Thesis (Ph. D.)--University of Wisconsin--Madison, 1955. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 120-131.

Abstract of Thesis--Catholic University of America.

There is no abstract available for this thesis.

The purpose of the study was to investigate the effect of the prewriting activities of class discussion and paired-student-interaction on the voluntary writing decisions of fourth graders. The sample consisted of 355 subjects: 185 males and 170 females. All subjects were fourth graders and attended seven Schools randomly selected from all elementary schools in a midwestern city school system.Class discussion, paired-student-interaction, and a control condition of no prewriting experience formed the three levels of the independent variable. The dependent variable consisted of whether or -riot the subject chose to participate in a writing activity. Grade level placement, time of clay, writing stimulus, and length of prewriting activity were control variables. Subjects were randomly assigned to the three treatment groups.The chi-square (x2) test statistic for equality of three proportions was used to test each of the following null hypotheses at the .05 level of significance.H01: There is no statistically significant difference among the three proportionsH02: of subjects choosing the writing activity corresponding co the three treatment groups for the male subjects. There is no statistically significant difference among the three proportions cf subjects choosing the writing activity corresponding to the three treatment groups for the female subjects.Ho1 was not rejected. There was no significant difference among the proportions of males choosing to write from the three treatment groups. H02 was rejected (P<-05). Post hoc analyses comparing pairs of proportions for the female subjects indicated a significant difference between_ the class discussion treatment and the control condition. The proportion of girls in the Control Group choosing to write was significantly larger than the proportion of girls in the Class Discussion Group choosing to write.These results suggest that:1. Oral language prewriting experiences have a differential effect on the willingness and females to write.2. Class discussion and paired-student-interaction do not have an effect on the writing decisions of fourth grade boys.3. Class discussion has a negative effect on the willingness of fourth grade girls to write.

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by Chan Shin Kwan, Meimei. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references. / Appendix in Chinese. / ACKNOWLEDGEMENT --- p.i / TABLE OF CONTENTS --- p.ii / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter I. --- Life and Form --- p.2 / Chapter 1. --- Lukacs and alienation / Chapter 2. --- Longing and Form / Chapter II. --- Generic Form --- p.7 / Chapter III. --- Idea of the Child --- p.10 / Chapter IV. --- Longing and Hong Kong Children's Literature --- p.13 / Notes --- p.17 / Chapter CHAPTER TWO --- "LONGING, HOME AND THE HISTORY OF CHILDREN'S LITERATURE IN HONG KONG" --- p.19 / Chapter I. --- The Chinese Idea of the Child --- p.21 / Chapter II. --- Before the Sixties: Hong Kong - Mainland Interaction --- p.25 / Chapter 1. --- Modern Children Magazine and Hong Kong-Mainland Interaction before1949 / Chapter 2. --- The Fifties and Sixties: Blooming of Children's Magazines and Textbooks / Chapter III. --- Rise of Local Consciousness and the Development of Children's Literature System in the Seventies --- p.33 / Chapter 1. --- Identity Formation / Chapter 2. --- Institutional Discourse on Children / Chapter 3. --- Realism in Children's Literature / Chapter IV. --- The Eighties: Formation of a Modern Cultural Production System --- p.40 / Chapter 1. --- Emergence of a Full-fledged Children Literary System / Chapter A. --- Formation / Chapter B. --- The Children's Books Publishing Industry / Chapter C. --- Dominance of the Market Force / Chapter 2. --- The 1997 Factor / Chapter V. --- Ambivalence in the Nineties --- p.47 / Chapter 1. --- "June Fourth, Emigration Wave and Other Adverse Conditions" / Chapter 2. --- Changing Ideas of the Child and the Return to Childhood / Chapter VI. --- Concluding Remarks --- p.52 / Notes --- p.54 / Chapter CHAPTER THREE --- CHILDREN'S LITERATURE AS A GENRE --- p.59 / Chapter I. --- Definitions of Children's Literature --- p.59 / Chapter II. --- A Brief Review on the History of Children's Literature --- p.62 / Chapter III. --- Aesthetics versus Pedagogy --- p.67 / Chapter IV. --- "Dialogism, The Evaluation of Children's Literature" --- p.74 / Notes --- p.80 / Chapter CHAPTER FOUR --- GENRE OF LONGING --- p.82 / Chapter PART I --- Coming to Terms with Past Self -- Longing and Childhood Autobiography --- p.83 / Chapter I. --- "Story, Text and Narration" --- p.84 / Chapter II. --- Story on Death: Adults and Past Self in Me and Kissing --- p.85 / Chapter III. --- "Dialogism, The Construction of Possible Worlds" --- p.92 / Chapter 1. --- Possible Worlds and Children's Literature / Chapter 2. --- Credibility and Authenticity in Possible Worlds in Me and Kissing / Chapter 3. --- Construction of Subject Positions in Possible Worlds in Me and Kissing / Chapter IV. --- "Longing, Death, Childhood and Past Self" --- p.102 / Notes --- p.104 / Chapter PART II --- The Negotiation of Identity -- Short Story on Home --- p.106 / Chapter I. --- "Longing, Home and Identity" --- p.106 / Chapter 1. --- Longing and Home / Chapter 2. --- Hong Kong and Identity Crisis --- p.109 / Chapter II. --- Home is What We Construct --- p.110 / Chapter III. --- The Politics of Hope --- p.112 / Notes --- p.116 / Chapter Part III --- Longing For Utopia -- Social Criticism and Fables --- p.117 / Chapter I. --- """Urban"" Fables" --- p.118 / Chapter II. --- Intertextuality and Fables --- p.121 / Chapter 1. --- Intertextuality and Establishment of New Values / Chapter 2. --- The Working of Intextuality: Scaffold and the Zone of Proximal Development / Chapter III. --- Dystopia and Utopia: The Collective and the Individual in A Nong's Fables --- p.127 / Chapter IV. --- McMug and Dreams --- p.130 / Chapter 1. --- Fantastic Urban Fables / Chapter 2. --- Intertextuality in McMug / Chapter 3. --- Longing and McDull / Chapter 4. --- A Dream in Ambivalence / Notes --- p.137 / Chapter CHAPTER FIVE --- CONCLUSION --- p.138 / WORKS CONSULTED --- p.148 / Chapter I. --- Primary Works / Chapter II. --- Secondary Sources --- p.152 / Chapter III. --- Annotated Bibliography of Critical Works on Children's Literature --- p.170 / APPENDIX

This qualitative research study examined the concepts of authorship exhibited by twelve selected good readers and writers in grades six and eight. Data were collected during pre-writing session interviews, five hour-long writing sessions, and post-composition interviews, and from written compositions and questionnaires. The following conclusions were drawn from the study. School and home reading programs that emphasized children's literature selections and regular and wide-ranged reading practices directly influenced the subjects' writing behaviors and concepts of authorship. In addition, those students who performed strongest as authors were those who found time to write privately at home or in a home-like situation. Revision occurred in traditional ways, such as movement or deletion of text, but also appeared to be related to the subjects' personal writing styles, such as verbalization, mental outlining, or reading the text out loud. Both grade levels exhibited individual writing development through integration of experiences, knowledge, and physical and social maturation. For these young writers, the key factor in perceived authorship was whether a writer had an interest in and enjoyed writing.

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