Thesis (D.A.)--Illinois State University, 1996. / Title from title page screen, viewed June 1, 2006. Dissertation Committee: Janice Neuleib (chair), Heather Graves, Ray Lewis White. Includes bibliographical references (leaves 156-172) and abstract. Also available in print.

Thesis (M.A.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 122-129). Also available on the World Wide Web.

Thesis (Ph. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 14, 2006. Dissertation Committee: Ron Fortune (chair), Doug Hesse, Janice Neuleib, Maurice Scharton. Includes bibliographical references (leaves 191-201) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 2006. / Title from title page screen, viewed on May 11, 2007. Dissertation Committee: Janice Neuleib (chair), Paula Ressler, Ronald Strickland. Includes bibliographical references (leaves 182-192) and abstract. Also available in print.

Thesis (Ph.D.)--Texas Christian University, 2007. / Title from dissertation title page (viewed May. 15, 2007). Includes abstract. Includes bibliographical references.

This paper seeks to provide a comprehensive overview of current literature regarding technological tools such as Wikis for their use in second language collaborative writing instruction. Some trends that have been identified in technology use for collaborative writing in the second language classroom are that students generally enjoy the technology coupled with group work, and that scaffolding between more and less advanced learners tends to occur when using these online tools. Some areas remain unclear, however, with varying results in several studies as to the quantitative effects on second language acquisition of implementing Wikis and other online tools in group writing exercises. Additionally, freeloading has been observed in various studies, which presents second language teachers with a dilemma when deciding whether to incorporate new technological tools for group work in their classrooms. Finally, this paper provides some ideas for future research directions as well as some practical suggestions and implications for foreign language teachers who wish to utilize Wikis and other collaborative online tools. / text

The primary aim of this study is to determine whether it is possible to standardize written feedback on L2 student writing for use in a computerised marking environment. It forms part of a bigger project aimed at enhancing the feedback process as a whole The study attempts to establish "best practice" with regards to feedback on writing, by establishing from the literature what works and what should be avoided. Also, an empirical study was launched to establish what lecturers focus on and what marking techniques they use. A set of randomly selected essays from the Tswana Learner English Corpus and the Afrikaans Learner English Corpus were sent to the English departments of different tertiary institutions across the country. The essays were marked by the English lecturers at the relevant institutions. The conclusion was that lecturers typically focus on surface structures, and use ineffective marking techniques. The best practice (and data from the empirical study) was then used to create a set of standardised feedback comments (tag set) that can be used in a specially programmed software package in which students submit their texts electronically. Lecturers can then mark the student essays on the computer, hopefully speeding up the process, while at the same time giving much more detailed feedback. In later stages of the bigger project, students will get individualized exercises based on the feedback, and there are experiments currently being run to try and automate certain pans of the marking process in order to take some strain off the lecturers when marking. The immense archiving abilities of the computer will also be utilized in order to create opportunities for longitudinal studies. The effectiveness of the feedback tag set was tested in comparison to the marking techniques used by the lecturers in the empirical study and a self-correcting exercise. The conclusion was that the feedback tag set is more effective than the other two techniques. but students seem to perform weak overall when it gets to the revision of cohesive devices and supporting arguments. I argue that students are not used to revising these features, since lecturers seldom (if ever) comment on the structural elements of texts. However, the experiment proves that standardization of written feedback is possible to an extent. The implications of the findings are discussed, and recommendations for further research are made. / Thesis (M.A. (English))--North-West University, Potchefstroom Campus, 2006

陶淑慧. / "2011年8月". / "2011 nian 8 yue". / Thesis (M.F.A.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 46-50). / Abstract in Chinese and English. / Tao Shuhui. / 引言 --- p.1 / Chapter 第一章： --- 臨摹和創作的概念 / Chapter (一) --- 臨摹的概念 --- p.3 / Chapter (二) --- 臨摹的種類 --- p.3 / Chapter (三) --- 創作的概念 --- p.6 / Chapter (四) --- 創作的種類 --- p.6 / Chapter 第二章： --- 王鐸以前書家的臨摹 / Chapter (一) --- 王鐸以前書家的臨摹觀念 --- p.7 / Chapter (二) --- 王鐸以前書家的臨摹方法 --- p.8 / Chapter 第三章： --- 王鐸的草書臨摹 / Chapter (一) --- 王鐸的臨摹觀念 --- p.11 / Chapter (二) --- 王鐸草書的臨摹方法 --- p.13 / Chapter (三) --- 影響王鐸草書臨摹的因素 --- p.21 / Chapter (四) --- 王鐸的草書臨摹對其草書風格的影響 --- p.25 / Chapter 第四章： --- 王鐸習古對於當代書法學習的意義 / Chapter (一) --- 當代書壇習古反思 --- p.28 / Chapter (二) --- 王鐸習古對於筆者的啟示 --- p.29 / 結語 --- p.30 / 圖版目錄 --- p.31 / 參考書目 --- p.46

Thesis (M.Ed.)--University of Hong Kong, 1989. / Includes bibliographical references (leaf 90-96). Also available in print.

Thesis (M.A. (English))--North-West University, Potchefstroom Campus, 2006.