Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 127-133). Available also in a digital version from Dissertation Abstracts.

Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (M.A.)--Missouri State University, 2008. / "May 2008." Includes bibliographical references (leaves 73-75). Also available online.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 137-148). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 137-148). Also available on the Internet.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 143-155). Also available via the Internet.

Thesis (M.T.S.C.)--Miami University, Dept. of English, 2006. / Title from first page of PDF document. Includes bibliographical references (p. 45-46).

Thesis (M.T.S.C.)--Miami University, Dept. of English, 2004. / Title from first page of PDF document. Includes bibliographical references (p. 25).

Service-learning helps students experience the practical applications of learning to write well; it also offers opportunities for students to develop a sense of civic responsibility. Although service-learning is growing in popularity, this pedagogy is not prevalent in English departments. Additionally, service-learning courses across all disciplines typically do not empower students to make their own project decisions. Given these tendencies, it is useful to consider whether service-learning is an effective pedagogy for writing, whether students should be designing their own projects, and what writing instructors could do to facilitate students' growth as writers while completing projects in the community. This is a qualitative case study, incorporating quantitative data, of two technical writing courses. I reviewed the students' answers to surveys developed for this research, plus their course evaluations, individual reflective writing, and collaborative project documents, and then I compiled and collated the students' references to what they were learning and what they were struggling with. The references fall within the following themes: student decision-making; the role of the instructor; the rhetorical tenets of audience and purpose; service; collaboration with peers and community members; written expression; and professionalism and motivation. Relying upon the students' comments in regard to these themes, I suggest that service-learning can help students become invested in the outcome of their written expression, motivating them to learn how to address audience and purpose through strong writing. Students learn to work collaboratively and develop their own individual voices as they discover, reflect upon, and express their ideas and shared knowledge. Instructors should ask students to design their own projects, allowing them to engage with and learn how to contribute to the community: through self-directed experiential projects, students become more likely to understand the power of writing and to transfer their new knowledge to later situations. I conclude with a discussion of the need for targeted research and suggestions for teaching writing through community-based pedagogy to enhance civic engagement.

M.Ed. / The teaching of writing skills applicable to the content subjects in the English second language classroom is a recent concern. The concern is raised by the emphasis which the communicative approach places on the integration of skills (Kilfoil and Van der Walt, 1997:263), which many teachers seem to ignore. This neglect is seen in the leaners' poor essays which they write both in the English second language classroom and in their content subjects. It should be emphasised that teaching writing skills does not only mean teaching learners how to write compositions and letters, as is usually done in the language classroom, but also implies teaching them how to write expository texts in other subjects. The focus of this research is a group of learners from historically black secondary schools in this Province who had failed matric several times and were admitted to various Colleges of Education in the Northern Province to be offered a Finishing Programme. These learners seem to be `underprepared' in as far as expository writing is concerned. Miller (1989:158) defines the concept of `underpreparedness' in educational terms as the gaps that the learners have in their knowledge which require help in filling in blank spaces. The finishing learners at the Colleges in the Province constitute a small group among thousands of matric pupils who are underprepared for matric.