Thesis (D.A.)--Illinois State University, 1985. / Title from title page screen, viewed June 8, 2005. Dissertation Committee: Irene Brosnahan (chair), Ronald Fortune, Sandra Metts, Russell Rutter, Maurice Scharton. Includes bibliographical references (leaves 125-130) and abstract. Also available in print.

Thesis (Ph. D.)--Auburn University, 1997. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (All-College Honors) - - State University of New York College at Cortland, [2006] - - Department of English. / Includes bibliographical references (p.49-50).

Thesis (Ph. D.)--Georgia State University, 2008. / Title from title page (Digital Archive@GSU, viewed July 15, 2010) Michael Galchinsky, committee chair; Calvin Thomas, Lee Anne Richardson, committee members. Includes bibliographical references (p. 204-212).

Thesis (M.A.)--Eastern Illinois University, 2010. / Includes bibliographical references (leaves 94-100).

No description available.

abstract: The field of authorship determination, previously largely falling under the umbrella of literary analysis but recently becoming a large subfield of forensic linguistics, has grown substantially over the last two decades. As its body of research and its record of successful forensic application continue to grow, this growth is paralleled by the demand for its application. However, methods which have undergone rigorous testing to show their reliability and replicability, allowing them to meet the strict Daubert criteria put forth by the US court system, have not truly been established. In this study, I set out to investigate how a list of parameters, many commonly used in the methodologies of previous researchers, would perform when used to test documents of bloggers from a sports blog, Winging It in Motown. Three prolific bloggers were chosen from the site, and a corpus of posts was created for each blogger which was then examined for each of the chosen parameters. One test document for each of the three bloggers which was not included in that blogger’s corpus was then chosen from the blog page, and these documents were examined for each of the parameters via the same methodologies as were used to examine the corpora. Once data for the corpora and all three test documents was obtained, the results were compared for similarity, and an author determination was made for each test document along each parameter. The findings indicated that overall the parameters were quite unsuccessful in determining authorship for these test documents based on the author corpora developed for the study. Only two parameters successfully identified the authors of the test documents at a rate higher than chance, and the possibility exists that other factors may be driving these successful identifications, demanding further research to confirm their validity as parameters for the purpose of authorship work. / Dissertation/Thesis / Doctoral Dissertation English 2017

Orientador: Guilherme do Val Toledo Prado / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-13T14:08:14Z (GMT). No. of bitstreams: 1 Fernandes_CarlaHelena_D.pdf: 1728635 bytes, checksum: af292a3f707da10eed50934c61d0f87f (MD5) Previous issue date: 2009 / Resumo: Este relato de tese apresenta os resultados de pesquisa realizada em uma escola pública municipal de Campinas-SP que objetivou investigar a autoria do professor sobre seu fazer e saber/conhecimento em interlocução com os alunos e demais profissionais. Nesta pesquisa, a noção de autoria, uma noção bakhtiniana (BAKHTIN, 1920-23/2003; 1929/2004), foi tratada na interface com outra idéia de Bakhtin, os gêneros discursivos (1953/2003), evidenciando a autoria no "como" o autor projeta seu dizer em relação ao outro. As reflexões sobre autoria e gêneros discursivos foram relacionadas à idéia de formação continuada entendida como interlocução, considerando-se os estudos de Tardif (2007) acerca dos saberes/conhecimentos docentes e as reflexões de Andrade (2007a; 2007b), Andrade e Reis (2007) e Andrade e Lima (2008). A leitura do material empírico teve como foco a autoria docente e, para tanto, foram selecionados: - o relatório parcial semestral de quatro professores do Ensino Fundamental (sexto ao nono ano) participantes do Projeto "Escola Singular, Ações Plurais", um projeto coletivo de pesquisa e formação profissional continuada desenvolvido nessa escola entre os anos de 2003 e 2008. - dez reuniões do TDC do ano de 2005 a partir das quais foram construídas o que chamamos de "tramas": temáticas/conteúdos que emergiram da tecedura dos saberes/conhecimentos dos professores em interlocução com os pares. Especificamente quanto ao relatório de pesquisa, a leitura evidenciou construções discursivas que possibilitaram a reacentuação do gênero, sua elaboração/reelaboração na autoria. Em relação ao TDC - Trabalho Docente Coletivo - a leitura dos dizeres dos professores naquele espaço-tempo evidenciou que a organização social da escola, hierarquicamente organizada, tem peso no que se produz discursivamente naquele contexto. A observação dos urnos de fala, das relações de assimetria/simetria entre os participantes também foi importante para a compreensão dos movimentos discursivos que se estabeleceram. Uma vez que havia na produção dos relatórios de pesquisa e nos dizeres do TDC uma intenção educacional ou formativa (a solicitação era de que se dissesse/escrevesse sobre o fazer/saber/conhecimento docente), esta intenção dirigia a produção dos dizeres/escrita e, nesse caso, o outro para quem falava/escrevia e de quem se falava/escrevia eram, na maior parte das vezes, o (outro) professor e o aluno. As "reviravoltas" (BAKHTIN, 1953/2003, p. 300) provocadas pelo encontro com o outro promovem aprendizagens que reforçam a constituição do sujeito-professor na escola, no exercício profissional, nos diálogos estabelecidos. Assim, considerando o conceito de formação continuada, pensar a formação é refletir e construir outras formas de pensar e agir para (re)conhecer a si próprio como sujeito-autor-professor, o que implica na formação como interlocução, ou seja, no olhar outro sobre o fazer e saber/conhecimento docente. / Abstract: This thesis report presents the thought about the results of a research produced in a public school in the city of Campinas-SP. The purpose of the research was to investigate the teacher's authorship in his action of doing and knowing being n dialogue with the pupils and the other professionals. In this research, the ideia of authorship, a Bakhtin's idea (1920-23/2003), was discussed in the interface with another Bakhtin's idea, the discursive genders (1953/2003), showing clearly the authorship in "how" the author projects his talk in respect to the other one. The thoughts about authorship and discursive genders were related to the idea of continuing education understood as dialogue, taking into consideration the studies of Tardif (2007) about the teaching knowings and the thoughts of Andrade (2007a; 2007b), Andrade e Reis (2007) and Andrade e Lima (2008). The central point of the empirical material reading was the teaching authorship and, thus, were selected: - the semestral partial report of four teachers of the Elementary School (Ensino Fundamental) (from the sixth to the ninth year) who were participants of the Project "Escola Singular, Ações Plurais", a collective project of research and continuing professional education developed in this school in the period of 2003/2008; - ten meetings of the TDC of 2005 from which were built what we call "wefts": arguments/contents that appeared from the texture of the knowings of the teachers in dialogue with the partners. Specifically in respect to the research report, the reading made clear discursive constructions that made possible to emphasize the gender, its elaboration/reelaboration in the authorship. In respect to the TDC - Collective Teaching Work - the teachers talks reading in that space-time made clear that the school social organization, organized in a hierarchical manner, has importance in what is produced in a discursive manner in that context. The observation of the speech turns, of the relations of asymmetry/symmetry among the participants was also important for the comprehension of the discursive movements that were established. Once there was an educational intention (the request was that they talk/write about the doing/knowing of the teacher) in the production of the Research Reports and in the TDC talks, this intention guided the production of the talks/writing and, in this case, the others to whom talked/wrote and about whom talked/wrote were, the most of time, the (other) teacher and the pupil. The "turns" (BAKHTIN, 1953/2003, p. 300) caused by the meetings with the other promote learnings that reinforce the formation of the teacher occur at school, in the professional practice, in the dialogues established. Thus, taking into consideration the concept of continuing education, to think in the education is to think about and construe other manners of thinking and acting to recognize himself as individual-author-teacher, what implies in the education as dialogue, i. e., in another look on the doing and knowing of the teacher. / Doutorado / Ensino e Práticas Culturais / Doutor em Educação

This thesis examines two causes of writer's block developed during the revision stage of the composing process: instructors' unexplained notations and unwanted voice alterations within students' texts. The study examines the emotions students experience caused by instructors' actions which Nelson and Rose say contribute to temporary and even permanent cases of writer's block. After exemplifying the connection between emotions and writer's block, the remainder of the study focuses on finding solutions to these causes of writer's block. As a result of my research, I discovered the primary solution is communication between instructors and students.

As a teacher of creative writing, the researcher is interested in the most effective and appropriate approach to the teaching of writing to women. This study considers two approaches to the teaching of writing - writing as self expression, and writing as social practice. It outlines the theoretical framework of these two approaches, in terms of three key concepts - self, language and change. It looks at the implications of these approaches in terms of their approach to autobiography and in terms of 'the writing scene' - the context for women writers - and in particular, it looks at how women are affected by the approaches. The study then explores the implications of a feminist poststructuralist approach to the teaching of writing. The theoretical framework of this approach is discussed, again in terms of the three key concepts of self, language and change; and the approach is then 'translated' into the practical research of the study. Positioning itself as feminist advocacy research, it takes the form of an action research study where a series of writing workshops is designed and then facilitated in a selected group of women participants. The study analyses the process, the writing produced in the workshops, and the interviews with the participants after the workshops, in terms of how they reflect the central concepts, self, language and change of the feminist poststructuralist approach. The study concludes with a summary of the essential ingredients of a poststructuralist approach, it comments on the generalisability of the research to other groups, and comments on the research process in terms of the researcher's intentions as a piece of feminist advocacy research. In line with feminist research, the researcher is concerned that this dissertation is written in such a way as to be of practical use to a teacher of writing who might like to adopt a feminist poststructuralist approach. With this in mind, a complete set of workshop outlines is given in Appendix A, a complete set of handouts in Appendix B, and some resource material for teachers in Appendix C. Bibliography: pages 121-129.