This dissertation investigates the challenges faced by learners of English for academic purposes (EAP) when required to complete writing assignments that use source texts. In order to address this problem, I explore the issue from the perspectives of applied linguistic researchers, writing program administrators, and classroom composition instructors. These three perspectives are highlighted in distinct articles that build on one another to create a more complete understanding of the challenges that EAP students face when writing from sources. The first article contains a literature review of relevant studies that explore the reading-to-write construct. Experts suggest that unintentional plagiarism, or patchwriting, can be attributed to a lack of cultural and linguistic competence. In order to address these limitations, researchers identify several reading and writing subskills that are integral to success in academic source writing. The literature review concludes with recommendations for teaching and testing contexts. The second article details a rater training evaluation study that resulted in unexpected, but welcomed, recommendations. Teacher-raters provided feedback that influenced how the institution made use of benchmark portfolios to train teacher-raters as well as inform students about writing achievement standards. The increased use of benchmark portfolios also helped to clarify classroom and program standards regarding citation, attribution, and anti-plagiarism policies. The final article is a practical guide for classroom composition instructors. I outline a recommended curriculum for teaching source writing to EAP students. The guide incorporates the findings of the literature review and the evaluation study into a collaborative and iterative pedagogical model. This recursive approach to EAP writing instruction helps students to diagnose and develop the advanced literacy subskills required for successful source integration into their writing. As a set, the three articles demonstrate that effective solutions to instructional issues can be developed when a problem is approached from multiple perspectives. Indeed, linguistics-based research, program administration, and teacher experience can be combined to produce a model for writing instruction that acknowledges principles of second-language advanced literacy and accounts for learner struggles as students develop source writing skills.

The purpose of this study is an investigation of instructors‟ perceptions of composition learning objectives focusing on which should be taught and which should be emphasized. The researcher observed that instructors do not regard all course objectives in English Composition courses equally; emphasizing some and giving others brief consideration. From this observation, this study was developed to measure objectives as well as to examine principal reasons for the differences in perception. Using an 18-question (16 content area and two demographic) survey based on content areas chosen to mirror general learning objectives in composition courses, along with six focused interviews, the researcher discovered some levels of agreement, some of disagreement, and some areas of neutrality. The researcher has established some connections and some disconnects between some of the general learning objectives from English Composition courses, which are intriguing and thought provoking. Since instructors deliver instruction using learning objectives as the goals to be achieved in the English Composition courses they teach, it is prudent to be concerned with how these objectives are perceived and implemented by the users. The data collected conclusively reflects instructors‟ perceptions of learning objectives are not all the same. As the researcher measured instructors‟ perceptions of English Composition learning objectives, the results demonstrate that there are stronger relationships with some of the learning objectives, and some objectives have no relationships; some objectives are well matched and others are not. The purpose of this study, understanding relationships between instructors‟ perceptions of learning objectives in FY English Composition courses, will provide us with research to help improve objectives and positively impact instruction.

This corpus-based study explores writer-reader visibility (WRV) features in the writing by young Swedish learners of English. Specifically, using Petch-Tyson’s (1998) framework, this study examines the use of WRV features in essays written by young Swedish learners in lower and upper secondary school, and compares their use to that of Swedish university-level learners. The findings align with Hasund and Hasselgård’s (2022) observation based on young learners that “the tendency to be visible writers starts early” (p. 19). Yet, as the writing proficiency or experience of this learner population increases, their visibility decreases by relying less on WRV devices. This study contributes to the understanding of how young learners’ use of WRV features in their writing develops and provides insights into writing instructions for young learners of English.

Thesis (M.Ed. (Language Education)) -- University of Limpopo, 2022 / The primary aim of the study was to investigate ways in which learning and teaching of English First Additional Language writing skills can be taught through Information and Communication Technology. Four teachers from School A were interviewed and Four teachers from School B were observed. Six learners typed letters from School A, and six wrote essays from School B. The results indicated that learners and teachers from School A had more knowledge in incorporating Information and Communication Technology(ICT) into teaching and learning writing skills, and that also improved their performance. School B, due to lack of ICT skills in EFAL writing skill, resulted in learners committing errors and indicating a distress to teachers in their learning and teaching of EFAL writing skills. Nonetheless, the recommendations were clearly stated that teachers should be given sufficient training, especially from School B, regarding the application of ICT through teaching English writing skills. It should be every teacher, learner, and parent’s responsibility to monitor and assist their learners through ICT learning. Lastly, relevant policies should be drafted to make ICT compulsory in learning and teaching language, together with provision of resources to support this new norm of learning and teaching.

Thesis (MA)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study explores the defining characteristics of the genre-theory analytically for isiXhosa. The five chosen genre texts in isiXhosa, extracted from five Bona magazine, deal with social problems. Firstly the study investigates the theory of genre-based approach. The genre-based approach forms the framework for the analysis of the isiXhosa texts. The ethnography of writing posited in the theory of text construction of Grabe and Kaplan (1996) is explored. This theory is accepted as an underlying framework for teaching writing in isiXhosa in Curriculum 2005. The ethnography of writing entails addressing the following questions: who writes, what, to whom, for what purpose, why and how. Secondly, the write parameter, which is extensively examined, deals with the six learning outcomes such as listening, speaking, reading, writing, thinking and reasoning, language structure, in relation to the assessment standards, as a realisation of communicative purpose. The text-linguistic characteristics of the genre approach involving Grabe and Kaplan's model of writing are explored in the five isiXhosa magazine texts. / AFRIKAANSE OPSOMMING: Die studie ondersoek die onderskeidende kenmerke van die genre-teorie analities vir isiXhosa. Die vyf genre-tekste van die BONA tydskrif wat gekies word, handeloor sosiale probleme. Die studie ondersoek eerstens die teorie van die genre-gebaseerde benadering. Die genre-gebaseerde benadering vorm die raamwerk vir die analise van die isiXhosa tekste. Die etnografie van skryf soos gepostuleer in die teorie van tekskonstruksie van Grabe en Kaplan (1996) word ondersoek. Hierdie teorie word aanvaar as onderliggende raamwerk in die onderrig van skryfvaardighede in Kurrikulum 2005. Die etnografie van skryf, behels die ondersoek van die vrae: wie skryf wat aan wie, vir watter doel, wanneer, waarom, en hoe. Tweedens, die skryf parameter, wat uitgebreid ondersoek word met verwysing na die Xhosa tekste, hou ook verband met die leeruitkomste van luister, lees, praat, denkvaardighede en taalstruktuur, met betrekking tot die assesseringsstandaarde, as 'n realisering van kommunikatiewe doelstelling. Die tekslinguisitiese eienskappe word ondersoek soos gepostuleer deur Grabe en Kaplan t.o.v. die vyf Xhosa tydskrifartikels. / ISICATSHULWA Lo msebenzi uphonononga ukwakhiwa kwe thiyori yegenre ngokuhlalutyiweyo. Itekisi zegenre ezintlanu zijonga iingxaki zasekuhlaleni yaye zicatshulwe kumabali amahlanu encwadi ekuthiwa yiBona. Okokuqala lo msebenzi uphanda ithiyori ebanzi ngendlela ethi igenre ijongwe ngayo. Le yimvelaphi yohlobo Iwetekisi yolwimi IwesiXhosa. Indlela yokubhala amagama ivela kwithiyori ka Grabe no Kaplan (1996). Le thiyori yamkelekile njengesiseko sokufundisa ukubhala. Iquka indlela yokubhala enale mibuzo: ngubani obhalayo, ebhala ntoni, ebhalela bani, siyintoni isizathu, ngoba kutheni, ebhala njani. Imigaqo okanye imimiselo yokubhala iyavavanywa yaye iza kujongana neziphumo zokufunda ezithandathu ezizezi: ukumamela, ukuthetha, ukufunda nokubona, ukubhala, ukucinga nokuqiqa, ukwakhiwa kolwimi nokusetyenziswa, nendlela yokuhlola njengenjongo yokudlulisa umba lowo. Ezi mpawu zolwimi Iwetekisi yokusetyenziswa kwegenre zizakujongwa banzi kusetyenziswa Ie ndlela yokubhala ka Grabe no Kaplan. Iziphumo zemfundo eyile: ukufunda nokubona, ukubhala, ukucinga nokuqiqa ziza kunikwa uqwalaselo olulodwa. Okokugqibela abafundi bebanga lesixhenxe baza kuba nakho ukukubona ukuvisisana nokudibana kokubhala ukucinga ukuqiqa kunye nemiqathango yokuhlolwa.

Thesis (MA)--Stellenbosch University, 1999. / ENGLISH ABSTRACT: In this thesis an exploration is made into whether or not hieroglyphs reflect ideas of the ancient Egyptians themselves. By examining "living creature" hieroglyphs one may contemplate why the ancient Egyptian chose a particular manner of depiction. The manner of depiction can then be examined insofar as what ideas they may reflect. In this way study into other groups of signs such as those of the environment may be used to further illuminate the lives and our understanding of the ancient Egyptian(s). This thesis begins with an examination of both the problem inherent in such a task and an overview of some of the "processes" involved. By understanding that a reconstructed reality, that of the hieroglyph, reflects both real and perceived characteristics represented in glyphic form, one may seek out the mental impressions considered relevant to the people themselves. Next the role literacy played and still plays is discussed. This discussion includes a brief historical overview of both the history of decipherment and the "language" of the ancient Egyptians. The importance of "writing", artistic in nature in Egypt in regards to hieroglyphs, is then discussed as it relates to its use as symbol. Hieroglyphs are then discussed in their role as art, communication, and language emphasizing the multitudinous role(s) which they served. The importance is thus reiterated that hieroglyphs served as a communication of ideas to both the literate and the "illiterate" in at least a menial manner. After providing a "background" context of both the world and time of hieroglyphs and their subsequent "understanding" and interpretation, there is an analysis of the hieroglyphs for living creatures including the following Gardiner groupings: (1) mammals, (2) birds, (3) amphibians and reptiles, (4) fish, (5) invertebrates and lesser animals. The signs are examined in regards to their function and variations followed by some observations and comments related to the "structure" and perspective of the sign itself. Summary observations and comments are then made about each group. The thesis is then brought full circle by examining the implications of what hieroglyphs can tell us about the ancient Egyptians, via the perceptive and communicative role which they played. By understanding hieroglyphs as "fingerprints" of/from the mind of the people and subsequently their culture, this framework may provide a new mechanism into understanding the Egyptian via their own visualization and perceptive nature. A case is then proposed that this new "mechanism", if it is indeed considered feasible, can be applied to not only the physical world consisting of nature such as the environment, but also to groups which depict manmade objects. / AFRIKAANSE OPSOMMING: In hierdie tesis is die moontlikheid ondersoek dat hierogliewe iets van die ideewereld van die antieke Egiptenare reflekteer. In die bestudering van "lewende wese" hierogliewe kom vrae op soos waarom die antieke Egiptenare juis 'n spesifieke vorm van voorsteIIing verkies het. Die vorm van voorsteIIing kan dan bestudeer word vir die idees wat dit moontlik mag reflekteer. Ander groepe/velde van tekens, soos die van die breër omgewing, kan gebruik word om verdere lig te werp op die lewe van die antieke Egiptenaar(e) en ons verstaan daarvan. Die tesis begin met 'n bestudering van die inherente probleme in die aanpak van so 'n taak en 'n oorsig oor sommige van die "prosesse" daarby betrokke. By die verstaan van die hieroglief as 'n gekonstrueerde realiteit, wat weklike sowel as afgeleide eienskappe reflekteer, ontdek die ondersoeker daarvan iets van die persoonlike/kulturele indrukke wat deur hierdie groep mense as relevant ervaar is. In die volgende afdeling kom die rol van geletterdheid aan die beurt. Hierdie bespreking sluit 'n bondige historiese oorsig oor die geskiedenis van ontsyfering asook die taal van die Egiptenare in. Die belang van die "skryfkuns" en veral die kunsaard daarvan in die Egiptiese hierogliewe word vervolgens bespreek. Dit is veraI waar soos dit in verhouding staan met die gebruik daarvan as simbool. Die veelsydige rol(le) en belang van hierogliewe in die kuns, kommunikasie en taal word dan ondersoek en bespreek. Die klem word daarop gelê dat hierogliewe as die kommunikasie van idees aan beide die geletterde en "ongeletterde" dien. Nadat 'n agtergrondkonteks van die wereld en tyd van die hierogliewe en die daaruitvloeiende "verstaan" en interpretasie daarvan gegee is, word 'n analise van die "lewende wese" hierogliewe gedoen. Dit sluit die volgende groeperinge van Gardiner in: (1) soogdiere, (2) voels, (3) amfibiee en reptiele, (4) visse, (5) invertebrata en kleiner diere. Hierdie hierogliewe word ondersoek in terme van hulle funksie en variasies, gevolg deur waarnemings en opmerkings aangaande die "struktuur" en die perspektief van die teken. Opsommende observasies en enkele opmerkings oor elke groep volg daarna. Die tesis word afgerond met 'n ondersoek na die implikasies van wat ons kan wys word uit die hierogliewe aangaande die antieke Egiptenare, via die perspektiwiese en kommunikatiewe rol wat dit vervuI. Deur hierogliewe te verstaan as die "vingerafdrukke" van die begrip van hierdie mense kan hierdie raamwerk 'n nuwe meganisme in die verstaan van die Egiptenaar via die visualisasie en waarneembare aard daarvan, vorm. 'n Voorstel word gemaak dat hierdie nuwe "meganisme", indien dit uitvoerbaar is, toegepas kan word, nie net op die hierogliewe van die fisiese wereld bestaande uit die natuur en die omgewing nie, maar ook op hierogliewe wat mensgemaakte voorwerpe voorstel.

University of Macau / Faculty of Science and Technology. / Department of Computer and Information Science

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-06-13T12:27:30Z No. of bitstreams: 1 Waldemar dos Santos Cardoso-Junior.pdf: 4252906 bytes, checksum: 2a277117da232b31f4a14fca1766850b (MD5) / Made available in DSpace on 2018-06-13T12:27:30Z (GMT). No. of bitstreams: 1 Waldemar dos Santos Cardoso-Junior.pdf: 4252906 bytes, checksum: 2a277117da232b31f4a14fca1766850b (MD5) Previous issue date: 2018-04-06 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This thesis is situated in the research domain named Reading, Writing and Teaching of Portuguese Language, of the Postgraduate Studies in Portuguese Language Program of the São Paulo Catholic University (PUC-SP). The research theme is the pedagogical work of writing a poster, which was developed by deaf learners at the University Extension Project - Portuguese Reading and Writing Workshop for the Deaf (PEU-OLEPS), that takes place at the Pará Federal University (UFPA). The main objective is to develop writing activities for deaf learners create a poster in the context of Portuguese as a second language. The specific objectives are: 1) to verify the knowledge of the deaf learners through diagnostic evaluation of reading and writing; 2) to think about the implications of a pedagogical purpose of writing considering Portuguese as a second language for deaf learners; 3) to describe the processes and stages of the teaching-learning of Portuguese as a second language for deaf learners, based on the pedagogical work with the textual genre named poster. This research, that is qualitative and participant, involved seven deaf learners who use the Brazilian Sign Language. From March to May 2015, these students carried out writing activities of the textual genre named poster. The progress of the activities occurred in three phases: first phase - diagnostic evaluation of the learners related to the reading and writing of textual genres; second phase - pedagogical proposal of writing the textual genre named poster; third phase - writing practice of a poster about the corruption in Brazil. The results indicate that, although the learners initially demonstrated difficulties in textual and written comprehension, the pedagogical work that involved the contextualization of the theme, as well as the textual genre, besides the continuous exercise of writing and rewriting, led the learners to produce texts more meaningful from a communicative point of view / Esta tese está inserida na linha de pesquisa Leitura, Escrita e Ensino de Língua Portuguesa, do Programa de Estudos Pós-Graduados em Língua Portuguesa da Pontifícia Universidade Católica de São Paulo (PUC-SP) e tem como tema o trabalho pedagógico de escrita do gênero textual cartaz, desenvolvido no âmbito do Projeto de Extensão Universitário – Oficina de Leitura e Escrita de Português para Surdos (PEU-OLEPS), da Universidade Federal do Pará (UFPA), por aprendizes surdos usuários da Libras. O objetivo geral é desenvolver atividades de escrita orientadas à produção do gênero textual cartaz para o ensino da modalidade escrita da Língua Portuguesa como segunda língua para aprendizes surdos. Em decorrência desse objetivo geral, tem-se os seguintes objetivos específicos: 1) verificar o conhecimento dos aprendizes surdos por meio de avaliação diagnóstica de leitura e escrita; 2) refletir sobre as implicações de uma proposta pedagógica de escrita de Língua Portuguesa como segunda língua para surdos; 3) descrever os processos e as etapas do ensino-aprendizagem de LP-SLE para aprendizes surdos, com base no trabalho pedagógico com o gênero textual cartaz. A pesquisa, de abordagem qualitativa do tipo participante, envolveu sete aprendizes surdos usuários da Libras que realizaram atividades de escrita do gênero textual cartaz entre março e maio de 2015. O andamento de atividades obedeceu ao cumprimento de três fases: primeira fase – avaliação diagnóstica nos aprendizes em relação à leitura e escrita de gêneros textuais; segunda fase – proposta pedagógica de escrita do gênero textual cartaz; terceira fase – prática de escrita do gênero textual cartaz sobre a temática corrupção no Brasil. Os resultados indicam que, embora os aprendizes tenham demonstrado, inicialmente, dificuldades de compreensão textual e de escrita, o trabalho pedagógico que envolveu a contextualização da temática a ser trabalhada, assim como do gênero textual, além do exercício contínuo de escrita e reescrita, levaram os aprendizes a produção de textos significativos do ponto de vista comunicativo

洪若震. / 論文(哲學碩士) -- 香港中文大學硏究院中國語言及文學學部, 1998. / 參考文獻: leaves 261-271. / 中英文摘要. / Hong Ruozhen. / Chapter 第一章 --- 引言 --- p.1 / Chapter 第二章 --- 《古文四聲韻》的作者與成書背景 / Chapter 第一節 --- 《古文四聲韻》的作者 --- p.4 / Chapter 第二節 --- 《古文四聲韻》的成書背景 --- p.9 / 附錄：夏竦年表 --- p.19 / Chapter 第三章 --- 《古文四聲韻》的流傳和版本研究 / Chapter 第一節 --- 《古文四聲韻》的流傳 --- p.21 / Chapter 第二節 --- 《古文四聲韻》的版本 --- p.29 / Chapter 第三節 --- 版本比較所見問題 --- p.39 / 附錄一：《古文四聲韻》清本、宋本、僧本比較表 --- p.46 / 附錄二：上聲韻目比較表 --- p.93 / 附錄三：《古文四聲韻》僧本、宋/清本韻字字序比較表 --- p.95 / 附錄四：汪本《古文四聲韻》、《說略》引書比較表 --- p.101 / 附錄五：《古文四聲韻》宋刻配抄本配抄部分與汪本、《四庫》 本比較表 --- p.102 / Chapter 第四章 --- 《古文四聲韻》與《汗簡》 / Chapter 第一節 --- 《古文四聲韻》與《汗簡》的關係 --- p.103 / Chapter 第二節 --- 《汗簡》、《古文四聲韻》互證 --- p.112 / 附圖一 --- p.118 / 附圖二 --- p.119 / 附圖三 --- p.120 / 附錄一：《古文四聲韻》、《汗簡》引書比較表 --- p.121 / 附錄二：《古文四聲韻》、《汗簡》比較表 --- p.125 / Chapter 第五章 --- 《古文四聲韻»與《廣韻》、《集韻》 / Chapter 第一節 --- 《古文四聲韻》與《廣韻》 --- p.165 / Chapter 第二節 --- 《古文四聲韻》與《集韻》 --- p.184 / 附圖一 --- p.191 / 附圖二 --- p.192 / 附圖三 --- p.193 / 附圖四 --- p.194 / 附圖五 --- p.195 / 附錄一：唐時韻書部次先後表 --- p.196 / 附錄二：〈古文四聲韻〉、《集韻》所收字字形比較表 --- p.199 / Chapter 第六章 --- 《古文四聲韻》的評價和影響 / Chapter 第一節 --- 《古文四聲韻》的評價問題 --- p.239 / Chapter 第二節 --- 《古文四聲韻》的影響 --- p.249 / 附圖一 --- p.256 / 附圓二 --- p.257 / Chapter 第七章 --- 結論 --- p.258 / 參考書目 --- p.261

黃孕祺. / 論文(博士) -- 香港中文大學硏究院藝術部, 1995. / 參考文献 : 134-143. / Huang Yunqi. / 目錄 --- p.i-iii / 〈凡例〉 --- p.iv / Chapter 第一章 --- 書風的形式 --- p.1 -33 / Chapter 一、 --- 研究之目的 --- p.1 / Chapter 二、 --- 問題之關鍵 --- p.7 / Chapter 三、 --- 形式的特徵 --- p.13 / Chapter 四、 --- 術語的糸統 --- p.18 / Chapter 五、 --- 書風的詮釋 --- p.23 / Chapter 六、 --- 風格的分判 --- p.28 / Chapter 第二章 --- 書風的演變 --- p.34 -68 / Chapter 一、 --- 斷代的標準 --- p.34 / Chapter 二、 --- 世系與稱謂 --- p.39 / Chapter 三、 --- 母妣與名諡 --- p.49 / Chapter 四、 --- 貞人與稱謂 --- p.53 / Chapter 五、 --- 斷代新方案 --- p.58 / Chapter 六、 --- 風格和時代 --- p.63 / Chapter 第三章 --- 書風的意味 --- p.69 -108 / Chapter 一、 --- 意味之抉隱 --- p.69 / Chapter 二、 --- 取龜到藏龜 --- p.74 / Chapter 三、 --- 奉龜到徹龜 --- p.80 / Chapter 四、 --- 記事和記兆 --- p.86 / Chapter 五、 --- 卜辭的書契 --- p.93 / Chapter 六、 --- 殷契之成就 --- p.101 / 〈註釋〉 --- p.109 -131 / Chapter 第一章 --- 註 --- p.109 / Chapter 第二章 --- 註 --- p.115 / Chapter 第三章 --- 註 --- p.125 / 〈書刊簡稱表〉 --- p.132 -133 / 著錄 --- p.132 / 工具書 --- p.132 / 刊物 --- p.133 / 〈參考書目〉 --- p.134 -143 / 〈附表〉 --- p.144 -190 / 【表1.1】書風範型表 --- p.144 / 【表1.2】書風範型關係簡表 --- p.145 / 【表1.3】書風範型資料例 --- p.146 -149 / 【表2.1 .1】王世、稱謂、貞人關係表一： 王世、稱謂表 --- p.150 / 【表2.1.2】王世、稱謂、貞人關係表二： 貞人稱謂表 --- p.151 / 【表2.1.3a】】王世、稱謂、貞人關係表三： 貞人王世表（a) --- p.152 / 【表2.1.3b】】王世、稱謂、貞人關係表三： 貞人王世表（b) --- p.152 / 【表2 . 2】標準片表 --- p.153 -172 / 【表2.3】貞人同版表 --- p.173 -175 / 【表2.4a】 貞人繫聯表（I) --- p.176 -177 / 【表2.4b】 貞人繫聯表（II) --- p.178 / 【表2.5】「標準片」範型時期表 --- p.179 / 【表2.6】四期書風表 --- p.180 / 【表2.7】t期書風表 --- p.180 / 【表2.8】五期書風表 --- p.180 / 【表2.9】書風同異關係糸數簡表 --- p.181 / 【表2.10】書風同異關係系數詳表 --- p.182 -189 / 【表3.1】殷代龜卜程序表 --- p.190 / 〈附圖〉 --- p.1 -223 / 《合》 --- p.1 -202 / 《屯》 --- p.203 -217 / 《英》 --- p.218 -220 / 《東》 --- p.221 / 《懷》 --- p.222 -223