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Rozprawy doktorskie na temat „Community writing”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 1 lutego 2022

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1

DoBroka, Cheryl Conrad. "The promise of success : academic writing in a basic writing discourse community." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239975640.

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Crawford, James E. "Writing Center Practices in Tennessee Community Colleges." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2899.

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The objective of this study was to develop a profile of writing centers in twelve community colleges governed by the Tennessee Board of Regents. This profile included how they were established, how they are funded and staffed, what services are provided and to whom, how training is provided for staff, and how technology is incorporated. More important than the profile itself, however, was an analysis of successful and unsuccessful practices, especially those related to governance, structure, and training of staff, as revealed through the perceptions and experiences of writing center directors.

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3

Reavie, Maryanne M. "Building a writing community, the role of children's talk during the writing process." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30541.pdf.

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Wright, Kenneth Robert. "Rhetoric, writing, and civic participation : a community-literacy approach to college writing instruction /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998051.

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Thesis (Ph. D.)--University of Oregon, 2000.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 147-156). Also available for download via the World Wide Web; free to University of Oregon users.

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5

Morris, Myla Bianca. "Writing Class: How Class-Based Culture Influences Community College Student Experience in College Writing." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/377822.

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Urban Education<br>Ph.D.<br>This study was designed to build on the existing research on teaching and learning in community college contexts and the literature of college writing in two-year schools. The work of Pierre Bourdieu formed the primary theoretical framework and composition theory was used to position this study in the literature of the college writing discipline. Employing qualitative research methods and a critical working-class perspective, this study reflects a combined data set of participant observation, in-depth personal interview, and document analysis, giving shape to the ex

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Wiens, Jason. "The Kootenay School of Writing, history, community, poetics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq64891.pdf.

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7

Clinnin, Kaitlin M. "Moving from "Community as Teaching" to "Community as Learning": A New Framework for Community in Higher Education and Writing Studies." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491222371780264.

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8

Jarrin, Lucia A. "Teaching more than writing : a writing and community building project for Liceo Internacional Quito, Ecuador /." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/6/.

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9

Krumheuer, Aaron Taylor. "LAVALAND ZINE: Community Writing and the Arts in Athens." Ohio University Honors Tutorial College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1340130693.

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10

Montaño, Jesus A. "Writing a nation : figuring community in late medieval England/." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu148819010986812.

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11

Roberts, Kathryn Susan. "Colony Writing: Creative Community in the Age of Revolt." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493348.

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This dissertation studies the impact of a form of literary patronage, domestic writers’ colonies, on U.S. literary production in first half of the twentieth century. I discuss Provincetown, Massachusetts; Taos and Santa Fe, New Mexico; the MacDowell Colony in Peterborough, New Hampshire; and Yaddo in Saratoga Springs, New York. Hundreds of writers, artists, and composers lived and worked in these colonies, but I focus on writers whose relationship with a colony caused a significant shift in their career, including Eugene O’Neill, Willa Cather, Thornton Wilder, Carson McCullers, and Katherine A

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12

Luyt, Ilka. "Writing in the presence of others, understanding the role of personal writing in a community college." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0003/MQ42657.pdf.

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13

Ott, James E. "Expressive Writing Study Benefitting Student Veterans." Thesis, Saint Mary's College of California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10142187.

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<p> Colleges and universities in the United States are enrolling a growing number of veterans returning home from military service. Many of these veterans struggle in their transition from military to collegiate and civilian life. To augment college resources provided to assist veterans in their transition, this study offered and assessed the effects of a curriculum intervention associated with expressive writing activities over the course of a semester and within a classroom setting consisting of veterans. Designed as practitioner action research within a constructivist epistemology, the stud

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14

Guglielmo, Letizia. "Feminist Online Writing Courses: Collaboration, Community Action, and Student Engagement." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/english_diss/40/.

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Thesis (Ph. D.)--Georgia State University, 2009.<br>Title from archive page (Digital Archive@GSU, viewed July 16, 2010) Lynee Lewis Gaillet, committee chair; Baotong Gu, Beth Burmester, committee members. Includes bibliographical references.

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15

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

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16

Boehr, Christiane. "Enabling Spaces: A Rhetorical Exploration of Women Writing in Community." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin15535133573856.

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17

Halliwell, David C. "Building for Communities: Definitions, Conceptual Models, and Adaptations to Community Located Work." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1533052538144644.

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18

O'neill, Megan Elizabeth. "From Reflection to Reflexivity: Challenging Students' Conceptions of Writing, Self, and Society in the Community Writing Classroom." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/77360.

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This dissertation, "From Reflection to Reflexivity: Challenging Students' Conceptions of Writing, Self, and Society in the Community Writing Classroom," examines the disconnect that characterizes much of the discussion of reflective writing in community writing studies and argues for the potential of reflexivity as a concept to further develop the kinds of reflective writing assigned in community writing classrooms. Many practitioners and scholars view reflective writing as a potentially powerful tool that may help students learn challenging or abstract theories and practices from their own co

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19

Gregory, Gerald Thomas. "Working-class writing, publishing and education : an investigation of three 'moments'." Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10007377/.

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This study explores the work and experience of working-class writers in three Imoments l and the contexts in which their writing has been produced and published. A class a~ymmetrv of access to writing and publishing is seen to characterise all three Imoments l , disadvantaging working-class people, and to explain a corpus of work that, because it remains largely obscure, both surprises the student by its extent while at the same time remaining relatively 2 modest in quantity. The processes of writing and publishing receive increasing attention and come to be seen as powerfully educational for

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20

Stanley, Sara. "An Examination of Writing Center-Based Tutoring Models." NSUWorks, 2013. http://nsuworks.nova.edu/writing_etd/30.

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21

Paré, Anthony. "Writing in social work : a case study of a discourse community." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=70189.

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Over the past decade, the theoretical basis for composition research and pedagogy has expanded. A social perspective on writing has been added to the cognitive view which dominated composition studies throughout the 1970s and early 80s. This social perspective has radically altered conceptions of the writing process. Whereas cognitive theory placed a creative and isolated individual at the centre of the writing act, social theory locates the writer in community, and shifts much of the control of discourse from the individual to the group.<br>This research takes the form of a case study of soci

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22

Turner, Jesse Patrick. "Inventing a transactional classroom: An Upward Bound, Native American writing community." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/279997.

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This teacher-researcher study examines the experiences of secondary students in a unique Upward Bound program exclusively for Native Americans. The study followed the reading and writing experiences of these students during a 2-year period. The focus of the dissertation is on the literacy experiences of students as they were exposed to a rich writing program that used culture as the invitation to literacy. The investigation follows both teacher researcher and students during the emergence of a transactional curriculum that closely followed the Indian Nations at Risk Task Force recommendations

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23

Wissbeck-Kittel, Claudia Eleanore. "Teaching the reading/writing connection in the diverse community college classroom." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1992.

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This thesis argues that with the racial and ethnic diversity becoming more pronounced in the diverse disciplines of the two year college we are going to need to adapt a cultural studies pedagogy in the writing class.

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24

Fulkerson, Tahita N. (Tahita Niemeyer). "A Faculty Orientation and Design for Writing Across the Curriculum." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc331080/.

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A Faculty Orientation and Design for Writing Across the Curriculum is a case study of the work done to introduce the concept of writing across the curriculum at an urban community college. Emphasizing the related processes of learning, thinking, and writing, the researcher describes private interviews and analyzes transcriptions of small group meetings designed to discuss ways to encourage increased quantity and improved quality of writing in vocational and university-parallel courses on the campus. The focus of the study is the transcription of the faculty meetings where teachers reveal their

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25

Godfrey, Jeremy. "Between Tactics of Hope and Tactics of Power: Liminality, (Re)Invention, and The Atlanta Overlook." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/english_diss/112.

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This dissertation focuses on the potential empowerment writing has among a homeless community in Atlanta, Georgia. Through the participation in a newly created writing workshop and a street newspaper in that community, the narrative and communication among writing participants demonstrate negotiations of self-identification as public and private writers and the situational influence writing has on their lives. The study adds to the “public turn” of writing instruction with the intention of helping to bridge the gap between traditional composition pedagogy in academia and such education in outs

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26

Bruen, Matthew. "Local Literature| Place and the Writing of Community in Nineteenth-Century America." Thesis, New York University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3591162.

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<p> This dissertation explores the ways by which reading and writing mediated the experience of place and the meaning of community in the nineteenth-century United States. Drawing on the literary productions of well-known authors like Frederick Douglass and Rebecca Harding Davis, the project shows how imaginative representations of real American places came to simultaneously challenge and make use of the expanding networks and institutions of a national print culture. Through its study of local cultures of print in Trenton, New Jersey, Bennington, Vermont, Chicago, Illinois, and Johnstown, P

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27

Amodeo, Joseph. "The effect of guided journal writing on community college students of technology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ28152.pdf.

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Krekhovetsky, Luba. "Writing ethnicity on the Internet, communicative practices of the Ukrainian virtual community." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39050.pdf.

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Pine, Nancy F. "Authorizing community outreach an ethnography of a service-learning basic writing class /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1181151635.

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Bassard, Katherine Clay. "Spiritual interrogations : culture, gender, and community in early African American women's writing /." Princeton, NJ : Princeton Univ. Press, 1999. http://www.loc.gov/catdir/toc/prin032/98023197.html.

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31

Osborn, Jan M. "Intersections academic discourse and student identities in a community college writing class /." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=88&did=1907279871&SrchMode=1&sid=1&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270248261&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.<br>Includes abstract. Includes bibliographical references (leaves 264-272). Issued in print and online. Available via ProQuest Digital Dissertations.

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32

Lo, Cassandra. "Writing, Witnessing & Healing| A Community of Black Male Students Confronting Loss." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788022.

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<p> Now more than ever, it is imperative that we provide spaces for our students to share and witness testimonies of trauma, specifically about losses that they may experience. With little room in the curriculum for these important avenues of expression, students are grieving in isolation without support. Black male students, who are often seen as “problems” or “trouble,” are especially not provided with the spaces or moments necessary to understand and write about death experiences or impactful moments in their lives. With a theoretical framework derived from critical

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33

Ashworth, Thomas Edward. "Using writing-to-learn strategies in community college associate degree nursing programs." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/38622.

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This study investigated the use of writing-to-learn strategies in freshman associate degree nursing classes at Wytheville Community College, Wytheville, Virginia. It sought to determine if the use of writing-to-Iearn strategies would affect the students' achievement in the course and their critical thinking skills. The design of the study was experimental. Two groups of freshman nursing students were randomly selected and randomly assigned to either an experiment group or a control group. The experiment group used the writing-to-learn strategies. The achievement in the course was measured usin

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34

Reyes, Karen Stoner. "Finding a new voice : the Oregon writing community between the world wars." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3602.

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The period of 1919 to 1939 was a significant one for the development of the literature of Oregon and the Pacific Northwest. The literary work produced in the region prior to the first world war was greatly influenced by the "Genteel tradition" of the late nineteenth century. By 1939, however, the literature of Oregon and the region had emerged from the outdated literary standards of the pre-war period and had found a new, realistic, natural voice, strongly regional in nature and rooted in the modern American tradition.

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Vetter, Matthew A. "Teaching Wikipedia: The Pedagogy and Politics of an Open Access Writing Community." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427278094.

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Malkin, Rachel M. E. "Ordinary pursuits : experience, community, and the aesthetic in American writing since modernism." Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708519.

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Francis, Toni P. "Identity Politics: Postcolonial Theory and Writing Instruction." Scholar Commons, 2007. https://scholarcommons.usf.edu/etd/711.

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In this dissertation I intend to apply postcolonial theory to primary pedagogical and administrative concerns of the writing program administrator. Writing Program Administrators, or WPAs, take their responsibilities seriously, remaining cognizant of both the negative and positive repercussions of the pedagogical decisions that take shape in the scores of composition classrooms they administer. This dissertation intends to infuse the WPA position with the ethos of scholarly praxis by historicizing and contextualizing the field of composition, and by placing the teaching of writing within the h

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

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

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39

Hauman, Kerri Elise. "Community-Sponsored Literate Activity and Technofeminism: Ethnographic Inquiry of Feministing." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1370279476.

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Dowse, Cilla. "Learning to write by writing to learn : a postgraduate intervention for the development of academic research writing." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/43321.

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Within postgraduate studies, learning is assessed through the examination of modules making up a taught programme and the writing of a dissertation. However, research, nationally and internationally, has shown that although students are generally able to complete the modules making up a postgraduate programme successfully, often difficulty arises in the writing of the dissertation which begins with the conceptualising and writing of the research proposal. It seems that students are considered poorly equipped for postgraduate study, which puts their academic success and completion of thei

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41

Wendler, Rachael. "Community Perspectives On University-Community Partnerships: Implications For Program Assessment, Teacher Training, And Composition Pedagogy." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556591.

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As widely recognized, the voices of community members have been severely overlooked in scholarship. This dissertation reports on interviews with 36 community partners from the three most common types of university-community partnerships in composition and rhetoric: Youth mentored in their writing by first-year composition (FYC) students; Non-profit staff acting as clients for upper-division professional writing students; and Community members (including adult literacy learners, youth slam poets, and rural teachers) working with graduate students in a community literacy practicum or engaged res

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42

Hight, Jim D. "Journaling and the improvement of writing skills for incoming college freshmen." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605250.

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<p> Journaling is an effective tool for the development of writing skills and creative thinking; however, research has not revealed how it improves writing skills in the college classroom. The majority of the studies related to journaling are elementary school studies, which do not provide statistics on how journaling can improve writing skills for undergraduates. The purpose of this study is to compare the writing skills of students in freshman college composition classes who make journal entries at the beginning of each class, and those who do not. The theoretical base for the study was p

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43

Huang, Qiaole 1976. "Writing from within a women's community : Gu Taiqing (1799-1877) and her poetry." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81496.

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This thesis examines the life and poetry of the woman poet Gu Taiqing (1799-1877) within the context of a community of gentry women in mid-nineteenth century Beijing. This group of women was a "community" in the sense that their contact, sociability, friendship and poetry writing were meaningfully intertwined in their lives. The thesis is divided into three interconnected chapters. Two separate biographical accounts of Gu Taiqing's life---one centered around the relationship with her husband, and the second around her relationship with her female friends---are reconstructed in the first

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44

Johnstone, Charity. "Online community support for academic writing : SOC first year research postgraduates case study /." Leeds : University of Leeds, School of Computer Studies, 2008. http://www.comp.leeds.ac.uk/fyproj/reports/0708/Johnstone.pdf.

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Ebel, Suzanne. "The creation of narrative : writing in a community on the World Wide Web." Thesis, Edinburgh Napier University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443857.

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Tremblay-McGaw, Robin. "Community and contestatory writing practices in the San Francisco Bay Area, 1970-present /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2009. http://uclibs.org/PID/11984.

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Kitchens, Juliette C. "The Postdisciplinarity of Lore: Professional and Pedagogical Development in a Graduate Student Community of Practice." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/english_diss/92.

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Recuperating Composition’s lore in postdisciplinarity in order to illustrate the polyvalent, multidirectional positionality of our practices, this study argues that Composition’s lore, as it functions in a community of practice, helps locate and address various challenges with the cultural displacement that burgeoning scholars experience as they critically negotiate their practices within the expectations of the academy. Bridging the communities of writing teachers in classrooms and writing centers in a demonstration of institutional polyvalence, this ethnographic study’s participants suggest

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48

Busser, Cristine. "Encouraging Emergence: Introducing Generative Pedagogy to Writing Center Tutoring." NSUWorks, 2013. http://nsuworks.nova.edu/writing_etd/12.

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Tuberville, Brenda Gail. "Inside/out(sourced) the problematic nature of teaching basic writing at the community college /." Fort Worth, Tex. : Texas Christian University, 2007. http://etd.tcu.edu/etdfiles/available/etd-05012007-160103/unrestricted/tuberville.pdf.

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Schlumberger, Ann Lewis. "The effects of elaboration on community college students' execution of a reading-writing task." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185573.

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Elaborative processing is important to the study of reading-to-write tasks because of its function in the integration of new knowledge. This study investigated whether assisting students to generate intra- and intertextual elaborations on source texts would (1) result in their writing essays in which textual information was transformed according to a personal purpose, and (2) result in their showing more metacognitive consciousness about their reading/writing processes. The pedagogical methodology was developed through analyzing the think-aloud protocols of six students writing from sources. S

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