A growing body of writing research suggests college students’ and teachers’ conceptualizations of writing play an important role in learning to write and making the transition from secondary to post-secondary academic composition. First-year college writers are not blank slates; rather, they bring many assumptions and beliefs about academic writing to the first-year writing classroom from exposure to a wide range of literate practices throughout their lives. Metaphor acts as a way for scholars to trace students’ as well as their instructors’ assumptions and beliefs about writing. In this study, I contend that metaphor is a pathway to meta-cognitive awareness, mindfulness, and reflection. This multi-method descriptive study applies metaphor analysis to a corpus of more than a dozen first-year composition students’ endof-semester writing portfolios; the study also employs an auto-ethnographic approach to examining this author’s texts composed as a graduate student and novice teacher. In several cases writing students in this study appeared to reconfigure their metaphors for writing and subsequently reconsider their assumptions about writing. My literature review and analysis suggests that metaphor remains an underutilized inventive and reflective strategy in composition pedagogy. Based on these results, I suggest that instructors consider how metaphoric competence might offer writers and writing instructors an alternate means for operationalizing key habits of mind such as meta-cognitive awareness, reflection, openness to learning, and creativity as recommended in the Framework for Success in Post-Secondary Writing. Ultimately, I argue that writers and teachers might benefit from adopting a more flexible attitude towards metaphor. As a rhetorical trope, metaphors are contextual and, thus, writers need to learn to mix, discard, create, and obscure metaphors as required by the situation.

In 2016 employers hiring four-year college graduates indicate that 27.8% have deficiencies in written communication. Postsecondary learning objectives should focus on improving specific writing skills like grammar, sentence structure, and vocabulary usage for individual students and monitoring text readability as an overall score to measure learning outcomes. Web-based applications and the tools integrated into them have the potential to serve as a diagnostic solution for analyzing the text readability and writing skills of students. Organization and structuring of Canvas data was required before adding text readability and other writing skills analytics as part of the process to develop diagnostic learning analytics that interprets student writing skills in the learning management system. Decision modeling was used to capture and describe the specifics of literacy improvement decisions for instructors and administrators in a graphical notation and structured format.

This thesis examines the discipline of English studies in South Africa through a review of articles published in 11 academic journals over the period 1958-2004. The aims are to gain a better understanding of the functions of peer-reviewed journals, to reveal the presence of rules governing discursive production, and to uncover the historical shifts in approach and choice of disciplinary objects. The Foucauldian typology of procedures determining discursive production, that is: exclusionary, internal and restrictive procedures, is applied to the discipline of English studies in order to elucidate the existence of such procedures in the discipline. Each journal is reviewed individually and comparatively. Static and chronological statistical analyses are undertaken on the articles in the 11 journals in order to provide empirical evidence to subvert the contention that the discipline is unruly and its choice of objects random. The cumulative results of this analysis are used to describe the major shifts primarily in ranges of disciplinary objects, but also in metadiscursive and thematic debates. Each of the journals is characterised in relation to what the overall analysis reveals about the mainstream developments. The two main findings are that, during the period under review, South African imaginative written artefacts have moved from a marginal position to the centre of focus of the discipline; and that the conception of what constitutes the `literary' has returned to a pre-Practical criticism definition, broadly inclusive of a variety of types of artefact including imaginative writing, such as autobiography, letters, journals and orature. / English Studies / D. Litt. et Phil. (English)

This research explores peer review in the academic writing of ESL university students. It investigates the problem from both qualitative and quantitative perspectives. Overall findings showed no significant differences between the holistic coherence ratings given to the original and final drafts of the group of students exposed to a process approach to writing with peer review. Similarly, there were no significant differences between the holistic coherence ratings of this experimental group and control group on their final drafts. However, the findings of finer-grained comparative analyses of each experimental group student's original and final drafts revealed both positive and negative results with respect to changes made. The study also explores the changes in terms of the peer review process, so attempting to analyse in more qualitative detail how coherence is constituted in student academic writing. / Linguistics and Modern Languages / M.A. (Linguistics)

Interest in effectively publishing academic articles stems from involvement in statistical research support provided to academic researchers conducting their research. In the context of this study research output (RO) is defined as the publication of research findings (articles) in academic journals accredited with the South African Department of Higher Education and Training’s (DHET). The vantage point of this research is that of research support statisticians. New knowledge is continually required to drive decision making, policy formulation, industry, economies, regulation, development, innovation and progress (SESCES 2015:9; Pullinger 2014). Quality published research serves as a reliable source of new information. Therefore measures are globally and nationally implemented to stimulate article publication. Such measures and incentives include measurement of publication rate; journal impact ratings; government funding of research based on research output; acknowledgement as research-intensive institutions, promotion opportunities linked to publication rate and more. Although the literature reports on aspects of the production and publication of research findings, limited research is reported on research output productivity (ROP) viewed from the perspective of the statistical community that support research within the research process. Therefore a theoretical framework for ROP had to be developed. Classic grounded theory (GT) proved to be an appropriate methodology for this research based on its theory-develop properties. The literature, responses to an open- and closed-ended questionnaire, observational field notes of this researcher and informal discussion notes were inter alia used as data bases in the cycles of data-collection-analysis-and-comparison that characterise GT implementation. Theoretical components (‘categories’) that emerged in the research include the research process as central concept (the ‘core category’), a research practice component; role players in the research process; the attitude of researchers; knowledge of researchers; skills and attributes of researchers; research resources and research resource centres; and the research climate of the researcher environment. These components constitute the factors that impact ROP. Relational links - which forms the second leg of a developing theory - between these components are explained quantitatively in terms of multivariate linear regression equations; a profile of researcher-type (discriminant analysis) and qualitatively by means of the literature and field notes of this researcher. The emerged theoretical model indicates that knowledge and skills of academic researchers, as well as researcher-type directly impact on the research process and therefore on ROP. Furthermore attitude forms a discriminatory attribute of academic researchers. The objective with the development of the model of ROP was to identify important components of RO delivery and propose grassroots recommendations to promote ROP. / Curriculum and Instructional Studies / D. Ed. (Didactics)

Des d'una perspectiva situada de la cognició, i concebent l'escriptura com una activitat social i culturalment mediada (Camps i Castelló, 1996; Candlin & Hyland, 1999; Lea & Stierer, 2000; Flowerdew & Peacock, 2001; Johns, 2002; Castelló, Iñesta i Gonzalez, 2008), hem plantejat un estudi comparatiu de dos casos centrat en una tasca autèntica com és l'escriptura d'articles de recerca en condicions ecològiques. Els objectius específics que ens hem plantejat són:1. Identificar, caracteritzar i comparar les activitats de regulació que els nostres escriptors posen en marxa en el procés d'escriptura dels articles de recerca en castellà com a primera llengua (L1) i en anglès com a llengua internacional (ALI) 2. Conèixer si l'ús de la L1 i de l'ALI té un impacte diferencial en els Episodis de Regulació 3. Conèixer si l'ús de la L1 i de l'ALI té un impacte diferencial en l'organització de la informació dels textos finals4. Analitzar la relació entre els reptes que activen els Episodis de Regulació i els suggeriments de millora proposats pels revisors, membres de la mateixa comunitat discursivaLa recollida de dades ha implicat l'ús de metodologies com ara les entrevistes semiestructurades, els diaris d'escriptura, les entrevistes retrospectives, l'anàlisi de casos de pensament, les fitxes d'anàlisi d'esborranys i l'enregistrament de l'activitat escriptora tal i com aquesta es desenvolupa en la pantalla del processador de textos gràcies al programari Camtasia. A més, hem utilitzat una unitat d'anàlisi, l'Episodi de Regulació, que permet considerar de manera integrada els reptes o dificultats identificades pels escriptors i les accions que implementen per resoldre-les. De l'anàlisi de les dades i dels resultats obtinguts podem extreure diferents conclusions. En primer lloc, hem constatat que la regulació de l'activitat escriptora pot donar-se a nivell explícit i a nivell implícit. Aquest resultat indica, doncs, la necessitat de revisitar la conceptualització de la regulació com a fenomen exclusivament explícit. Els resultats obtinguts també mostren que els reptes l'abordament dels quals implica l'ús de coneixements lingüístics o metalingüístics romandrien a un nivell més implícit que els reptes que tenen a veure amb la gestió del procés d'escriptura. En segon lloc, els resultats obtinguts han mostrat que la regulació de l'activitat escriptora a nivell genèric o de procés té a veure amb un patró diferencial d'escriptura (regit per l'acció o regit pel text que es va escrivint) que es manté tant en L1 com en ALI i del qual els escriptors només es mostren parcialment conscients. En tercer lloc, hem pogut constatar que no es produeixen grans diferències entre el procés d'escriptura en L1 i el procés d'escriptura en ALI i que les que s'observen tenen a veure amb reptes molt específics i locals (l'ús intensiu d'ajudes a l'escriptura i d'accions orientades a aconseguir una formulació adequada en ALI), no vinculats a qüestions molars, més relacionades amb la gestió del procés d'escriptura. En quart lloc, l'anàlisi micro ens ha permès constatar que totes les accions que els escriptors implementen durant l'escriptura dels articles responen a una intencionalitat específica i, d'entre les intencionalitats destaca el grau de consens dels escriptors pel que fa a l'atenció a qüestions que tenen a veure amb l'expressió de la veu en el text i la cerca de la precisió i la claredat. Finalment, els resultats obtinguts ens han permès comprovar la gran coincidència entre els reptes que els escriptors aborden en els Episodis de Regulació explícits i els suggeriments de millora proposats pels revisors. Això posaria de manifest que la regulació del procés de composició és una activitat que requereix de la negociació entre la forma habitual de fer (patró d'escriptura), construïda a partir de la pràctica efectiva, i les particularitats de la situació d'escriptura. / Desde una perspectiva situada de la cognición, y considerando la escritura como una actividad social y culturalmente mediada (Camps y Castelló, 1996; Candlin y Hyland, 1999; Lea y Stierer, 2000; Flowerdew y Peacock, 2001; Johns, 2002; Castelló, Iñesta y Gonzalez, 2008), hemos planteado un estudio comparativo de dos casos centrado en una tarea auténtica como es la escritura de artículos de investigación en condiciones ecológicas. Los objetivos específicos que nos hemos planteado son:5. Identificar, caracterizar y comparar las actividades de regulación que los escritores ponen en funcionamiento en el proceso de escritura de los artículos de investigación en español como primera lengua (L1) y en inglés como lengua internacional (ILI) 6. Conocer si el uso de la L1 y de la ILI tiene un impacto diferencial en los Episodios de Regulación 7. Conocer si el uso de la L1 y de la ILI tiene un impacto diferencial en la organización de la información de los textos finales8. Analizar la relación entre los retos que activan los Episodios de Regulación y las sugerencias de mejora propuestas por los revisores, miembros de la misma comunidad discursivaLa recogida de datos ha implicado el uso de metodologías como las entrevistas semiestructuradas, los diarios de escritura, las entrevistas retrospectivas, el análisis de casos de pensamiento, las fichas de análisis de borradores del texto y la grabación de la actividad escritora tal y como ésta se desarrolla en la pantalla del procesador de textos gracias al programa Camtasia. Además, hemos utilizado una unidad de análisis, el Episodio de Regulación, que permite considerar de manera integrada los retos o dificultades identificadas por los escritores y las acciones que implementan para resolverlas. Del análisis de los datos y de los resultados obtenidos podemos extraer diferentes conclusiones. En primer lugar, hemos constatado que la regulación de la actividad escritora puede darse a nivel explícito y a nivel implícito. Este resultado indica, pues, la necesidad de revisitar la conceptualización de la regulación como a fenómeno exclusivamente explícito. Los resultados obtenidos también muestran que los retos cuyo abordaje implica el uso de conocimientos lingüísticos o metalingüísticos permanecerían a un nivel más implícito que los retos que tienen que ver con la gestión del proceso de escritura. En segundo lugar, los resultados obtenidos han mostrado que la regulación de la actividad escritora a nivel genérico o de proceso está relacionada con un patrón diferencial de escritura (regido por la acción o regido por el texto que se va escribiendo) que se mantiene tanto en L1 como en ILI y del cual los escritores sólo se muestran parcialmente conscientes. En tercer lugar, hemos podido constatar que no se producen grandes diferencias entre el proceso de escritura en L1 y el proceso de escritura en ILI y que las que se observan tienen que ver con retos muy específicos y locales (el uso intensivo de ayudas a la escritura y de acciones orientadas a conseguir una formulación adecuada en ILI), no vinculadas a cuestiones molares, más relacionadas con la gestión del proceso de escritura. En cuarto lugar, el análisis micro nos ha permitido constatar que todas las acciones que los escritores implementan durante la escritura de los artículos responden a una intencionalidad específica y, de entre las intencionalidades destaca el grado de consenso de los escritores en cuanto a la atención a cuestiones que tienen que ver con la expresión de la voz en el texto y la búsqueda de la precisión y la claridad. Finalmente, los resultados obtenidos nos han permitido comprobar la gran coincidencia entre los retos que los escritores abordan en los Episodios de Regulación explícitos y las sugerencias de mejora propuestas por los revisores. Esto pondría de manifiesto que la regulación del proceso de composición es una actividad que requiere la negociación entre la forma habitual de proceder (patrón de escritura), construida a partir de la práctica efectiva, y las particularidades de la situación de escritura. / From a situated perspective on cognition and conceiving writing as a socially and culturally mediated activity (Camps & Castelló, 1996; Candlin & Hyland, 1999; Lea & Stierer, 2000; Flowerdew & Peacock, 2001; Johns, 2002; Castelló, Iñesta & Gonzalez, 2008), we have conducted a comparative study of two cases focusing on the authentic task of research article writing in ecological conditions. Our specific objectives have been:1. To identify, characterize and compare the regulation activities that writers implement while writing two research articles: one in Spanish as a first language (L1) and one in English as an International Language (EIL)2. To know if L1 and EIL use has a differential impact on the activities writers implement while writing the research articles 3. To know if L1 and EIL use has a differential impact on the organization of information in the final versión of the articles4. To analyze the relationship between the challenges that actívate the Regulation Episodes and the improvement suggestions made by the editors, members of the same discourse communityData collection has implied the use of methodological instruments such as semistructured interviews, writing diaries, retrospective interviews, thinking case analysis, draft-comparison templates and recording the writing activity as it unfolds in the Word processor screen thanks to the Camtasia software. Moreover, we have used a unit of analysis, the Regulation Episode, that has allowed us to analyze in an integrated way the challenges or difficulties identified by the writers and the actions they have implemented to solve them. From the analysis of the data and the results obtained we the following conclusions can be derived. Firstly, we have observed that writing activity regulation can take place at an explicit and at an implicit level. This result indicates, therefore, the need to reconsider the conceptualization of regulation as an exclusively explicit phenomenon. Our results also show that the challenges whose resolution implies the use of linguistic or metalinguistic knowledge seem to remain at a more implicit level tan those which have to do with writing process management. Secondly, the results obtained show that writing activity regulation at a global or process level is related to a differential writing pattern for each writer (action-driven or text-driven), which is maintained both in L1 and in EIL, and of which writers appear to be only partially aware. Thirdly, no important difference seems to appear between L1 and EIL writing processes, and those which do appear have to do with very specific and local challenges (intensive use of writing helps, and actions oriented towards the attainment of an adequate EIL formulation), and not related with global and writing process management issues. Fourthly, the micro analysis has allowed us to know that the actions writers implement while writing the research articles obey specific communicative intentionalities and, among such intentionalities, it is important to underline that both writers pay attention to the expression of their voice in the text and the search for precision and clarity. Finally, our results have allowed us to see the clear coincidence between the challenges which writers address in the explicit Regulation Episodes and the editors' suggestions for revision. This would show that writing process regulation is an activity which requires the negotiation between the habitual way of writing (the writing pattern), constructed through effective practice, and the particularities of the writing situation.

El propòsit general de la tesi va ser analitzar les relacions entre el nivell de coneixement previ del tema, els processos de regulació de l'escriptura i la qualitat del text en una mostra d'estudiants universitaris. En l'estudi van participar 24 estudiants de segon any de Magisteri en Educació Infantil, els que van elaborar un text expositiu de comparació i contrast. La recollida de dades va incloure registres de pantalla d'ordinador, auto-informes i documents (notes i text produït).Els resultats de l'estudi son quatre. En primer lloc, els resultats dels autors informes mostren que els dos principals problemes d'escriptura que ambdós grups d'estudiants van esmentar afrontar amb major freqüència durant la composició del text, van ser com elaborar la síntesi comparativa i com organitzar les idees per crear el seu propi text. En segon lloc, en termes descriptius, els resultats indiquen que els estudiants amb alt nivell de coneixements del tema a diferència dels de baix nivell utilitzar una major quantitat de processos de regulació de problemes a nivell superficial del text, especialment en el període inicial i mitjà del procés de composició. A més, s'observa que els estudiants amb major nivell de coneixement utilitzen amb lleugera diferència, una major quantitat de processos de regulació de significat a l'inici i al final de la producció textual, mentre que els dos grups utilitzen una quantitat pràcticament similar durant el període mitjà.En tercer lloc els resultats de l'anàlisi de correlació indiquen que no existeixen relacions significatives entre el nivell de coneixement del tema i l'ús de processos de regulació de l'escriptura, així com tampoc entre el nivell de coneixement del tema i la qualitat del text. En quart lloc, els resultats indiquen que existeixen relacions significatives entre els processos de regulació de problemes superficials en el text i la qualitat del contingut del text produït, en els estudiants d'alt i baix nivell de coneixement previ del tema. A més, es van trobar relacions significatives entre els processos de regulació del significat i la qualitat de l'organització del text, únicament en els estudiants de baix nivell de coneixement previ del tema. Finalment, el treball ofereix discussions dels resultats, assenyala les implicacions educatives i esmenta els aspectes pendents per a la investigació futura en el camp. / El propósito general de la tesis fue analizar las relaciones entre el nivel de conocimiento previo del tema, los procesos de regulación de la escritura y la calidad del texto en una muestra de estudiantes universitarios. En el estudio participaron 24 estudiantes de segundo año de Magisterio en Educación Infantil, quienes elaboraron un texto expositivo de comparación y contraste. La recogida de datos incluyó registros de pantalla de ordenador, auto-informes y documentos (notas y texto producido). Los resultados del estudio son cuatro. En primer lugar, los resultados de los auto-informes muestran que los dos principales problemas de escritura que ambos grupos de estudiantes mencionaron afrontar con mayor frecuencia durante la composición del texto, fueron cómo elaborar la síntesis comparativa y cómo organizar las ideas para crear su propio texto. En segundo lugar, en términos descriptivos, los resultados indican que los estudiantes con alto nivel de conocimientos del tema a diferencia de los de bajo nivel utilizaron una mayor cantidad de procesos de regulación de problemas a nivel superficial del texto, especialmente en el periodo inicial y medio del proceso de composición. Además, se observa que los estudiantes con mayor nivel de conocimiento emplean con ligera diferencia, una mayor cantidad de procesos de regulación de significado al inicio y al final de la producción textual, mientras que ambos grupos utilizan una cantidad prácticamente similar durante el periodo medio. En tercer lugar, los resultados del análisis de correlación indican que no existen relaciones significativas entre el nivel de conocimiento del tema y el uso de procesos de regulación de la escritura, así como tampoco entre el nivel de conocimiento del tema y la calidad del texto. En cuarto lugar, los resultados indican que existen relaciones significativas entre los procesos de regulación de problemas superficiales en el texto y la calidad del contenido del texto producido, en los estudiantes de alto y bajo nivel de conocimiento previo del tema. Además, se encontraron relaciones significativas entre los procesos de regulación del significado y la calidad de la organización del texto, únicamente en los estudiantes de bajo nivel de conocimiento previo del tema. Finalmente, el trabajo ofrece discusiones de los resultados, señala las implicaciones educativas y menciona los aspectos pendientes para la investigación futura en el campo. / The purpose of this dissertation was to analyze the relationship between the level of prior topic knowledge, the regulatory processes of writing and text quality in a sample of university students. The study involved 24 students from second year of Education in Early Childhood Education, who developed an expository text comparison and contrast. Data collection included computer screen registers, self-reports and documents (notes and text produced). The results of the study are fourfold. First, the results of self-reports show that the two main problems of writing that both groups of students mentioned more often face during the writing of the text, were how to develop comparative synthesis and how organize ideas for creating your own text. Second, in descriptive terms, the results indicate that students with high level of topic knowledge in contrast to the low level used a greater number of regulatory processes at the surface problems of the text, especially in the initial period through the process of composition. It is further noted that students with higher level of topic knowledge used with slight difference, a greater number of regulatory processes of meaning at the beginning and end of textual production, while both groups used a similar amount during the middle period.Third, the results of correlation analysis indicate no significant relationship between the level of topic knowledge and use of regulatory processes of writing, nor between the level of topic knowledge and text quality. Fourth, the results indicate that significant relationships between the processes of regulation of surface problems in the text and the quality of the content of the text produced by students with high and low prior topic knowledge. In addition, significant relationships were found between the regulatory processes of meaning and quality of the organization of the text, only in students with low level of prior topic knowledge. Finally, the paper provides discussions of the results, says the educational implications and mentioned the outstanding issues for future research in the field.

This thesis examines the discipline of English studies in South Africa through a review of articles published in 11 academic journals over the period 1958-2004. The aims are to gain a better understanding of the functions of peer-reviewed journals, to reveal the presence of rules governing discursive production, and to uncover the historical shifts in approach and choice of disciplinary objects. The Foucauldian typology of procedures determining discursive production, that is: exclusionary, internal and restrictive procedures, is applied to the discipline of English studies in order to elucidate the existence of such procedures in the discipline. Each journal is reviewed individually and comparatively. Static and chronological statistical analyses are undertaken on the articles in the 11 journals in order to provide empirical evidence to subvert the contention that the discipline is unruly and its choice of objects random. The cumulative results of this analysis are used to describe the major shifts primarily in ranges of disciplinary objects, but also in metadiscursive and thematic debates. Each of the journals is characterised in relation to what the overall analysis reveals about the mainstream developments. The two main findings are that, during the period under review, South African imaginative written artefacts have moved from a marginal position to the centre of focus of the discipline; and that the conception of what constitutes the `literary' has returned to a pre-Practical criticism definition, broadly inclusive of a variety of types of artefact including imaginative writing, such as autobiography, letters, journals and orature. / English Studies / D. Litt. et Phil. (English)

This research explores peer review in the academic writing of ESL university students. It investigates the problem from both qualitative and quantitative perspectives. Overall findings showed no significant differences between the holistic coherence ratings given to the original and final drafts of the group of students exposed to a process approach to writing with peer review. Similarly, there were no significant differences between the holistic coherence ratings of this experimental group and control group on their final drafts. However, the findings of finer-grained comparative analyses of each experimental group student's original and final drafts revealed both positive and negative results with respect to changes made. The study also explores the changes in terms of the peer review process, so attempting to analyse in more qualitative detail how coherence is constituted in student academic writing. / Linguistics and Modern Languages / M.A. (Linguistics)

Interest in effectively publishing academic articles stems from involvement in statistical research support provided to academic researchers conducting their research. In the context of this study research output (RO) is defined as the publication of research findings (articles) in academic journals accredited with the South African Department of Higher Education and Training’s (DHET). The vantage point of this research is that of research support statisticians. New knowledge is continually required to drive decision making, policy formulation, industry, economies, regulation, development, innovation and progress (SESCES 2015:9; Pullinger 2014). Quality published research serves as a reliable source of new information. Therefore measures are globally and nationally implemented to stimulate article publication. Such measures and incentives include measurement of publication rate; journal impact ratings; government funding of research based on research output; acknowledgement as research-intensive institutions, promotion opportunities linked to publication rate and more. Although the literature reports on aspects of the production and publication of research findings, limited research is reported on research output productivity (ROP) viewed from the perspective of the statistical community that support research within the research process. Therefore a theoretical framework for ROP had to be developed. Classic grounded theory (GT) proved to be an appropriate methodology for this research based on its theory-develop properties. The literature, responses to an open- and closed-ended questionnaire, observational field notes of this researcher and informal discussion notes were inter alia used as data bases in the cycles of data-collection-analysis-and-comparison that characterise GT implementation. Theoretical components (‘categories’) that emerged in the research include the research process as central concept (the ‘core category’), a research practice component; role players in the research process; the attitude of researchers; knowledge of researchers; skills and attributes of researchers; research resources and research resource centres; and the research climate of the researcher environment. These components constitute the factors that impact ROP. Relational links - which forms the second leg of a developing theory - between these components are explained quantitatively in terms of multivariate linear regression equations; a profile of researcher-type (discriminant analysis) and qualitatively by means of the literature and field notes of this researcher. The emerged theoretical model indicates that knowledge and skills of academic researchers, as well as researcher-type directly impact on the research process and therefore on ROP. Furthermore attitude forms a discriminatory attribute of academic researchers. The objective with the development of the model of ROP was to identify important components of RO delivery and propose grassroots recommendations to promote ROP. / Curriculum and Instructional Studies / D. Ed. (Didactics)