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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

Classroom explorations of mathematical writing with nine- and ten-year-olds

Phillips, Marilyn Eileen January 2002 (has links)
In this dissertation, writing as a teacher-researcher, I present my longitudinal explorations (1992-2002) of the area of mathematical and paramathematical writing with grade four pupils (nine- and ten-yearolds) who have been members of my classroom (a public elementary school in Vancouver, British Columbia, Canada). Five main writing sites were used: mathematical journal writing, computer research journal writing, pen-pal letter writing (in conjunction with university pre-service students), different forms of in-class extended writing including reports of mathematical investigations undertaken by the pupils and (most significantly in terms of this dissertation) pupil textbook writing. The pupil writing from the last two sites came from one year, 1997-1998. The `writing debate' in English language concerning issues of teaching writing through `creative process' or through explicitly teaching specific `genre features' has a particular connection with this work, although my study is not formulated precisely within those terms. Certainly, during 1997-1998, my pupils were exposed to a variety of mathematical writing genres which contributed to their ability to produce the sophisticated textbook writing they did (even if it took me considerable time and effort in order to appreciate its nature). My analysis of their writing focuses on aspects of five key and interrelated features of writing: audience, purpose, form (genre), content and voice. Within these (increasingly overlapping and blurring) categories, l use certain tools of discourse analysis (in particular, attention to pronouns and general verb tense and mood) to identify and discuss specific features of their writing. In addition, l employ Eco's notion of model reader and Bakhtin's concept of addressivity in order to examine larger-scale features of my pupils' writing. These connect to conventional textbook forms and work reported in the research and professional literature, under the heading `writing to learn mathematics'. I coin the term paramathematical writing, in order to discuss writing that supports mathematics even though it is not directly mathematical by itself. I identify two forms of paramathematical writing: explicit personal text alongside more overtly mathematical writing and certain syntactic choices (allied to `voice') when writing text with the explicit intent of helping another pupil learn some mathematics. Finally, at a meta-level, throughout this dissertation, genuineness, caring and trust are themes that arise and interleave themselves through the discussion. Teacher research is examined as a generative process that produces, along with its particular products, seeds for on-going research.

Fiction in the marketplace : the literary novel and the UK publishing industry, 1999-2000

Squires, Claire January 2002 (has links)
No description available.

Casting identities : French melodramas on the London stage, 1802-1822

Pipinia, Ioulia January 2001 (has links)
No description available.


Bäckvall, Nis January 2007 (has links)
Examensarbete (10 p)

Recovering a "Lost" Genre: The Essay

Ellis, Erik January 2008 (has links)
In this dissertation I argue that faculty and scholars in rhetoric and composition could improve their pedagogy and scholarship by "reclaiming" the genre at the heart of composition curricula nationwide: the essay. Why do we need to "reclaim" it if it is already so central? Because the closer we examine the essay historically, in all its glorious suppleness and subjectivity, the less it resembles the essay that writing faculty and scholars teach, write, and valorize in academia today.In chapter one, "W(h)ither the Essay?", I contrast the essay with the article and suggest that the former genre is antithetical to and superior to the latter. I make the case that the essay enables writers to explore their thoughts and advance an argument simultaneously. I conclude the chapter by focusing on the development of a compelling essay by an undergraduate composition student.In chapter two, "Psychic Distance and a Call for Craft," I examine the reasons rhetoric and composition has neglected expressivism, and I argue that the discipline should focus more attention on issues of craft--particularly psychic distance, a concept that I contend offers a valuable way for writers to think about their prose essayistically.In chapter three, "Toward a Pedagogy of Psychic Distance," I articulate several strategies for teaching psychic distance to composition students.In chapter four, "Shushes and Whispers in the Parlor: Questioning the 'Conversation' Metaphor in Rhetoric and Composition," I make the case that the ubiquitous metaphor of writing as joining an ongoing conversation masks ulterior disciplinary motives that too often go unexamined.In chapter five, "The Importance of Autopsies: The Death of the General-Interest Magazine in Publishing and the Death of the Essay in Academia," I explore parallels between the two deaths and argue that we should mourn the losses of these bygone forms of literacy. Finally, I reflect on the future of the essay and speculate on the pedagogical promise of the multimedia essay.

Extraordinary Undercurrents: Australian Cinema, Genre and the Everyday

davidthomas@arach.net.au, David Glyndwr Thomas January 2006 (has links)
‘Extraordinary Undercurrents: Australian Cinema, Genre and the Everyday’ investigates how the critical uptake of genre-based cinema has been incorporated into the cultural and industrial rubric of Australian national cinema. The thesis offers, in part, a revaluation of theoretically under-emphasized texts (as well as texts that have been the subject of much higher levels of scrutiny), in order to establish recurrent threads within Australian cinema. In doing this, the thesis offers new and original knowledge in the form of developing a perspective for a revised critical and theoretical analysis of genre cinema within Australian cinema, challenging the presumption of the kinds of texts that can be seen as articulating the nation. The groups of films examined herein form nodes through which a network of important and divergent ideas about nation, national identity and social organization come together in the form of narrative and thematic undercurrents. These (generally malevolent) undercurrents are articulated in the filmic representation of a range of conventional personal, social and cultural dichotomies, and of particular interest are the events, characters and narratives in which the everyday is confronted by the abstract, abject and uncanny. The undercurrents I identify are shown as the textual sites in which transgression - both inside and outside the frame - and intertextuality are collocated, representing the convergence of material which simultaneously operates outside of genres, while reinforcing textual similarity. The undercurrents I identify provide a theoretical direction in analysing interaction between national cinema, culture and identity

The impact of seventeenth-century Dutch and Flemish genre painting on American genre painting, 1800-1865

Clark, Henry Nichols Blake. January 1982 (has links)
Thesis (Ph. D.)--University of Delaware, 1982. / Includes abstract. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 402-430).

Pedagogical implications and students' perceptions of genre method in an IELTS writing course

Chen, Qinghua 29 August 2018 (has links)
This case study examined both the implications of using genre pedagogy on students’ writing performance in IELTS-like tests as well as students’ perceptions of the genre method in the context of IELTS preparation course. The data were writing samples and the interviews with the students as well as the instructor’s teaching daily field notes. The implications and students’ perceptions of genre method were found relating to a variety of factors, such as students’ prior experience in IELTS preparation course. This study also proposed some future research directions such as the integration of IELTS preparation into the ESL courses. / Graduate

A Research on Stylistics of the Wei-Jin Dynasty

Chou, Yu-chin 04 August 2009 (has links)

Genreundervisning : olika sätt att undervisa med genrer i en skolklass

Clefberg, Aleksandra January 2010 (has links)
Undersökningen gjordes i en klass tre med 26 barn och en klasslärare. Syftet med undersökningen var att se hur en lärare som inte arbetade efter en specifik genrepedagogik arbetade med genrer i en klass, då det uttryckligen står i kursplanen att alla elever skall kunna skriva och läsa olika genrer. Uppsatsen är utformad efter tre intervjuer rörande genrer samt observationer kring vad för genre de arbetade med samt i vilken utsträckning de förekom. Resultatet av intervjuerna och observationerna ställdes sedan mot teoriavsnittet och analyserades mot varandra i analysen, för att se om lärarens sätt att arbeta kring genrer stämde överens med det som forskare och teoretiker anser vara gynnande för eleverna. Resultatet av analysen visade att läraren inte ansåg att hon arbetade med genrer utan med texttyper, genrer visades i detta fall vara en synonym till hennes uppfattning av texttyper. Det visade sig även vara så att läraren arbetade mycket med mönster och mallar vilket är ett klart explicit arbetssätt. Med explicit undervisning menas att undervisningen är formstyrd. De menar att eleverna behöver tydliga mönster för att de skall kunna skriva olika genrer samt för att förstå vilken social och kulturell kontext de tillhör. Hon hade även inslag av ett implicit arbetsätt, det vill säga att elever lär sig per automatik hur olika texter skrivs genom att läsa dem. Det implicita undervisningssättet visade sig då hon emellanåt ville fokusera mer på elevernas skriv och läslust än formen på det de producerade.

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