Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (p. 254-264).

Thesis (Ph. D.)--York University, 2001. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 221-239). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ67898.

This research study aims to identity the shifts in form and function of English writing in Computer Mediated Communication (CMC) and determine whether writing changed through CMC. It critically evaluates English writing in CMC in South Africa, and includes a case study of both synchronous and asynchronous forms of CMC. Chapter 1, outlines the problem concerning the changes of writing in both form and function in the present age of CMC. This chapter, also gives a detailed description and outlines the methodology of this study. Chapter 2, centres on the historical and theoretical aspects of writing using the work done by scholars such as McLuhan, Shlain and Baron. The literature is divided into two subsections. The research and theories highlights the importance and complexity of writing in human history. It also gives insight into understanding the impacts of different mediums on writing. This chapter similarly depicts an understanding in the use of writing to represent language, and in particular, how speech and writing divvied up communication functions in literature societies. Chapter 3, gives a detailed theoretical and critical outline of writing in the present age of CMC. Based on the nature of the computer medium, writing in CMC often has its own characteristics which can serve both developmental and social purposes. The aim of this chapter is to grasp an appropriate analogy through which to capture the changes the computer technology would engender in writing communication, and re-examine the relationship between writing and speech in CMC. Chapter 4, comprises of an empirical research study done in South African on-line discourse, focusing on the changes of writing in CMC. The hypothesis of this case study is that writing in CMC differentiates the conventional writing in a variety of ways. Therefore, the study looks at the particular writing style in CMC and determines whether computer-mediated writing is gradually becoming a mirror of speech. This chapter explains methodology and the process of data coding in this case study. It also includes a summary of the survey results, as well as a discussion of the findings from this case study. Chapter 5, includes a conclusion of this study and suggestions for further research. It is the hope of the researcher that this study will provoke questions and thoughts for further inquiries.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

As a reader and as a teacher of introductory reading and writing courses, I am persuaded by the concept of a genuine authority in which all readers both value and seek to examine their early readings of texts. What I have come to regard as a pretended authority or mastery, on the other hand, is troubling to me as a teacher and reader. This more traditional way of reading and writing, in which readers seek to "find" an author's "meaning" and to communicate this meaning with an assured and knowing voice, has seemed in my experience as both an instructor and student to ignore or brush over the real complexity in both written texts and in the texts of students' and others' lives. In spite of my belief in the importance and efficacy of a questioning rather than a masterful authority, I sometimes, in my teaching and reading and writing, still search for and value what I perceive as author's meanings. I have encountered this tendency in many of my students, as well, and in many of my own past reading and writing teachers; tradition has deeply lodged in us the looming image of the Great Author, and the notion that we must master this author's meanings to be successful readers of their texts. Perhaps one of the most powerful dilemmas facing instructors of reading and writing courses--a dilemma which helps to shape this thesis--is that of fostering an authority based on self-valuing, self-conscious reading while at the same time communicating to readers that the texts we are reading can be as complex as the meanings we make of them. While the formal, institutionalized authority of authors must be challenged by all readers, these authors' genuine authority as writers--as makers of meaning like ourselves and our students--must be respected as we respect our own developing and individual authority. / Graduation date: 1994

Thesis (M.A.)--California State University Channel Islands, 2008. / Submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Education. Title from PDF t.p. (viewed September 22, 2008).

Thesis (Ph.D. (Education)) - Rhodes University, 2007.

The main purposes of this thesis are to investigate the difference between the written English of deaf children and the written English of hearing children and to make recommendations on how to improve the writing of deaf children. In order to achieve this goal, both quantitative and qualitative research was done. The comparison of the writing of deaf and hearing children relies on quantitative research while the recommendations are based on qualitative analysis. The dissertation is divided into seven chapters. The first chapter discusses the problem, the significance of the research, the purpose of the study, the background to the problem and the theoretical framework. This chapter indicates the prevalence of deafness worldwide and in South Africa and its negative impact on the writing abilities of children. The second chapter provides a literature review on the theory behind reading and writing, with specific emphasis on emergent literacy and its relevance to the language acquisition and print language learning of deaf children. Another aspect of this chapter is the effect of different aspects of deafness on language acquisition and learning. The chapter also highlights the challenges for deaf children in South Africa and debates regarding the language of instruction that should be used to teach deaf children writing/reading, as well as arguments concerning bottom-up, top-down, and interactive approaches to writing. The third chapter provides the overall philosophical framework for the quantitative and qualitative research as well as the methodology used for the qualitative research. This is followed by the results of the quantitative research and a discussion of these results in Chapter 4. The fifth chapter is in the form of a second literature review that contains recommendations for improving the writing of deaf children. Following this, in Chapter 6, is a discussion of some of the theory behind interview interaction, as well as an analysis of how to develop a valid study. The researcher also sets out the interview structure. The seventh chapter contains a discussion of the findings of the interview to see if they confirm the findings in Chapter 5, as well as overall conclusions about assisting deaf children with their writing, a reflection on the study as a whole and suggestions for future research. This study argues that in order for deaf children in South Africa to develop their writing, immediate government assistance is necessary in order to implement countrywide newborn hearing screening, followed by medical and/or language-based ii intervention to minimise the impact of deafness on the language and writing abilities of deaf children. This is an essential foundation from which parents and teachers can build and play a key role in helping their children reach age-appropriate levels of written English.

Thesis (M.A.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 108-120). / ix, 120 leaves, bound ill. 29 cm

published_or_final_version / Education / Master / Master of Education