing Process." Written Communication 6, no. 1 (January 1989): 86–107. http://dx.doi.org/10.1177/0741088389006001006.

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Marin, Louis, and Greg Sims. "Picasso: Image Writing in Process." October 65 (1993): 89. http://dx.doi.org/10.2307/778765.

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Champion, Laurie, and Victor A. Doyno. "Writing "Huck Finn": Mark Twain's Creative Process." American Literature 64, no. 4 (December 1992): 825. http://dx.doi.org/10.2307/2927655.

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Dissertations / Theses on the topic "Writing Process Theory"

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Rule, Hannah J. "Composing Assemblages: Toward a Theory of Material Embodied Process." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377871259.

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LaVecchia, Christina M. "Toward a Relational Theory of Invention." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1529330376530125.

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Allen, Thomas Coley. "Using schema theory to integrate reading and writing process in composition." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/408.

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Beeler, Christmas. "There and Back Again: Tolkien's Epic Writing and Revising Process Informs Composition Theory." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/463.

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In an attempt to better understand writing as process, this thesis blends textual genetics with observations from the holograph manuscripts of J.R.R. Tolkien’s first chapter of The Lord of the Rings. Tracking his revisions demonstrates complex revision techniques that can inform composition theory—especially revision studies. Discussed are revision terms and their applications, several of Tolkien’s revisions and their significance, and textual genetics as a lens to better understand an author’s motivations and influences. Some largely uncharted territory for composition studies is explored through examining Tolkien’s unique and multifaceted use of visual images to aid his writing process. In addition, Tolkien’s novels were part of an ecosystem which influenced his view of the fantasy genre and vice versa. All of these observations have profound implications for understanding the development of a text and for teaching writing.
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Ahlsén, Emelie, and Nathalie Lundh. "Teaching Writing in Theory and Practice : A Study of Ways of Working with Writing in the 9th Grade." Thesis, Stockholm University, The Stockholm Institute of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7933.

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The main purpose of this study is to take a closer look at how teachers work with writing and to examine some theories on the teaching of writing. Five teachers in two schools are included in order to get an insight in teachers’ practical work with EFL writing. This has been done through classroom observations and interviews. The results show that all teachers seem to use aspects from several theories. The results also show that the teachers’ level of awareness of theories on teaching writing varies

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Cook, Brittany A. "Presence, Process, Product: The Significance of the Womb in Writing Woman." University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1430483626.

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Maloy, Jennifer. "Making an Avant-Garde Composition: Intersections of Composition Theory and Innovative Poetics." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/126719.

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English
Ph.D.
The Making of an Avant-Garde Composition: Intersections of Composition Theory and Innovative Poetics, explores how current discussions in the field of Composition and Rhetoric intersect with the theories and practices of select members of the avant-garde poetry community, focusing on the issues of genre, identity, and language. It examines each of these issues by juxtaposing discussions of leading Composition and Rhetoric scholars with creative and critical work of avant-garde poets, identifying common concerns, and describing diverse approaches to creating innovative writing practices. It demonstrates the connections between Theresa Hak Kyung Cha's multilingual text, DICTEE, and recent scholarship by Min-Zhan Lu and A. Suresh Canagarajah on multilingual student writers in order to argue for more discussion of language politics and linguistic awareness in the composition classroom. It also outlines the connections between Harryette Mullen's creative and critical work and scholarship by Donna LeCourt and Roz Ivanic on writer identity to explore new approaches to interpreting and responding to student texts. Finally, it reads Susan Howe's The Midnight in conversation with leading genre theorists such as Amy Devitt and compositionists such as Robert Davis and Mark Shadle who argue for assigning multigenre papers.
Temple University--Theses
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Pourchier, Adrianne Nicole M. "Guided Wanderings: An A/r/tographic Inquiry into Postmodern Picturebooks, Bourdieusian Theory, and Writing." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/99.

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This dissertation is an a/r/tographic inquiry (Irwin & Springgay, 2008) that explores postmodern picturebooks and writing theory. Postmodern picturebooks have been described as texts that blur traditional literary boundaries and text-image relationships, while employing devices like metafiction and playfulness (Goldstone, 2002; Sipe, 2008). As meaning becomes more ambiguous, readers are positioned as co-constructors of meaning (Serafini, 2005). Research has shown students enjoy reading postmodern picturebooks and constructing meaningful transactions despite the complex nature of these texts (McGuire, Belfatti, & Ghiso, 2008; Pantaleo, 2004, 2007, 2008), but few have begun to explore how these texts are written. Therefore, I used a/r/tography (Irwin & Springgay, 2008) to theorize about the relationship between these texts and what it means to write. As a method of inquiry, a/r/tography is an arts-based approach to research that is interested in how artistic practices produce meaning and a/r/tographers use art to “construct the very ‘thing’ [they] are attempting to make sense of” (Springgay, 2008, p. 159). In this study, I wrote and illustrated a postmodern picturebook and interpreted how this experience generated understandings about what it means to write. In response to the process model of writing (Flower & Hayes, 1981), the data led to representations that offer new perspectives on contemporary writing theory, in particular, the interpretive, public, and situated nature of writing (Kent, 1999). As a result, I use theories of metaphor (Lakoff & Johnson, 1980/2003; Lakoff & Turner, 1989) to critique writing process theory (Elbow, 1973, 1981; Flower & Hayes, 1981) and propose that a/r/tographic inquiry creates openings for new possibilities within the post-process movement (Kent, 1999) by demonstrating how a writer’s evolving questions (Irwin & Springgay, 2008) relate to writing pedagogy.
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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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Lydon, Adam. "Using personality theory in the construction of an original play." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1288.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Humanities
Theatre
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Books on the topic "Writing Process Theory"

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Writing about literature: Aims and process. New York: Macmillan, 1987.

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Tsiantou, Virginia. Graded readers in the EFL classroom: A critical analysis and evaluation of the theory of language grading and simplification with reference to the process of writing an original text. [s.l.]: typescript, 1996.

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Passionate form: Life process as artistic paradigm in the writings of D.H. Lawrence. New York: P. Lang, 1992.

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Biba, Anna. Methods of preparing children to learn Russian at school. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/991911.

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The textbook is aimed at developing professional competencies in preparing preschool children to learn Russian at school.it reveals the current content of preparing preschoolers to learn reading and writing in primary school, contains a method for teaching them sound word analysis, reading syllables and words in accordance with a scientifically based sound analytical and synthetic method, a technique for teaching children to print letters and syllables, and describes opportunities for cognitive development of preschool children in the process of speech work. The methodological material is accompanied by examples from the speech of preschool children and their training practices. A test is offered for professional self-control over the assimilation of the corresponding methodology in General. The appendices contain methodological illustrative and reference material. Meets the requirements of Federal state educational standards of higher education of the latest generation. For undergraduate students in the field of "Pedagogical education", it can also be used by undergraduates in the study of a course on the cognitive development of preschool children and in the process of professional development and retraining of employees of preschool educational institutions and primary school teachers.
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Ferrara, Guido, Giulio Gino Rizzo, and Mariella Zoppi, eds. Paesaggio: didattica, ricerche e progetti (1997-2007). Florence: Firenze University Press, 2007. http://dx.doi.org/10.36253/978-88-6453-123-6.

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A collection of essays such as this is intended primarily as evidence of a disciplinary process, a path that is moreover similar to that pursued in other Italian universities, while also being unique in its evolution and as specific as every experience must be. Ten years of scientific and educational work on the landscape were deserving of comment, and we have made this in the only way we know: in writing. Hence there is no celebratory intention. It is simply one of many ways of making a sort of self-analysis, of gaining a deeper insight into ourselves and expounding our experience to others, explaining what we have produced, how we did it and what the results were, with the aim of putting our experience at the disposal of those who deal with the same disciplinary areas or with analogous issues.
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Kent, Thomas. Post-Process Theory: Beyond the Writing-Process Paradigm. Southern Illinois University, 1999.

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1947-, Kent Thomas, ed. Post-process theory: Beyond the writing-process paradigm. Carbondale: Southern Illinois University Press, 1999.

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Park, Jeff. Writing At The Edge: Narrative And Writing Process Theory (Counterpoints). Peter Lang Publishing, 2005.

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C, Butterfield Earl, ed. Children's writing: Toward a process theory of the development of skilled writing. Greenwich, CT: JAI, 1994.

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Hankins, June Strang Chase. Creativity theory and the writing process: A telelogical model. 1987.

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Book chapters on the topic "Writing Process Theory"

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Wortelkamp, Isa. "Notieren im Tanz." In Bewegungsszenarien der Moderne, 111–25. Heidelberg, Germany: Universitätsverlag WINTER, 2021. http://dx.doi.org/10.33675/2021-82537264-7.

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Note taking is a choreographic writing practice that implies processes of thinking, projecting and rejecting ideas. Note by note, a complex scenery of movement emerges through reflexive practices of writing, which are designed for a performative event. This article explores different forms of choreographic notation from the perspective of their performative dimensions and draws on approaches from literary theory, procedures of drafting and drawing, as well as considerations of writing as a thought process. The emphasis will be on specific examples of contemporary dance.
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Rosenblatt, Louise M. "The Transactional Theory of Reading and Writing." In Theoretical Models and Processes of Literacy, 451–79. Seventh Edition. | New York : Routledge, 2019. | "Sixth edition published by the International Reading Association, Inc. 2013"—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781315110592-28.

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Vanraes, Arne. "A Pulse Before Shelf Life: Literary Advice on Notebook-Writing as Event." In New Directions in Book History, 241–63. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_10.

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AbstractThis contribution analyzes guidebooks that deal specifically with keeping a writer’s notebook, a process-document that may elude the common association of creative writing with its published literary commodities. Creative writing’s pedagogical question “can it be taught?” is complicated since this “it” is so poorly codified by the notebook. I consider three groupings of advice in the notebook-guidebooks in relation to that complexity and discuss their uselessness where writing invents part of its pedagogical needs only in the process of its own happening. Firstly, the guidebooks take on a radical process-pedagogical approach. They promote a kind of irresolute and unpredictable (“end-less”) writing that discovers its objects in the event of their coming-to-be, instead of hypothesizing them beforehand. Note-taking appears here as a self-creative event rather than a preplanned act—a means without an end. Secondly, rather than providing poietic writing recipes, the guidebooks give advice on writerly attitudes or dispositions. The elements of art are presented as existing latently in the world and the practice of note-keeping orients their drawing-out and literary becoming since its technology straddles the contextual and the textual (“creative receptivity”). Thirdly, when addressing the move from the notebook’s writing-for-writing’s sake toward an eventual literary commodity, the guidebooks resist concluding writing’s “invention phase” absolutely. Rereading and rewriting in the notebook continue to inform events that exceed and requalify the intermediate junctures of the literary work’s development (“besideness”).
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Smith, Anna. "Waves of Theory Building in Writing and its Development, and Their Implications for Instruction, Assessment, and Curriculum." In Theoretical Models and Processes of Literacy, 65–83. Seventh Edition. | New York : Routledge, 2019. | "Sixth edition published by the International Reading Association, Inc. 2013"—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781315110592-4.

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Van Goidsenhoven, Leni, and Anneleen Masschelein. "“Writing by Prescription”: Creative Writing as Therapy and Personal Development." In New Directions in Book History, 265–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_11.

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AbstractThis chapter investigates how-to books on creative “life writing” for therapy, transformative learning, and personal development, in short, therapeutic writing. This subgenre of writing advice is situated in two different domains with psychology and pedagogy on the one hand, and life writing and creative writing on the other hand. After a brief overview of the history of therapeutic writing, we focus on Jessica Kingsley Publishers (JKP), a leading international niche publisher in the field of neurological and cognitive differences. JKP offers a combination of popular-science books, memoirs, and self-help publications, as well as a series of how-to books on writing for therapy or personal development. By this specific grouping of genres and formats, JKP turns its readers into writers and also guides the process of writing by setting out standards for narratives about neurological illness and disability, both in content and form. Combining both textual and contextual analysis, we examine the advice oeuvres of three JKP authors, Gillie Bolton, Kate Thompson, and Celia Hunt, to see how they relate to the therapeutic and self-help ethos as well as to more literary forms of creative writing, and how they negotiate the ideas of becoming a writer through craft, therapy, and self-expression.
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Reed, W. Michael. "Problem-Solving, Writing Theory, and Composing Process Software." In Educational Computing and Problem Solving, 179–89. CRC Press, 2019. http://dx.doi.org/10.1201/9780367813420-18.

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"The hybrid-writing process: going beyond the theory/practice divide in academic writing." In Going Beyond the Theory/Practice Divide in Early Childhood Education, 161–81. Routledge, 2009. http://dx.doi.org/10.4324/9780203872956-12.

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Bird, Jennifer Lynne, and Eric Wanner. "Multigenre Narratives as a Healing Process." In Handbook of Research on Teaching and Learning in K-20 Education, 416–28. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4249-2.ch024.

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This chapter uses the theory of narrative inquiry and the practice of multigenre writing to explain the implications of using writing to assist in healing from physical pain. Dr. Jennifer Bird has always used narratives and journal writing with the college students she teaches. During her physical therapy sessions with Dr. Eric Wanner, she realized a neck pain journal read by her physical therapist provided additional insights into pain recovery. In this chapter, Dr. Bird and Dr. Wanner share their perspectives of their collaborative narrative inquiry qualitative research project and advice of how writing can lead teachers to develop a stronger self-awareness of what they need both physically and emotionally.
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Olejniczak, Tomasz. "“Case Writing Canvas”." In Case Studies as a Teaching Tool in Management Education, 189–207. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0770-3.ch010.

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The popularity of case-study methods in business education is constantly growing. Consequently, there is an increasing demand for publications concerning case writing and teaching, which helps business educators develop their own case studies that fit their local context. However the process of case development remains a kind of ‘black-box' process that requires a combination of diverse perspectives, including theory, writing, and teaching. The aim of this chapter is to review some of the most popular case-development tools and present an idea for a new comprehensive tool, i.e. ‘Case Writing Canvas'. This chapter presents this tool using an example of an actual case, and discusses its usefulness in the context of existing tools, as well as its advantages observed when used for business education in Central and Eastern Europe.
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Dunn, Michael. "Helping Struggling Writers." In Assistive Technology Research, Practice, and Theory, 44–56. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5015-2.ch004.

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Assistive Technology (AT), in the domain of special education, is defined as both tools and services. This chapter provides a description of this definition, what recent national and international writing assessment results indicate, what the characteristics of struggling writers are, and how AT can help these children improve and manage the complex and interdependent task of creating prose, story writing in particular. Key examples of AT services are Self-Regulated Strategy Development (SRSD: a step-by-step process for teaching a student a strategy) and mnemonic strategies (the use of keywords to help a child retain the steps in managing a task such as story writing). In the context of writing, AT can range from a pencil grip to a complete computer system with writing-assistance software. Furthermore, the author reviews his own research studies about story writing and how integral AT is to helping these children. Finally, the need for students’ pre-requisite practice with AT is emphasized.
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Conference papers on the topic "Writing Process Theory"

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Sun, Ting. "Collaborative English Writing Based on the Cognitive Process Theory." In 2nd International Conference on Judicial, Administrative and Humanitarian Problems of State Structures and Economic Subjects (JAHP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/jahp-17.2017.112.

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Mansour, Deena Mohammad. "Using COCA to Foster Students’ Use of English Collocations in Academic Writing." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5301.

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Using Corpora in foreign language teaching is on of the very efficient ways in proposing solutions for pedagogical issues, either through adopting a corpus-based teaching approach or through using the corpus in developing material. Developing academic writing competence is a challenging pedagogical issue for English teachers as well as learners. Second language learners come across considerable challenges as they are developing their academic writing competence. One of these challenges is the use of English collocations since that learning about collocations is of a crucial importance. Hence, due to the wide variety of collocations and their different types, one of the challenges that face both L2 learners of English as well as teachers is how to use English collocations successfully in academic writing due to the fact that collocational awareness and proficiency is a necessity for competent written discourse especially in academic writing. Therefore, academic writing proficiency is one of the major problematic areas that university students encounter. This paper focuses on how to direct students to a more effective use of Corpus of Contemporary American English (COCA) in order to foster their learning process of different English collocations, and use English collocations accurately in their academic writings. This paper illustrates search mechanisms and search strings that could be implemented effectively on COCA to get more representative and accurate collocation results. Keywords: corpus, academic writing, collocations, COCA
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Sarabi, Soroush, and David B. Bogy. "Effect of Functional End-Groups on the Lubricant Recovery After Heat-Assisted Magnetic Recording (HAMR) Writing." In ASME 2016 Conference on Information Storage and Processing Systems. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/isps2016-9624.

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In the developing heat-assisted magnetic recording (HAMR) technology, a laser heats up the magnetic media to the Curie temperature of a few hundred degrees Celsius for a short time of the order of a few nanoseconds. Accordingly, the thin-film lubricant coating on the disk experiences effects such as thermo-capillary shear stress, evaporation, viscosity drop, and eventually, lubricant depletion [1, 2]. Our previous work [3] studied these effects on the lubricant depletion for various lubricants and a prescribed Gaussian temperature distribution with a peak temperature of 350°C and a Full-Width Half Maximum (FWHM) of Ls = 20nm, close to the target laser spot size for HAMR. In order to maintain a reliable head-disk interaction, the lubricant needs to recover to the initial uniform profile. A previous work by Dahl and Bogy [4] studied the recovery process after HAMR writing for Z-dol 2000 using lubrication theory. In this paper, we focus on the effect of the lubricant functional end-groups on the recovery process, using the same method. Z-dol, Z-tetraol, and ZTMD lubricant families have the same polymer backbone but different numbers of hydroxyl end-groups [5]. This difference modifies two key parameters, both affecting the recovery time significantly. First, it changes the bonding ratio and the disjoining pressure properties of the lubricant. Figure 1 shows the disjoining pressure derivative, including both the polar and dispersive components, as a function of film thickness for Z-dol2000, Z-tetraol2200, and ZTMD2200 based on experiments [1, 6, 7]. Second, a major increase in lubricant viscosity occurs as the number of hydroxyl end-groups increases from two (Z-dol) to four (Z-tetraol) to eight (ZTMD) [3]. Fig. 2 shows the viscosity μ(h) as a function of the local lubricant thickness for all three different families of lubricants at the room temperature.
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Haupert, Mary Ellen. "CREATIVITY, MEANING, AND PURPOSE: MIXING CULTURES IN CREATIVE COLLABORATION." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10109.

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Music composition is embedded into the Viterbo University music theory curriculum to promote active engagement of musical materials. The project accomplishes three basic complementary outcomes: 1) Students will be able to creatively apply and develop the foundations of music theory learned in their first year of university-level music study, 2) Students will develop proficiency using music writing software, and 3) Students will overcome their fear of composition and gain confidence as musicians. Students are taught foundational concepts during the first four semesters of music theory; these concepts are creatively applied and developed in the gestation and birth of a musical composition that is original and personal. Meaning and purpose, combined with guidance and encouragement, sustain these freshmen and sophomore students over a five-month process of framing a concept, composing music, editing their scores, and finally rehearsing and performing their works. The “concept” for the 2018-2019 freshmen and sophomore music theory students was a collaborative venture with Gateway Christian School, which is part of Project Gateway in Pietermaritzburg, South Africa. Poetry written specifically for this project by Grade 7 students was collected and given to Viterbo University students for setting; the learning outcomes, as well as the benefits and global focus of the project will be the focus of this paper.
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Becker, Daniel, Ralf Gießler, and Janine Schledjewski. "Cognitive apprenticeship as a tool for materials development in an EFL teacher education project." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9364.

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A major problem in teacher education is the gap between theory and practice. Engaging student teachers in materials development is one way to integrate theory and practice in EFL (English as a Foreign Language) teacher education. It is during the complex process of materials development that student teachers start to envision learning processes and outcomes of specific language learning tasks. However, materials development does not take care of itself. It is argued that methods of cognitive apprenticeship can be a tool to support student teachers in the complex process of materials development. Cognitive apprenticeship is about modelling and verbalizing the internal cognitive processes underlying complex problem-solving tasks such as adapting authentic materials and writing rubrics. This paper reports how these methods are applied in an EFL teacher education project on materials development. Engaging student teachers in materials development can be a worthwhile opportunity-to-learn in university-based teacher education for any subject whatsoever.
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Oliveira, Eduardo Araujo, Rianne Conijn, Paula De Barba, Kelly Trezise, Menno van Zaanen, and Gregor Kennedy. "Writing analytics across essay tasks with different cognitive load demands." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0121.

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Essay tasks are a widely used form of assessment in higher education. Writing analytics can assist with challenges related to using essay tasks at scale and to identifying different issues in academic integrity. In this paper, we combined two techniques to investigate how students’ writing analytics varied across essay tasks with different cognitive load, considering both their typing behavior (i.e., writing process) and writing style (i.e., writing product). We also examined their relationship across these essay tasks. Findings showed that writing processes change across tasks with different cognitive load: when cognitive load increases, the interword intervals (indicator of planning and/or reviewing processes) increased, the burst length (indicator of translation processes) decreased, and the number of revisions per minute (indicator of reviewing processes) decreased. In contrast to the relation between the writing process and cognitive load, the relation between the writing product and cognitive load was found less clear. The results showed small and mixed effects of the tasks differing in cognitive load on the different writing product metrics. Hence, although the writing product follows from the writing process, the relation between cognitive load and the writing product and process appears to be less straightforward.
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Pichitkul, Auraluck, and Lakshmi N. Sankar. "Development of a CFD-CSD Coupling Technique for Large Scale Offshore Wind Turbines." In ASME Turbo Expo 2020: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/gt2020-16281.

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Abstract Wind engineering technology has been continuously investigated and developed over the past several decades in response to steadily growing demand for renewable energy resources, in order to meet the increased demand for power production, fixed and floating platforms with different mooring configurations have been fielded, accommodating large-scale offshore wind turbines in deep water areas. In this study, the aerodynamic loads on such systems are modeled using a computational structural dynamics solver called OpenFAST developed by National Renewable Energy Laboratory, coupled to an in-house computational fluid dynamics solver called GT-Hybrid. Coupling of the structural/aerodynamic motion time history with the CFD analysis is done using an open File I/O process. At this writing, only a one-way coupling has been attempted, feeding the blade motion and structural deformations from OpenFAST into the fluid dynamics analysis. The sectional aerodynamic loads for a large scale 5 MW offshore wind turbine are presented, and compared against the baseline OpenFAST simulations with classical blade element-momentum theory. Encouraging agreement has been observed.
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Hass, Atrimecia, and Brigitte Lenong. "ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.

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The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.
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Vodyanitskaya, Albina. "EMBEDDING ACADEMIC VALUES IN STUDENTS IN THE PROCESS OF DEVELOPING THEIR WRITING SKILLS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1001.

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Panas, Patryk, Krzysztof Skorupski, Saule Luganskaya, and Kanat Mussabekov. "Determination of the spectral characteristics shift in the process of writing fiber Bragg gratings." In 18th Conference on Optical Fibers and Their Applications, edited by Ryszard S. Romaniuk, Andrzej Smolarz, and Waldemar Wójcik. SPIE, 2019. http://dx.doi.org/10.1117/12.2522394.

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Reports on the topic "Writing Process Theory"

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Houshmand, Rana. Using Socratic Questioning as an Instructional Tool to Help High School Students at Grade Twelve Improve Their Perceptions of the Writing Process. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2343.

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Peterson, Eric, Wenbin Wei, and Lydon George. A Model for Integrating Rail Services with other Transportation Modalities: Identifying the Best Practices and the Gaps for California’s Next State Rail Plan. Mineta Transportation Institute, July 2021. http://dx.doi.org/10.31979/mti.2021.1949.

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The California State Rail Plan (CSRP) is among the best rail plan documents published by any jurisdiction in the United States to date. As such, the CSRP is used in this paper as the basis of comparison to other state rail service plans. These plans will have been submitted to the Federal Railroad Administration (FRA) on record as of June 2020—as required under Section 303 of the Passenger Rail Investment and Improvement Act (PRIIA) of 2008. The purpose of this paper is to identify the best practices and gaps that may inform California and other states in their future rail service plan development. This paper is grounded in the realization that, while the general outline of FRA requirements is uniform for all states, the actual content and inclusion of these requirements in the myriad state plans varies greatly. For example, California was granted an exception to help update FRA Rail Plan Guidance for its 2018 Rail Plan, other states have complained that FRA guidance and requirements on rail service planning have put state rail agencies in the position of constantly writing plans with little or no time to implement them. Throughout this research, the authors identify all the elements of FRA guidelines as reflected in the CSRP and rail plans of other states. This report also identifies the best features and planning strategies that may inform and improve the state rail planning process going forward, steps that will positively contribute to the public benefit of enhanced rail systems.
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Buene, Eivind. Intimate Relations. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.481274.

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Blue Mountain is a 35-minute work for two actors and orchestra. It was commissioned by the Ultima Festival, and premiered in 2014 by the Danish National Chamber Orchestra. The Ultima festival challenged me – being both a composer and writer – to make something where I wrote both text and music. Interestingly, I hadn’t really thought of that before, writing text to my own music – or music to my own text. This is a very common thing in popular music, the songwriter. But in the lied, the orchestral piece or indeed in opera, there is a strict division of labour between composer and writer. There are exceptions, most famously Wagner, who did libretto, music and staging for his operas. And 20th century composers like Olivier Messiaen, who wrote his own poems for his music – or Luciano Berio, who made a collage of such detail that it the text arguably became his own in Sinfonia. But this relationship is often a convoluted one, not often discussed in the tradition of musical analysis where text tend to be taken as a given, not subjected to the same rigorous scrutiny that is often the case with music. This exposition is an attempt to unfold this process of composing with both words and music. A key challenge has been to make the text an intrinsic part of the performance situation, and the music something more than mere accompaniment to narration. To render the words meaningless without the music and vice versa. So the question that emerged was how music and words can be not only equal partners, but also yield a new species of music/text? A second questions follows en suite, and that is what challenges the conflation of different roles – the writer and the composer – presents? I will try to address these questions through a discussion of the methods applied in Blue Mountain, the results they have yielded, and the challenges this work has posed.
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Melnyk, Olesia. MEDIA DISCOURSE AROUND THE FIGURE OF ORIANA FALLACHI AND HER JOURNALISM DURING 2017–2020. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11114.

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The article analyzes the media discourse around the figure of Oriana Fallachi and her journalistic work during 2017-2020. The actual media image of the figure of Fallachi is highlighted, examples of positive and negative statements are given. It is substantiated why her journalism should be researched in various ways, taking into account other aspects of her work that are not related to Islamophobia. The subject of the study is critical texts in modern foreign media dedicated to the author’s work. The objective of the study is to outline the media discourse around the figure of Oriana Fallaci and her journalism during 2017-2020. The methodology. The following methods have been used in the process of scientific research: historical, comparative, systems analysis, content synthesis, and others. The main results. In total, we have analyzed eight materials in foreign publications, published over the past 3 years, as well as the two most famous biographies of Oriana Fallaci. Some of the most recent reviewed texts have been published in the last few months, reflecting the interest in the author’s journalism, her writing, and reporting. Therefore, we see the need for further tracking and analysis of this body of texts. Conclusions. Critics of Fallaci express polar views that are not all negative. Authors re­commend quite cautiously her texts for reading, emphasizing their positive aspects. Both Fallaci’s biographies are also not entirely complementary: some aspects of her work are glorified, others are condemned. We managed to find general tendencies in the criticism of Oriana Fallaci’s journalism. These include accusations of xenophobia and Islamophobia, uncompromisingness, lack of political correctness, and moral value. The authors emphasize, at the same time, the openness and directness that bribe the reader, patriotism and honesty, strength of spirit and firmness of position. Significance of the research. The analysis of the latest criticism reveals what kind of media image Fallachi’s figure has today, and gives the possibility to research it for demonization and one-sided coverage. This is important not only for thorough research of the author’s work but also for understanding how the modern world perceives journalism, which is contrary to the generally accepted principles of political correctness, journalistic ethics, and humanity.
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Cox, Jeremy. The unheard voice and the unseen shadow. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.621671.

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The French composer Francis Poulenc had a profound admiration and empathy for the writings of the Spanish poet Federico García Lorca. That empathy was rooted in shared aspects of the artistic temperament of the two figures but was also undoubtedly reinforced by Poulenc’s fellow-feeling on a human level. As someone who wrestled with his own homosexuality and who kept his orientation and his relationships apart from his public persona, Poulenc would have felt an instinctive affinity for a figure who endured similar internal conflicts but who, especially in his later life and poetry, was more open about his sexuality. Lorca paid a heavy price for this refusal to dissimulate; his arrest in August 1936 and his assassination the following day, probably by Nationalist militia, was accompanied by taunts from his killers about his sexuality. Everything about the Spanish poet’s life, his artistic affinities, his personal predilections and even the relationship between these and his death made him someone to whom Poulenc would be naturally drawn and whose untimely demise he would feel keenly and might wish to commemorate musically. Starting with the death of both his parents while he was still in his teens, reinforced by the sudden loss in 1930 of an especially close friend, confidante and kindred spirit, and continuing throughout the remainder of his life with the periodic loss of close friends, companions and fellow-artists, Poulenc’s life was marked by a succession of bereavements. Significantly, many of the dedications that head up his compositions are ‘to the memory of’ the individual named. As Poulenc grew older, and the list of those whom he had outlived lengthened inexorably, his natural tendency towards the nostalgic and the elegiac fused with a growing sense of what might be termed a ‘survivor’s anguish’, part of which he sublimated into his musical works. It should therefore come as no surprise that, during the 1940s, and in fulfilment of a desire that he had felt since the poet’s death, he should turn to Lorca for inspiration and, in the process, attempt his own act of homage in two separate works: the Violin Sonata and the ‘Trois Chansons de Federico García Lorca’. This exposition attempts to unfold aspects of the two men’s aesthetic pre-occupations and to show how the parallels uncovered cast reciprocal light upon their respective approaches to the creative process. It also examines the network of enfolded associations, musical and autobiographical, which link Poulenc’s two compositions commemorating Lorca, not only to one another but also to a wider circle of the composer’s works, especially his cycle setting poems of Guillaume Apollinaire: ‘Calligrammes’. Composed a year after the ‘Trois Chansons de Federico García Lorca’, this intricately wrought collection of seven mélodies, which Poulenc saw as the culmination of an intensive phase in his activity in this genre, revisits some of ‘unheard voices’ and ‘unseen shadows’ enfolded in its predecessor. It may be viewed, in part, as an attempt to bring to fuller resolution the veiled but keenly-felt anguish invoked by these paradoxical properties.
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Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.
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