The aim of this study was to determine the effects of continuous assessment within the written curriculum in a grade 5 class with Afrikaans as first language.

by Lee Kam-hung. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 135-142). / TABLE OF CONTENTS --- p.i / LIST OF TABLES --- p.iv / LIST OF FIGURES --- p.v / ABSTRACT --- p.vii / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background of the Study --- p.1 / Chapter 1.2 --- Purpose of the Study --- p.4 / Chapter 1.3 --- Significance of the Study --- p.5 / Chapter CHAPTER 2 --- REVIEW OF LITERATURE --- p.6 / Chapter 2.1 --- Emphasis of Writing Instruction --- p.6 / Chapter 2.2 --- Stage Models of Writing --- p.7 / Chapter 2.3 --- Significance of Revision --- p.10 / Chapter 2.4 --- Definition of Revision --- p.10 / Chapter 2.5 --- Measurement of Revision --- p.25 / Chapter 2.6 --- Empirical Findings in Revision --- p.34 / Chapter 2.7 --- Definition of Metacognition --- p.42 / Chapter 2.8 --- Research on Metacognition and its Application --- p.49 / Chapter 2.9 --- Metacognitive View of Revision --- p.51 / Chapter 2.10 --- Intervention Studies on Revision --- p.55 / Chapter CHAPTER 3 --- DESIGN OF THE STUDY --- p.63 / Chapter 3.1 --- Hypotheses --- p.63 / Chapter 3.2 --- Pilot Study --- p.63 / Chapter 3.3 --- Subjects --- p.78 / Chapter 3.4 --- Procedure --- p.79 / Chapter 3.4.1 --- Pretest --- p.79 / Chapter 3.4.2 --- The Training Programme --- p.80 / Chapter 3.4.3 --- Posttest --- p.84 / Chapter 3.5 --- Quality Rating --- p.84 / Chapter 3.6 --- Data Analysis --- p.86 / Chapter CHAPTER 4 --- RESULTS --- p.89 / Chapter 4.1 --- Results from Data Analysis and Quality Rating --- p.89 / Chapter 4.2 --- Results from Observation --- p.104 / Chapter 4.3 --- Results from Retrospective Interviews --- p.110 / Chapter CHAPTER 5 --- DISCUSSION --- p.122 / Chapter CHAPTER 6 --- CONCLUSION AND IMPLICATIONS --- p.132 / BIBLIOGRAPHY --- p.135 / APPENDICES / APPENDIX A Integrated Learning Strategies Curriculum --- p.143 / APPENDIX B Learning Strategies Taught in the Cognitive Academic Language Learning Approcah (CALLA) --- p.145 / APPENDIX C The Writing Task Used in the Pilot Study and the Pretest (Writing Task1) --- p.147 / APPENDIX D Questions Asked in the Interview after the Completion of the Writing Task --- p.148 / APPENDIX E Part of a Sample Essay with Revision Marks Analyzed with reference to Stages --- p.149 / APPENDIX F Questions Asked in the Interview after the Revision Session --- p.150 / APPENDIX G The Quality Rating Scales --- p.151 / APPENDIX H Quality Assessment Form Adapted from Bernhardt's Quality Rating Scales --- p.152 / APPENDIX I Examples of Verbal Protocols in the Interview --- p.153 / APPENDIX J A Comparison between the Performance of the Performance of the School Involved in the Study in English Language (Syllabus B)in the 1991 Hong Kong Certificate of Education Examination (the HKCEE) with the Overall Performance in Hong Kong --- p.154 / APPENDIX K Essential Components of Revision --- p.155 / APPENDIX L Correcting Faults in Usage --- p.156 / APPENDIX M Revision Guidelines --- p.157 / APPENDIX N The Writing Task Used in the Posttest (Writing Task2) --- p.158 / APPENDIX O Numbers of Revisions (per 100 words) of the Subjects in the Main Study at Different Stages --- p.159 / APPENDIX P Numbers of Different Types of Revisions (per 100 words) of the Subjects in the Main Study throughout the Three Stages --- p.160 / APPENDIX Q Breakdown of the Stage III Revisions (per 100 words) of the Subjects in the Main Study by Type --- p.161 / APPENDIX R Percentages of Good Revisions of the Subjects in the Main Study at Different Stages --- p.162 / APPENDIX S Excerpts of the Retrospective Protocols of the Subjects in the Main Study --- p.163

The aim of this study was to determine the effects of continuous assessment within the written curriculum in a grade 5 class with Afrikaans as first language.

Thesis (M.T.S.C.)--Miami University, Dept. of English, 2008. / Title from first page of PDF document. Includes bibliographical references (p. 80-84).

Thesis (Ph. D.)--Miami University, Dept. of English, 2004. / Title from second page of PDF document. Includes bibliographical references (p. 94-98).

This research study examines the relationship between conjunctive cohesion and relational coherence in students' narrative and expository compositions and writing quality (here defined in terms of teachers' ratings). Altogether 64 compositions were analysed using Halliday and Hasan's (1976) cohesion theory and Crombie's (1985) set of interpropositional relations. The results of the study show that both conjunctive cohesion density and relational coherence, as defined by the density of contiguous functional relations, affect perceptions of writing quality. Writers of low-rated narrative and low-rated expository compositions not only used a more limited range of conjunctives but their compositions manifested less cohesion density and contiguous relation density than writers of high-rated narrative and expository compositions did. / Linguistics and Modern Languages / M. A. (Applied Linguistics)

This thesis, an autoethnography, explores my own, personal experiences using technology in various writing situations: my writing process, collaborative publishing, my M.A. internship, online tutoring, and my first experience teaching college English composition in a computer classroom.

After a brief history of composition studies demonstrating a community realizing the need for more inclusive research practices, this thesis shows composition struggling with its identity as an academically legitimized discipline.

This thesis explores the need for a professional writing track in the Master of Arts in English composition program at California State UnIversity, San Bernardino. The current English literature, English composition, and TESL (Teaching English as a Second Language) tracks are discussed as well as the certificate in professional writing currently available.

This thesis analyzes two popular computer assisted instruction teaching platforms: Daedalus Integrated Writing Environment (DIWE) and Blackboard (BB). The major focus of the exploration is to find out whether or not these programs are really a "natural fit" with the high expectations of new rhetoric compositionists.