Thesis (D.A.)--Illinois State University, 1982. / Title from title page screen, viewed April 6, 2005. Dissertation Committee: Stan Renner (chair), Glenn Grever, John Heissler, Jan Neuleib, Ross Rutter, Dent Rhodes, Ronald Halinski. Includes bibliographical references (leaves 156-159) and abstract. Also available in print.

Thesis (M.S.)--University of Michigan, 1994. / Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains vii, 436 p. Vita. Includes abstract. Includes bibliographical references (p. 430-435).

Thesis (M.S.)--University of Michigan, 1994. / Includes bibliographical references.

Thesis (M.S.)--Missouri State University, 2009. / "May 2009." Includes bibliographical references (leaves 39-42). Also available online.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on August 24, 2006). PDF text of dissertation: 107 p. : ill. ; 0.73Mb. UMI publication number: AAT 3208084. Includes bibliographical references. Also available in microfilm, microfiche and paper format.

Thesis (Ph.D.)--Bowling Green State University, 2006. / Document formatted into pages; contains viii, 161 p. Includes bibliographical references.

This thesis examines the construction and deconstruction of home. These poems explore this theme largely through the poet's relation to geography and the natural world of the Great Lakes region, friends and family, experiences centered in human interconnectedness, traveling, the impact of technology, orientation in a cosmic space, the ways in which culture shapes and reshapes the one living inside it, and how in a 21st century world, one must still seek to show compassion for other living creatures. Through the utilization of metaphor, narrative, and imagination, this thesis journeys from the poet's home of Indiana to her ancestral roots of Ireland before returning to America with a more complex sense of identity as well as a renewed vision for the future.

Magister Artium - MA

abstract: Writing is an important lifelong skill. Most college freshmen are required to take first-year composition (FYC) to meet the needs of writing across disciplines. Yet, a great number of students enter college unprepared. To combat this, the writing process should be practiced as part of a solid writing program. The Common Core State Standards, the “WPA Outcomes for First-Year Composition,” and the Framework for Success in Postsecondary Education address the use of the writing process as a lifelong skill. Using Emig’s (1971) work on the composing process and Flower and Hayes’ (1981) cognitive process theory as a theoretical framework, this study seeks to define the components of the writing process and how these evolve for students in an online FYC course. A qualitative, descriptive case study approach was used to explore qualitative documents. These documents were coded according to themes gleaned from the writing process literature. These emerging themes: invention work, multiple draft production, and the collaborative and social aspects of writing were used throughout the process-based curriculum. Participants made changes to their general writing process by conducting more invention work than they had before and finding the practice worthwhile, by producing more drafts than they had on previous writing projects, and by reflecting more about what the collaborative and social aspects of writing mean to them. The online FYC course curriculum gave students the tools to build and shape their existing writing practices, or as one participant wrote, “I wasn’t reinventing the wheel, just operating the tools.” / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2015