Made available in DSpace on 2016-04-28T18:23:57Z (GMT). No. of bitstreams: 1 Regiane Vieira dos Santos.pdf: 3172093 bytes, checksum: 5ae029c8e2fedf0a3eb75812d96d8c73 (MD5) Previous issue date: 2008-12-05 / Secretaria da Educação do Estado de São Paulo / The present study discusses some specific students problems in the acquisition of writing. The focus is directed to special, though widely spread difficulties, related to a dramatic phenomenon: the acquisition process may be interrupted because problems which affect or interferes in the student-written language relationship get stable. The data analyzed here are written composition tests applied by SARESP (Scholling Result Avaluation System from the State of São Paulo) to students still attending the so called basic education . Written texts done by those who were at the 4th grade were selected since it is expected that, at the grade, students should be able to read and write. It is worth mentioning that such a supposition is, in a large extent, frustrated. In fact, the texts we analyzed could not/cannot be read by anyone. We argue that, even so, they are real texts and should be, as such, recognizes as writing by the teachers (who simply ignore them). The theoretical basis of this study is the dialogical linguistic trend proposed by De Lemos and advanced since 1982. That theoretical approach endeavors to articulate fundamental concepts settled in two areas: la langue, the object of Linguistics, enunciated by Saussure and sustained by authors from the European Structuralism (Saussure, 1916; Jakobson, 1954, 1960 and others) and the psychoanalytic hypothesis of the unconscious, introduced by Freud (1900). The status and nature of the concept of representation is at stake here, not only because this is no doubt a crucial subject when writing is at issue, but also because this discussion sheds light on the distinction between the theoretical viewpoint adopted here and cognitive ones, which are traditional in the area of Education. Thus, this study should not be identified to either behaviorist or constructivist approaches to the process of writing acquisition/learning. This discussion was conducted in accordance with the De Lemos reflections on the child-language interdependent development and with Lier-DeVitto s proposal concerning symptomatic child-language development. This Master Thesis was carried on at LAEL-PUCSP under the supervision of Maria Francisca Lier-DeVitto, who is the leader of the CNPq Research Group Language Acquisition, language pathology ands language clinic / Esta dissertação discute a questão da dificuldade envolvida nos primeiros passos de um sujeito na escrita. Focalizo nas análises, em especial, casos em que essa dificuldade se cristaliza, tornando mais árduo o caminho de alguns alunos. De fato, quando se observa apenas suas idades, espera-se a expectativa é a de que já seriam escreventes. Os dados forma selecionados de provas do SARESP (Sistema de Avaliação do Rendimento Escolar no Estado de São Paulo) - tratam-se de textos que causam ilegíveis porque, neles, os arranjos de letras não correspondem às restrições da escrita constituída. Esta dissertação alinha-se á reflexão realizada no Interacionismo em Aquisição da Linguagem, proposto por De Lemos (desde 1992), que tem como fundamento o Estruturalismo Europeu e que adota, também, a hipótese do inconsciente introduzida por Freud (1900). Em destaque estão duas autoras que, voltados para a escrita, destacaram o nome próprio como porta de entrada nesse domínio. Isso por ser notável, nos arranjos textuais que têm ares de frases com palavras, a presença das letras dos nomes das crianças. A questão da representação e do sujeito são aqui abordadas com o objetivo de deixar nítida a diferença entre o ponto de vista assumido nesta dissertação e aquele que toma é tradicional na Educação, qual seja aporte comportamentalistas e/ou construtivistas. Desta forma, afasto-se da Psicologia e, portanto, de autores como Emília Ferreiro, que entendem que o aprendiz constrói hipóteses sobre a escrita para controlar suas produções. Este trabalho se insere no Grupo de Pesquisa LAEL/CNPq: Aquisição, patologias e clínica de linguagem, liderado pela Profa. Dra. Maria Francisca Lier-DeVitto

In 2016 employers hiring four-year college graduates indicate that 27.8% have deficiencies in written communication. Postsecondary learning objectives should focus on improving specific writing skills like grammar, sentence structure, and vocabulary usage for individual students and monitoring text readability as an overall score to measure learning outcomes. Web-based applications and the tools integrated into them have the potential to serve as a diagnostic solution for analyzing the text readability and writing skills of students. Organization and structuring of Canvas data was required before adding text readability and other writing skills analytics as part of the process to develop diagnostic learning analytics that interprets student writing skills in the learning management system. Decision modeling was used to capture and describe the specifics of literacy improvement decisions for instructors and administrators in a graphical notation and structured format.

Graduation date: 2006 / Curricular models and teaching techniques that support college students as the primary authors of their writing-across-the-curriculum experiences remain largely unexplored. This thesis addresses that research gap by investigating the use of a start-of-term writing self-assessment and goal-setting questionnaire (STQ) for upper-division undergraduates taking writing-intensive (WI) college courses in their majors. The tool was piloted in 23 WI sections at Oregon State University during winter term 2004. Feedback obtained through an end-of-term writing self-evaluation showed that students who completed the start-of-term questionnaire tended to take the effort seriously, fill out the questionnaire completely, and use the tool for its intended purposes of reflective self-assessment and goal-setting. Students saw the tool as something that could help them with their writing, and study results suggest that its benefits may have been reinforced by students’ end-of-course review of their STQ responses. Feedback from participating instructors indicated that the tool helped with their teaching as well as their students’ learning, and most instructors planned to continue using the STQ beyond the pilot study. Study results also suggest that the questionnaire can serve as a program-level research and assessment tool, providing WI program administrators and policy-makers with new insights on students’ writing needs and goals. Campus-wide use of the STQ may lead to WI program enhancements, generate new ideas for WI instructor training, and support department, college, and institutional writing-curriculum development efforts.