This dissertation shares findings from a descriptive case study that examined an experienced teacher’s facilitation of a collaborative story writing project using Google Docs in a culturally and linguistically diverse Grade 11 English class. An expanding body of research supports the use of web-based writing tools and peer collaboration for promoting writing skills development, yet there is little research examining how these practices are integrated within the broader teaching and learning process. In the present study, sociocultural theory provided a guiding framework for exploring the complexities inherent in the teaching and learning process as students worked in pairs (and one triad) to write a story about “the future” to be shared with an audience of upper level elementary students. Data sources included field notes taken during 16 class observations, pre- and post- project interviews with the teacher, on-going reflections written by the teacher, focus group interviews with the students, and the students’ collaborative projects stored in Google Docs. The findings cohered around five key themes that describe the teacher’s facilitation of the project: (1) incorporating procedural facilitators, including mentor texts and web-based writing applications; (2) adopting a socio-cognitive apprenticeship model to guide students toward higher levels of proficiency with narrative writing; (3) building a community of practice through peer collaboration, peer sharing, and peer editing; (4) enabling a positive and productive learning environment; and (5) transitioning to a new curriculum. The findings from this study also shed light on the affordances and constraints associated with the pedagogical supports, the collaborative context, and the use of Google Docs as integral components of the project. The dissertation concludes with recommendations for educators who are interested in integrating collaborative story writing projects or web-based writing tools within their classroom contexts. / Graduate

Orientador: Marcio Roberto Pereira / Banca: Gabriela Kvacek Betella / Banca: Ricardo Magalhães Bulhões / Resumo: A presente dissertação tem como objetivo o estudo do romance Dois Irmãos, do escritor amazonense Milton Hatoum, centrando-se na configuração dos espaços da narrativa. O estudo teve o intuito de analisar o espaço narrativo como um importante elemento para o aprofundamento da obra. Para tanto, demos enfoque para a casa, que é palco do conflito entre os irmãos, Omar e Yaqub; e para a cidade de Manaus que está em constante transformação, no início do século XX. Deste modo, buscamos demonstrar que os espaços refletem a degradação da família. Como referencial teórico, nos apoiamos em autores que versam sobre a teoria do espaço na literatura como: Gaston Bachelard, Antonio Dimas, Osman Lins, Ozíris Borges Filho, entre outros que corroboram a construção de um estudo conciso e objetivo do corpus proposto. / Abstract: This paper aims to study the novel Dois Irmãos, by the Amazonian writer Milton Hatoum, focusing on the configuration of narrative spaces. The study aimed to analyze the narrative space as an important element in the deepening of the literary work. For this purpose, the focus was on the house, which is the stage for the conflict between the brothers, Omar and Yaqub, and on the city of Manaus, which is constantly changing in the early 20th century. Thus, the purpose was to demonstrate that the spaces reflect the family breakdown. For the theoretical framework, this work is based on authors who deal with the theory of space in literature, such as: Antonio Dimas, Osman Lins, Oziris Borges Filho, Gaston Bachelard, and others that corroborate the construction of a concise objective study of the proposed corpus. / Mestre

This study used a mixed-methods design to determine instructional strategies that best enhance pre-service teachers’ valuing of digital storytelling as a method to teach the narrative writing process; to consider how digital storytelling increases pre-service teachers’ valuing of the role of reflection in the writing process; and to explore how pre-service teachers’ become more aware of the relationship between words and images to convey meaning. The study also considered aspects of the project that result in pre-service teachers valuing digital storytelling to teach the writing process and investigated how engaging in a digital storytelling project helps pre-service teachers better understand the connection between the planning process in the text-based environment and the planning process in the digital environment. Results indicated that constructing digital stories in a supportive learning environment led pre-service teachers to be more aware of the role that reflection plays in writing process and to value digital storytelling as an effective method to teaching writing and integrate digital technology in the classroom. Participating in the project increased pre-service teachers’ understanding of the connection between the planning process in the text-based environment and the planning process in the digital environment. Use of a storyboard served as a reflective planning tool that enabled pre-service teacher to better understand the connection between words and images to convey meaning and extended the planning process into the digital environment. Pre-service teachers valued the digital storytelling project as a model for teaching the writing process in the digital environment, as a method for self expression and for sharing stories within a community of learners, and as a strategy for integrating digital technology in the classroom.

Working mothers are stressed, juggling various roles and responsibilities both at home and at work, which can result in life imbalance. Writing has the potential to help working mothers to more effectively manage the challenges that cause this imbalance. Previous research and studies have shown that engaging in personal narrative writing can have physical and psychological healing effects, enhance problem-solving, lead to self-discovery, and build social connections, all factors that could potentially provide support to working mothers. This qualitative study explored the specific effects that personal narrative writing could have on the lives of working mothers. Initial data collection included autobiographical samples from each participant, in which she described her current issues as a working mother, her coping methods, and her previous experiences with personal writing. Over the next five months, participants were asked to write at least two times per week, at least 20-30 minutes per session, or longer if she felt compelled or simply chose to do so. Participants were interviewed four times: once before they began the study writing, once during the five-month study period, and twice during the post-study periods, during which each participant was also invited to share some of her personal writing as data sources. Analysis of the collected data enabled five themes to emerge: 1) writing can relieve stress; 2) writing can impact problem-solving and memory; 3) writing can impact concepts of identity and self; 4) writers desire to control writing practices; and 5) a relationship exists among motivation, perceived value of writing, and stress relief. From these themes, five recommendations related to establishing balance within the composition classroom were made: 1) balance personal and social elements in composition research; 2) balance personal and social elements in composition instruction; 3) balance personal and social elements through online networks; 4) balance mind and body in composition instruction; 5) balance writing with elements of personal value. From this last recommendation, a Linked Value Balance Model was proposed, which can have applications both for working mothers and within the composition classroom. / Dr. Jeannine M. Fontaine Dr. Ben Rafoth Dr. Lynne Alvine

The aim of this study is to investigate, from a didactic perspective, how teachers pursue their writing instruction. A certain focus is directed towards discursive writing and the way the teachers support second language learners. The purpose is to compare the teachers’ writing instruction regarding the aspects above. The lack of research when it comes to the practice of discursive writing and writing instruction, in Swedish primary schools, in general form the basis of this study. The following questions provide the framework of this study:What are the teachers’ perspectives and reflections on discursive writing and writing instruction in general? In what ways is the teaching in writing designed and how does the teachers’ reflect on their teaching? Is there a difference between how the teachers conduct their writing instruction, with regard to a second language perspective, and how does the teachers reflect upon that? The study is based on observations and interviews with two teachers regarding these matters. The theoretical approaches of this study are Ivanic’s (2004) discourses of Writing and Learning to write and the theoretical concept scaffolding (Wood, Bruner, Ross 1976, s. 89-90, 97-99). The results show, in conclusion, that the teachers’ writing instruction includes the majority part of Ivanic’s discourses but these are variously practiced. The major part of the teaching was, in both teachers’ classrooms, performed in accordance with the narrative genre but discursive writing was also practiced. The teachers showed an awareness of the importance of supporting second language students, but a difference in the way they conducted their writing lessons from this aspect was evident.

The purpose of this study was to fill gaps in the research to determine if picture books in the high school classroom can enhance student writing especially with word choice, sentence fluency, and conventions. Previous research has not fully considered employing picture books as mentor texts to examine writing traits in the high school Language Arts classroom. The population was 12 participants from two low track English 10 Reading classes. Six participants were identified from each class as low, medium, or high-performing students based on an informal narrative writing activity. This study employed an action research methodology (Sagor, 2000). Students were taught from an inquiry-based approach as the teacher read aloud each book, and asked students what they noticed. Students reviewed the picture books to guide them as they were challenged to improve their writing. Findings from the study illustrate that picture books as mentor texts can help secondary students of all ability levels improve their word choice, sentence fluency, and conventions in narrative writing as measured by a writing trait rubric created by Vicki Spandel and adapted by Jim Burke. Picture books were tools that helped students think and act like writers. Conclusions also highlighted the lack of word choice and sentence fluency instruction in the students' formative years. This study shed light on the abstract nature of sentence fluency, and an effective way to mitigate this problem. This study provided a new angle with which to teach the writing traits through narrative composition instruction, and teacher modeling. Further, this study adds to the literature of effective high school instruction as picture books as mentor texts are less common in the high school English Language Arts classroom.

No description available.

L´écriture du moi a pu apparaître comme l´écriture de ce qui justement n´est pas un seul mais multiple, et le monologue au sens défini par Dujardin comme une forme inadaptée ou incomplète pour traduire ce clivage du sujet. De l´enfermement en soi auquel le monologue classique semblait contraindre l´être, on est passé à une ouverture à l´Autre permise par le dialogue et permettant la représentation du moi dans sa discontinuité. Cette thèse a pour objet d’étudier cette écriture à plusieurs voix dans des oeuvres comme les Vagues de V. Woolf, Malina de Bachmann ou Enfance de Sarraute. Le travail mené considèrera les différents aspects de cette mise en scène disglossique et polyphonique du sujet en s’intéressant plus particulièrement à ses conséquences sur l’écriture narrative. Cette forme de dialogue ou de conversation intérieure permet au protagoniste de s´exprimer sans se restreindre aux règles d´un seul échiquier langagier. Les prises de paroles des différents locuteurs laissent émerger d´autres langues. La parole devient plurielle, polyglotte, exogamique. Cette alternance de langages, de discours permet à l´auteur de créer une respiration nouvelle dans l´écriture même, ouvrant sur une réinvention de l’usage de la parole et du mode langagier personnels où les frontières des genres sexuels et littéraires s’effacent pour laisser place à un absolu de l’écriture. / Writing about the self could not have seemed unique but multiple and the monologue as qualified by Dujardin not adjusted or an incomplete form to demonstrate the distinction of the subject. From the total self confinement, in which the classic monologue seemed to condemn the subject, we eventually made overtures to the other one thanks to the dialogue and we managed to represent the self in its discontinuity. This thesis intends to study the several writing voices in masterpieces such as The Waves by V. Woolf, Malina by Bachman and Enfance by Sarraute. The work will consider the different sights of the disglossic and polyphonic production of the subject and more precisely of the consequences on the narrative writing.This form of dialogue or internal talking allows the protagonist to express himself without applying the rules of only one model. The speaking of different people creates other idioms. The speaking becomes plural, polyglot, exogamous. The reciprocation of languages or speeches gives the author the power to create a new breath in the writing, leading to the reinvention of speech and of the personal language mode, when the borders of sexual and literary genders vanish to leave room to absolute writing.

[pt] Diferente do modo como costuma ser reduzida por parte da crítica especializada, o estudo pretende mostrar que a obra de António Alves Redol tem a marca da mudança, da variedade e da diversidade. Observar-se-á que a homogeneidade que se costuma impor nas análises sobre a obra do autor não se justifica nem da perspectiva da profundidade do conteúdo narrativo, nem da perspectiva da superfície das formas de expressão. Em relação a esta última, parece haver um cuidado estético especial no que tange à concisão, à precisão e ao impacto dimensionados na simplicidade narrativa dos documentários humanos explorados por Alves Redol. Nesse sentido, a obra de Redol representa a heterogeneidade de formas, conteúdos, narrativas e conceitos do neo-realismo, simbolizando, no seu microcosmo, a história e os processos de todo o movimento. Ao eleger a palavra-pele para conceituar o modo de escrever de António Alves Redol, mostrando em que medida a sua narrativa incide ao mesmo tempo nas dimensões política e estética, a tese também procura refletir sobre como tal ideia de palavra-ação poderia auxiliar numa melhor compreensão da escrita neo-realista em Portugal. / [en] This study aims to highlight variety, diversity and change as important qualities that can be noticed in the books of the Portuguese writer António Alves Redol. Whereas the critics tend to analyze his work under the characteristic of homogeneity, this thesis discusses the contradictions of this point of view by focusing on the deep of the narrative content and the surface of the narrative form. In what concerns the surface of the narrative, one of the objectives of this research is to analyze the aesthetic specificities of the writing expression of Alves Redol and the impact of his narrative simplicity. Hence, this thesis aims to discuss the concept of the word-skin, which will be used to define his writing. The idea of the word-skin contains the politic and aesthetic aspects of literary narrative as well as it discusses how word can be associated to action. Therefore the work of Alves Redol represents the heterogeneity of the Neorealism, an essential characteristic of this artistic expression in Portugal, and also symbolizes, in its micro cosmos, the entire history of the movement. Finally, this study develops the relations between a different approach to the analysis of the work of Alves Redol and the enlargement in the comprehension of the Portuguese Neorealism.

Metoden Playful writing är utarbetad i Storbritannien utifrån deras läroplan. Metoden bygger på att elever via högläsning och guidad lek med byggande i grupp med 3D material får närma sig narrativt skrivande. Metoden bygger på multimodalt och kooperativt lärande. Syftet med vår studie är att undersöka hur pedagoger i Sverige uppfattar metoden Playful writings möjligheter och hinder med avseende på inkludering under narrativ skrivundervisning. För att kunna ta del av hur pedagoger uppfattar metoden behöver vi undersöka hur de uppfattar metodens olika delmoment. Vi har därför under hösten 2018 erbjudit två workshoptillfällen till pedagoger för att de ska prova på och bilda sig en uppfattning om metoden. Workshoptillfällena har utgått från vår tolkning av metoden utifrån den engelska handledningen. Efter workshopstillfällena har de deltagande pedagogerna fått en förfrågan om att delta i vår webbenkätstudie. Studiens 46 deltagare är överlag positiva till metoden. De anser att metoden ger elever möjlighet att öka måluppfyllelsen i narrativ skrift. Deltagarna anser också att metoden Playful writing har möjligheter att bidra till alla elevers delaktighet i undervisningen. I enkätsvaren framkommer fler möjligheter än hinder för metoden. Från första juli 2019 gäller läsa, skriva, räkna garantin i alla Sveriges skolor (Regeringskansliet, 2018). Personal med specialpedagogisk kompetens förväntas då tidigt bedöma elevers kunskapsutveckling. Personalen med specialpedagogisk kompetens skall också tillsammans med de pedagoger som arbetar i klasserna erbjuda inkluderande undervisningsmetoder. De metoderna erbjuder ett rikt utbud av variation i undervisningen som bidrar till en väl fungerande skrivundervisning. Utifrån resultatet i vår studie menar vi att Playful writing kan vara en inkluderande undervisningsmetod i narrativ skrift. / The method is developed in the UK and based on the UK curriculum. The method is based on pupils being able to approaching narrative writing by reading together and by guided play with building in groups using 3D material. The method is based on multimodal and cooperative learning. The aim with our study is to investigate how educators in Sweden perceive the method Playful writing opportunities and obstacles with regard to inclusion during narrative writing. To be able to find out how the educators perceive the method we need to find out how they perceive the different steps of the method. In the autumn of 2018, we have carried thorugh two workshop opportunities for educators to try and form an idea of ​​the method. The workshops are based on our understanding of the handbook Playful writing. After the workshops the participating educators have been asked to participate in our web survey. The 46 participants of the study are generally positive towards the method. They believe that the method gives pupils the opportunity to increase goal achievement in narrative writing. The participants also believe that the method Playful writing has the opportunity to contribute to all pupils' participation in learning. The answers in the questionnaire suggest that the method has more possibilities than obstacles. From July 1, 2019, reading, writing, counting the guarantee applies to all Swedish schools (Government Offices, 2018). Personnel with special educational skills are expected to assess pupils' knowledge development at an early stage. The staff with special pedagogical competence shall also, together with the educators working in the classes, offer inclusive teaching methods. These methods offer a rich diversity in teaching that contributes to a well-functioning writing instruction. Based on the results in our study, we suggest that Playful writing can be such a method.