Based on these fragments, this dissertation first makes an attempt to clarify the issues involving the Gu Wen Shang Shu that was discovered in the Kong's wall, as reported in various documents of the Han Dynasty. It then proceeds to discuss the characteristics and the origins of the "archaic scripts" in the Shuo-wen Jie-zi and the Stone Classics in Three Scripts of the Wei Dynasty, as these two texts and the script of Gu Wen Shang Shu are closely related. / Finally, by examining the discrepancies between the quotations of the Shang Shu in the Shuo-wen Jie-zi and the version of Ma Rong and Zheng Xuan, this dissertation constructs the argument that such discrepancies are perhaps the result of the interpretative replacement of characters which was, after all, a common method of teaching employed by gu wen scholars of the Eastern Han. / It further deals with the argument of the "li-shu" transliteration (li gu ding), and through a detailed analysis of the expressions and terms used in the text, it expounds the view that the li-shu transliteration of the Gu Wen Shang Shu was non-existent in the Han Dynasty, let alone a so called li-shu transliterated version. / Seeking to challenge this viewpoint, the author of this dissertation has made a close examination of the Gu Wen Shang Shu and has discovered that it was actually written in "li-shu", rather than in archaic script. Through a survey of relevant philological issues, the arguments are presented in this dissertation. / The controversy surrounding the opposition between the archaic and vernacular scripts (jin gu wen) of the Han Dynasty is one of the most complex issues in Chinese philology. Scholars have yet to come to a consensus on which script the Gu Wen Shang Shu (The Book of History Written in Archaic Script) was written. For a long time, a popular view has been that the difference between "jin wen" (vernacular script: li-shu) and "gu wen" (archaic script) lies in the types of script used, as the so-called Gu Wen Shang Shu is believed to have been written in archaic script. / The issue of script of Gu Wen Shang Shu has been a significant topic in Chinese philology. Moreover, the controversy over the archaic script and the contemporary script of the Han Dynasty is very much about the Shang Shu. An understanding of this issue is crucial in resolving problems confronting other archaic texts. / Though the original text of the Gu Wen Shang Shu is no longer extant, there are a few surviving fragments in the quotations of the Shang Shu in the Shuo-wen Jie-zi, the "archaic scripts" in the Stone Classics in Three Scripts (San-ti Shi-jing), the "li-shu" transliteration (li gu ding) of the Shang Shu and the quotations of the Gu Wen Shang Shu of Ma Bong and Zheng Xuan in the Jin-dian Shi-wen. / 蘇春暉. / 論文(哲學博士)--香港中文大學, 2007. / 參考文獻(p. i-xvi). / Adviser: Chan Hung Kan. / Source: Dissertation Abstracts International, Volume: 69-01, Section: A, page: 0198. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2007. / Can kao wen xian (p. i-xvi). / Su Chunhui.

何碧琪. / "2001年8月" / 論文 (哲學碩士)--香港中文大學, 2001. / 參考文獻 (leaves 126-144) / 附中英文摘要. / "2001 nian 8 yue" / He Biqi. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2001. / Can kao wen xian (leaves 126-144) / Fu Zhong Ying wen zhai yao. / 緒言 --- p.1 -3 / 目錄 --- p.4-5 / Chapter 上卷： --- 宋以來隸書觀念的建立與變遷 / Chapter 第一章： --- 宋至晚明的隸書發展與觀念 --- p.6 -17 / Chapter 第一節： --- 金石文字硏究與鑑古之風熾熱下之宋元隸書 / Chapter 第二節： --- 帖學盛行下之明代隸書 / Chapter 第二章： --- 明末淸初有利於淸代隸書發展的文化社會氛圍 --- p.18-30 / Chapter 第一節： --- 傅山等書論及書評導致審美觀的轉變 / Chapter 第二節： --- 金石學之復興及影響 / Chapter 第三節： --- 康熙時代博學鴻詞科促進南北書學交流 / 小結 / Chapter 第三章： --- 康熙雍正年間(1662-1735)書家流派的雛形 --- p.31 -54 / Chapter 第一節： --- 明代正統的餘韻 / Chapter 第二節： --- 明季遺民書家復古革新傳統的拓展 / Chapter 第三節： --- 金石學者書家的先導 / Chapter 第四節： --- 碑學書家的學碑原則 / 小結 / Chapter 下卷： --- 淸代隸書的確立 / Chapter 第四章： --- 乾隆嘉慶時代(1736-1820)江浙地區的隸書發展 --- p.55-95 / Chapter 第一節： --- “¯‘ة個性´ح畫家及篆刻家書家的發展及地方特色 / Chapter 1. --- 乾隆前半期江蘇的揚州畫家書家 / Chapter 2. --- 乾隆後半期至嘉慶時期的浙江篆刻家書家 / Chapter 第二節： --- “重學問´ح學者書家的發展 / 小結 / Chapter 第五章： --- 伊秉綬的隸書風格與時代意義 --- p.96-125 / Chapter 第一節： --- “重學問´ح與“¯‘ة個性´ح書家的相繼薰陶 / Chapter 第二節： --- 伊秉綬書法的師承及金石學興盛對其隸書的影響 / Chapter 第三節： --- 伊秉綬隸書反映的文化特徵 / 參考書目 --- p.126-144 / 附錄一 明代以前至淸中期漢隸碑刻出土年表 --- p.1-1-10 / 附錄二 淸代隸書傳世作品目錄及收藏表 --- p.2-1-42 / 附錄三 順治至嘉慶隸書書家簡介 --- p.3-1-9 / 附錄四 伊秉綬年表 --- p.4-1-8 / 附錄五 伊秉綬隸書作品目錄 --- p.5-1-11 / 附錄六 正文附圖（圖版l.l-5.40b) --- p.6-1-79 / 伊秉綬隸書作品（圖版1 - 97)及印輯 --- p.6 -80-102

In the interest of fostering deep student transactions with texts, the purpose of this research is to study a particular approach to teaching writing, and to observe and investigate the impact of a dramatic shift in the methods and frequency of assignment of writing in a college-level philosophy class, and the ways in which the students and instructor negotiate this new territory and these different demands over three cohort years, from Fall 2014 to Spring 2017. This dissertation is an empirical study of what happens when an inquiry-based apprenticeship approach to teaching academic writing (Blau 2011) is employed in a required sophomore- level interdisciplinary humanities course in a highly selective college. This classroom research project seeks to undertake an examination of whether students can be successfully inducted into the academic community through a particular assignment in a Philosophy course. This writing assignment, the “commentary,” encourages students to focus on questions and therefore functions as an instance of writing-to-learn, which belongs to a long tradition across disciplines and cultures. This dissertation will also undertake an examination of the potential capacity of the commentary to create an academic discourse community of practice that supports critical reading and interpreting of literary and philosophical texts. The strategy of this new method is to have the students write twice-weekly 300-500 word commentaries of exploratory and sometimes argumentative writing on assigned texts twice a week, posting the writing in an online discussion board. They receive responses immediately, from each other, and get credit for completing the assignment (on time, relevant, and of appropriate length). The instructor never replies to their postings and never grades their postings on a scale or for quality. Students simply earn credit for completing the full number of required commentaries. The research is not experimental, but rather a qualitative observation of the effects of an approach established by the instructor in this class and in other similar classes as an adaptation of a model for learning academic writing through participation in an authentic academic discourse (Blau). The approach represents an enactment of situated learning theory (Lave & Wenger) in a college classroom and is constructed to advance academic learning while providing an opportunity for situated performative assessment indistinct from instruction. The place of the commentary in this course is established in a literary and historical context as it is authorized, valorized, and illuminated by a tradition of writing-to-learn grounded in the ideas of Isocrates, Quintilian, Cicero, and Montaigne. It is also supported by current seminal research in writing instruction, including James Moffett’s theory of abstraction in writing (1983), Sheridan Blau’s pedagogical applications of apprenticeship systems (2011), James Gee’s theories of discourse analysis (2001), and John Dewey’s “How We Think” (1910). Where decorum permits, there will be deeper meditations and excursions into and elaborations on the auto-ethnographic metacognitive writing of Michel de Montaigne, exploring the history of the practice of writing to learn and its relationship to critical thinking and Dewey. My analysis is situated in examining the culture of writing in this class and the markers of growth in thinking in student writing, using tools out of ethnography and the tradition of teacher research. Based on asking the initial question, “What happens when students write regular commentaries on their reading of difficult texts?” analysis of the collected student writing explores students’ attempts to channel curiosity into productive interpretive techniques, embrace uncertainty, make meaning and connections, and grow in the capacity to welcome and seek out productive confusion and doubt. I will focus primarily on whether this assignment contributes to the construction of a class culture whose implicit and explicit rules, conventions, and patterns of interaction are consistent with those that characterize the knowledge-building communities of the kind that colleges and universities aspire to in their departments, organized research units, and professional associations. I am also interested in exploring whether this shift in the culture of writing impacts whether students come to perceive themselves as contributors to the construction of knowledge as members of an academic community.

This naturalistic exploratory multiple case study of the academic writing activity of L2 writers enrolled in an introductory Spanish literature course reveals the complex dynamicity of intertextual activity and L2 development. The writing tasks, designed for communicative practice rather than for mastery of a genre, required students to upload Microsoft Word documents to the learning management software’s dropbox, thus necessitating their engagement with multiple digitally mediated resources. Participants completed the assignment outside of class in a computer lab, where data were collected, including observational field notes, screen recordings, and stimulated recall, and semi-structured interviews about the participants’ use and perception of digital resources. Findings show that these students employed many strategies with a variety of resources, including online dictionaries, translators, and original and translated texts, when experiencing a lexical gap while writing. A close examination of second language writers’ intertextual engagement with the affordances provided by these digitally mediated resources through an analytical frame informed by dynamic systems theory (Larsen-Freeman & Cameron, 2008a) reveals idiosyncratic use and evidence of emergent word and strategy learning. Pedagogical implications, including the need to start where students are, are discussed.

This study explores learners’ online peer review practices during a four-week second language writing project. The project was developed at the college level, in a multi-section upper-level Spanish writing course. Using theories relevant to second language acquisition and second language writing the goals of the study were multiple: (1) to identify the types of comments students used and explore peer review in terms of the givers’ and receivers’ roles, (2) to examine students’ attitudes and self-perceptions about peer review, and (3) to develop an understanding of how students’ attitudes and self-perceptions may influence their feedback-giving procedures. The three goals were addressed using different methods of inquiry, and the findings obtained in the first phase guided the analysis that took place during the second phase. In the quantitative phase, the analyses of data sources (e.g., feedback comments given and received and students’ written drafts) show that giving feedback is a better predictor of final performance than receiving feedback. This principle of learning by reviewing is most evident when students offer feedback that identifies problems, gives a justification, or explains positive elements in the peers’ text. The qualitative phase builds on the quantitative results: it zooms in to the role of the feedback giver to further explore participants’ attitudes and perceptions towards peer review. The analyses of data sources (e.g., pre-study questionnaire, participants’ interviews and peer review simulation activity, and the teacher-researcher reflective journal) show that students do self-position themselves into a specific feedback-giving role. Moreover, the study also confirms that students’ perceptions regarding their attitudes and the comments they give to peers accurately corroborate their actual peer review performance. By combining both methods of inquiry, quantitative and qualitative methods, this study further examines the specific procedures that two case study students follow when offering feedback to a peer. In particular, the procedures for offering problem identification, suggestion, and explanation of the praise comments are analyzed in detail. The results are further interpreted through the lenses of the feedback-giving roles assumed by each of the case study students. Based on the overall findings, the study suggests broadening the notion of feedback: from a unilateral perspective in which comments are addressed from feedback givers to receivers, to a multilateral perspective in which the comments offered are meant to benefit both feedback givers and feedback receivers. The study ends with pedagogical implications for second language learning, implications for the field of second language acquisition, and perspectives for future research.

The general aim of this study is to better understand aspects of using reference tools for writing and to identify technologies that can assist foreign language writers. The specific purpose of this study is to look closely at how English as a Second Language (ESL) students from Korea use a corpus as a reference tool in conjunction with dictionaries when paraphrasing English newspaper articles. The participants were Korean graduate students with advanced English proficiency (N=10). Their task was to paraphrase an English newspaper article. The results show that purposes for using a concordancing program include collocations, definitions, context, and parts of speech. The subjects looked for a variety of information in a concordancing program, including prepositions, authentic samples, and the context in which the search terms were used. Reasons for using dictionaries include definitions, parts of speech, and sample sentences. The most common strategy was to combine reference tools, while the second most common was to use a specific search word. Subjects who used more than one tool for a search or performed multiple searches were more successful in finding what they were looking for. A concordancing program enabled users to see multiple examples of everyday language use. By using the concordancing program, learners were able to see words that were used most frequently, their patterns, and collocations. Learners took more responsibility for their language learning, as they became researchers in their own right. They gained confidence as L2 writers as they had inside access to linguistic resources. The subjects became more independent and were able to solve their own writing and linguistic problems as they became more aware through the use of authentic texts. In this study, the subjects found the corpora to be useful for sentence-level composition and revision. Overall, the use of reference tools led to an improvement in the accuracy of writing. A concordancing program played an important role in defining the structure and context of English phrases and sentences.

Due to recent developments in Web 2.0 technologies, computer-mediated collaborative writing has captured the growing attention of second language researchers and instructors. The affordance of wikis for collaborative writing has been hailed, but few studies have explored the nature of wiki collaboration and interaction during small group writing using wikis. This dissertation investigated dynamic group interactions in wiki-based collaborative writing tasks in an English for Academic Purposes (EAP) course at a southeastern public research university in the U.S. A total of twenty-nine English as a Second Language graduate students collaboratively worked on two writing tasks within small groups in Wikispaces sites. By adopting a multiple-case study approach, I closely examined four small groups that had diverse L1 background composites and presented a comprehensive picture of students' wiki-based collaborative writing. Informed by sociocultural theory, particularly the notions of scaffolding and zone of proximal development, I explored small group interactions to derive how they negotiated writing tasks, co-constructed writing, and mutually scaffolded wiki writing processes. I also examined what factors mediated the dynamic interactions, and in what ways the interactions influenced wiki writing products and connected with students' reflections about wiki collaborative writing. The triangulated data sources included archived wiki "Discussion," "Comments," "History," and "Page" records, pre-task and post-task questionnaire surveys, post-task and follow-up interviews, students' reflection papers, instructors' assessment of students' wiki group writing, and my research logs. In terms of the data analysis, I mainly conducted qualitative procedures using constant comparative method and content analysis, supplemented with descriptive analysis. The results revealed that the four small groups demonstrated four characteristic patterns of interaction. The patterns were not static across two wiki writing tasks. Mixed patterns were found in Group 1 (Collective-- Active/withdrawn) and Group 3 (Dominant/defensive-- Collaborative). Group dynamics were also evident in Group 2 (Expert/novice) and Group 4 (Cooperating in parallel). These patterns were featured with language functions that small groups performed while negotiating writing tasks, writing change functions that they performed while constructing joint texts, and scaffolding strategies that they applied throughout collaborative writing processes. In addition, multiple factors mediated small groups' wiki interactions: motives/goals, agency and emotion, and prior experiences in such aspects of cultural background, small group work, and technology use. Moreover, the group interactions had influences on joint wiki writing products and also connected with students' reflections about wiki affordances and their learning experiences. This study bridged the gap in computer-mediated collaborative writing research, and also shed new light on the networked writing pedagogy in the EAP context.

Paraphrasing is taught to postsecondary students to help them avoid plagiarism in their academic essays, but it can be challenging for native speakers (L1) as well as nonnative speakers (L2) of English. To examine these challenges I analyzed 35 paraphrases written by 4 English-Canadian students and 5 Japanese international students at an English-medium community college in Ontario. I evaluated paraphrase quality through a modified replication of Keck’s (2006) analytic method, and I analyzed paraphrase appropriateness through a set of criteria I developed and verified with a second rater. I then analyzed 6 concurrent and post-task reports of 3 L1 and 3 L2 students, who used a variety of paraphrasing strategies. All participants wrote relatively inappropriate paraphrases which did not always correspond with perceived appropriateness. L1 students tended to copy directly from the original text excerpts more often than the L2 students did. Implications for teaching and further research are discussed.

Paraphrasing is taught to postsecondary students to help them avoid plagiarism in their academic essays, but it can be challenging for native speakers (L1) as well as nonnative speakers (L2) of English. To examine these challenges I analyzed 35 paraphrases written by 4 English-Canadian students and 5 Japanese international students at an English-medium community college in Ontario. I evaluated paraphrase quality through a modified replication of Keck’s (2006) analytic method, and I analyzed paraphrase appropriateness through a set of criteria I developed and verified with a second rater. I then analyzed 6 concurrent and post-task reports of 3 L1 and 3 L2 students, who used a variety of paraphrasing strategies. All participants wrote relatively inappropriate paraphrases which did not always correspond with perceived appropriateness. L1 students tended to copy directly from the original text excerpts more often than the L2 students did. Implications for teaching and further research are discussed.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.