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Tesis sobre el tema "Writing"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

Allsopp, Richard David. "Acts of writing : writings on contemporary performance." Thesis, University of Plymouth, 2000. http://hdl.handle.net/10026.1/2671.

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The work published between 1991-2000 and presented here forms a continuing meditation on, and exploration of contemporary performance. The term 'contemporary performance' is used to refer to practices and discourses in the performance arts that have occurred over the last decade. There Is a particular emphasis on those unstable, hybrid and interdisciplinary areas of performance (including performance art, installation, 'new' dance, 'experimental' theatre, 'live' art) which resist easy definition or categorisation, and which may be further characterised as postmodern in the sense of a reflexive

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2

FORTE, LEONARDO NABUCO VILLA. "WRITINT WITHOUT WRITING: LITERATURE MADE THROUGH APPROPRIATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=26038@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>Em 2011, Kenneth Goldsmith, poeta, artista e professor da Universidade da Pensilvânia, lançou o livro Uncreative Writing, que poderíamos traduzir como escrita não-criativa ou escrita recriativa , para designar o processo de trabalho que resulta em obras textuais cujos textos, porém, não foram originalmente escritos por seus autores, mas sim reescritos ou transcritos a partir de fontes – sem mudanças no texto original – ou editadas e rearranjadas por meio da descontextualização

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3

Christensen, Jannick Friis, Sarah Anne Dunne, Melissa Suzanne Fisher, et al. "Powerful writing as writing "with"." Ephemera Editorial Collective, 2018. http://epub.wu.ac.at/6837/1/powerful.pdf.

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4

Barber, Rosalind. "Writing Marlowe as writing Shakespeare." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/39699/.

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This thesis consists of two components: a 70,000-word verse novel and a 50,000-word critical component that has arisen out of the research process for that novel. Creative Component: The Marlowe Papers The Marlowe Papers is a full-length verse novel written entirely in iambic pentameter. As with verse novels such as The Golden Gate by Vikram Seth, or The Emperor's Babe by Bernadine Evaristo, its inspiration, derivation, conventions and scope owe more to the prose novel than to the epic poem. Though there is as yet no widely-accepted definition, a verse novel may be distinguished from an epic p

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5

Bormann, Vanessa Rae. "Writing for Change and Changing Writing: Service Learning, First-Year Composition and Writing about Writing." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5136.

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Through a piloted model of curriculum designed for ENC 1101 this teacher-research study investigated how service-learning can shape the experiences of both teachers and students in the first-year composition classroom. The research aimed to determine the ways in which enhancement occurred for students and teachers through evaluation of student coursework, a post-semester student focus group and a faculty interview. Focusing on the impacts of this curriculum on a part-time teacher, this study also aimed to bring to light some of the challenges inherent in service-learning within FYC, while

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6

Vithanage, Ramyadarshanie I. "Collaborative Writing and Individual Writing: Improving Writing in an L2 Class." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1367887930.

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7

Ng, Po-chu, and 伍寶珠. "Writing about women and women's writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36259019.

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8

Yesipenko, Marina. "Modern approaches to writing. Multimodal writing." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18527.

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9

Dwyer, Edward J. "Developing Writing Skills Through Letter Writing." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3391.

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Intended specifically for tutors who want to use proven teaching techniques but who have limited time and resources, this book offers dozens of teaching ideas as well as useful information on curriculum development, instruction and appropriate reading materials.

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10

Hall, John. "Writings, readings and not writing : poems, prose fiction and essays." Thesis, University of Plymouth, 2005. http://hdl.handle.net/10026.1/2469.

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This submission of published work consists of a number of different modes of writing that interrelate as the concerns of a poet, essayist and teacher. There are twenty-seven separate publications, presented under six categories headings: (A) poems, including prose-poems, written for the page; (B) prose-fiction, represented through a single work; (C) visual poems; (D) enquiries into aspects of a general poetics, including questions about 'situatedness' or 'implicatedness', genres of discourse and their related modalities, poetics and grammar, and a poetics of reading; (E) critical and celebrato

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11

Hermansson, Carina. "Images of writing and the writing child." Högskolan Kristianstad, Avdelningen för Pedagogik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-10563.

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This article uses a discursive lens to illuminate how writing and the writing child is constructed in different texts since the nineteenth century. The concept ‘image’ is used as an analytical tool to gain perspective on dominant ideas about children as writers and their educational writing practices. These images are produced in educational practices, theories of writing, societal conceptions and didactic models, which together are referred to as a formation. The article ends by reflecting upon what consequences may be seen if taking a critical child perspective. The article provides an analy

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12

Levey, Gregory. "Writing and re-writing the Middle East." Thesis, University of St Andrews, 2012. http://hdl.handle.net/10023/3166.

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This thesis is comprised of a critical component and a creative component. The creative component consists of a portfolio of creative writing drawn from a fictionalized memoir, and the critical component consists of three interconnected chapters analyzing the creative component. The creative component, titled The Accidental Peacemaker, has been written alongside my recently published (and related) book, How to Make Peace in the Middle East in Six Months or Less Without Leaving Your Apartment. It is a satirical, first-person fictionalized memoir about how the Middle East conflict manifests in N

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13

McDonald, Zoe Nicole. "Writing Gets Personal: Listening at the Intersections of Creative Writing and Writing Tutoring." ScholarWorks @ UVM, 2018. https://scholarworks.uvm.edu/graddis/842.

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In this thesis, I investigate the extent to which creative writing impacts the ways writing tutors work with student writers on their academic writing. In doing so, I interview five writing tutors with creative writing experiences for their personal definitions of creative writing, and the extent to which drawing on, or ignoring, creative writing impacts their writing tutoring. Through combining the interviews with reflections into my writer identities, I find creative writing focuses on self-expression and narrative features which strengthen disciplinarity and conventions. Additionally, focus

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14

Smith, Heidi Ann. "Sensing the logic of writing : creative writing reimagined." Thesis, Middlesex University, 2016. http://eprints.mdx.ac.uk/20822/.

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This project draws attention to the ‘graphic elements’ – both written and visual – of a creative writing practice by exploring those graphic elements in both the critical component of this mixed-mode dissertation and in a series of creative artefacts. Its principle aim is to record how as a practising creative writer-researcher I have made a series of artefacts as a way of providing an opportunity for readers and researchers to explore this specific instance of theoretically-informed aesthetic experimentation. The psychophysiological researcher, Tony Bastick, having investigated expert ‘experi

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15

Beale, Matthew Carson. "Playing the Writing Game: Gaming the Writing Play." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/32006.

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My studies consider the application of digital game theory to the instruction of writing in the first year composition classroom. I frame my argument through dialectic of representation and simulation and the cultural shift now in progress from the latter to the former. I first address the history of multimodal composition in the writing classroom, specifically noting the movement from analysis to design. In the third chapter, I examine several primary tenants of video game theory in relation to traditional academic writing, such as the concept of authorship and the importance of a rule sys

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16

Emmelhainz, Nicole. "Writing Games: Collaborative Writing in Digital-Ludic Spaces." Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1402918660.

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17

Fisher, Matt. "Animated writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ43865.pdf.

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18

Fisher, Matt 1966. "Animated writing." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28047.

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Accompanying materials housed with archival copy.<br>Using an animation program on a Macintosh computer, I have animated poems, song lyrics and expressions in an experimental way to investigate alternatives to the restrictive poetics of the static medium of paper. Animated Writing is thus the process of enacting, in a visually rich and compelling fashion, the various semantic possibilities of text presented on a screen. While a CD-ROM or Web site would flawlessly display the pristine digital content of the animations which comprise the Creative Writing Master's Thesis, for ease of distribution

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19

O'Donovan, Katherine. "Legal writing." Thesis, University of Kent, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.257512.

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20

Molnar, Barbara. "Writing Home." ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/127.

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The following group of themed essays explores the author's relationship with the many homes she has had. The works are autobiographical, and they begin during the author's childhood as an Air Force Brat. After exploring a series of homes across the United States, including Honolulu, the work focuses on the author's transition from living in many places to life in one city, New Orleans, Louisiana, where the author grew up. This collection also examines homelessness. Just as the author was searching for a new home along the Mississippi Gulf Coast, she became homeless after hurricane Katrina. Alt

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21

Liebig, Natasha Noel. "writing/trauma." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6303.

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In writing/trauma, I address the association of trauma with knowledge, language, and writing. My discussion first works to establish the relationship between trauma and knowledge. I argue that trauma does not fit into the traditional Enlightenment model of scientific knowledge or the ontological model of what Michele Foucault calls the ‘truth-event.’ Rather, I contend that trauma is unique embodied knowledge, different from that of praxis and normal memory. In general, embodied knowledge is a matter of prenoetic and intentional operations. The body schema and body image maintain a power of pla

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22

Marks, Lori J. "Assisting Writing." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/3704.

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23

De, Silva Kalinga Radhika Meghamala. "The impact of writing strategy instruction on EAP students 'writing strategy use and writing performance." Thesis, University of Reading, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533757.

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The study investigated the impact of writing strategy instruction on English for Academic Purposes (EAP) students' writing strategy use and writing performance. The sample consisted of 72 undergraduates -following the English for Science course at the Open University of Sri Lanka. The study adopted a mixed method true experimental research design. The data were collected using strategy questionnaires, stimulated recall protocols, diary entries, writing strategy checklists and writing tests. This longitudinal study attempted to investigate the feasibility of strategy instruction, the impact of

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24

Tadlock, Joseph. "THE INFLUENCE OF WRITING ACHIEVEMENT GOALS AND WRITING SELF-REGULATION ON COLLEGE STUDENTS’ WRITING GRADES." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4579.

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This study examined relationships between college students’ writing achievement goal orientations, writing self-regulation, and writing grades. The study was conducted in a postsecondary setting at a large public university in the mid-Atlantic region of the United States. Using multivariate quantitative techniques (confirmatory factor analysis and structural equation modeling), survey and writing sample data were gathered to address the following research questions: Do college students’ writing achievement goals relate to their writing grades; do college students’ writing achievement goals

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25

Fleitz, Elizabeth J. "The multimodal kitchen cookbooks as women's rhetorical practice /." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1240934967.

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26

Olson, Janet L. "Envisioning writing : toward an integration of drawing and writing /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10857321.

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27

ライ・ウェイリン, ポール. "Academic Writing(A) : Logical Thinking Skills In Academic Writing." 名古屋大学オープンコースウェア委員会, 2014. http://hdl.handle.net/2237/20447.

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28

Lama, Prabin Tshering. "Assessing the Impact of Writing Centers on Student Writing." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/82954.

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This study assesses the influence of writing center tutorials on student writing and presents tutoring best practices. Writing center scholars have emphasized the need for evidence-based studies to understand how one-on-one tutorials influence student writing practices. After examining twenty tutorial recordings along with their pre-and post-intervention drafts in two state universities (ten in each university), the author traced the influence of writing center tutorials on students' post-session revisions and identified tutoring best practices. The findings show that all the twenty students i

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29

Söderholm, Irina Panicheva. "Writing as a process. Writing in the subject English." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36006.

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Writing as a process, Writing in the subject English is a paper, which researches an activity of writing at upper secondary school. It investigates the challenges of teaching writing experienced by English teacher as well as the ways of how best to assist students in their writing assignments. The primary interest of this study is coherence and its development. The primary aim of this work is to follow the development of coherence in English A texts of students during a certain period of time. The method used for this investigation embraces the following stages. I compare eight compositions wr

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30

Marsh, Meredith. "Good Writing: Integrating Creative Writing Elements in Undergraduate Composition." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1469050437.

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31

Zurcher, Melinda A. "Instructing Preschool Writers| Interactive Writing and the Writing Workshop." Thesis, Ball State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975944.

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<p>Preschool children hold immense writing potential that is rarely realized in traditional classrooms. This mixed-methods, quasi-experimental study focused on how best to teach these emergent writers. By comparing the effects of interactive writing, writing workshop, and traditional instruction, the study provided a clearer picture of how these instructional approaches influence students? writing achievement and processes. The quantitative results of the study pointed to the effectiveness of both writing workshop and interactive writing for improving students? foundational writing skills. The

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32

Williams, Rachel B. "Expressive Writing and Marital Satisfaction: A Writing Sample Anlysis." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/4012.

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The mode of expression used by individuals, in written or spoken word, offers insight into one’s cognitive and emotional processes. Over the past 25 years expressive writing has become an interest to researchers, therapists, and the public. Writing provides a symbolic way of expressing thoughts, feelings, and emotions. Analytical programs provide a way to study the structure and content of written communication. There is little research that includes marital relationships and expressive writing and no known research that includes marital relationships and writing analyses. In relationships, me

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33

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

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Tramp, Iris Anne. "This too is writing: Writing in the holistic classroom." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/921.

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35

Capelo, Carla. "WHEN WRITING BECOMES NIGHTMARE: HELPING STUDENTS PINPOINT WRITING TOPICS." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/626.

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When deciding on topics for academic research papers, many students face difficulties that vary from choosing themes whose scope is too extensive to be satisfactorily analyzed in the given task, to selecting topics that are too limited, to not being able to make a decision on a topic at all. Such struggles seem to manifest themselves in both native and non-native speakers of English. Despite extensive research on the writing process and its strategies, be it for academic writing or other genres, and even research focused on writers’ difficulties, previous research has found little about the tr

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36

Demaree, Dedra Nicole. "Toward understanding writing to learn in physics investigating student writing /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1158689605.

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37

Thomson, Carol. "Integrating writing development in curricula: writing intensive project case studies." Rhodes University, Centre of Higher Education Research, teaching and Learning (CHERTL), 2017. http://hdl.handle.net/10962/59580.

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These case studies come from work done in the Writing Intensive Project (WIP) from its inception in 2013 until 2016 when formal funding from a Teacher Development Grant from the National Department of Higher Education ended. The project was unique for Rhodes University as it was the first time an intervention of this kind had ever been directed specifically at undergraduate writing development and support in the disciplines, and secondly, that participation by discipline-based academics in the project was entirely voluntary, thereby exemplifying a significant level of agency.

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38

Hall, Karen Peta. "Discovering the lost race story : writing science fiction, writing temporality." University of Western Australia. English and Cultural Studies Discipline Group, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0216.

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Genres are constituted, implicitly and explicitly, through their construction of the past. Genres continually reconstitute themselves, as authors, producers and, most importantly, readers situate texts in relation to one another; each text implies a reader who will locate the text on a spectrum of previously developed generic characteristics. Though science fiction appears to be a genre concerned with the future, I argue that the persistent presence of lost race stories where the contemporary world and groups of people thought to exist only in the past intersect in science fiction demonstr

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39

Singh-Corcoran, Nathalie Usha. "Revising the Writing Center: A Reconsideration of Writing Center Work." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1226%5F1%5Fm.pdf&type=application/pdf.

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Kieft, Margritha Helena. "The effects of adapting writing instruction to students' writing strategies." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2006. http://dare.uva.nl/document/29423.

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Lee, Meredith J. "Writing as cultural action : student writing at a bicultural school /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/9313.

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King, Willow. "Yantra: A creative writing thesis (Original writing, Poetry, Creative fiction)." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1425764.

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43

Hermansson, Carina. "Nomadic Writing : Exploring Processes of Writing in Early Childhood Education." Doctoral thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-26750.

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This thesis explores how writing is made in two Swedish early childhood classrooms with a focus on how processes of writing are constituted in the writing event and what writings and writers the event offers potentials for. Theoretically, the research project takes its starting point in the assumption that processes of writing are an effect of relations between different elements, where the young writer is only one part of many human and non-human matters that make way for multiple becomings of writing and writers. In this context, the figuration of the nomad thought of Deleuze and Guattari is

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44

Ho, Man-wah Loretta, and 何敏華. "Student interaction and writing competence within a paired writing classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41758134.

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Taylor, Carisa Marie. "The Effects of Repeated Writing on Secondary Students' Writing Fluency." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275166276.

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Letcher, Mark Edward. "Developing Secondary Writing Teachers: The Impact of Undergraduate Writing Experiences." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1282055592.

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47

Romstedt, Kathleen A. "The effects of L1 pre-writing discussion on ESL writing." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1334859682.

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Ho, Man-wah Loretta. "Student interaction and writing competence within a paired writing classroom." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41758134.

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49

Catty, Jocelyn. "Writing rape, writing women in early modern England : unbridled speech /." Basingstoke [GB] : New York : Macmillan press ; St. Martin's press, 1999. http://catalogue.bnf.fr/ark:/12148/cb371073063.

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Youngquist, Sandra A. "The impact of electronic writing proficiency on student writing performance /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7771.

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