To see the other types of publications on this topic, follow the link: Writing university.
Dissertations / Theses on the topic 'Writing university'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Writing university.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Lotze, Geraldine. "Expressive Writing with University Students with Disabilities." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1851.
Full textAbstract:
Research suggests college students with high incidence disabilities experience more distress than their peers without disabilities as they adapt to college. The expressive writing paradigm developed by Pennebaker and Beall (1986) effectively reduced distress in college students and other nonclinical samples when participants wrote about emotions they experienced surrounding an upsetting event. Previous research on expressive writing has not addressed the effectiveness of the paradigm with students with disabilities. A randomized control trial study examined changes in distress and daily hassles for participants with disabilities who engaged in expressive writing compared to a control condition in which participants wrote about non-emotional topics. Emotional competencies and coping were also explored as possible proximal outcomes, while distress at baseline and social support were explored as possible moderators of expressive writing outcomes. Fifty seven students, 51% male and mostly European-American (83.6%), from a large, public university and a local community college both in the Southeastern United States, wrote for 15 minutes on three consecutive days on their own personal computers, with assessment at pre-test, post-test and 30-day follow-up. Expressive writing did not significantly decrease stress or daily hassles, nor did treatment condition differ from the control condition on any of the factors examined. Discussion of participant factors explored possible ceiling effects due to low baseline distress scores and possible limitations related to employing a sample of students with disabilities who are currently receiving college-level support services. Other methodological and procedural issues were also discussed as they relate to best expressive writing practices as well as meeting the needs of students with disabilities. For example, although use of the computer for writing was deemed important for this group of participants, longer writing sessions that may be necessary to impact psychological outcomes could be difficult for students with disabilities. Future directions include qualitative analysis of writing samples in order to develop areas of concern for this population, beginning and ending expressive writing to align with the college academic calendar, as well as use of a control group without disabilities in order to control for baseline levels of distress. This document was created in Microsoft Word 2003.
2
Mota, Filho Antonio. "Text structure and brazilian university student's writing proficiency." reponame:Repositório Institucional da UFSC, 1989. https://repositorio.ufsc.br/xmlui/handle/123456789/157596.
Full textAbstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina. Centro de Comunicação e Expressão<br>Made available in DSpace on 2016-01-08T16:24:50Z (GMT). No. of bitstreams: 1
79187.pdf: 2947212 bytes, checksum: 7538e89c2f805069675390db75fccb0a (MD5)
Previous issue date: 1989<br>Pesquisas empíricas têm demonstrado a importância da organização retórica na compreensão e produção de textos expositivos (ou narrativos). A idéia básica é que a organização retórica subjacente a um dado texto interage com o esquema formal do leitor (seu conhecimento prévio e sua experiência com organização retórica) influenciando na compreensão e produção de textos.
3
Lindblom, Tobin Eliot. "The use of gallery writing in very large groups /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1850451841&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1279649340&clientId=22256.
Full textAbstract:
Thesis (Ph.D.)--University of Mississippi, 2008.<br>Typescript. Vita. "May 2008." Major professor: Dr. Milam Aiken Includes bibliographical references (leaves 64-71). Also available online via ProQuest to authorized users.
4
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.
Full textAbstract:
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.
5
Stainbrook, Emily Rose. "A Usage Study of the Write Place at the University of Dayton." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1556219714241371.
Full text
6
Bush, Denise, and n/a. "Writing in the university : faculty expectations and overseas tudents' performance." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060622.132041.
Full textAbstract:
Two surveys were conducted at the University of Canberra
in 1992 to seek the views of faculty on issues regarding
academic writing. The first survey sought to ascertain what
criteria faculty employ when marking student writing. It
asked faculty to indicate the importance of certain key features
in the writing of university students. These key features were:
Content, Argument, Style, Organisation, Communicative Ability,
Vocabulary, Use of Literature and Punctuation. Faculty were
requested to rank the importance of aspects of each of the nine
key features.
The second survey asked faculty to assess an actual
assignment written by an overseas student, using the structure
of the nine key features of writing as above. Faculty were
invited to indicate the strengths and weaknesses of the
assignment which they were assessing.
The aim of the surveys was to better inform teachers of English for Academic Purposes (EAP) classes, who prepare
overseas students for study at university. EAP teachers need
to know the expectations of faculty, in order to give overseas
students a realistic view of what faculty expect from their
assignments and the kinds of. weaknesses which faculty find in
overseas students' writing.
The survey found that content-related features such as
Content, Argument, Organisation and Communicative Ability
were considered more important than form features such as
Punctuation, Grammar, Style and Vocabulary. Use of Literature
was found to be a very important feature in some faculties but
not in all. Surprisingly, Style was the feature which evoked the
greatest variety of responses from faculty; however, in general
faculty agreed that Style had to be appropriate to the topic or
task, rather than there being a set format for academic writing.
From a factor analysis of data, four underlying principles
for academic writing were derived. These principles were:
relevance, appropriacy, accuracy and clarity. Thus, academic
writing, according to the faculty surveyed, should be:
1) relevant to the topic and to the internal argument of the
assigment;
2) appropriate in the style, tone and use of literature;
3) accurate in its vocabulary, grammar and referencing system.
4) clear in its argument and organisation of ideas.
For the most part, faculty responded favourably to the
overseas student assignments, which were assessed in the
second questionnaire. Faculty indicated that the main
weakness in overseas student writing was in their argument.
The surveys also found differences between different
Faculties in the importance they place on these key features.
It was postulated that the Science Faculties (Applied Science,
Environmental Design and Information Science and
Engineering) would be fairly similar in their views on writing,
as would the Humanities Faculties (Communication, Education
and Management). This was found to be only partly true. The
views of Information Science and Engineering faculty were
found to be more similar in many of their attitudes to the
views of the Humanities faculty. However, in some ways, their
views were unique and unlike any other Faculty. In particular.
Information Science and Engineering faculty place little
emphasis on writing as a method of assessment and, perhaps
as a consequence, even less on the use of literature in writing
From the survey, it also appeared that, in general, faculty
make some allowances for the fact that overseas students are
L2 speakers. They tend to overlook mechanical errors so long
as the content is acceptable.
7
Hadia, Gharnasa M. "An analysis of english academic writing in a Libyan university." University of the Western Cape, 2020. http://hdl.handle.net/11394/7356.
Full textAbstract:
Philosophiae Doctor - PhD<br>This study explores English academic writing in a Libyan university. The results show a
number of challenges and issues that Libyan university students experience in using
English for academic writing. The study suggests intervention procedures that may correct
students’ linguistic academic deficiencies. Using Gee (1999)’s D/discourse theory and
Bourdieu’s theory of habitus and field, which view writing as a social practice embedded
in social activities, the study takes a purely qualitative approach, presenting data
descriptions by both students and lecturers. The sample size of the investigation is eight –
four lecturers and four students. The data was collected mainly through classroom
observation, open-ended interviews and an analysis of students’ assignment essays.
The results indicate several areas of challenge for Libyan students with regard to academic
writing; a lack of adequate ‘scaffolding’, a lack of ample time spent on authentic practice,
and inappropriate immediate feedback. Findings also show a lack of teaching methods and
strategies that correct syntactical and morphological errors, and a lack of skills – research
skills. Further to this, results revealed a lack of synthesis and summary skills, referencing
skills – and a lack of confidence in tackling academic writing tasks. In addition, the lack
of appropriate materials to consult was a contributing factor, as was students’ social and
economic status.
The study calls for various interventions that may assist students to acquire academic
writing skills and hence develop a sense of confidence in taking on academic tasks.
8
Obaid, Hala Deeb. "Writing at university and writing in the workplace : can we bridge the gap? : a case study of University of Bahrain graduates joining the business sector." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496258.
Full text
9
Flavell, Richard 1947. "Writing, reading and judging academic essays in a global university : an activity system analysis." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8191.
Full text
10
Chon, Yuah Vicky. "Vocabulary problems and communication strategies in writing of EFL Korean university students : two audiences and two writing topics." Thesis, University of Essex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437671.
Full text
11
Kim, Juhi. "Better Writers or Better Writing? A Qualitative Study of Second Language Writers' Experiences in a University Writing Center." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1398789858.
Full text
12
Tsai, Ya-Chin. "The effects of asynchronous peer review on university students' argumentative writing." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3559.
Full textAbstract:
Thesis (Ph. D.) -- University of Maryland, College Park, 2006.<br>Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
13
Dillard, Susan Gregory. "A study of the impact of the Mississippi Writing Project Summer Institute on Teacher Efficiency in Writing." Diss., Mississippi State : Mississippi State University, 2004. http://library.msstate.edu/etd/show.asp?etd=etd-11082004-195813.
Full text
14
Kelen, Christopher. "The story of writing Macao a pedagogy for creative writing in a non-native context /." View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/41476.
Full textAbstract:
Thesis (Ed.D.)--University of Western Sydney, 2009.<br>A thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Education. Includes bibliographies.
15
Coley, Toby Franklin. "Wikis in the Teaching of Writing: Purposes for Implementation." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03272007-092830/.
Full textAbstract:
Throughout the documented history of the teaching of writing, educators have engaged in various methods through which to guide student learning in the textual medium. In recent years, the digital age has provided a plethora of educational opportunities from long-distance learning and virtual courses, to course management systems, blogs, and wikis. The wiki has emerged as a growing technology with the potential to transform the rhetoric of the writing classroom. The present project seeks to further the research available on wikis in the teaching of writing. This study is both definitional and explorational. The questions it seeks to address include: how are wikis being used in educator?s classrooms; to what purposes are the wikis being used; in what ways are wikis being used? To answer some of these questions, various instructor survey responses were evaluated and incorporated into this thesis. The six main purposes for which wikis are being used in education that are identified in this study are 1) collaboration, 2) facilitation of work, 3) audience extension, 4) knowledge building/reflecting, 5) effective writing, and 6) multimodal literacy. After gathering data on the above purposes, this research discusses the results of the data and considers future research for integrating wiki technology into the teaching of writing.
16
Seror, Jeremie. "Socialization in the margins : second language writers and feedback practices in university content courses." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2649.
Full textAbstract:
Recent years have seen a growing interest in the relationship between second language (L2) writing development and the ways we can help growing populations of L2 writers successfully integrate within academic communities. Much of this interest stems from increasingly diverse local populations and the continued internationalization of higher education. This dissertation explored the implications for curriculum resulting from this growing presence of L2 writers in academic content areas.
To achieve this goal, this research reports on an eight-month longitudinal ethnographic case study of five international Japanese undergraduate students at a large Canadian university. Focusing on the central role of writing in university courses as the dominant mode of knowledge construction and dissemination, as well as student assessment, the study documents focal students’ and focal instructors’ perspectives of the various factors affecting their writing in ‘regular’ content courses, with particular attention paid to the impact of feedback practices and their role in both the short-term and long-term development of students’ skills and their investments in different types of writing. Drawing on a language socialization framework, data analysis focused on expectations and practices with respect to feedback, and explored the impact of these practices on conveying both explicit and implicit norms linked to students’ access to, and successful participation in, their chosen content areas.
Drawing on both students’ and instructors’ perspectives of this literacy event and discourse analysis of relevant documents, findings offer unique insights into the role of feedback practices not only for students’ writing development but also in indexing complex negotiations of positions, identities, and institutional forces. The dissertation concludes by highlighting the need to play closer attention to the multidimensional functions of feedback practices in order to understand their power to shape the socialization trajectories of L2 writers and universities’ responses to multilingual students who no longer fit traditional profiles.
17
Vlach, Amy Carole. "Effects of expressive writing exercises on measures of hope in an outpatient clinical population /." Full text available from ProQuest UM Digital Dissertations, 2006. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1408924731&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1218817824&clientId=22256.
Full text
18
Pomerenke, Paula Jean Rutter Russell. "A business-based rationale for incorporating the process approach into university report writing courses." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806865.
Full textAbstract:
Thesis (D.A.)--Illinois State University, 1987.<br>Title from title page screen, viewed August 30, 2005. Dissertation Committee: Russell Rutter (chair), Richard Dammers, Ray Lewis White, Stanley W. Renner, Catherine Konsky. Includes bibliographical references (leaves 164-184) and abstract. Also available in print.
19
Monty, Randall William. "Theoretical Communities of Praxis| The university writing center as cultural contact zone." Thesis, The University of Texas at El Paso, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3565925.
Full textAbstract:
<p>The fundamental purpose of <i>Theoretical Communities of Praxis: The University Writing Center as Cultural Contact Zone</i> is to investigate the situatedness of Writing Center Studies, defining it as an autonomous (sub)discipline and interdisciplinary contact zone within the larger discipline of Rhetoric and Composition. In order to meet this objective, a “Communities of Praxis” methodological and theoretical framework, based on scholarship of Critical Discourse Analysis, ecocomposition, and Contextualist Research Paradigm, is applied in the analysis of a variety of WCS discourses. </p><p> In doing so, WCS is repositioned as a series of interrelated, triangulated contact zones that are based on collaborative interactions and illustrated through the development of heuristic maps that challenges the traditional discursive practices of local writing centers and the WCS (sub)discipline alike. By emphasizing a (sub)disciplinary identification based on embracing WCS’s place as an interdisciplinary contact zone, this dissertation demonstrates ways for all stakeholders to employ a Communities of Praxis framework in order to more effectively and more equitably consider the theoretical places and physical spaces of Writing Center Studies. </p>
20
Calder, Mary E. "Understanding ESL writing, a teacher-researcher case study of two university writers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30455.pdf.
Full text
21
Fakhra, Amani. "Relative clauses and conjunctive adjuncts in Syrian University student writing in English." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2753/.
Full textAbstract:
Initial investigations into English essays written by Syrian university students triangulated Syrian and British teachers’ evaluations of the essays and the lexico-grammatical features they identified as affecting the overall quality of writing, with text analyses of the sources, types and frequency of all grammatical errors. Following this, and a review of relevant literature, the thesis presents an in-depth study of relative clauses and conjunctive adjuncts as under-researched features in Arabic speaking university student writing that can enrich their writing syntactically and semantically. The relative clause (RC) analysis shows that the 'full' form RC occurred much more frequently than the 'reduced' form, and that confusion between these two forms was a prominent source of student error. 'Pronoun retention' errors indicating L1 interference were among the most frequent RC errors – as most studies of RC use by Arab learners find. Moreover, RC constructions with 'head noun' (or antecedent) in the non-subject position and 'gap' (or relativized NP/sentence) in the subject position were dominant, while other, and more complex, construction types were much less common. This supports the AHH and PDH hypotheses on the frequency/difficulty hierarchy of RC types. Conjunctive adjunct analysis reveals that 'additive' conjunctive adjuncts were more frequent, followed by 'causals'. Despite its informality, the resultive conjunctive adjunct 'so' was used most repeatedly, followed by 'also', 'but', and 'and'. Causal conjunctive adjuncts were most frequently misused, though in general conjunctive adjunct misuse is not a major weakness. Contrastive analysis between the L2 (Syrian) and an equivalent L1 (British) corpus of literature essays revealed no significant difference between the total frequencies of RCs, 'full' RCs and 'non-subject-subject' RCs. In contrast, the total frequencies of conjunctive adjuncts in the two corpora were significantly different, with the L2 corpus containing almost twice as many conjunctive adjuncts as the L1 corpus, particularly causals and additives, this latter category being most frequent in both corpora. The British students' employment of relative clause types and conjunctive expressions was generally more diverse than that of the Syrian students. Pedagogical implications conclude this thesis.
22
Ramadan, Mohammed Omer. "The use of conjunctions in the writing of Libyan EFL university students." Thesis, University of Newcastle Upon Tyne, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.580695.
Full textAbstract:
This study explores the sorts of problems Libyan Learners of English as a foreign Language (LLsEFL) learners have in using conjunctions, and seeks to find out whether or not teaching conjunctions in the context of reading can help improve these learners' use and variation of these devices. In so doing, Halliday and Hasan's (1976) definition and classification of conjunctions is adopted as the framework for the study. A quasi-experimental design with pre- and post-intervention control group (CG) and treatment group (TG) was used to collect data. The quantitative and qualitative analysis of the pre- intervention results of both groups showed that the problems LLsEFL experience in using conjunctions can be classified into three categories: misuse, underuse and overuse. Misuse was found to be the most common, followed by underuse and overuse. Adversatives were found to be the most misused whereas additives were the most overused. Moreover, the results show that these learners seem to have a limited repertoire of conjunctions and therefore tend to often rely on a small set of conjunctions such as 'and', 'but' to link their writing. An intervention course was then conducted where the treatment group was taught conjunctions in the context of their use in texts, while the control group was taught conjunctions in the traditional way (i.e. the way conjunctions are taught in the Libyan context). The results for the control group showed little or no improvement in using conjunctions. However, post-intervention results for the treatment group showed significant improvements in the use and variation of conjunctions. This improvement was reflected in greater properties of correct use and fewer cases of misuse, underuse, and overuse. More diversity in using conjunctions was also evident, including in the treatment group participants' use of conjunctions which had not been used before.
23
Brathwaite, Sara Strickland. "The efficacy of peer review in a university-level ESL writing class." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/49.
Full text
24
Dhanarattigannon, Jiraporn. "Thai college students' response to nontraditional writing instruction in a Thai university." [Gainesville, Fla.] : University of Florida, 2008. http://purl.fcla.edu/fcla/etd/UFE0022021.
Full text
25
Dimitriou, Constantine C. "The role of group writing activity on disciplinary literacy appropriation at university." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665448.
Full textAbstract:
The work of Humanities & Social Sciences students involves learning to express disciplinary content in essay assessment to disciplinary norms. Though tutors use a genre for professional writing, literacy is often not part of the classroom discussion. Therefore, many students have difficulty appropriating the communicative tools of that disciplinary genre. This may be solved by a turn in pedagogy towards tutors’ awareness of students’ processes (Hornsby & Osman, 2014) which may, in turn, improve tutors’ feedback. Ethnography has provided insights into students’ attitudes, their impressions of feedback and experiences, largely through interview methods, and classroom observation (Saville-Troike, 1989), but assessment writing does not typically occur in class. What was needed was a closer examination of students’ literacy processes. This study looked at literacy work through Activity Theory (Leont’ev, 1978) which represents human activity as a contextualised system where a group works together towards an object. Group collaboration allows for concepts to be negotiated and for interpretations to be shared, which can aid understanding (Mercer, 1995). This cross-sectional study examined three L2-English Business Studies student groups’ collaborative writing with observation of activity as its primary instrument for capturing student literacy work. Using an Educational Talk framework (Mercer, 1995) to examine the qualities of negotiation, this study offers a new understanding of students’ processes of literacy work and their possible effect on literacy appropriation. The results showed how the task and other structural tensions drive literacy work, and how the particular attributes of Educational Talk, in a tertiary context, contribute to the negotiation of meaning in the resolution of tensions. It also showed how literacy work involves the inter-mingling of textual work, subject content (Tardy, 2006, 2009) and contextual factors. These indicate the importance of group literacy activity for students, and the importance of understanding group discussions involving literacy work.
26
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.
Full text
27
Braithwaite, Virginia Ann. "The Impact of University Writing Curriculum on Preservice Teachers' Praxis I Scores." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6976.
Full textAbstract:
Until 2014, admission requirements for the educator preparation program at a university in the north central United States included a minimum competency level on the Praxis I basic skills writing test and completion of one general education writing course. However, evidence from the university's ETS reports showed that less than 60% of students as first-time test-takers met the required score. The purpose of this study was to assess the effectiveness of the required writing course in assisting students to meet the Praxis I writing competencies. In 2014, the ETS Core Academic Skills for Educators test replaced the Praxis I. Because only 3 years of accumulated data on 88 examinees were available for the new test, the Praxis I writing test was used for this study. The learning theories of Albert Bandura, Jerome Bruner, John Dewey, and Lev Vygotsky guided the study. Utilization-focused program evaluation was used to investigate the problem. Data collected in this study were 5 faculty interviews, 2 student focus groups, and archival institutional data and national student engagement survey data. Data analysis was completed using curricular mapping and Atlas.ti 7 software. Findings indicated that the general education writing course did not provide students with the skills needed to meet minimum competency on Praxis I writing test. The study project, a curriculum plan for an education course, was developed to address test preparation and students' writing competency. The positive social change implications of this project are to increase the number of successful first-time test-takers on the writing test and to initiate collaborative discussions that would drive partnerships regarding the development of smooth transitions of writing expectations across K-16 institutions.
28
Sandten, Cecile, and Mandy Beck. "Turning Pages: An Annual Creative Writing Journal at Chemnitz University of Technology." Universitätsverlag Chemnitz, 2019. https://monarch.qucosa.de/id/qucosa%3A34663.
Full textAbstract:
TURNING PAGES is an annual journal of bright voices from all over the world in creative and original writing in English in short fiction, creative nonfiction, poetry, and drama, as well as in drawings, art projects and many other related genres by students, academics, and writers. It is a production of the Chair of English Literatures at the English Department at Chemnitz University of Technology, Germany, and the first journal of its kind at the university.
TURNING PAGES can be read in both ways, literally and metaphorically, implying that we need to turn the pages, that we need to demonstrate that literature has something to say and that it can also be interventionist as it shows how we can use our own imagination for the better. Therefore, TURNING PAGES will make readers not only literally browse through a variety of texts and turn pages, but it also seeks to reflect situations, events, experiences, or emotions that turn the page for individuals, or groups of people.
The first issue of TURNING PAGES features a range of texts and artworks, including first-time writers as well as professional writers, such as Michael Augustin, Sujata Bhatt, Stephen Collis, Ian Watson and the renowned Belfast theatre company Play It By Ear.
29
Sandten, Cecile, and Mandy Beck. "Turning Pages: An Annual Creative Writing Journal at Chemnitz University of Technology." Universitätsverlag Chemnitz, 2020. https://monarch.qucosa.de/id/qucosa%3A72086.
Full textAbstract:
TURNING PAGES is an annual journal of bright voices from all over the world in creative and original writing in English in short fiction, creative nonfiction, poetry, and drama, as well as in drawings, art projects and many other related genres by students, academics, and writers. It is a production of the Chair of English Literatures at the English Department at Chemnitz University of Technology, Germany, and the first journal of its kind at the university.
TURNING PAGES can be read in both ways, literally and metaphorically, implying that we need to turn the pages, that we need to demonstrate that literature has something to say and that it can also be interventionist as it shows how we can use our own imagination for the better. Therefore, TURNING PAGES will make readers not only literally browse through a variety of texts and turn pages, but it also seeks to reflect situations, events, experiences, or emotions that turn the page for individuals, or groups of people.
The second issue of TURNING PAGES includes a variety of foci, ranging from meta-poetic texts and stories, to graphic artworks and illustrations via themes of belonging in an ever-changing world, tracing one’s origins, conquering personal struggles, or dealing with current incidents like COVID-19 and self-isolation. This issue combines students from diverse fields and backgrounds with professional writers from all over the world, such as Srishti Chaudhary, Andreas Gloge, Ogaga Ifowodo, Harald Linke, and Ian Watson.
30
Iddings, Joshua Glenn. "A functional analysis of english humanities and biochemistry writing with respect to teaching university composition." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=805.
Full text
31
Stapa, Siti Hamin. "The effects of the process approach on writing apprehension and writing quality among ESL students at university level in Malaysia." Thesis, University of Glasgow, 1994. http://theses.gla.ac.uk/1394/.
Full textAbstract:
This study was designed to investigate the effects of two methods of teaching written composition (i.e. traditional and process approach) on writing apprehension among ESL students, and also the effect of the process approach on the overall quality and length of their writing. Students enrolled in Written Communication 1 course at the National University of Malaysia were chosen as the subjects of this study. The students had been placed in three groups based on the results of previous courses and for the purpose of this study the top and the bottom groups were selected as the experimental groups and the middle one as the control. From the findings, it was concluded that both methods were successful in reducing writing apprehension, but that the process approach was considerably more effective in achieving this than the traditional approach. Moreover, the subjects in the process/experimental group were found to write better and longer essays than the subjects in the control group taught in the usual way.
32
Gibbons, Sacha R. J. "Aboriginal testimonial life-writing and contemporary cultural theory /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18737.pdf.
Full text
33
Lusk, Ashley R. "Of Merlins and King 'Authors' a Freireian analysis of the first-year writing narrative /." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1211389298/.
Full text
34
Fletcher, Margaret Anne, and n/a. "Undergraduate Assignment Writing: An Experiential Account." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040625.165808.
Full textAbstract:
The purpose of this study was to examine assignment writing as a phenomenon of academic writing. This was done through exploring the experiential accounts of members of a university writing community. Their accounts described the community's perceptions and experiences of literacy practices needed to write assignments, of how students developed these practices, and, of what constituted success in the writing. A multi-method, embedded, case-study approach was used. Quantitative data were derived from first-year, second-year, and fourth-year respondents' perceptions and experiences related to assignment writing. A cross-sectional comparison of groups showed consistent year-level effects. Fourth-year students were more confident as writers than first-year and second-year students, and had less difficulty with declarative and procedural aspects of writing assignments. These findings were replicated in a repeated-measures study using a sub-group of first-year and fourth-year students. However, when students contextualised their responses by nominating a subject and referring to their completion of its written assignment, first-year students reported less difficulty with the declarative aspects while fourth-year students were more positive in the procedural aspects. Year-level effects were found for what they reported as helpful in acquiring declarative and procedural knowledge of writing. First-year students reported a wider range of sources as helpful than fourth-year students did, with two exceptions. More of the latter had found information gained in consultations helpful in understanding an assignment question. Additionally more had found friends helpful. Second-year students generally were more positive than first-year and fourth-year students about the usefulness of information in helping them understand an assignment question and in writing it in an academic genre. Knowing how to write predicted success more strongly and consistently than any other factor. Qualitative data informed findings from the quantitative analyses by providing experiential accounts about students' perceptions of themselves as assignment writers, their experiences when writing assignments, and how these experiences developed literacy practices that contributed to success. Additionally, qualitative data were collected from lecturers who convened first-year subjects and those who convened fourth-year subjects. The qualitative data indicated students' strong reference to experiences of writing and of seeking help. Both had shaped their self-perceptions as writers and these had changed over time. First-year students believed that knowing what lecturers wanted in writing assignments was an important factor in success. They described their efforts to access this information and to give lecturers what they thought was wanted. Fourth-year students recognised the same factor, but were more self-reliant in approaching an assignment task. The change to greater internal control appeared to be an outcome of encountering inconsistent and confusing information from external sources over their four years of writing assignments. For their part, lecturers of first-year students said that successful students knew what to write and how to write it. However, lecturers of fourth-year students believed knowing what to write should be subsumed by knowing how to write, and concentrated on the procedural aspect. They believed a coherent assignment resulted when students conceptualised subject matter in ways that enabled them to write academically. Findings in this study extend recent reconceptualisations of literacy as 'literacies' and socio-cultural, socio-cognitive theories about literacy as social practice. They demonstrate limitations of an apprenticeship model for acculturation and suggest a more agentic role for novice members in accounting for learning outcomes as students develop as assignment writers. The experiential accounts reported by members of the academic writing community described their shared and idiosyncratic perceptions of literacy practices and relations of these practices with success in assignment writing. Their descriptions enhance our understanding of the complexity and consequences of these experiences. They also account for why calls for the community to be more visible and explicit in sharing communal expectations of what is privileged and valued in academic assignment writing generally may not be a solution. Based on findings here, this is not a solution. Expectations need to be co-constructed within the community, among students, and lecturers within the context of the writing task. An outcome of understandings reported here is the development of a model from which factors, conditions and critical events that situate learning within a rhetorical conundrum may be described and predicted. This model offers a framework for members of a writing community to explicate individual experiences and expectations in ways that help everyone make sense of those critical events that contribute to a rhetorical conundrum and shape encultured knowledge.
35
Noonkhan, Khampee. "EFL writing development among Thai university students : "do students benefit from the explicit inclusion of discourse structure to develop their writing?"." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/367119/.
Full textAbstract:
The objectives of this study are to assist Thai university students to develop their writing by using a teaching approach that focuses on the introduction of discourse within a genre approach based on the teaching and learning cycle of Feez (1998). This approach is considered suitable for an approach to teaching writing focused on discourse, because its design requires English language teachers to consider the importance of the whole text. It allows students to view texts as a whole, not in separated sentences, especially when they organise and connect ideas during writing. The study draws on both qualitative and quantitative approaches. The quantitative approach concentrates on the development of the students‟ writing by comparing the mean scores from the initial and final writings of students. Forty students were requested to complete four writing assignment during the course. The data were analysed by employing a pair sample t-test to compare initial and final scores. The iii qualitative approach deals with how peer feedback helps promote reader awareness and the attitudes of students and teachers. The qualitative data were gathered by various instruments, such as questionnaires, interviews, students‟ reflective writing, peer feedback, and so on. The results of the study revealed that: 1) students can perform better in writing ability, demonstrated from the overall scores. There is significant difference (p<.05) between the overall mean score in the final assignment and the initial assignment; 2) students are concerned about how to provide sufficient information for the readers. They understand the role of the writer, which is to provide more information for the readers, and are aware of the role of the reader; 3) the use of peer feedback is beneficial for students, and it also promotes student awareness of the sense of audience; 4) The attitudes of the students and teachers were positive towards teaching that focused on discourse structure. The students found that it was useful for them, because they realised how to connect and organise cohesive text; 5) most of the teachers noted that it was beneficial to be introduced to the way of teaching writing through approach focusing on discourse structure. 6. The modified version of Feez‟ cycle of teaching and learning is beneficial and support students to improve their writing through the course. 7. Portfolio assessment is an effective measure that helps students gauge their progress and allows them to see their writing improves in later drafts. 8. Students‟ reflective writing helps them promote their awareness of readers during the course.
36
Bradway-Hesse, Becky Harris Charles B. "Rhetoric, belles lettres, and the emergence of writing programs in the American university." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924344.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 1998.<br>Title from title page screen, viewed July 13, 2006. Dissertation Committee: Charles Harris (chair), Ronald Fortune, Curtis White. Includes bibliographical references (leaves 304-316) and abstract. Also available in print.
37
Mulamba, Nshindi Germain. "Students' making of genres in linguistics and literature : writing dissertations at Lubumbashi University." Thesis, Lancaster University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239819.
Full text
38
Meygle, Abdul Hamid. "The development of students' writing ability in English at university level in Syria." Thesis, University of Warwick, 1997. http://wrap.warwick.ac.uk/36419/.
Full textAbstract:
This research concerns the development of Syrian undergraduates' writing ability in English. The aim of the research was to establish whether students' writing improved during their period of study, and to identify the nature of any changes that occurred. Secondary objectives concerned how previous research and current theories can help us understand and offer explanations for progress or lack of progress. In addition, students were consulted about their attitudes to writing through a questionnaire and interviews. Written data was obtained by sampling first and final year examination scripts, which were (1) objectively analysed for linguistic features to establish measurable characteristics and (2) subjectively evaluated by native speaker teachers of English to take account of factors such as discourse structure and organisation. The thesis consists of nine chapters. Chapter 1 describes the setting of the current research. Chapter 2 describes the data collection and introduces research methods, and this followed in Chapter 3 by a survey of relevant literature on non-native speaker writing. The main body of the linguistic research is reported in Chapter 4 (sentence length and syntactic structure), Chapter 5 (grammatical features and spelling) and Chapter 6 (lexis). The subjective assessment of samples of student writing by native teachers of English is reported in Chapter 7, and the results of the survey into students' attitudes to writing are also reported in Chapter 8. Chapter Nine concludes the thesis with a summary of the findings, implications for teaching and suggestions for further research. The analyses revealed improvements in almost all aspects of students' writing on both objective and subjective measures but particularly in syntactic complexity and vocabulary.
39
Ma, Jingjing, and 马晶静. "Chinese EFL university students' decision-making in peer review of second language writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329861.
Full textAbstract:
Informed by a sociocognitive view of writing, this study investigated six Chinese EFL students’ focus of decision-making and extent of criteria use in evaluating student texts, their decision-making in response to peer feedback and factors affecting their decision-making and criteria use in computer-mediated criterion-referenced peer review in one Chinese university setting. A multiple-case design was adopted and data were collected from a variety of sources, including think-aloud protocols, stimulated recall, semi-structured interviews, document analysis and classroom observations.
An examination of the think-aloud and stimulated recall data revealed that five out of the six students displayed language-oriented decision-making while evaluating peers’ texts. The students also tended to emphasize consistently specific elements of student writing within language, content and organization regardless of task type. They used part of the assessment criteria to the extent that particular elements evaluated by them coincided with specific components of the criteria. In response to peer feedback, the students decided to incorporate it selectively into revision, with one student being an exception.
Data analysis indicated that the students’ focus of decision-making and criteria use while evaluating peers’ texts were affected by the following factors: students’ own writing beliefs, conceptions and knowledge; teacher’s writing beliefs, conceptions and associated classroom practices; writing task types and features of student texts. The students’ decision-making in response to peer feedback was found to be subject to the influence of four categories of factors: student writer factors, especially their writing beliefs and knowledge; student reviewer factors; teacher factor and writing task factor.
The findings provide an in-depth look into both the cognitive and social dimensions of peer review. On the basis of the findings, the study proposes a tentative exploratory model of Chinese EFL university students’ decision-making in criterion-referenced peer review. It captures the interplay between cognitive and social dimensions of peer review and throws light on the interaction between cognition and context in the case of learning to write through peer review. Particularly regarding the social dimension of peer review, the variety of factors influencing the students’ decision-making and criteria use in this activity indicate that their evaluation of peers’ texts and response to peer feedback were not linear processes, but were mediated by multiple factors. Among the various factors identified, the strong influence of the writing beliefs and conceptions held by the students, their peers and the teacher suggest the crucial role played by learner and teacher beliefs in affecting L2 students’ learning to write through peer review. This study also highlights the interactional effect of views about writing and learning to write exhibited by the students, their peers, the teacher and the “methodology” of criterion-referenced peer review on the students’ decision-making and extent of criteria use.
Finally, the study makes pedagogical recommendations concerning how to enable students to make informed decisions in criterion-referenced peer review to bring its theoretical potential into full play. Recommendations for further research are also proposed.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy
40
Alghamdi, Fatimah M. A. "Computer assisted tracking of university student writing in English as a foreign language." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/169815/.
Full textAbstract:
The study tracked development along university levels in writing in English as a foreign language of students of two disciplines: English Language and Literature, and Computer Science. Informed by the cognitive process theory of writing, other theoretical accounts of development in writing and findings of relevant literature, the study set out to test hypothesized development in fluency, revision behaviour, writers‟ awareness and concerns and text quality in the writing of university students. Moreover, the study aimed to find out if students from the two majors demonstrate different developmental patterns in terms of these variables; and if variation in text quality can be related to writing process and awareness. The study utilized a computer logging program (ScriptLog) as the main recording, observing and playback research tool; elicited responses to immediate recall questions; and obtained independent text assessment. It also employed stimulated recall procedure to get a closer look at a small proportion of individual writing sessions. Quantitative data analysis revealed that along the university levels English majors demonstrated systematic development in their writing process and product, with progressively increased fluency, higher-level and more global revision orientation, and better awareness of the demands of task and audience. They also exhibited considerable and consistent improvement in text quality. Computer Science students, on the other hand, displayed a different pattern. In their fourth level there was a notable increase in the rate of production and the proportion of conceptual revisions, but a significant decrease in text quality compared with their three-semester juniors. In their eighth semester, they demonstrated improvement but remained in a lesser position than their English-major peers in fluency measures and text quality. These findings assert the significance of formal L2 knowledge in assisting automatic access to the mental linguistic repertoire and reducing concerns over local and surface-level linguistic details; and they stress the importance of continued formal facilitation of L2. In addition, a number of participants attended individual writing sessions wherein their writing activity was followed by stimulated recall interviews. A close investigation of participants‟ reports of their writing strategies and concerns asserts the trends found in the quantitative analysis. However the qualitative inquiry offers more insight into the development of university students. It appears that the tertiary academic experience has in the long run benefited both groups of writers. Senior participants of both majors were able to take authority of their texts. They acted less at surface and local levels and more at conceptual and global levels, moving information around and changing larger chunks of text in order to minimize ambiguity and respond to the demands of audience. They showed consideration and utilization of content knowledge they had acquired in their subject area.
41
Yeo, Inung. "Effective writing instruction for English-as-a-foreign-language university students in Korea." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2300.
Full textAbstract:
Beginning with an analysis of current problems in English education in South Korea, this project is intended to suggest various ways to implement effective English education, especially for writing instruction. The project is designed for students who have low English proficiency in South Korean colleges and universities.
42
Geither, Elise Joy. "Exploring Success in Tutoring the Non-Native English Speaker at University Writing Centers." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1291386750.
Full text
43
Aracena, Alan, Marcelo Fernández, Cristóbal Fuentes, Temer Verónica González, Francisca Vera, and María Paz Zúñiga. "An Analytical Assessment of the Performance of EFL University Students in Essay Writing." Tesis, Universidad de Chile, 2006. http://www.repositorio.uchile.cl/handle/2250/110382.
Full textAbstract:
Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa.<br>Writing is a complex linguistic ability that needs years of practice in order to be mastered. As a matter of fact, it is an ability that can never be fully acquired. Its acquisition involves a series of cognitive processes and socio-linguistic factors. Actually, writing may be considered an extension and reflection of one’s interests, knowledge and perspectives, which are transcribed into words to keep them in the permanent mind across time. Since 1970, the writing process has been of major concern for the academic field, considering the growing status of writing not only as a way of practicing other abilities, but as an independent skill of communication. Within the same field, universities have given an increasingly important role to written activities, using exams and papers in order to measure the students’ writing competence for a variety of purposes, such as assessment, evaluation and as a tool to choose possible candidates to enter these institutions. The latter has led to the development of different types of tests which reflect the student’s capability in English as a second language. This research aims at the presentation of important aspects about the writing process, placing emphasis on English as a second language, and a study of 4th year students of Linguistics of the University of Chile in essay writing, in order to, first, cover the aspects evaluators might consider when assessing writing, and second, the results this kind of study may offer.
44
Whanchit, Wararat. "The use of network-based communication to support EFL writing at Walailak University." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/27644.
Full textAbstract:
The aim of the study was to investigate the potential of using network-based communication (NBC) in an English as a Foreign Language (EFL) writing classroom. It has been hypothesised that EFL writers benefit from the interactions through NBC with two peer groups (readers and students) in two aspects: 1) NBC permits explicit feedback that influences revisions, and 2) exposure to the target language in NBC leads to incorporation of language. The study integrated an online course (BlackBoard Courselnfo) into a writing classroom of thirty-two EFL students at Walailak University (WU), Thailand. The students wrote and submitted their drafts electronically to the asynchronous discussion forum where peers read the drafts, interacted with the writers and provided feedback. Taxonomies as defined by Faigley and Witte and Bridwell were used to identify revisions made in the sequential drafts. The feedback was analysed based on fifteen moves and two characteristics: text-specific (TS) and request for revision (RQ). The drafts and the feedback were cross-checked to determine the feedback effects as evidenced in revisions. The results show that students benefited from interaction with the audience when they made use of the provided feedback. The students made many changes mainly at the format and sentence levels. However, only a minority of revisions came from the online peer response while the majority originated from other sources such as selfinitiation. Feedback by the two peer groups differed in content, length and quantity. Students incorporated comments into all linguistic levels of their writing, and these were mainly surface corrections, TS and RQ feedback. Evidence from the online course indicated scarce and inconsistent participation implying low motivation. These findings have led to the conclusion that NBC has the potential to support EFL writing, but the students in this particular study were not highly motivated to become involved in the activities. The study also revealed that exposure to the target language for a short time (one academic term) did not result in language incorporation apart from the incorporation of the explicit feedback. Despite its limitations, this study provides some insights into further development in the field of EFL writing and NBC.
45
Company, Maria Teresa. "Dynamic Written Corrective Feedback and Linguistic Accuracy of University Learners of Spanish." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6273.
Full textAbstract:
This study evaluated the efficacy of Dynamic Written Corrective Feedback (DWCF) on advanced students' writing accuracy of Spanish. This method focuses on manageable, meaningful, timely and constant feedback. Previously, DWCF was studied in the context of English as a second language. The current study investigated the efficacy of DWCF in the context of students who were enrolled in an advanced Spanish grammar class at the university level. A comparative study was conducted measuring students' writing accuracy who received the DWCF against students' writing accuracy who did not receive this feedback methodology. Results showed that there was not a significant difference in writing accuracy between these two groups of students. However, both groups improved their writing accuracy over time. This study also provided a list of the most frequent writing errors made by 28 students in an advanced Spanish class. The results show that the most frequent linguistic errors for learners of Spanish are accent marks, prepositions, gender and number, punctuation, and word choice.
46
Chen, Siu-wah Julia. "Interactional influences on writing conferences /." Online version, 2005. http://bibpurl.oclc.org/web/25884.
Full text
47
Wright, Kimberly Dawn. "Authenticated writing assessments of agricultural education graduate students." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1255.
Full textAbstract:
Lindner, Murphy, and Wingenbach (2002), noted that agricultural education's core is communication because it is the component that spreads a variety of ideas to a large group of people and is the essential form of education needed for scholarship. Research is needed to ensure that agricultural education students are taught to write, effectively and efficiently, an argument paper that establishes the following components: coherence, audience awareness, argument, summary, sources, and grammar.
The purpose of this descriptive study was to determine if the writing competencies of the Doc@Distance graduate students have changed or improved based on the recommendations made in a previous study. A census of the Doc@Distance students was taken for this study. Thirty students submitted an argument writing sample that they wrote during the orientation week of their program in August 2003.
The conclusions of this study found that 68.8% of the 2004 Doc@Distance Cohort suggested inadequacy in writing an argument paper, and 71.4% of the 2007 Doc@Distance Cohort suggested inadequacy in writing an argument paper. Ending Cohort `04 demonstrated weakness in coherence, argument, summary, and grammar. Beginning Cohort `07 demonstrated weakness in coherence, audience awareness, summary, and grammar.
As a result of this study, it is recommended that a follow-up study be conducted on Cohort `07 in two years to determine if writing abilities for argument papers have changed and to assess the overall changes in argument-writing for this cohort. It is recommended that a study be conducted on Cohort `10 upon admission to determine their argument-writing ability. Ending Cohort `07 and Beginning Cohort `10 should be tested to determine if a difference exists between students completing the program and students entering the program. It is recommended that undergraduate agricultural education students be tested to determine their argument-writing competencies. It is recommended to compare and contrast on-campus agricultural education students and distance education students at Texas A&M University. Finally, it is recommended that Cohorts `07 and `10 be evaluated on their competencies to write data reports, narratives, and informative and research analysis papeers.
48
Leahy, Elizabeth, and Elizabeth Leahy. "Writing from the Border: Frontier Rhetoric and Rhetorical Education at University of Arizona and University of New Mexico, 1885-1910." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625453.
Full textAbstract:
This dissertation examines the histories of the University of Arizona (UA) and the University of New Mexico (UNM) before 1910. This project brings a trans-hemispheric approach to composition history by developing a theory of "frontier rhetoric" as a lens for analysis. Used to describe the rhetorical strategies that emphasize narratives of progress to disenfranchise others, frontier rhetoric allows us to examine the ways in which colonialism is embedded within institutions and reproduced by curriculum and policies. In the case of UA, institutional stakeholders envisioned their university as an Americanization project that both opened up Arizona’s natural resources to profit, while creating a citizenry devoted to defending their country. In the case of UNM, we see a subtler manifestation of frontier rhetorics, such as in the way Spanish was emphasized for the purposes of sending multilingual teachers out into the primarily Spanish speaking regions of the territory. An analysis of the students' curricular and extra-curricular writing from this time shows that students had the opportunity to challenge and resist frontier rhetorics through newspaper writing. The curricular and extra-curricular use of public genres such as newspapers allows students to take a more active role in negotiating their own understandings of citizenship and community engagement. Finally, this dissertation connects these histories to the present by discussing the ways in which writing program administrators can use frontier rhetoric to assess the inclusivity of their programs and adopt a translingual orientation in an effort to combat monolingual mentalities. This history makes visible the ways in which colonial legacies are embedded within our educational institutions, challenges the Eurocentric tendencies of composition histories, and offers new perspectives on the ways in which rhetorical education can both reproduce and resist oppressive attitudes about language, race, and culture.
49
Bragdon, Rodney A. "Moderating effects of previous trauma disclosure on a writing treatment for posttraumatic stress disorder /." Full text available from ProQuest UM Digital Dissertations, 2005. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1276391181&SrchMode=1&sid=8&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1185291817&clientId=22256.
Full text
50
Armstrong, Sonya L. "Beginning the literacy transition postsecondary students' conceptualizations of academic writing in developmental literacy contexts /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1195948915.
Full textAbstract:
Thesis (Dr. of Education )--University of Cincinnati, 2007.<br>Advisor: Eric Paulson. Title from electronic thesis title page (viewed Feb. 18, 2008). Includes abstract. Keywords: postsecondary developmental literacy, metaphor analysis, student conceptualizations, academic writing, developmental reading and writing courses, college students. Includes bibliographical references.