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Embodying research a study of student engagement in research writing /Kanter, Susan Beth. January 1900 (has links)
Thesis (Ph. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.
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A survey of the teaching of the research paper in selected Indiana high schoolsTrusock, Dorothy M. January 1974 (has links)
The purpose of this study was to elicit information by questionnaire regarding the teaching of the research paper in selected high schools. The research was planned to secure information in seven general areas: (1) Reasons for teaching the research paper; (2) Methods of describing the research paper; (3) Objectives for teaching the research paper; (4) Procedures for teaching the research paper; (5) Problems encountered in the students' completed papers; (6) Judgments and opinions about the current program, and (7) Suggestions for improvement.The investigator mailed questionnaires to 88 English teachers who teach the research paper in 29 school corporations willing to participate. Of the 88 participants, 59 or 67 percent returned usable questionnaires. The analyses of these data were conducted by frequency count and percentage frequency.Major Findings1. The teachers' primary reason for teaching the research paper was that it was a syllabus requirement.2. Teachers described the research paper by giving a verbal explanation of the requirements, by using a research paper manual or the pertinent section in the textbook, and by showing a sample research paper.3. Teachers differentiated between the research paper and the theme by use of documentation, by use of source materials, and by length.4. Objectives cited were learning library usage, using footnotes and bibliography, and organizing large amounts of material.5. Major teaching procedures used were as follows: they allowed the students to choose any topic with teacher approval; they selected a variety of style manuals; they required books and magazines as source materials; they required balancing paraphrase and quotation; they spend more than ten days in class on this project, and they had students give an audio-visual presentation as a culminating procedure.6. Problems most often found in completed papers were lack of transition and continuity of ideas, grammatical/ mechanical errors, and failure to narrow the topic.7. In evaluating this assignment, the teachers agreed with these assertions: it helped students acquire respect for scholarly work; it helped students learn self-discipline, and it prepared students for college. Further, the majority wanted it maintained in the curriculum. The teachersdisagreed with these evaluative statements: the students lack sophisticated writing skills; library facilities were inadequate; library skills should be the primary objective, and short papers should replace the research paper. The teachers were ambivalent toward the ideas that the research paper should be taught only to college-bound students and that it is useful for non-college bound students.8. Improvement suggestions favored included: incorporating a unit in logic and critical thinking, culminating with an oral report or written resume, and obtaining feedback from colleges on the quality of the students' preparation. Improvement proposals rejected included: teaching only the mechanics as a service, and having an in-service program. The teachers were ambivalent toward the assertion that the research paper be a separate course. Suggestions received with indifference were concluding with an audiovisual presentation and presenting the project in a team teaching situation.9. Teachers suggested that below the eleventh grade, only the mechanics be taught. Some offered procedural and curricular suggestions. Most chose to re-assert the positive value of this assignment in high school.Research paper preparation in these high schools can be characterized as consistent. The teachers expressed satisfaction with the current status, minimizing the need or desire for change. Any conclusions or implications from this study must be considered within its limitations, namely a select group of respondents in a limited geographic area.
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A business-based rationale for incorporating the process approach into university report writing coursesPomerenke, Paula Jean. Rutter, Russell. January 1987 (has links)
Thesis (D.A.)--Illinois State University, 1987. / Title from title page screen, viewed August 30, 2005. Dissertation Committee: Russell Rutter (chair), Richard Dammers, Ray Lewis White, Stanley W. Renner, Catherine Konsky. Includes bibliographical references (leaves 164-184) and abstract. Also available in print.
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Resistence, resistance, and change : toward a critical praxis for student researched writing /Siegel, Bryna L. January 2009 (has links)
Thesis (Ph.D.) -- University of Rhode Island, 2009. / Typescript. Includes bibliographical references (leaves 196-207).
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Die meetbare effek van 'n elektroniese skryflaboratorium : 'n loodsprojek aan die Universiteit van Stellenbosch /Loftie-Eaton, Eloïse. January 2006 (has links)
Thesis (MPhil)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.
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An evaluation of the standard report writing component of two English courses at the Hong Kong PolytechnicLeung Li, Yuen-yee, Peggy. January 1989 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1989. / Includes bibliographical references. Also available in print.
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Tertiary student writing, change and feedback : a negotiation of form, content and contextual demands /Vardi, Iris. January 2003 (has links)
Thesis (Ph.D.)--University of Western Australia, 2004.
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Laying the foundation for successful non-academic writing professional communication principles in the K-5 curricula of the McKinney Independent School District /Treviño, Marlea. Sims, Brenda R., January 2009 (has links)
Thesis (Ph. D.)--University of North Texas, Dec., 2009. / Title from title page display. Includes bibliographical references.
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Hedging in occupational therapy report writingCoetzer, Amanda 06 1900 (has links)
The study examined research writing. The aim was to establish the nature of the relation
between the quality of article and report writing in occupational therapy and the density
of hedges in such writing. The texts comprised undergraduate reports, which were
divided into two achievement groups, namely high and low achievers, and journal articles
by occupational therapists. Articles were included because it was assumed that they
exemplify good writing, and accordingly, would be appropriately hedged, and would
provide a reliable basis for comparing the student groups. Hyland's (1998b) analytical
framework was used. While statistical tests revealed no differences between the student
groups, overall, the tests revealed significant differences in the use of hedges between the
professional and student writers. In light of these findings, it is suggested that hedging in
research writing be studied and taught to students in order to assist them in their studies
and careers. / Linguistics / M.A. (Linguistics)
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Intuition and college student writers a phenomenological study /Holman, Elizabeth Vanderventer. Rutter, Russell. January 1990 (has links)
Thesis (D.A.)--Illinois State University, 1990. / Title from title page screen, viewed November 29, 2005. Dissertation Committee: Russell Rutter (chair), Douglas D. Hesse, Janice G. Neuleib, Ronald J. Fortune, Robert L. Baker. Includes bibliographical references (leaves 196-203) and abstract. Also available in print.
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