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Heath, Veronica. "Tradition and innovation : Proust and 19th century English literature." Thesis, University of Reading, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327883.
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Yoo, Yaejin. "La Peinture ou les leçons esthétiques chez Marcel Proust = Painting or the Aesthetic Lessons in Works of Marcel Proust." Thesis, Boston College, 2010. http://hdl.handle.net/2345/2508.
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Thesis advisor: Kevin NewmarkThis study focuses on the intricate connection between painting and writing in A la recherche du temps perdu, the one and only novel completed by Marcel Proust. Painting and writing, although different in their methods of expression, with the former consisting of visual images and the latter consisting of words, have a fundamental objective in common which is creating images in order to reveal the real essence of life. Proust develops correspondences between paintings (that he describes verbally) and writings not only to portray his novelistic characters, but also to reinforce his aesthetics of writing. This study stresses that correspondence to which Proust gives the name of metaphor. By choosing metaphor as the most important criterion in writing the novel which the Narrator decides to undertake at the very end of la Recherche, he speaks for Proust who elevates metaphor as the central rhetorical figure of his writing. Metaphor gives to the Proustian world a sense of continuity and homogeneity despite its innate fragmentary and dispersed impressions. In the Proustian novel, memories are incomplete, and loves are sporadic. Time and space are never continuous. Yet a homogenous ensemble is brought forth from this universe in fragments. It is metaphor that gives unity to those diverse elements by abolishing the borders that separate them. The principle of metaphor brings distant elements closer. Swann’s way unites with the Guermantes’, past transposes over present. By comparing painting and writing in the Proustian novel, I am able to emphasize the author’s aesthetics, at the foundation of which lies metaphor
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Romance Languages and Literatures
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Guo, Liang. "Product and Process in Toefl iBT Independent and Integrated Writing Tasks: A Validation Study." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/19.
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This study was conducted to compare the writing performance (writing products and writing processes) of the TOEFL iBT integrated writing task (writing from source texts) with that of the TOEFL iBT independent writing task (writing from prompt only). The study aimed to find out whether writing performance varies with task type, essay scores, and academic experience of test takers, thus clarifying the link between the expected scores and the underlying writing abilities being assessed. The data for the quantitative textual analysis of written products was provided by Educational Testing Service (ETS). The data consisted of scored integrated and independent essays produced by 240 test takers. Coh-Metrix (an automated text analysis tool) was used to analyze the linguistic features of the 480 essays. Statistic analysis results revealed the linguistic features of the essays varied with task type and essay scores. However, the study did not find significant impact of the academic experience of the test takers on most of the linguistic features investigated. In analyzing the writing process, 20 English as a second language students participated in think-aloud writing sessions. The writing tasks were the same tasks used in the textual analysis section. The writing processes of the 20 participants was coded for individual writing behaviors and compared across the two writing tasks. The writing behaviors identified were also examined in relation to the essay scores and the academic experience of the participants. Results indicated that the writing behaviors varied with task type but not with the essay scores or the academic experience of the participants in general. Therefore, the results of the study provided empirical evidence showing that the two tasks elicited different writing performance, thus justifying the concurrent use of them on a test. Furthermore, the study also validated the scoring rubrics used in evaluating the writing performance and clarified the score meaning. Implications of the current study were also discussed.
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Horlacher, Stefan. "Writing as Reading the Unreadable: A Reconsideration of the Medial Construction of Marcel Proust's A la Recherche du temps perdu." Edinburgh University Press, 2002. https://tud.qucosa.de/id/qucosa%3A37642.
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The question of how far A la Recherche du temps perdu, Proust's enormous 'metaphor of life',¹ is, in terms of its writing as well as in terms of its themes, influenced by the emergence of new media technologies in the late nineteenth century has increasingly been the focus of critical interest for the last twenty years.² There is now little doubt that besides traditional media such as painting and music, A la Recherclze foregrounds specific photographic and filmic techniques as well as, to give just one example, the telephone, which the narrator calls 'a premonition ( ... ) of an eternal separation!' {IS III, 148/R II,134).· If one can argue that emergent media as thematicized in A la Recherche are not only the product of the narrator's creation of memory but that they also have a bearing on the text, then it is nevertheless important to take note of the fact that they are in their turn already the product of another medium called writing. [Aus dem Volltext]
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Nemeth, Sanda I. "The room of memory on the practice of writing of Virginia Woolf and Marcel Proust /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0007/MQ42087.pdf.
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Al-Sharah, Nayel Darwe. "An investigation of EFL student writing : aspects of process and product." Thesis, University of Glasgow, 1997. http://theses.gla.ac.uk/1929/.
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The present study is an exercise in applied linguistics and discourse analysis. It consists of two parts. While the first part is concerned with aspects of process in EFL academic writing settings, the second part is concerned with aspects of product. In investigating the aspects of process, a survey involving questionnaires and interviews was undertaken, the aim of which was to elicit EFL student and tutor perceptions of the process and acquisition of writing. 210 students studying English at two Jordanian universities: the University of Jordan and Yarmouk University, completed a questionnaire with 'closed' and 'open-ended' questions. In addition, 26 professors from the same universities completed another version of the same questionnaire. In investigating the aspects of product in the writing of EFL students, two mini-corpora of 'successful' and 'unsuccessful' texts, written by a volunteering sample of the students who responded to the questionnaire, were analysed. The aim of the analysis was to explore how EFL students choose formal aspects - syntactical and lexical - to make meanings in their texts. Halliday's systemic-functional grammar formed the basis for the different analytical frameworks (Lexical Density, Theme and Contextual Configuration and Text Structure) used in the analysis of the sample texts. The major findings of the present study are summarised as follows: with respect to the first part of the study, the results appear to be equivocal. Both student and tutor participants in the study confirmed that students in EFL academic writing settings are in need of both low-level and global tuition in English to enable them to write better. There was evidence from both parts of the study that both bottom-up: linguistic aspects such as words and grammar, and top-down: rhetorical aspects, such as the organisation and structure of text, content, and purpose are inseparable factors in the writing process.
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Smith, Rebecca A. (Rebecca Anna). "Analyzing patterns of writing and sketching in the product design process." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/54491.
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Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2009."June 2009." Cataloged from PDF version of thesis.
Includes bibliographical references (p. 23).
Design notebooks, or logbooks, are typically used to record notes during the design process. These notes consist of text entries as well as sketches with varying levels of detail. Previous research on the design process has focused on sketches, including their effect on design outcome, differences based on prior sketching experience, and more. This paper looks at the interplay between text entries and sketches in design notebooks, and analyzes patterns that appear over the course of the design process. Data collected from eighteen logbooks from the class Design-a-palooza shows that trends exist between writings and drawings in the design process. The results of analysis of this data show that the number of sketches in a logbook increases following drawing instruction, and the design process typically starts with more text entries in logbooks, including customer needs research, followed by this increased number of sketches and then a decrease in all entries as prototyping occurs. The analysis was inconclusive in determining if students who write more ideas with text will sketch fewer ideas, as well as the relationship between partners' logbook entries. Recommendations for future research in these areas of design research are presented.
by Rebecca A. Smith.
S.B.
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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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Souza, José Carlos de. "Balbertinec - um litoral \'\'À l\'ombre des jeunes filles en fleurs\"." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-24082009-160039/.
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Analisando alguns fragmentos de À lombre des jeunes filles en fleurs de Marcel Proust e articulando-os ao conjunto de À la Recherche du temps perdu, esta dissertação de mestrado destaca alguns aspectos do processo de criação do narrador proustiano. Assim, da apresentação teatral da personagem Berma ao encontro com a personagem Albertine no litoral de Balbec, seguimos o herói a procura da sua vocação. Para isso, adotamos conceitos da crítica genética e problematizamos as instâncias do herói, do personagem, do narrador e do escritor que determinam a elaboração da escritura e o lugar privilegiado que ocupa o leitor diante do texto. Como resultado deste percurso, propusemos a idéia de Balbertinec como um recorte de leitura que, articulando dois signos marcantes deste volume da Recherche - Albertine e Balbec -, permite prever aspectos singulares do processo de criação do narrador, onde o leitor da Recherche apreende um novo sentido de literatura.Analysing some fragments of À lombre des jeunes filles en fleurs of Marcel Proust and articulating them with the ensemble of À la Recherche du temps perdu, this masters dissertation underlines some aspects of the criation process of the Proustian narrator.Thus, from the theatrical presentation of the character Berm to the meeting with the character Albertine on the coast of Balbec, we follow the hero in search of his/her nature. In order to do that, we adopted concepts of the genetic criticism and questioned the instances of the hero, the character, the narrator and the writer which determine the production of the writing and the privileged place occupied by the reader before the text. As a result of this process, we considered the idea of Balbertinec as a fashion of reading that, articulating two remarkable signs of this volume of Recherche, Albertine and Balbec, allows us to infer distinctive characteristics of Prousts creative process, according to which the active reader of Recherche acquires a new meaning towards literature.
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Ngonyama, King Z. "The effectiveness of the process, product and process-product approaches in the development of writing skills in the senior phase." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1708.
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A dissertation submitted to the Faculty Of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018The teaching of English First Additional Language in South African schools, towards the development of learners’ writing skills, requires the employment of the process approach (DBE 2011: 10). The Department of Basic Education (DBE) clarifies that when learners write, they will need to use the writing process approach so as to produce coherent sentences without grammatical errors (2011: 36). The aim of this study is to compare and contrast the relative effectiveness of the process approach, product approach and the combination of these two approaches known as the process-product approach, in the development of English First Additional Language (FAL) writing skills in the Senior Phase. Three groups of Grade 8 and 9 English FAL learners, comprising of a sample of 186 learners from Quintile 3 schools in uMhlathuze Circuit Management under King Cetshwayo District were investigated so as to find out if they would develop good paragraph writing skills when exposed to several instructional interventions using any of the three approaches. The analysis of results is based on the Quasi-Experimental design which follows the pre-test-treatment-posttest model using the mixed methodology. It assumes the multi-method strategy as quan+QUAL (the lower case quan- explains the lower priority of the quantitative orientation). Consequently, the quantitative results are used to confirm the qualitative results. Findings of this study proved that when both the process and product approaches are combined and used recursively, and in a complementary manner as the process-product approach, they significantly yield higher results in developing the paragraph writing skills of English FAL learners in the Senior Phase than when each approach is used exclusively.
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Chapman, Mark Derek. "The effect of the prompt on writing product and process : a mixed methods approach." Thesis, University of Bedfordshire, 2016. http://hdl.handle.net/10547/621846.
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The aim of this thesis is to investigate the effect of the writing prompt on test takers in terms of their test taking processes and the final written product in a second language writing assessment context. The study employs a mixed methods approach, with a quantitative and a qualitative strand. The quantitative study focuses on an analysis of the responses to six different writing prompts, with the responses being analyzed for significant differences in a range of key textual features, such as syntactic complexity, lexical sophistication, fluency and cohesion. The qualitative study incorporates stimulated recall interviews with test takers to learn about the aspects of the writing prompt that can have an effect on test taking processes, such as selecting a prompt, planning a response, and composing a response. The results of the quantitative study indicate that characteristics of the writing prompt (domain, response mode, focus, number of rhetorical cues) have an effect on numerous textual features of the response; for example, fluency, syntactic complexity, lexical sophistication, and cohesion. The qualitative results indicate that similar characteristics of the writing prompt can have an effect on how test takers select a prompt, and that the test time constraint interacts with the prompt characteristics to affect how test takers plan and compose their responses. The topic and the number of rhetorical cues are the prompt characteristics that have the greatest effect on test taking processes. The main conclusion drawn from the study findings are that several prompt characteristics should be controlled if prompts are to be considered equivalent. Without controlling certain prompt characteristics, both test taking processes and the written product will vary as a result of the prompt. The findings raise some serious questions regarding the inferences that may legitimately be drawn from writing scores. The findings provide clear guidance on prompt characteristics that should be controlled to help ensure that prompts present an equivalent challenge and opportunity to test takers to demonstrate their writing proficiency. This thesis makes an original contribution to the second language writing assessment literature in the detailed understanding of the relationships between specific prompt characteristics and textual features of the response.
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Sanders, Audrey. "Teacher Interpretation and Enactment of Writing Instruction: A Case Study set within Two Elementary Classrooms." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/honors/525.
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From the minute a student walks into her first day of kindergarten, she is learning to read and write. Reading and writing are reciprocal in nature, using the same composing processes (Roe, Smith, & Kolodziej, 2019). Interchangeable thinking skills are essential for both reading and writing, such as analyzing, identifying, inferencing, evaluating, and comparing (Roe, Smith, & Koldziej, 2019). Published research over time suggested that instruction focused on teaching students the craft and mechanics of writing significantly contributed to the overall improvement across the spectrum of literacy development (Cutler, 2015;Raphael, 2019; Wright, 2016). However, studies also suggested that teachers of all grade levels tend to vary in their approach to teaching writing (Newmark, B., Speck, D., Amesbury, E., Lough, C., Belgutay, J., Lowe, J., … Hepburn, H, 2018). This study was focused on understanding how two elementary level teachers interpreted writing curriculum and carried out instruction in their respective classrooms. Qualitative methodological procedures were employed through interviewing both educators and observing their writing instruction. The collected data was analyzed through inductive thematic analysis and findings included: 1) both teachers believed that writing instruction matters; 2) both teachers followed the curriculum as they learned in teacher professional development; 3) writing instruction varied according to primary versus elementary contexts.
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Tsai, Han-Min. "Improving a college-level EFL writing class in Taiwan : from understanding students' writing anxiety to the implementation of an integrative process-product approach." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439119.
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Dunstan, Jason A. "Creating a New, Level-based Composition Placement Test at a Growing IEP." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1413992871.
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Gonçalves, Jediel. "L'ekphrasis dans "À la recherche du temps perdu" : "écrire, lire et voir la peinture"." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3113.
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En intégrant la peinture dans son écriture, Proust propose un équivalent visible de l’écriture. La peinture fait sortir du livre l’image visible et la met à la portée du lecteur. Grâce à la peinture, l’écriture sort du cadre des mots pour avoir une existence visuelle. Au lieu de dire ce qu’il « voit », Proust fait voir ce qu’il dit. L’art pictural constitue ici le point de départ à un mouvement de libération de l’imagination. L’écriture trouve dans la peinture l’énergie pour de nouvelles conquêtes sur l’inédit, de même que la peinture accède à une mobilité vivante à travers l’écrit. C’est précisément dans l’animation réciproque des deux arts que se joue la relation entre littérature et peinture chez Proust : lorsque le texte-tableau cesse d’être vu, l’écrit le remet en mouvement pour restituer sa complexité. Les réflexions évoquées dans l’expérience de cette recherche auront le but de montrer comment la littérature et la peinture (se) fondent (dans) la création verbale et comment elles aboutissent à la naissance d’une image mentale qui prend la forme d’une peinture. Dans cette étude, nous cherchons à approfondir diverses formes de mise en scène de l’image littéraire, ainsi qu’à montrer le processus dialectique de différents effets, l’effet figuratif et l’effet qui « fait tableau »By integrating painting in his writing, Proust offers a visible equivalent of writing. The paintings bring out of the book some visible images and put them within the eyes of the reader. Through painting, writing goes beyond the ‘scope’ of words and absorbs a visual existence. Instead of saying what he “sees”, Proust prefers showing what he says.The pictorial art is here the starting point to the imagination liberation movement. Writing learns from the paintings the energy to conquer a new form, and painting can access to a vivid mobility through writing. It is precisely in these reciprocal animations between arts that Proust intends to stablish the relationship literature-painting: when the text-picture ceases to be seen, writing re-introduces it into the movement and restores its complexity.The considerations discussed during this research aim to investigate how the relationship between literature and painting is based on a verbal creation and how these arts deliver a mental image that takes the form of a painting. In this study, we seek to concentrate on various aspects of ‘staging’ of the literary image, and to investigate dialectical process of different, figurative and painting-producing effects
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Fiore, Sallie Mae. "Conferencing Software: Why to Incorporate It into Writing Instruction and How to Select an Appropriate Product." NCSU, 2002. http://www.lib.ncsu.edu/theses/available/etd-20020321-130302.
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With existing technological capabilities, writing instructors are confronted with many choices regarding the facilitation of their instruction. They must be aware of the potential benefits and shortcomings of using Computer-Mediated Communication (CMC) in their writing instruction, and then they must decide if this technology will support their pedagogy. If so, they face the decision of choosing a conferencing software product and incorporating it into their classroom. This study was designed to provide some guidance for instructors trying to determine if and how to use conferencing software to enhance their instruction. It reviews the educational theories that promote conversation and support community building in writing instruction and examines how CMC can support these theories. To examine the options available to writing instructors wishing to incorporate CMC in their classroom, it compares seven existing conferencing software applications. This comparison attempts to help instructors, who want to foster conversation, involvement, and a student-centered pedagogy, gain insight into available products. In order to make this comparison information accessible via the Internet, I have created a companion website, which can be found at www4.ncsu.edu/~smfiore.
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Adibi, Dahaj Marjan. "Analyzing Learners' Language Awareness in Written Production : Product-Oriented vs. Process-Oriented Approaches." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-87276.
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Writing is one of the four skills that students learning a foreign language are supposed to acquire, and writing often has an important role in the language classroom. Furthermore, in the field of cultural and arts education, a process-oriented approach is considered essential for learning. However, even though we see an increased interest in emphasizing the writing process, in reality, what is often commented, discussed and graded is the final outcome - the product. Consequently, features of the writing process, like fluency, revisions, and pauses, are not considered. This thesis explores what information about the writing process might add to the picture. In this manner, the current study investigates the writing process of advanced Swedish EFL (English as a Foreign Language) learners through keystroke logging programme. With the increased use of word processing tools, and not least with the development of keystroke logging tools, we now have the possibility to take also the details of the writing process into account. As Spelman Miller and Sullivan (2006:1) point out, “[a]s an observational tool, keystroke logging offers the opportunity to capture details of the activity of writing, not only for the purposes of the linguistic, textual and cognitive study of writing, but also for the broader applications concerning the development of language learning, literacy, and language pedagogy”. In the present study, a keystroke logging programme named Inputlog has been used, which allows researchers to get a better understanding of writing processes as well as cognitive processes during writing (Lindgren & Sullivan, 2002).
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Olovson, Brian M. "Are two heads better than one? a process and product analysis of collaborative writing in the Spanish as a foreign language classroom." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6234.
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Collaborative work in pairs or groups is a common practice in the workplace, in content courses, and in classrooms across languages, settings, and geopolitical boundaries. However, research on collaborative writing—working with a partner to jointly produce a text, including both planning and writing phases—is limited. In addition, it has resulted in contradictory findings, especially in terms of whether learners deliberate about language and how the composition process affects the written texts produced learners produce.
The present study, carried out in a fifth-semester university Spanish Writing course, examines the process (i.e., interaction) and product (i.e., written document) of a collaborative writing module that focused on the creation of narratives. The analysis of learners’ collaborative dialogue produced during the planning and writing phases of the interaction focuses on: (1) at a macro level, how learners apportion their time while collaboratively planning and producing a written narrative (e.g., planning, formulating, revising); and (2) at a micro level, the types (e.g., discourse, grammatical, lexical, mechanical), frequency, and resolution (e.g., resolved, unresolved, resolved incorrectly) of their language-related episodes (i.e., the instances where they talk about the language they are producing and question their language use). Learners’ jointly produced texts were examined analytically in terms of complexity, fluency, and accuracy measures, as well as holistically using a rubric. Additionally, a microdiscourse analytic approach was used to examine the means by which members of a collaborative pair position themselves as partners in a collaborative writing activity.
Results indicate that a fully collaborative writing event is a productive site for co- constructed learning as students pool their knowledge to solve language-use problems, particularly those related to word choice and grammatical structures. Additionally, the texts composed collaboratively are of higher quality, based on several of the measures utilized, than texts composed individually by members of the collaborative pair. Finally, implications for implementing collaborative writing tasks in L2 classrooms are discussed.
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Borgström, Eric. "Skrivbedömning : om uppgifter, texter och bedömningsanvisningar i svenskämnets nationella prov." Doctoral thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-35998.
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The main purpose of this dissertation, and the four studies it includes, is to investigate some ways in which the concept of writing ability is rendered concrete in different national writing tests. The dissertation combines two theoretical approaches. Assessment theory serves as a framework for the approach to national tests. Tests are understood as a practice aiming at providing evidence for the inferences teachers need to draw about students’ writing ability, in order to make decisions that are part of school practice, such as giving grades. I examine the tests from the perspective of an anthropological theory of text that takes dialogism as its point of departure and views texts as culturally valued utterances. The analyses focus on the relations between writing task, students’ texts and assessment criteria, and how these can be both in alignment and in conflict with the claims on score meaning made by different test constructions. In the first study, four students’ texts from the national writing test in upper secondary school are closely analyzed to show how a writing task regulates students’ scope for action in their texts as regards global inner structure and perspective on content. The second study investigates how a national writing test was carried out in two classrooms in primary school, and highlights the relations between the task, students’ texts and assessment criteria. In the third study, I argue that a pursuit of reliability in writing tests becomes misguided unless it takes as its starting point the definition of writing ability the tests are made to measure. In the fourth study I examine the writing tasks of the tests in upper secondary school from 2007–2012. The analysis brings four distinct and recurrent task types to the fore, from which a reconstruction of the target domain of writing within the school subject of Swedish is made. Overall, the dissertation contributes to critical reflection on the understandings of writing expressed by test constructions, and points at possible further development of writing tests, given the theoretical perspective on writing that the dissertation employs.
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Alharthi, Khalid Mohammed. "The impact of writing strategies on the written product of EFL Saudi male students at King Abdul-Aziz University." Thesis, University of Newcastle Upon Tyne, 2012. http://hdl.handle.net/10443/1441.
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The present study investigates the composing processes and strategies in the written composition of final-year Saudi male students majoring in English at King Abdul-Aziz University. The aim of this investigation is to identify and analyse the writing processes of those students in order to understand some of the reasons behind their poor written output. It also aims to investigate the way skilled and less-skilled students compose their English writing, to classify the differences in the use of strategies between the two groups, and to study the impact of using strategies on the written product. Moreover, the thesis tries to gain a deeper understanding of the sub-processes of writing, such as planning, structuring, reviewing, and revising. To this end, data was collected that included written samples, a writing strategy questionnaire (WSQ), and think-aloud protocols (TAP). The findings of the data analysis indicate first that the students have problems at the sentential and intersentential levels. Second, the findings show that the students are conscious of writing strategies, so they are expected to plan, translate and edit their writing. Third, the findings of the WSQ reveal that students do not report what they actually do. Fourth, the results of the analysis of the TAPs show that the students used mainly meta-cognitive, cognitive, and affective strategies. However, only skilled students planned their writing globally or locally, and both skilled and less-skilled students were involved in the cognitive process.
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Kühn, Thomas, Walter Cazzola, and Diego Mathias Olivares. "Choosy and Picky: Configuration of Language Product Lines." ACM, 2015. https://tud.qucosa.de/id/qucosa%3A75115.
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Although most programming languages naturally share several language features, they are typically implemented as a monolithic product. Language features cannot be plugged and unplugged from a language and reused in another language. Some modular approaches to language construction do exist but composing language features requires a deep understanding of its implementation hampering their use. The choose and pick approach from software product lines provides an easy way to compose a language out of a set of language features. However, current approaches to language product lines are not sufficient enough to cope with the complexity and evolution of real world programming languages. In this work, we propose a general light-weight bottom-up approach to automatically extract a feature model from a set of tagged language components. We applied this approach to the Neverlang language development framework and developed the AiDE tool to guide language developers towards a valid language composition. The approach has been evaluated on a decomposed version of Javascript to highlight the benefits of such a language product line.
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Broussard, William James. "One Foot In: Student-Athlete Advocacy and Social Movement Rhetoric in the Margins of American College Athletics." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195290.
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In "One Foot In: Student-Athlete Advocacy and Social Movement Rhetoric in the Margins of American College Athletics," the author explores student-athlete advocacy of black male student-athletes in revenue generating sports and educational and cultural reforms to NCAA policies and bylaws over approximately two decades (1985-2006). The author examines non-profit organizations--Black Coaches Association, Drake Group, Institute for Diversity and Ethics and Sport, and Knight Commission on Intercollegiate Athletics--who pressured the NCAA to enact measures to restore order and balance to American college athletics. In addition, these measures are designed to increase student-athlete graduation rates, increase opportunities for minority coaches and administrators, and protect college educators who blow the whistle on institutions who commit infractions. The author begins by identifying social movement rhetorical strategies--the "Triple Front" strategy of Harold Cruse and Agitation/Control Rhetoric of Bowers, Ochs, and Jensen--to analyze rhetorical interactions between non-profit organizations and the NCAA, especially how the NCAA responds by using control rhetoric in order to protect itself from outside influences. Finally, the author ends the discussion by using autoethnography to analyze my own experiences as a writing program administrator challenging NCAA hegemony by running a progressive writing program within a traditional student-athlete study hall.
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Walters, Emily M. "The Importance of Response to ELL Student Writing: IEP Instructors and Teaching Assistants." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1366562311.
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Dalbani, Hala. "An investigation into the relationship between the educational context and the written product of university EFL students with implications for the teaching of writing." Thesis, University of Leeds, 1992. http://etheses.whiterose.ac.uk/458/.
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This study investigates the sources of difficulties that Damascus University learners face in their composition writing courses at the Department of English Language and Literature. The research is carried out through a longitudinal study of both the context and the product of writing across a four year EFL writing course. Findings suggest that the writing problems that students face are inherent in the writing pedagogy in current practice at the University. Most studies in ESL/EFL writing have looked at the final product in isolation from the context in which it has been produced. This work has attempted a study of the process of teaching and evaluating writing at Damascus University across four years and analysed longitudinally, in the light of the contextual findings, the final products (written under the influence of the context described) of the same group of learners. Research on ESL writing too has focused mainly on the teaching of writing in smaller classes. This work is unique too in having to deal with a large class situation. In addition to the introduction and conclusion, the thesis comprises six main chapters. The first chapter looks at the theoretical developments in the teaching of Li writing and their impact on ESL,/EFL perceptions and writing pedagogies. Based on the insights gained from the above survey, chapters two and three attempt to evaluate the Damascus University context of teaching writing across the four year program. Chapters four and five analyse longitudinally the syntactic and the discourse level features of an authentic sample of students' written exam products, produced under the effect of the context of writing described in chapters two and three. The aim of this is twofold, to investigate the influence of the context on the product of writing and to trace the development that learners make across the four year program. Chapter six incorporates the relevant theoretical beliefs outlined in the work with an understanding of the Damascus University context to present suggestions for instructional practices that are to make of the writing course a more effective, purposeful and useful one. The approach to writing pedagogy upheld in this work focuses on the 'process' and 'context' of writing without ignoring the 'product'. Its ultimate aim is not only the improvement of the writing abilities of learners but also their growth and development through the composing experience.
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Lejeune-Robet, Corine. "Scriptor in fabula : essai de conceptualisation d'une pratique d'écriture créative." Thesis, Aix-Marseille, 2019. http://www.theses.fr/2019AIXM0122.
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Ce doctorat « pratique et théorie de la création littéraire » est un travail bicéphale. Le premier volet comprend un roman et un recueil de propositions d’atelier d’écriture. La chambre d’Ignace est une fiction écrite entre les premiers fragments du Récit du Pèlerin d’Ignace de Loyola. J’ai choisi d’imaginer d’autres possibles à la biographie officielle du saint, notamment par l’intervention du personnage de sa belle-sœur, Doña Magdalena. Le récit alterne ces deux voix du XVIème siècle et entre en résonance avec d’autres voix du XXème siècle qui, sans le savoir, sont liées à la conversion d’Ignace. Faire écrire avec un auteur compile quelques ateliers littéraires qui mettent en jeu l’invention d’une écriture seconde, un scriptor in fabula. Ainsi je voudrais présenter deux aspects de ma pratique d’auteure. Le second volet est un mémoire académique. La chambre d’Ignace s’appuyant sur une intertextualité de type exofictionnelle, j’ai cherché à comprendre les mécanismes littéraires à l’origine de la conversion d’Ignace (pastiche mémoriel et par empathie) dans l’hypotexte Le récit du Pèlerin puis dans les Exercices Spirituels. De même, dans la fiction biographique, la dimension de l’inventio s’apparente à un texte second qui exhibe une écriture en actes. Enfin la proposition d’atelier s’appuyant sur des textes d’auteurs, est une autre variante du scriptor in fabula qui en écho dit la voix de l’animateur-auteurMy PhD Thesis « Pratique et Théorie de la Création Littéraire » is a two-headed piece of work. In the first part, a novel and a collection of prompts designed for creative writing worshops are to be found. The room of Ignatius is a fictional piece written in between the first fragments of The autobiography of saint Ignatius of Loyola.My decision has been to give new fictional options to the saint’s official biography, using for instance interventions by Doña Magdalena, Ignatius of Loyola’s sister-in-law.Two sixteenth-century voices share my narration and converse with twentieth-century voices which unknowingly relate to Ignatius’ conversion. Writing With a Writer is a collection of creative writing workshop scenarios using a scriptor in fabula, a new narrator within the already-known story. That’s how I would like to introduce my work as a creative writer.The second part of my dissertation is a piece of literary criticism. As The room of Ignatius is based on an exofictional type of intertextuality, I have tried to understand what kind of literary devices, in both hypotexts The autobiography of saint Ignatius of Loyola and Spiritual Exercises, led Ignatius to convert – memorial pastiche and empathy are among those devices. Likewise, in the biographical fiction, the inventio aspect is as a secondary text where the act of writing displays itself. Lastly, any workshop prompt using published texts as creative material is a variation on the scriptor in fabula motif which, in turn, echoes the fictional voice of the writer-facilitator
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Cagliari, Diane Carla. "SER PROTAGONISTA: PRODUÇÃO COLABORATIVA DE TEXTOS EM LÍNGUA INGLESA." Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/10687.
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Language teaching has several possibilities for support since there has been a wide variety of technologies present in the virtual learning environments. This study aims to provide participating students of Clube de Relações Internacionais Garança, in the Military School, a way to produce, collaboratively, texts in English that allow greater interaction, learning and autonomy during the development of the group activities. By using Educational Technology Network, it is possible to reach the needs of collaborative writing of students within the context in which they live. It is an action research, as this methodology produces an understanding of the school environment as it is considered emancipatory. Besides, it may produce changes in the pedagogical practices in the classroom. The product of this study is an infographic of How to Use GoogleDocs to improve collaborative writing. It was possible to identify that students are open to new experience of using technology in order to improve the writing process. Using an online tool as a mechanism to challenge students to write collaboratively enabled the rising of knowledge. Collaborative writing is not widely used in English classes, but the tool has proved to be a possibility of instigating the students to participate in the writing of his colleagues.O ensino de línguas dispõe de inúmeras possibilidades de apoio, visto a grande variedade de tecnologias que acompanham os diversos ambientes de aprendizagem. O presente trabalho, realizado no Mestrado de Tecnologias Educacionais em Rede, na Linha de Pesquisa de Gestão de Tecnologias Educacionais em Rede, objetivou proporcionar aos alunos participantes do Clube de Relações Internacionais Garança, do Colégio Militar de Santa Maria, uma forma de produzir, colaborativamente, textos em língua inglesa que possibilitem maior interação, aprendizado e autonomia durante o desenvolvimento das atividades do grupo. Ao explorarmos a integração das tecnologias educacionais em rede, podemos atender às necessidades de produção colaborativa dos estudantes dentro do contexto em que estão inseridos. Trata-se de uma pesquisa-ação, visto que tal concepção produz uma compreensão do ambiente escolar por ser considerada emancipatória e que produz mudanças nas práticas pedagógicas. A presente pesquisa apresenta práticas implementadas com planos de alteração de outras já existentes, tendo como produto o Manual de utilização do GoogleDocs para a escrita colaborativa. Utilizar uma ferramenta online como mecanismo de desafiar os alunos a escreverem colaborativamente possibilitou a formação de conhecimento, por meio do recurso utilizado. A escrita colaborativa não é amplamente utilizada nas aulas de língua inglesa, mas a ferramenta mostrou-se como uma possibilidade de instigar os alunos a participarem da escrita dos colegas.
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Sakellariou, Eleni. "Does memory play a part in the quality of the written product? : the impact of the working memory system and other cognitive processes in writing performance in students with dyslexia." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/73327/.
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This research study set out to describe the impact of the working memory system and other cognitive processes related to dyslexia difficulties in writing performance in students with dyslexia. Twenty dyslexic and twenty non-dyslexic students have participated in this study. The Working Memory Test Battery for Children (WMTB-C) and the Test of Written Language (TOWL-3) were administered to the subjects. Hierarchical regression analysis showed that the central executive component of the WM system significantly predicted higher-order writing skills (structural level) and that the phonological loop predicted vocabulary in text generation for students with dyslexia, whereas the visuo-spatial sketchpad did not influence written production for students with dyslexia. The texts produced by students with dyslexia were poorer than the controls on both sentence and structural levels. The analysis suggested the interdependence of a variety of cognitive processes in influencing written productivity in students with dyslexia. More importantly, this study has underlined the unique contribution of vocabulary knowledge on both sentence and structural levels; it was found to be the variable mediating the links between central executive (WM) and text generation in students with dyslexia. Finally, the analysis yielded that there was no interactive effect between central executive (WM) and dyslexia-related difficulties in writing performance of students with dyslexia. In the light of the findings implications for practice are considered and recommendations of future research are discussed.
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Migura, García Begoña. "Elige tu propia aventura, ¿nudo gordiano para el tratamiento holístico de la expresión escrita? : Una experiencia de escritura narrativa creativa en Español como Lengua Extranjera, a través de trabajo cooperativo con wikis." Thesis, Stockholms universitet, Avdelningen för spanska, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-81395.
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El objetivo de la presente investigación es el de aproximarse al potencial que el género de hiperficción explorativa Elige tu propia aventura (ETPA), abordado desde la producción, puede tener de cara al desarrollo de la competencia escritora en ELE. Como muestra, se ha tomado a un grupo multicultural y plurilingüe de 18 estudiantes de la Universidad de Estocolmo, con una competencia comunicativa mínima en español de B2 marco. Se ha llevado a cabo un análisis cualitativo-cuantitativo que, de forma correlativa, abarcaba el estudio del proceso de composición, del producto alcanzado y del impacto de la tarea sobre el componente afectivo de los participantes. La investigación asignó al grupo de control, la composición cooperativa de un cuento tradicional a través de una wiki, y al experimental, la de un ETPA; todo ello en base a una hipotética oposición entre un ejercicio compositivo lineal y uno de tipo recursivo, respectivamente. Los resultados parecen sugerir que, efectivamente, la estructura no secuencial de la ficción hipertextual propicia un proceso de composición marcado por la recursividad que repercute en la consecución de un mejor producto, en especial, con relación a las propiedades textuales de adecuación, coherencia y cohesión. En lo afectivo, la composición de un ETPA también parece constituir una actividad que, por su novedad, incide positivamente en la motivación de los aprendientes y en un sentimiento de autoeficiencia generado por la resolución exitosa de la tarea.The purpose of this research is to uncover the potential that lies within the explorative genre of hyperfiction entitled Choose Your Own Adventure (CYOA), approached from the student’s final production, and its significance for the development of writing competency in Spanish as a Foreign Language (ELE). As our target sample population, we have chosen a multicultural and plurilingual group of 18 students from the University of Stockholm, all of whom have acquired at least a B2 level of the Common European Framework of References for Languages (CEFR) in communicative competence. This study has carried out qualitative-quantitative research that, in a correlative manner, encompasses the study of the writing process, the final written product, and the impact of the task over the affective component of every participant. The project required the control group to create a cooperative composition of a fairy tale by means of a wiki, and the experimental group to CYOA; all of which was based on the hypothetical opposition between a lineal compositional exercise and a recursive one. Results indicate that the non-sequential structure of hypertextual fiction leads to a recursive writing process. Consequentially, this has an impact on the creation of a better product, especially when related to textual properties of adaptation, coherence and cohesion. Within the affective sphere, the composition of a CYOA could constitute an activity that, due to its novelty, has a positive effect on the learner’s motivation and on his or her sense of self-efficacy generated by the successful resolution of the task.
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Pedley, Malika. "Approche inclusive des langues en situation minoritaire : le cas de l'Ecosse." Thesis, Bordeaux 3, 2018. http://www.theses.fr/2018BOR30058/document.
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La catégorisation des langues en sociolinguistique est de plus en plus foisonnante et complexe. Si cette action permet de mieux caractériser les langues dans des contextes précis, elle engendre également une différenciation accrue au niveau des représentations collectives des langues. L’enjeu pour cette thèse est de démontrer la pertinence d’une approche inclusive des langues en contexte local, créant ainsi des liens entre des situations et des communautés linguistiques habituellement considérées comme séparées. Deux langues régionales ou minoritaires, le scots et le gaélique, sont reconnues en Ecosse, et des centaines d’autres langues sont pratiquées sur le territoire, dont le polonais, première langue parlée après l’anglais. Dans un contexte concomitant de Brexit et de volonté d’indépendance du Royaume-Uni, l’Ecosse affiche un discours positif à l’égard de la diversité croissante. En outre, un mouvement prend de l’ampleur visant à promouvoir le plurilinguisme et l’apprentissage des langues, afin de favoriser une sortie du monolinguisme en anglais. Une des stratégies consiste alors à valoriser les langues déjà présentes. L’enjeu sociolinguistique de cette thèse a été testé directement sur un projet qui s’inscrit dans cette stratégie, le concours de poésie multilingue Mother Tongue Other Tongue. Il propose aux enfants d’écoles primaires et secondaires écossaises de mettre à profit leur compétence plurilingue et pluriculturelle en arborant une langue de leur répertoire. Toutes les langues sont alors mises au même niveau, sans hiérarchie aucune. Nos analyses reposent sur deux corpus : les productions soumises au concours et les transcriptions d’entretiens menés auprès d’élèves participants. Les résultats montrent que l’expérience de Mother Tongue Other Tongue donne lieu à des changements dans les représentations vis-à-vis des langues présentes dans l’environnement de l’élève, convergeant alors vers une approche inclusive des langues, même si, en ce qui concerne l’apprentissage, celui-ci reste conscient de la valeur symbolique de chacune des langues. Le message que portent ces enfants doit être pris en considération afin d'élargir cette partie du champ d'application de la sociolinguistiqueLanguage categorization in sociolinguistics has become more and more abundant and complex. Whilst this action helps defining language characteristics in precise contexts, it also increases differences in how languages are perceived through collective social representations. The aim of this PhD is to show the relevance of an inclusive approach to languages in a local context, thus creating links between linguistic situations and communities commonly though apart. Two regional or minority languages have been recognized in Scotland, Scots and Gaelic, and hundreds of other languages are used, including Polish, the language mostly spoken after English. In the context of Brexit and movements for independence from the United Kingdom, Scotland displays a positive attitude in discourse regarding increasing diversity. Also, educational policies are currently promoting plurilingualism and language learning in order to put an end to English monolingualism. One of the strategies that is used is to value languages locally in use. The sociolinguistic issue of this PhD has been directly tested on a project which follows this strategy, the multilingual poetry competition Mother Tongue Other Tongue. It offers Scottish primary and secondary school pupils the opportunity to put in practice their plurilingual and pluricultural competence using a language of their repertoire. All languages are considered equal. Our analyses focus on two corpora: the productions submitted to the competition and transcripts of the interviews conducted with children who participated in this competition. The results show that the Mother Tongue Other Tongue experience changes children’s social representations of the languages of their environment, converging towards an inclusive approach to languages, even if they remain aware of the symbolic value of each language when it comes to choosing a language to learn. The message these children carry must be taken into consideration in this field of sociolinguistics
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Chen, Meng-Hua, and 陳夢華. "Collaborative Writing as Dynamic Assessment: Effects on Writing Process and Product of College Students’ Argumentative Writing." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/31896784950528187530.
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碩士中原大學
應用外語研究所
100
Recently, collaborative writing has been viewed as an effective form of group-based learning as well as an instrument for dynamic assessment (e.g., Wigglesworth &; Storch, 2009). A number of studies have been conducted to examine the nature of collaborative writing processes and the quality of the co-constructed texts (e.g., Dale, 1994; Storch, 2005; Wigglesworth &; Storch, 2009). However, most studies adopted measurement indicators of fluency, complexity, and accuracy based on T-units and clauses counts to assess the quality of pair writers’ argumentative writing products (e.g., Storch, 2005; Storch &; Wigglesworth, 2009). Little attention has been paid to the assessment of the quality of written argumentation produced by pair writers. Based on the assumption that a good argumentative essay is underpinned by a well structured form that is derived from a good talk, this study was conducted to reexamine the quality of pair writers’ writing processes and products as well as the relationship between them from a sociocultural perspective. Participants were eight pairs (sixteen student writers) of sophomore English majors in Taiwan. Data sources consisted of: 1) both individual and collaborative written texts. They were required to compose one argumentative essay individually (in the first week), and one collaboratively (in the second week), in response to two topics given by the researcher. 2) the audio-recordings of the pair writers’ collaboration processes. The written texts were coded via Toulmin’s model (1985), and the audio-recordings were transcribed verbatim and coded into themes which indicated the foci of the pairs’ writing processes. Additionally, to further investigate the relationship between talk quality and text quality, discourse analysis was used to analyze how pair writers construct the contextual foundation of their talks. Particularly, Mercer’s three types of talks (2004) derived from the sociocultural theory were used to categorize pair discussions into disputational, cumulative, and exploratory talks. Although the quantitative comparison between individual and pair writers’ argument structures showed that pairs generally produced more counterargument and rebuttal argument elements, only pairs who engaged in exploratory talks specifically during the foci of ‘Generating Ideas’ and ‘Structure’ would produce these two types of higher-order thinking elements in the written texts. Moreover, the internal dynamics of the collaborative writers also played a critical role that influenced the pairs’ argument structures. The analysis of the relationship amongst the seven foci (i.e., Generating Ideas, Language-Related Episodes, Structure, Concerning Time, Read / Reread, Off-Topic, and Feelings) of the writing processes revealed that collaborative writing helped retrieve diagnostic information in multiple aspects. Finally, implications for the use of collaborative writing as classroom assessment were discussed.
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Hoy, Lise Rempel. "Reading, writing, and imagining the production of meaning in the novels of Flaubert, Huysmans, and Proust /." 1999. http://catalog.hathitrust.org/api/volumes/oclc/47722670.html.
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Huang, Shih-Yuan, and 黃士原. "An Application of Taguchi Method to the New Biodegradable- Material-Based Writing-Stationary Product Development." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/84600980167878957826.
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碩士國立勤益科技大學
研發科技與資訊管理研究所
98
In order to promptly adapt to the rapid marketing changes, it is imperative to shorten the product development timeline and lower the cost while developing the new products. Recently, the environmental concern has become one of the primary issues in product development. The Poly Lactide (PLA) which made from the recycling materials or the corn has emerged as one of the promising direction for the future injection molding materials. These environmental-friendly materials, however, are hardly to produce right now. The goal of this study is to identify a scientific model that can effectively generate key parameters for the engineer design and indicate the quality elements of the injection molding for the newly-developed PLA-based products. In the current study, the process of developing the new biodegradable writing-stationary products was the main target. By means of the six-sigma DMAIC method, the key quality elements between the consumer demand and required technology were first identified. Later, the Taguchi orthogonal table L9 orthogonal array method was used to find the best parameter combination for the plastic injection molding. The result of this study indicated that the best parameter combination was to set the injection pressure at 75 bar, cooling time at 30 second, injection speed at 70 mm/sec and the injection temperature at 190 degree Fahrenheit. Moreover, the CPK value was significantly increased from 0.94 to 1.52 by implementing the Taguchi method. Given the results of the present study, it is concluded that the combination of process management, the six-sigma, and the Taguchi method can be successfully applied to the new PLA-based writing-stationary products made by the Wei-Mon Ltd.
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"Teachers’ Beliefs and Implementation of Process Pedagogy in the Traditional Product-oriented Primary Writing Classroom." 2016. http://repository.lib.cuhk.edu.hk/en/item/cuhk-1292692.
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Hsieh, Yi-tai, and 謝易泰. "Design and Practice of Peer Discussion Activity for Product to Improve the Writing Skills of Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/46798160974396998336.
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碩士國立中央大學
網路學習科技研究所
102
The main purpose of this study was to improve primary school second grade students' writing skills, through peer discussion activities within a web-based learning environment, by taking a "quasi-experimental design" in the experimental group and the control group experimental mode, we conducted experimental activities in two classes. Through the separation model, three to four people as one group, it allowed students to discuss with one another and to give comments on their stories, students should modify his/her own stories by following the comments that they gained from their peers. After five times of experimental activities, we analyzed students’ performance and found that the students like to use the type of praise or remind comments when they give their peer suggestions. The more familiar with the experimental activities, the fewer scaffolding recommendations would be used by students. Instead, most of them would like to put comments on their own. Furthermore, the more they get involved in this experimental activities, the more holistically they would modify theirs' stories, not just the part that has been pointed out. Based on retrograde analysis of the interviews and questionnaires, it showed that peer discussion activities could act as motivations to keep on modifying their works and help to improve their writing skills.
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Chen, Min-qi, and 陳旻祺. "Applied Research of Product-Oriented and Process-Oriented Writing in Teaching Chinese as a Second Language." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/88485272856561049268.
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碩士國立高雄師範大學
華語文教學研究所
102
Previous Chinese writing studies have focused primarily on approaches teachers choose, rather than perspectives of students in order to understand which approach can motivate them the most. Therefore, there is a lack of research in student learning responses in the field of Chinese as a second language. As a result, this study is based on the product-and process-oriented writing approaches to investigate and explore students’ learning responses and writing strategies. Accordingly, this study aimed to answer two research questions: After two kinds of writing approaches, what are the differences of students’ learning responses? And what differences of writing strategies will students develop? This is a qualitative study. Participants are students who are learning Audio-Practical Chinese Book III. The study included two product-oriented and two process-oriented writing teaching activities. Data collection was mainly from four learning response questionnaires, one writing strategy questionnaire and one semi-structured interview. In terms of data analysis, the data were transcribed, coded, compared and generated to synthesize what the differences of students’ learning responses and writing strategies. The main findings are as follows: First, although product-oriented approaches gave Chinese learners grammatical support, they were still in favor of process-oriented approach due to the feedback and interaction from peers. Second, no matter what Chinese learners wrote in either a process-oriented or a product-oriented way, their planning, reviewing, and use of technology for writing strategies seemed common. Third, Chinese learners developed more perspectives on an issue and more collaborations with teachers in process-oriented writing. Thus, they used more writing strategies of revising and translating from their first language. Based on the findings above, the researcher proposed three conclusions: First, Chinese learners have better learning responses in process-oriented writing than in product-oriented writing. Second, both product-oriented writing and process-oriented writing share a few similar writing strategies. Third, Chinese learners use more writing strategies in process-oriented writing than in product-oriented writing. Lastly, researcher suggested that when teaching writing, teachers should provide more options to students in order to observe students’ learning responses and find out how to motivate students in Chinese writing classes the most.
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Chang, Chiu-lan, and 張秋蘭. "A Study of Proust''s "In Search of lost Time"--A Practice on the Reading, Reminiscence, Self Writing of Aesthetics of Existence." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/11994646166570651370.
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碩士南華大學
生死學研究所
98
This research focuses on the(techniques de soi)in reading, reminiscence, and self-writing in Aesthetics of Existence to interpret and reveal the practice of Aesthetics of Existence in <Michel Proust>''s novel "In Search of Lost Time ". In spite of novel form, "In Search of Lost Time" does not focus highly on the plot; the main point is to guiding readers step into the abundant spiritual world. Proust named his work an introspective novel, which was filled with penetrative observations and descriptions about the living world, the characters'' inner states and abundant philosophical thinking. Marcel desires to become a writer. Involuntary memory springs up through the whole story and deeply describes the relation between time and existence. Interested in reading leads him to a wilder world and thus through this his distinguishing characteristic, in the same time, he also discovered his talent for art. On the other hand, contacts with the outside world made him realize that many truths and beauty simultaneously exist both inside and outside of books. Through his perception of beauty he understood the happiness and truth of existence lies everywhere in his life. Life itself is one great book, to read this book of life one must first to have their own aesthetic and creation, that is the life of their own unique style. In other words, one''s unique living style. Reminiscence can call back the sense of existence, let one enjoy the feeling of "moment is eternity"; finally, in a number of aging, mortality, he had an insight that the only way to keep time from passing, to avoid being mediocre, he then decided to write a literary work to vanquish death and go beyond the limit of self-existence made him a existence of aesthetic. Michel Foucault turns his eyes back to ancient Greece during the "Ia culture de soi", found the truth of the ancient Greek and the subject was not a modern shape, but will live as art, and create their own as works of art in aesthetic practice, and continuously to the aesthetic caring for themselves, at that time the truth and subject were not what have been molded in the modernist culture today. It was a spiritual process of continuing concern, understanding, change, and finally creating oneself through the attitude of recognizing life as an art and oneself as a work of art. Subjects with that attitude are free-minded; carry the spirit of self-criticism, self- transcendence, morality, and creativity within. Through a combination with philosophical a discussion and fictitious text, this research of aesthetics interpretation will provide an opportunity for people who live in the modern world to think about the possibility of living by aesthetics. In this study, Michel Foucault kept as a text interpretation of the theory of aesthetics based study aimed to expose the "In Search of Lost time" as the text of the modern aesthetic practice. This study found that reading, reminiscence, self-writing are effective to recognize their own, turned to cultivating their own and create their own work; Living with appreciation of beauty can be the salvation for modern subjects; The artistic world in literature works helps readers to know and to discover about the existing meanings of self, other, and world. Practicing the technology of aesthetics of Existence provides modern subject a free relationship between themselves and others. Through by a philosophical discourse and texts encountering, study not only for an aesthetic interpretation, but also to provide modern living a self- reflective opportunity of aesthetics.
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Samaranayake, Sarath Withanarachchi. "Academic writing issues of foundation level students : the effectiveness of context-specific teaching materials using a process genre approach to writing." Thesis, 2017. http://hdl.handle.net/10500/22795.
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This study investigates the effectiveness of context-specific teaching materials delivered through an adapted process genre model of writing, in enhancing academic writing proficiency of tertiary level English foreign language (EFL) students. The study was conducted at a College of Technology in Oman and was motivated by the low EFL writing level of tertiary students at the college. The study employed a quasi-experimental design in which two main groups (experimental and control) were included. The experimental group received EFL writing instruction for one semester via the especially developed teaching materials, while the control group received EFL writing instruction via the prescribed textbook. The findings indicated statistically significant differences between the experimental and control groups in the Mid-Semester examination (MSE) and the Level-Exit examination (LEE). A qualitative analysis of the experimental group’s writing suggests that this group significantly outperformed the control group in writing fluency and accuracy. Therefore, based on the findings of the current study, it can be concluded that context-specific materials delivered through the proposed process genre model of writing are effective in enhancing tertiary level students’ academic writing proficiency in an EFL context. Specifically, the writing intervention had a positive effect on students’ ability to compose a variety of genres in an examination setting, which is an important finding, given that the process-genre approach to writing is normally not associated with writing in an examination setting.Linguistics and Modern Languages
D. Litt. et Phil. (Linguistics)
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Yeh, Chung-Jen, and 葉仲任. "Non-profit organization strategy marketing research-this writing is based on a case study of National Open University." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/4gb46q.
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碩士國立中興大學
企業管理學系
85
This writing is about the marketing for a non-profit organization. The marketing for a non-profit organization in practice is not much different from that for regularbusiness. However,the objective of non-profit marketing is mainly pursuing the recognitionof its goal and obtaining resources from customers to support its operation. Thus non-profit marketing uses the same methodology of the regular business,such as SWOT analysis that evaluates the inside out operation surroundings before setting up strategy and defining the target market for implementation of the organization''s goal and mission. This writing is based on a case study of National Open University. Marketing strategyincludes 1.targeting strategy 2.product strategy 3.price strategy 4.place strategy5.promotion strategy.
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Kowalske, Kaye. "The process and product of writing for preschoolers my sister is special : report submitted in partial fulfillment ... for the degree of Master of Science (Parent-Child Nursing) ... /." 1994. http://catalog.hathitrust.org/api/volumes/oclc/68797664.html.
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Pinéu, Adélia Joana dos Santos. "O Feedback Corretivo à Produção Escrita em sala de aula." Master's thesis, 2020. http://hdl.handle.net/10362/115493.
Full textAbstract:
Nesta investigação-ação propomo-nos analisar e demonstrar como o feedback corretivo pode ser incluído nas atividades de produção escrita na sala de aula de Língua Estrangeira e como estas atividades poderão ser planificadas para serem tão breves ou tão extensas quanto o produto final pretendido, recorrendo a estratégias diversificadas e critérios de correção e avaliação adaptados ao nível de proficiência do aluno, usando diferentes suportes.
Escrever envolve competências específicas que requerem prática e treino, devendo o texto constituir objeto de várias revisões e de reescrita. Escrever não é apenas um produto senão também um processo, portanto, sujeito a melhoramentos e revisões, sob orientação do professor. A avaliação não deve, por isso, ser encarada como uma atividade de mera correção e classificação mas, mais do que isso, deve constituir, para o aluno, uma oportunidade de (re)conhecer e aprender a superar as suas próprias dificuldades nos processos de ensino e de aprendizagem, promovendo autonomia e pensamento crítico.In this action research report we propose to analyse and demonstrate how corrective feedback can be included in written production activities in the Foreign Language classroom and how they can be planned to be as short or as long a produce as the aimed final goal is, by making use of diverse strategies, correction criteria and appropriate evaluation, which is adapted to the student's proficiency level, using different supports. Writing involves specific skills which require practice and training, where the text should be subjected to several editing and rewriting stages. Writing is not only a final product but also a process, therefore, subjected to improvements and revisions, under a teacher's guidance. Evaluation should not be considered, for that matter, as an exercise or mere correction and classification but, moreover, it should be, for the students, an opportunity to get (re)acquainted with and learn to overcome their own learning difficulties, an exercise in autonomy and critical thinking.