Thesis (Ph.D.)--Texas Christian University, 2007. / Title from dissertation title page (viewed May. 15, 2007). Includes abstract. Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 11, 2006. Dissertation Committee: Janice Neuleib (chair), Julia Visor, Jerry Weber, Heather Graves. Includes bibliographical references (leaves 169-176) and abstract. Also available in print.

Thesis (Ed.D.)--University of West Florida, 2005. / Title from title page of source document. Document formatted into pages; contains 179 pages. Includes bibliographical references.

Thesis (MTech (Faculty of Education))--Cape Peninsula University of Technology, 2008. / The impact of globalisation on the workplace demands that individuals must be prepared to respond to rapid technological and knowledge changes. While the courses offered by the various Universities of Technology take into account the role of the workplace, very little research exists on the impact of career-focussed programmes and how these meet or do not meet workplace requirements. This thesis discusses a research project conducted with Office Management and Technology students and compares the writing practices of higher education with those of related workplaces. The research problem that is investigated is this thesis is how students transfer knowledge, skills and attitudes learned in higher education to workplaces. In order to address this problem, the research was guided by the questions: 1) what are the business writing practices of 1st and 2nd year Communication students? 2) What are the business writing practices of office managers? 3) What are the ‘gaps’ in the business writing practices between higher education Office Management and Technology programmes and related workplaces? and 4) How can these gaps be addressed to ensure the adequate preparation of Office Management and Technology students for the workplaces of the future? This comparative study used both quantitative and qualitative methods and collected and produced documentary data, questionnaires, observations and interviews at both higher education and workplace sites. The findings show patterns of alignment and non-alignment across the writing practices of higher education and workplaces. Recommendations are made about the alignment of writing practices, for the mutual benefit of students and workplaces. The contribution of this research comprises a theoretical contribution to communication knowledge as well as a number of practical contributions to improve the way in which business writing is taught. A theoretical framework for the analysis and comparison of higher education and workplace communication data has been developed and a comparative study has shown the differences between higher education and workplace communication. Higher education and workplaces are different and their communication practices need to embody these significant differences. This study has shown where there can be constructive alignment between higher education and workplace communication practices to the benefit of both student learning and workplaces. The implementation of the recommendations should result in Office Management and Technology students being better prepared to face the demands and challenges of the different and complex world of the workplace into which they will enter on completion of their studies.

Thesis (M. A. (English Studies)) -- University of Limpopo, 2020 / This study evaluated the application of the ‘process approach’ to writing in secondary schools in Limpopo Province; The initial plan was to involve two rural and two urban schools. However, the urban schools did not cooperate as initially promised when preparations were made. It is for this reason that the sample was made up of two rural and two peri-urban schools. The study investigated English writing as a basic language skill that second language learners needed to acquire, in a process writing context. Related literature was reviewed to develop knowledge in the area of writing as a process. An exploratory research design was employed and a qualitative approach was followed to mainly collect in-depth data in a Grade 12 English language classroom. The Grade 12 learners and their teachers were interviewed and observed in their writing classrooms. The process that learners followed when engaged in writing an assigned essay was scrutinized in line with what is required by Curriculum and Assessment Policy Statement (CAPS) in order to confirm the teachers’ responses and the observations made during writing lessons. Thematic analysis was used for the data emanating from interview responses, an observation checklist and the learners’ essay marking rubric. The study revealed that the method of teaching writing and the learners’ writings resembled the process approach. This implies that teachers and learners implement process writing even though the teachers do so to a varying degree due to overcrowded classrooms and a lack of resources experienced more in rural schools than in the peri-urban ones

Thesis (M.A. (English Studies)) -- University of Limpopo, 2021 / The study explored essay writing errors of English First Additional Language (EFAL) FET rural learners. The aim of the study was to analyse essay writing errors of the EFAL FET learners in rural schools. EFAL Grade 11 learners together with their educators from 4 circuits in Mopani West District of Limpopo Province (LP), South Africa (SA), participated in the study. The learners’ 40 essays were analysed. Additionally, the learners and educators were interviewed and the data generated were analysed. A qualitative Content Analysis (CA) research method was used to collect data. The sample was made up of 3 instruments; an essay checklist for the 40 essays, EFAL learners’ group interviews that consisted of 4 equal groups made up of 10 learners per school, and interviews with 4 educators from each of the school represented. N – Vivo was used for data transcription, storage and analysis. Errors populated in the checklist were arranged into smaller units, identified, analysed, described and reported. Data obtained through semi-structured interviews with EFAL learners and educators were transcribed and analysed thematically. The analysis of the EFAL FET rural learners’ essay writing errors revealed weaknesses pertaining to choice of essay topics, proofreading, spelling, punctuation and grammar.

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Submitted in fulfilment of the requirements of the Degree of Doctor of Philosophy: Public Management, 2017. / Different pedagogies, and writing styles have not only over the years transformed the face of academia, but have played a pivotal role in shaping diverse curricula and contributing to their development. In pursuit of attaining suitable models that have administrative and operational frameworks that address the ever-growing myriad multicultural world we live in today; different models and facilities have been developed to keep up with the development of academic literacies. The overall aim of this research was to investigate a model Writing Centre (WrC) and how its pedagogic, operational and administrative framework contributes to the growth of curricular in an institution of higher education. The study examined the power relations of the tutor and tutee relationship, as explained by the critical discourse analysis and how it adopts the customer contact theory to focus on the intangible assets of the student. The researcher used mixed methods analysis to be able to understand perceptions, views, expectations and experiences by students to explore the different ontologies and epistemologies associated with curriculum development. Finally, the research concluded that a positive contribution to growth for teaching is defined by the pedagogic, operational and administrative framework of a given WrC. It is however, imperative to note that the model can move away from what ought to be but still work, as the phenomenon of a WrC is informed by the institution in which it is birthed. Thus, the findings of this study are not disconfirmed by previous theories and research on similar efforts, but rather add to the already existent knowledge base on writing centres. / D

For many students in basic writing classrooms the language of writing assignments, essay prompts and required reading is especially difficult. Therefore, some teachers are using approaches other than logical or linguistic methods to assist these students. This thesis details some of the methods teachers and researchers are using. Most significant is a case study that explores the use of visuals in a basic writing classroom. The results of the case study and a survey instrument suggest that there is a niche for alternative methods and the use of visuals in the basic writing classroom.