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An analysis of senior secondary students' writing and the use of rhetorical devices /Lee, Brenda Hilary. January 1993 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1993. / Includes bibliographical references (leaf [59-62]).
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Academic reading strategies used by Chinese EFL learners : five case studiesCheng, Li 05 1900 (has links)
The number of people learning English as a second or foreign language has increased
dramatically over the last two decades. Many of these second language learners are
university students who must attain very sophisticated academic skills. To a great extent,
their academic success hinges on their ability to read a second language. This multiplecase
study investigated first language (LI) and second language (L2) reading strategies in
academic settings. The study drew on Bernhardt's (2000) socio-cognitive model of
second language reading. Five Chinese students in a graduate program in Teaching
English as a Foreign Language (TEFL) volunteered to participate in the study. A
combination of data collection techniques was employed including think-alouds,
interviews, learning logs, classroom observations, course materials, and the participants'
reading samples. The results showed that there were similarities and differences between
LI and L2 reading strategies. Although evidence was found supporting the view of
cognitive universals and socio-cultural constraints, individual differences at the cognitive
level and similarities across cultures were also identified. The findings of this study
indicate that the comparison between LI and L2 academic reading should take into
consideration the similarities and differences at both cognitive and cultural levels.
Implications are discussed in relation to the construction of an L2 transfer model as well
as the delivery of L2 reading instruction. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
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A composing model for technical writing: Bringing together current research in composition and situational constraints upon the technical writerHendry, Roderick Michael 01 January 1985 (has links)
No description available.
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Modern rhetoric/ancient realitiesFriedenbach, James Walsh 01 January 1988 (has links)
No description available.
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Understanding the aesthetic effect of the familiar essay and its importance in the composition classButler, Michele Jean 01 January 1987 (has links)
No description available.
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Inquiry into the use of autobiographical writing in the college compositionMiter, Carol Ann 01 January 1991 (has links)
No description available.
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Community membership through socially situated writing processes : a journey of inkshedding into InkshedHorne, Miriam E. January 2007 (has links)
No description available.
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A Burkean analysis of Jehovah's Witness apocalyptic rhetoricKacarab, Katherine Elizabeth 01 January 2011 (has links)
This thesis uses principles from Burke's Rhetoric of Identification to examine how apocalyptic prophecies foster and maintain an apocalyptic group identity. Jehovah's Witnesses were used as a sample apocalyptic group because they comprise a group with a heavy textual and symbolic focus on the apocalypse.
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The rhetoric of Dean Koontz's IntensityWagner, Krista Michelle 01 January 2008 (has links)
This thesis examines the revision of eighteenth century gothic fiction by Dean Koontz's twentieth century horror novel, Intensity. In particular, the novel invites Aristotelian rhetorical analysis through the competing appeals staged by its antagonist, Vess, and its protagonist, Chyna.
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Literacy, technology, and change [electronic resource] : the gates of hell / by Janice R. Walker .Walker, Janice R. January 1999 (has links)
Title from PDF of title page. / Document formatted into pages; contains 175 pages. / Thesis (Ph.D.)--University of South Florida, 1999. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: In this dissertation, I first briefly examine the history of technology as it impacts on literacy practices, and especially the history of resistance to technological developments in the humanities. In so doing, I also briefly examine some of the possible ideological underpinnings of this resistance, including looking at some of the arguments proposed to counter it. More specifically, I consider how literacy practices, pedagogical practices, and assessment and gatekeeping practices in the field of composition studies impact on and are impacted by the intersection of computer technologies and our field. / Finally, I offer some suggestions for ways in which our pedagogical practices may need to be reconsidered in light of changes in howwe communicate. In particular, I propose guidelines for writing teachers to help negotiate the transitional period between traditional and neo-traditional forms, bridging the gaps between existing standards for producing print documents and as yet undetermined standards required by new forms. That is, I present guidelines that I hope, rather than stifle change, can help guide authors in determining which existing standards make sense for new forms, and which need to be reconsidered, thereby providing the flexibility necessary to cope with change. / Because it is imperative that we consider the effect of our teaching of writing and reading on the further development of these technologies, as well as the effect of further development of these technologies on our teaching and study of writing and reading, I also suggest ways we may need to rethink the academy, including the position of the composition classroom itself. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.
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