This study explores the use of source texts in academic writing by postgraduate students from Arab backgrounds in three UK universities. The specific focus of the study is to develop an understanding of how Arab students in the UK use sources, how they adapt to UK academic expectations, as well as how their educational backgrounds may affect their source use and adaptation to UK academic expectations. The participants in this research included a group of 22 Arab postgraduate students from three UK universities. To respond to the research aims, the data generated included 40 (already assessed by their tutors) text-based assignments collected from the participants. The analysis used Pecorari and Shaw's (2012) typology as a starting point to explore the forms of intertextuality evident in the Arab students' writing. A second source of data was interviews with seven students from the same group of participants. The analysis made use of the MAXQDA data analysis software, including facilitating the textual analysis of intertextuality in the student texts and the thematic analysis of the interview transcripts. The findings suggest that unconventional use of sources does occur among this group of students, including over-reliance on sources, patchwriting, frequent use of direct quotation, and forms of paraphrasing that rely on synonym substitution. The study further suggests that unconventional use of sources may be explained by the students' past educational experiences in their Arab home contexts. This includes a lack of written culture, low readership in the region, culture of orality, acceptability of violations of copyright, and 'traditional' teaching practices in the educational systems of the region. The study also shows how the students' educational backgrounds created transition challenges for students when arriving in the academic setting in the UK. Finally, the study presents various strategies used by this group of students to adapt to the UK academic environment. The study contributes by presenting a four level framework of intertextuality, developed from the data in this study and extending on Pecorari and Shaw's typology. This includes intertextuality on the word, sentence, paragraph, and structure levels of the students' academic writing. This expanded view of intertextuality, including a level-based framework, enhances understanding of the forms of intertextuality prevalent in these students' texts, and highlights the specific challenges these Arab students have faced in their transition to become academic writers in the UK context. The thesis also concludes with what are the lessons, as evident from this study, for UK Universities in supporting Arab students.

nÃo hà / O presente estudo trata da temÃtica âo uso das TIC na educaÃÃo de alunos cegos matriculados em escolas municipais de Fortalezaâ. O objetivo geral foi de verificar se, e em que condiÃÃes, o aplicativo Edivox pode facilitar a realizaÃÃo de atividades escolares que envolvam a escrita por alunos(as) cegos(as), matriculados(as) em instituiÃÃes pÃblicas municipais de Fortaleza. Na fundamentaÃÃo teÃrica apresentamos as pessoas com deficiÃncia visual sob os aspectos: inclusÃo na escola regular, importÃncia das TIC e uso de interface de comandos e de controle de arquivos â Dosvox e uso de editores de texto â Edivox. Na metodologia tivemos como campo de investigaÃÃo a EMEIF Profa. Belarmina Campos, bairro Praia do Futuro, da Secretaria Executiva Regional II/PMF. Realizamos nossa pesquisa com dois alunos cegos, a saber: Pedro/7 sÃrie e Aline/3 sÃrie. Apresentamos nesse capÃtulo os mÃtodos e tÃcnicas, local, sujeitos, etapas e perÃodos de realizaÃÃo da pesquisa, duraÃÃo e frequÃncia dos encontros com os sujeitos, atividades realizadas e preparaÃÃo do ambiente. Descrevemos o trabalho de campo, tipo de atendimento, matrÃcula dos alunos com deficiÃncia na escola pesquisada, condiÃÃes tÃcnicas, pedagÃgicas, materiais e as dificuldades e avanÃos. Os resultados constam do desempenho dos alunos cegos e da percepÃÃo dos professores sobre educaÃÃo inclusiva. Chegamos à conclusÃo de que os objetivos verificados foram comprovados a partir dos resultados obtidos com o desempenho dos alunos em atividades de escrita usando o aplicativo Edivox e a percepÃÃo dos professores sobre educaÃÃo inclusiva. / The present study deals with the theme "ICT use in education of blind students enrolled in municipal schools in Fortaleza. The overall objective was to determine whether and under what conditions the Edivox text editor can facilitate the implementation of school activities that involve writing for students blind registered in municipal institutions Fortaleza. In the theory are presented people with visual impairments, under the following aspects: inclusion in regular school, the importance of ICT and the use of commands interface and files control - Dosvox and text editors - Edivox. In the methodology, we use as a field of research, the school EMEIF Prof. Belarmina Fields, located in the neighborhood Praia do Futuro, the Regional Executive Secretary II / PMF. We conducted our research with two blind students: Pedro / 7 series and Aline / 3 series. We present in this chapter, the methods and techniques, local subjects, stages and periods of research, duration and frequency of encounters with the subjects, activities undertaken and preparation of the environment. We describe the field work, type of care, registration of students with disabilities in the school studied, the technical, pedagogical materials and the difficulties and progress. The results included the performance of blind students and teachers perceptions on inclusive education. We conclude that, the goals checked, were confirmed from results obtained with the performance of students in writing activities using the application Edivox and perception of teachers on inclusive education.

This study analyzes and reports on the characteristics of writing-triggered peak experience and other positive human experiences and explores some possible factors that can bring about such moments. Three basic questions were explored: Can writing trigger peak experience and other positive human experiences? How are writing-triggered peak experience and other positive human experiences best described? What factors influence the occurrence of writing-triggered peak experience and other positive human experiences? Participants were asked to write about their happiest moment in writing. The sample consisted of 270 students enrolled in undergraduate writing classes at a major southwestern university. Of 270 participants, 119(44%) reported having had at least one peak experience or similar positive human experience as a result of writing. Protocols reporting peak experience and other positive human experiences in writing were analyzed for content, yielding a total of 14 descriptive attributes. The participants described their writing experiences as flow of the words, the process of writing is its own reward, peak performance, clarity, disappearance of negative states of mind, and enhanced sense of power and personal worth. Content analysis also yielded 13 possible triggers of peak experience and other positive human experiences including self-expression, realization, free writing, use of writing for introspection, and creative and inspirational writing. In addition, personal orientation was explored as a possible trigger of peak experience and other positive human experiences using a 16-item questionnaire. Factor analysis results yielded four factors: (1) aesthetic creative expressive writing, (2) writing as a thinking and problem solving tool (3) self-discovery, and (4) not interested in writing. Factor one accounted for the highest variance (37%). The common elements in this factor were expressive writing, self-related writing and creative poetic writing with poetic and creative writing having the highest loading.

No description available.

RODRIGUES, Francisco Sueudo . O uso de tecnologias da informação e comunicação (TIC) por alunos cegos em escola pública municipal de Fortaleza. 2010. 204f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2010. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-10T15:07:06Z No. of bitstreams: 1 2010_Dis_FSRODRIGUES.pdf: 12972655 bytes, checksum: 0d183f80191bcb0f263a19bf15862544 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-11T16:28:38Z (GMT) No. of bitstreams: 1 2010_Dis_FSRODRIGUES.pdf: 12972655 bytes, checksum: 0d183f80191bcb0f263a19bf15862544 (MD5) / Made available in DSpace on 2012-07-11T16:28:38Z (GMT). No. of bitstreams: 1 2010_Dis_FSRODRIGUES.pdf: 12972655 bytes, checksum: 0d183f80191bcb0f263a19bf15862544 (MD5) Previous issue date: 2010 / The present study deals with the theme "ICT use in education of blind students enrolled in municipal schools in Fortaleza. The overall objective was to determine whether and under what conditions the Edivox text editor can facilitate the implementation of school activities that involve writing for students blind registered in municipal institutions Fortaleza. In the theory are presented people with visual impairments, under the following aspects: inclusion in regular school, the importance of ICT and the use of commands interface and files control - Dosvox and text editors - Edivox. In the methodology, we use as a field of research, the school EMEIF Prof. Belarmina Fields, located in the neighborhood Praia do Futuro, the Regional Executive Secretary II / PMF. We conducted our research with two blind students: Pedro / 7ª series and Aline / 3ª series. We present in this chapter, the methods and techniques, local subjects, stages and periods of research, duration and frequency of encounters with the subjects, activities undertaken and preparation of the environment. We describe the field work, type of care, registration of students with disabilities in the school studied, the technical, pedagogical materials and the difficulties and progress. The results included the performance of blind students and teachers perceptions on inclusive education. We conclude that, the goals checked, were confirmed from results obtained with the performance of students in writing activities using the application Edivox and perception of teachers on inclusive education. / O presente estudo trata da temática “o uso das TIC na educação de alunos cegos matriculados em escolas municipais de Fortaleza”. O objetivo geral foi de verificar se, e em que condições, o aplicativo Edivox pode facilitar a realização de atividades escolares que envolvam a escrita por alunos(as) cegos(as), matriculados(as) em instituições públicas municipais de Fortaleza. Na fundamentação teórica apresentamos as pessoas com deficiência visual sob os aspectos: inclusão na escola regular, importância das TIC e uso de interface de comandos e de controle de arquivos – Dosvox e uso de editores de texto – Edivox. Na metodologia tivemos como campo de investigação a EMEIF Profa. Belarmina Campos, bairro Praia do Futuro, da Secretaria Executiva Regional II/PMF. Realizamos nossa pesquisa com dois alunos cegos, a saber: Pedro/7º série e Aline/3º série. Apresentamos nesse capítulo os métodos e técnicas, local, sujeitos, etapas e períodos de realização da pesquisa, duração e frequência dos encontros com os sujeitos, atividades realizadas e preparação do ambiente. Descrevemos o trabalho de campo, tipo de atendimento, matrícula dos alunos com deficiência na escola pesquisada, condições técnicas, pedagógicas, materiais e as dificuldades e avanços. Os resultados constam do desempenho dos alunos cegos e da percepção dos professores sobre educação inclusiva. Chegamos à conclusão de que os objetivos verificados foram comprovados a partir dos resultados obtidos com o desempenho dos alunos em atividades de escrita usando o aplicativo Edivox e a percepção dos professores sobre educação inclusiva.