Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-06-04T16:38:28Z No. of bitstreams: 1 VIVIAN ANNICCHINI FORNER.pdf: 4347051 bytes, checksum: 01447c7d098d0f87f8e3943783e8db6e (MD5) / Made available in DSpace on 2018-06-04T16:38:28Z (GMT). No. of bitstreams: 1 VIVIAN ANNICCHINI FORNER.pdf: 4347051 bytes, checksum: 01447c7d098d0f87f8e3943783e8db6e (MD5) Previous issue date: 2018-02-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The present research is an intervention-type participatory research focused on students with completed literacy cycle, without, however, being literate. The choice was to take on music as a guiding axis for the work to be developed. During the process, fourth grade students from an elementary state school in Campinas (SP) participated in this research, indicated by its managing team. The main objective of the research was to investigate how can music contribute to the development of specific knowledge about written language, in fourth grade students from elementary school, which presented important literacy lags, in order to enhance their literacy process. Considering this, the following specific objectives were outlined: (i) to meet the kind of work that students experience at school, regarding written language; (ii) to identify, through actions that students participating in the research have in the classroom, their difficulties regarding the appropriation of written language; (iii) to promote experiences with literacy activities involving music; (iv) to examine, in the light of historical-cultural theory, the interpsychological and intrapsychological processes that can highlight changes in students. For this, the methodological procedures used were: registering field observations of participants in classrooms; recorded interviews with faculty and coordination; recorded interviews of conversations with students; documentary analysis of students' written production through their notebooks. All procedures were performed before the beginning and after the period in which all intervention meetings occurred ? in sum, twenty-two meetings were held with seven students who attended the fourth grade of elementary school, during the second semester of 2016, recorded by video camera recorders and followed by literal transcription. This research was based on the theoretical framework of Vygotsky's cultural-historical dialogue with the discursive perspective of literacy. The data analysis was done by thematic nuclei created from the similarity from which the empirical material was presented to each other. Two cores were created: music as an educational resource, which involved exploiting specific aspects of language; and music as language, which involved exploring the discourse aspect of the song. The research presented a favorable scenario to the educational field by reflecting how teachers work with written language, aiming student?s development, expanding their language skills and contributing on discussions of teachers? formation and pedagogical practices of literacy. It is concluded that music as a form of language and mediating instrument can be a strong ally to engage students with written culture, approaching children of the literate world and promoting, with this approach, a greater understanding of its process. / O presente estudo ? uma pesquisa participante do tipo interven??o, que conta com alunos de ciclo de alfabetiza??o conclu?do, sem, no entanto, estarem alfabetizados. A m?sica foi assumida como eixo norteador do trabalho. Participaram alunos do 4? ano do Ensino Fundamental, indicados pela equipe gestora de uma escola estadual do munic?pio de Campinas (SP). O objetivo principal ? investigar de que maneira a m?sica pode contribuir para o desenvolvimento de conhecimentos espec?ficos sobre a linguagem escrita em alunos do 4? ano do Ensino Fundamental que apresentavam defasagens importantes no processo de alfabetiza??o, visando potencializ?-lo. Para tal, delinearam-se os seguintes objetivos espec?ficos: (i) conhecer o tipo de trabalho vivenciado pelos alunos na escola em rela??o ? linguagem escrita; (ii) identificar, por meio das a??es que os alunos participantes da pesquisa t?m em sala de aula, suas dificuldades em rela??o ? apropria??o da linguagem escrita; (iii) promover experi?ncias com atividades de alfabetiza??o que envolvam a m?sica; (iv) analisar, ? luz da teoria hist?rico-cultural, os processos interpsicol?gicos e intrapsicol?gicos que evidenciam movimentos de mudan?as nos alunos. Os procedimentos metodol?gicos utilizados foram: registro em di?rio de campo das observa??es participantes nas salas de aula; audiograva??o de entrevistas com coordena??o e corpo docente; audiograva??o de conversas com discentes envolvidos; an?lise documental de cadernos de produ??o escrita dos alunos. Os procedimentos realizaram-se antes do in?cio e ap?s o per?odo em que os encontros de interven??o ocorreram ? ao todo 22 encontros com sete alunos de 4? ano durante o segundo semestre de 2016, registrados por videograva??o e seguidos de transcri??o literal. Teve como base o referencial te?rico hist?rico-cultural de Vigotski em di?logo com a perspectiva discursiva de alfabetiza??o. A an?lise de dados foi feita por n?cleos tem?ticos criados a partir da similaridade que o material emp?rico apresentava entre si. Dois n?cleos foram criados: a m?sica como recurso pedag?gico, que envolveu a explora??o de aspectos espec?ficos da l?ngua; e a m?sica como linguagem, que envolveu a explora??o do aspecto discursivo da can??o. A pesquisa apresentou, para o campo educacional, cen?rio favor?vel ? reflex?o de um trabalho com a linguagem escrita, visando o desenvolvimento dos alunos, a amplia??o de suas compet?ncias lingu?sticas e a contribui??o para discuss?es sobre forma??o de professores e pr?ticas pedag?gicas de alfabetiza??o. Concluiu-se que a m?sica, como linguagem e recurso mediador, pode ser aliada no envolvimento dos alunos com a cultura escrita, aproximando-os do mundo letrado e promovendo sua compreens?o.

Syftet med denna undersökning är att ta reda på hur lärarens skriftliga respons uppfattas av elever och hur de arbetar med den samt hur lärare tänker kring skriftlig respons. För att finna svar har vi valt att använda en kombination av en kvalitativ och en kvantitativ ansats. Undersökningen har genomförts i form av två fallstudier i två olika utbildningsmiljöer. Undersökningen består av sammanlagt sex elevintervjuer, två lärarintervjuer och 41 deltagande elever i en enkätundersökning. Båda uppsatsförfattarna gör var sin fallstudie som innebär att intervjua en lärare och tre elever vardera samt genomföra en enkätundersökning. Undersökningen visar att eleverna i respektive fallstudie uppfattar den skriftliga lärarresponsen som positiv. Majoriteten av eleverna i både Fallstudie 1 och 2 tycker att de utvecklas med hjälp av skriftlig respons. Resultatet visar också att eleverna i Fallstudie 2 har enklare för att förstå responsen till skillnad från eleverna i Fallstudie 1. Anledningen till detta kan vara att eleverna i Fallstudie 2 ständigt har en dialog med sin lärare när de bearbetar sina texter efter de skriftliga lärarkommentarerna. Detta saknar eleverna i Fallstudie 1 då de enbart bearbetar sin text efter de skriftliga lärarkommentarerna utanför lektionstid.

<p>Abstract</p><p>Author: Annelie Johansson</p><p>Year: Spring 2006</p><p>Swedish title: Att producera eller reproducera text? En studie av fem gymnasiepojkars arbete</p><p>med skrivprocessen i en provsituation.</p><p>English title: To produce or reproduce text in essays. A studie of five high school boys’ work</p><p>with the writing process in a test situation.</p><p>City, university: Växjö, Växjö Universitet, institutionen för humaniora [Växjö, Växjö University, School of the Humanities]</p><p>Pages: 53</p><p>Content:</p><p>The major aim of this study is to investigate how five male high school students in the ages seventeen to eighteen produce or reproduce in their texts during an essay examination. Focus is also put on the five students’ writing processes in a classroom situated writing task and on their own comments to their writing. The main theory used to investigating this problem combines socio-cultural theories and a cognitive approach on writing in the sense that the individual’s thoughts and activities are socially and culturally situated. The methods used to collect information are observations and qualitative individual interviews with five boys from the same class studying the social science program combined with sports at a high school in the south of Sweden. The method used to interpret the boys’ written texts is textual analysis of their writing processes and of behaviour while creating the texts.</p><p>The main result is that the two boys who have higher grades plan their texts more carefully than the two boys with lower grades. The boy who got the highest grade on his task had experience from writing reviews, made a written mind map, relied on other texts to illustrate his opinions and did not follow the outline of the questions. The boys with lower or middle high grades on this specific writing task did not make a written text plan. Instead their planning prior to their writing of the text were mental or of an outline-and-develope-type. Two of the boys didn’t explicitly use other texts in their essays and their texts also had a more narrative than analytical approach and didn’t have any reproduction in them either. Typical for four of the boys are that they followed the outline made by the questions put in the task and that they didn’t revise their text in a broad meaning. The three boys who meet or try to meet the task demands also revise their texts at different stages of the writing process. Interesting is that the two boys who revise most in their texts also are the boys who reproduce the most and who lack the experience of this specific type of writing. The boys who reproduce, do it in a way called recreating which means that they use parts of other texts and change the words to synonyms or paraphrase them. The boys think that they are producing original texts when they use this tactic, but they are in fact reproducing.</p><p>Swedish keywords: skrivprocess, avskrift, produktion, reproduction, gymnasieelever, textkomposition.</p><p>English keywords: writing process, plagiarism, production, reproduction, high school students,</p><p>writing composition</p>

Studien syftar till att undersöka hur fyra svensklärare arbetar med skriftlig respons, vilka effekter den har på elevers skrivutveckling samt hur eleverna beskriver sina upplevelser av att motta respons. En kvalitativ metod har använts genom att fyra svensklärare på högstadiet har intervjuats. Därefter gjordes gruppintervjuer med fyra av respektive lärarrespondents elever. Intervjuerna analyserades och data kategoriserades i syfte att få svar på studiens frågeställningar, vilka är: • Vad beskriver lärarna att de fokuserar på i den skriftliga respons de ger till eleverna, på vilket sätt ger de respons och varför? • Vilka effekter beskriver lärarna att deras skriftliga respons har på elevernas skrivutveckling? • Hur beskriver eleverna sina upplevelser kring den respons de ges på sina skriftliga framställningar? Resultatet visar att lärarna arbetar med tre typer av respons: slutkommentarer, matriser och markeringar i elevtexten. Det sistnämnda upplever eleverna som störande. Lärarna kommenterar huvudsakligen på innehåll och genreanpassning. Det framkommer att lärarna inte har en klar uppfattning om vilka effekter deras respons har på deras elevers skrivutveckling. Eleverna uppskattar att få berömmande kommentarer. Däremot är inte matriserna och slutkommentarerna lika uppskattade då eleverna upplever språket i dessa som svårbegripligt. Dock är eleverna huvudsakligen intresserade av vilket betyg deras produkt uppnått, vilket gör att kommentaren förlorar sitt värde. Eleverna upplever även att responsen inte utvecklar deras skrivförmåga. Detta beror dels på att responsen saknar instruktioner angående hur eleverna ska utvecklas och dels för att ett system för hur de ska spara den skriftliga responsen saknas. / The purpose of this study is to investigate how four teachers of the Swedish language apply their written feedback on their students’ assignments, what different effects it has on students’ writing process and how they describe their experiences of receiving the feedback. A qualitative method has been used by interviewing four teachers at a senior level school, thereafter interviewing their pupils by dividing them into four groups of four. Furthermore, the interviews were analyzed and data was categorized with the purpose of answering the question formulations of the study, which are: • According to the teachers’ descriptions, what is their main focus of the written feedback they apply on their students’ assignments, in which way and why? • What effects do the teachers describe that their written feedback has on the students writing process? • How do the students describe their experiences of receiving feedback on their written assignments? The results show that the teachers work with three types of feedback: final comments, templates and marks in the text. The latter is considered disturbing according to the students. The teachers mainly give feedback based on the content and how well the student has interpreted a certain genre. The conclusion is that the teachers do not have the proper awareness of the effects of their feedback on their students writing processes. Furthermore, the students clearly state they appreciate compliments on their assignments. However they find them difficult to understand due to the challenging language in the feedback. They also state the final grade to be more valued than the teachers’ final comments, resulting in the feedback losing its value. Also to be stated is that the students find that the response of their teachers does not develop their writing skills. This is due to the fact that the feedback lacks information on how to further improve and develop their skills, and also since there is no system for saving the different types of feedback.

Thesis (M.A.)--Indiana University, 2008. / Title from screen (viewed on June 3, 2009). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ulla Connor, William V. Rozycki, Thomas A. Upton. Includes vita. Includes bibliographical references (leaves 95-99).

The aim of the study is to analyse and compare two textbooks of Swedish in grade 4 withthe focus on how the teaching of writing is arranged in the textbooks. The comparison ismade on the basis of the analytical categories text chains, text conversations and texttypologies, which are the categories that make up a writing process. The analysis of thetext chains in the textbooks reveals which activities occur and their order in the writingprocess. Text conversations are analysed on the basis of the different focuses, anchorage,function and model, which concern the purpose and direction of the conversation. Thetext typologies are likewise analysed in terms of different direction, since a text can eitherbe text-oriented, writer-oriented or reader-oriented. The analysis shows that the writingprocess in the textbooks has many similarities. The greatest similarity is that a specifictype of text is the central field of work in every writing process. All writing processesbegin with an activity where the pupils read a model text. Both textbooks also attach greatimportance to different types of language-developing activities such as teachinggrammar, selected for its relevance in the writing of the specific type of text. All writingprocesses give the pupils knowledge in both the form and linguistic features of theparticular text type through oral text conversations and written activities. The writingprocess in both textbooks ends with an individual writing activity where the pupilsthemselves produce and revise a text in the particular text type. For the concluding activitythe textbooks differ in the suggested preparations, for instance in the arrangement of theactivity immediately connected to the concluding activity. / Studiens syfte är att analysera och jämföra två läromedel i årskurs 4 för ämnet svenska med fokus på hur skrivundervisningen är upplagd i läromedlen. Jämförelsen sker utifrån analyskategorierna textkedjor, textsamtal och texttypologier vilka är de kategorier som utgör ett skrivförlopp. Analysen av läromedlens textkedjor synliggör vilka aktiviteter som förekommer samt deras inbördes ordning i skrivförloppet. Textsamtal analyseras utifrån de olika fokusen förankring, funktion och förebild som avser samtalets syfte och inriktning. Texttypologierna analyseras även de utifrån olika inriktningar eftersom en text antingen kan vara textorienterad, skribentorienterad eller läsorienterad. Analysen visar att läromedlens skrivförlopp har många likheter. Den största likheten är att en specifik texttyp är det centrala arbetsområdet i varje skrivförlopp. Alla skrivförlopp inleds med en aktivitet där eleverna får läsa en modelltext. Båda läromedlen lägger också stor vikt vid olika typer av språkutvecklande aktiviteter så som grammatikundervisning som är utvald för sin relevans i skrivandet av den specifika texttypen. Alla skrivförlopp ger eleverna kunskaper inom både form och språkliga drag för den aktuella texttypen genom muntliga textsamtal och skriftliga aktiviteter. Skrivförloppen i båda läromedlen avslutas med en individuell skrivaktivitet där eleverna själva producerar och bearbetar en text inom den aktuella texttypen. Inför den avslutande aktiviteten skiljer sig förberedelserna åt mellan de båda läromedlen, bland annat i upplägget av den aktivitet som ligger i direkt anslutning till den avslutande aktiviteten.

Abstract Author: Annelie Johansson Year: Spring 2006 Swedish title: Att producera eller reproducera text? En studie av fem gymnasiepojkars arbete med skrivprocessen i en provsituation. English title: To produce or reproduce text in essays. A studie of five high school boys’ work with the writing process in a test situation. City, university: Växjö, Växjö Universitet, institutionen för humaniora [Växjö, Växjö University, School of the Humanities] Pages: 53 Content: The major aim of this study is to investigate how five male high school students in the ages seventeen to eighteen produce or reproduce in their texts during an essay examination. Focus is also put on the five students’ writing processes in a classroom situated writing task and on their own comments to their writing. The main theory used to investigating this problem combines socio-cultural theories and a cognitive approach on writing in the sense that the individual’s thoughts and activities are socially and culturally situated. The methods used to collect information are observations and qualitative individual interviews with five boys from the same class studying the social science program combined with sports at a high school in the south of Sweden. The method used to interpret the boys’ written texts is textual analysis of their writing processes and of behaviour while creating the texts. The main result is that the two boys who have higher grades plan their texts more carefully than the two boys with lower grades. The boy who got the highest grade on his task had experience from writing reviews, made a written mind map, relied on other texts to illustrate his opinions and did not follow the outline of the questions. The boys with lower or middle high grades on this specific writing task did not make a written text plan. Instead their planning prior to their writing of the text were mental or of an outline-and-develope-type. Two of the boys didn’t explicitly use other texts in their essays and their texts also had a more narrative than analytical approach and didn’t have any reproduction in them either. Typical for four of the boys are that they followed the outline made by the questions put in the task and that they didn’t revise their text in a broad meaning. The three boys who meet or try to meet the task demands also revise their texts at different stages of the writing process. Interesting is that the two boys who revise most in their texts also are the boys who reproduce the most and who lack the experience of this specific type of writing. The boys who reproduce, do it in a way called recreating which means that they use parts of other texts and change the words to synonyms or paraphrase them. The boys think that they are producing original texts when they use this tactic, but they are in fact reproducing. Swedish keywords: skrivprocess, avskrift, produktion, reproduction, gymnasieelever, textkomposition. English keywords: writing process, plagiarism, production, reproduction, high school students, writing composition

Doctor of Philosophy / Curriculum and Instruction Programs / Marjorie R. Hancock / The No Child Left Behind Act of 2001 (PL 107-110) drives today's teaching environment. With the pressure not to leave any student behind, classroom teachers often request struggling students to attend summer school. This qualitative case study sought to gain a deeper understanding of how visualization embedded in the writing process may influence struggling learners in a kindergarten through fourth grade summer writing camp. The 3 1/2 week summer writing camp was based on Donald Graves' (1983/2003) writer's workshop and writing process. The selected 19 students (K - 4) and 5 teachers in a Midwestern school district participated in the visual, learning, and literacy-rich environment. During the writing workshop, teachers gave Lucy Calkin's (1994) inspired mini-lessons to teach struggling students how to use visualization embedded in the writing process. Students participated in 4 community-based field experiences, which served as inspiration for drawing and writing. Mental imagery has powerful effects on reading comprehension (Sadoski, 1983, 1985) and students recalled information and images from the field experiences by observing digital photographs, and then drawing and writing. Thirty-nine student art/writing samples were analyzed using Lowenfeld and Brittain's (1975) stages of artistic development, Northwest Regional Educational Laboratory (2004) writing levels, and Piaget and Inhelder's (1969/2000) stages of cognitive development. Drawing in the writing process created tangible images to help student authors in the primary grades increase their Six-Trait Analytical (Spandel, 2004) writing scores for Ideas, Organization, and Conventions. Students in the intermediate writing group also increased their writing scores in Ideas, Voice, and Conventions. In addition, the data revealed the student's stage of artistic development reflects his or her writing level and stage of cognitive development. The involved teachers believed aspects of the summer writing camp could be incorporated throughout the school year, and they wanted to learn more about using visualization in the writing process. This study provided insight essential to better understand how visualization embedded in the writing process influences struggling learners.

Syfte  Jag har genomfört undersökningar i syfte att se hur olika introduceringsmetoder påverkar elevers skrivande. Metod Mina undersökningar har bestått av deltagande observationer samt insamlande av dokument. Dokumenten utgörs av de texter eleverna skrev under observationerna. Informanterna har betsått av en andra klass och en tredje klass med tio respektive elva elever. Klasserna har vid tre tillfällen fått i uppgift av mig att skriva en text till en bild. Uppgifterna har jag introducerat på tre olika sätt eftersom jag ville undersöka om deras texter skulle skilja sig åt beroende på detta. Slutsats Av observationerna och dokumenten har jag kunnat dra vissa slutsatser som jag ser har direkt sammanband med hur jag instruerat skrivuppgiften. De slutsatser jag dragit är att mina val som lärare spelar stor roll för hur elevernas resultat kommer att se ut. För att eleverna ska kunna prestera väl och känna en inre motivation och lust att lära behöver de ett syfte med sin uppgift. Vaga instruktioner och en uppgift utan tydligt mål kan ha motsatt effekt och hindra elevens motivation. / Purpose The purpose of my investigations is to learn how teachers can motivate their students to write texts. I have done participatory observations where I have been given the students writing tasks in three different ways. Method My surveys consisted of participatory observations and documents. The documents consist of the texts the students wrote during the observations. The observation groups have been one second degree class and one third degree class containing ten and eleven students. I have been collecting the texts written by the students and been using them as documents. The students have been given writing tasks on tree occasions. On each occasion, I have presented the task in a different way. The task was to write a text with a picture as starting point. Conclusion My observations and the documents have shown some conclusions and I have identified connections between how the writing task was presented and how the texts turned out to be. My conclusion is that the choices I make as teacher play a major part in the students' results. In order for the students to perform well and to feel an inner motivation and desire to learn, they need a purpose in their task. Vague instructions and a task without a clear goal can have the opposite effect and prevent the student's motivation.

Certains auteurs éprouvent la nécessité de se déplacer pour écrire : partir, sortir, se mettre en mouvement. Comment penser ce déplacement comme un processus de création et comment celui-ci façonne-t-il l’écriture ? La question est à l’origine de cette thèse de recherche-création qui explore une poïétique du déplacement depuis un régime d’investigation à la fois créatif et théorique. Cette double investigation fait l’objet d’une approche heuristique commentée dans une partie centrale, qui interroge le processus de création et l’articulation des deux volets et en constitue l’espace réflexif. Ainsi le déplacement met en jeu à la fois un contact avec le monde et un mouvement comme principe créateur, une cinéplastique. Il confronte l’écrivain et la littérature à une altérité, en activant une dimension expérimentale inséparable de la notion. La question initiale est ainsi mise en pratique dans le volet créatif à travers un dispositif de création en déplacement, une marche, qui devient l’articulation principale du récit Vers les terres vagues. Ce voyage, qui est à la fois une rêverie, un parcours et une enquête, conduit le lecteur vers un alter-lieu où s’expérimentent des déplacements de sens. Le volet théorique cible quant à lui des textes contemporains en les resituant dans l’histoire du récit de voyage comme genre littéraire, puis en façonnant la taxinomie “récit de déplacement”. Trois types de déplacements organisent les chapitres : le voyage, comme saut vers l’inconnu ; la déambulation, comme réappropriation d’un espace public ; le parcours, comme délimitation d’un dispositif de création in situ. La littérature convoque ici d’autres arts afin de saisir la dimension contextuelle d’une praxis en déplacement. Les questions d’écriture qui se manifestent dans le volet créatif viennent croiser ces axes de recherche en de nombreux points, révélant surtout une esthétique de l’hybride et une dimension pluridisciplinaire. Elles soulignent in fine un réengagement du littéraire dans le monde et une implication, dans un environnement géographique et socio-politique, que nous qualifions de poéthique. / Some authors feel the need to travel in order to write: leaving, getting out, putting oneself in motion. How can one analyze this movement as a creative process, and how can this movement shape literary writing? This question introduces our research-creation thesis which focuses on a “poïetic of travelling” from two investigative dimensions, one creative and one academic. A central part of this work exposes this dual research through a heuristic approach. It constitutes a reflective space in which the creative process and the articulation of the two dimensions are questioned. Thus, movement implies both a contact with the world and a creative kinetic principle. It confronts the writer and the literature with an otherness, by activating an inherent experimental dimension. The original question is thus practiced, into the creative part of this work through a generative writing process based on a walking journey. This journey becomes the main focus of the narrative Towards the vacant lands, which is altogether a daydreaming, an itinerary and an investigation, that brings the reader to a place where shifts of meaning are experienced, and constitute other displacements. The academic part of this study places contemporary literary texts it the history of travel narrative as a literary genre, and then develops the new term of “writing on the move”. Three types of movements organize the chapters: a travelling, as a jump into the unknown; a wandering, as a reappropriation of a public space; and an itinerary, designing an in situ generative creation process. Literature here calls for other artistic practices in order to understand the contextual dimension of an “on the move” praxis. The questions raised by the practice of writing, in the creative part, interact with these research issues in many ways. They mostly reveal an aesthetism of hybridity and a multidisciplinary dimension, and finally point out a commitment of literature into the world, into a geographical and socio-political environment, through a poethical orientation.