This experimental study examined the effects of word processing on revision and writing quality of expository compositions produced by seventh—graders. Thirty—six students in two accelerated English classes served as subjects. Prior to the experimental period, all students completed a handwritten composition (pretest) and received identical instruction in (a) composing and revising and (b) using a word processor. One intact class was randomly assigned as the experimental group. During the six-week treatment period all students wrote six compositions (three drafts per composition). The experimental group completed all composing and revising on the computer and the control group completed their compositions with pen and paper. Posttest l (produced on computer in the experimental group and by hand in the control group) and posttest 2 (handwritten in both groups) were analyzed for the frequency and types of revisions made between first and second drafts. The pretest and three posttests were analyzed for writing quality of final drafts. There were no significant differences: (a) between groups in the number of revisions in posttest l (computer written by experimental subjects and handwritten by control subjects), (b) in percentage of high—level revisions made with and without the word processor, and (c) in quality of compositions produced with and without the computer. There was a significant difference between groups in the number of revisions in handwritten compositions (posttest 2) produced by both groups after the treatment; the word processing group revised more frequently than did the group not exposed to six weeks of word processing. The experimental subjects also significantly increased in frequency of revisions from the time of posttest l (computer written) to posttest 2 (handwritten). A significant difference across time in writing quality scores was found. The findings suggested that students who compose and revise on computer can make substantially more revisions when they resume pen and paper composing and revising; however, use of the word processor does not differentially affect types of revisions attempted or writing quality. Word processors increase motivation, and adequate systems may increase the ability to detect and eliminate textual problems. Recommendations for research, theory, and instruction are discussed. / Ed. D.

The purpose of this study is to find out if teaching the students how to use the writing process will improve the content of their work.

Thesis (M.Ed. (Language Education)) -- University of Limpopo, 2022 / This study investigates challenges grade 12 learners experience in essay writing in English first additional language (EFAL). Nine Grade 12 learners and 3 EFAL educators at Mothimako high school participated in the study. The method used in this study is qualitative method and it is used to get both teachers and learners experiences in depth detail regarding the challenges faced by learners in essay writing. Furthermore, the tools used to collect data are documents analysis, questionnaires, and observation. The study is underpinned by the Social Constructivism Learning theory. The researcher presented profiles of the school and EFAL teachers. The findings suggest that learners face a number of challenges with essay writing. The major challenges identified include the lack of resources, overcrowded classrooms, poor teaching methods and poor foundation skills of EFAL which led to poor grammatical competence. The study recommends that scaffolding be practiced when teaching the skill, conducive learning environments be created so learners learn the writing skill in a free, comfortable environment, support be provided in terms of writing materials, regular workshops be conducted to equip teachers with the writing skill, conducting workshops for parents so they could be aware how they could be involved in their children's education and lastly, encourage learners to work in groups if they are to learn the skill.

Call number: LD2668 .T4 1985 M663 / Master of Arts

Este estudio se interesa por comprender el aprendizaje inicial de la escritura de textos en la situación escolar de reescritura de textos a partir de la lectura de libros de literatura infantil en los primeros cursos de Educación Primaria. La hipótesis central es que la actividad de reescribir y, en particular, de reescribir textos procedentes de libros de literatura infantil, constituye una herramienta potente en la alfabetización inicial. Siguiendo la tradición empírica y conceptual de investigaciones anteriores (Teberosky, 1989, 1990, 1992), en esta investigación la reescritura de textos cumple una doble función, como estrategia de enseñanza y aprendizaje de la escritura de textos, y como procedimiento de investigación para la obtención de datos sobre los aprendizajes infantiles. La investigación hace un seguimiento de las producciones escritas de un grupo de diez niños durante los tres primeros cursos de Educación Primaria. Los textos eran producidos en la condición de reescritura de textos de libros de literatura infantil leídos y comentados en el aula de clase. Los principales objetivos del estudio son, en primer lugar, describir los aprendizajes sobre la escritura de textos obtenidos por este grupo de niños durante los tres primeros cursos de Educación Primaria y, en segundo lugar, explorar los procedimientos lingüísticos que utilizaron para establecer equivalencias entre sus textos y los textos fuente, e identificar si el recurso a dichos procedimientos varía o no en función del tiempo y la intervención educativa. De esta manera, el estudio de las producciones infantiles compiladas dio lugar a dos grandes análisis, el primero se centró en los cambios observados durante y entre los cursos escolares en tres indicadores de aprendizaje de la escritura de textos: a) la productividad textual, medida en el número total de palabras; b) la complejidad textual, medida en el número de palabras diferentes, y en el número de conjunciones coordinantes y subordinantes; y c) la incorporación de convenciones, medida en el número de signos de puntuación. Además, se explora la relación de los resultados obtenidos en las medidas de productividad textual e incorporación de convenciones con la escritura en los textos de discurso directo, esta unidad fue medida en el número de palabras escritas en discurso directo. El segundo análisis se centró en describir las relaciones de similaridad entre textos fuente (los libros de literatura infantil) y los textos resultantes (las reescrituras infantiles); para ello se identificaron las formas compartidas y las formas no compartidas entre cada texto fuente y sus correspondientes textos resultantes, se trata de un análisis de conexión lexical (de types) entre los textos. En cuanto a los resultados, por una parte, el estudio de los cambios longitudinales muestra que, en general, los niños escribieron textos cada vez más productivos, complejos y con recurso a un mayor número de convenciones del sistema de escritura. Las puntuaciones máximas obtenidas en los indicadores de productividad textual y de incorporación de convenciones fueron explicadas por la proporción de texto escrita en discurso directo, sin embargo, a partir de Segundo de Primaria los aprendizajes obtenidos en estas áreas no se restringieron a la escritura de este tipo de unidad textual. Por otra parte, el estudio de las relaciones de similaridad entre textos fuente y textos resultantes muestra que la actividad de reescribir colocó a los niños en una situación discursiva que osciló entre la citación y la paráfrasis. Desde las dos perspectivas consideradas, la de las formas compartidas y la de las formas no compartidas, encontramos que las condiciones educativas potenciaron la construcción de una atención progresiva hacia la textualidad de los libros leídos, atención que se observa en una tendencia progresiva al uso de las mismas palabras. Este trabajo suma evidencias en torno a las propuestas de comprensión del fenómeno de la alfabetización inicial como dominio de las actividades orientadas textualmente (Pontecorvo, 1996), actividades de interfase entre oralidad, lectura y escritura (Goody, 1987; Ferreiro, 2001), en las que es posible encontrar la diversidad de realizaciones escritas y orales de la lengua, la diversidad de objetivos y de medios (Blanche-Benveniste, 2008), la diversidad de modos en los que se usa el lenguaje para crear textos (Olson, 2009). / This study seeks to understand the early learning of writing texts during the initial years of primary education through the activity of rewriting texts based on reading children’s literature books at school. The central hypothesis is that the activity of rewriting, and particularly rewriting texts from children’s literature, constitutes a powerful tool in early literacy teaching. Following the empirical and conceptual tradition of previous research (Teberosky, 1989, 1990, 1992), rewriting texts performs a dual function in this study: as a teaching and learning strategy for writing texts, and as a research procedure in order to gather data on children’s learning. The study followed the written productions of a group of ten children during the first three years of primary education. The texts were produced by rewriting texts from children’s literature books which had been read and discussed in the classroom. The main aims of the study were, firstly, to describe the learning with respect to writing texts achieved by this group of children during the first three years of primary education; and secondly, to explore the linguistic procedures which they used to establish equivalencies between their texts and the source texts, and determine whether resorting to these procedures varied or not over time and based on educational intervention. The study of the children’s compiled productions therefore gave rise to two main analyses. The first focussed on the changes observed during and between school years on three indicators of learning to write texts: a) textual productivity, measured as the total number of words; b) textual complexity, measured as the number of different words and the number of coordinate and subordinate conjunctions; and c) the use of conventions, measured as the number of punctuation marks. In addition, the relationship between the results obtained on the measures of textual productivity and use of conventions and writing in direct speech was analysed, the latter measured as the number of words written in direct speech. The second analysis focussed on describing the relationships of similarity between the source texts (the children’s literature books) and the resulting texts (the children’s rewritings), by identifying the shared forms and unshared forms between each source text and its corresponding resulting texts. This consisted of an analysis of the lexical connection between the texts. In terms of the results, on the one hand, the study of the longitudinal changes showed that the children generally wrote increasingly productive and complex texts with an increasing number of writing system conventions. The maximum scores obtained on the textual productivity and use of conventions indicators were related to the proportion of text written in direct speech. However, from the second year of primary education onwards, learning achieved in these areas was not restricted to writing this type of textual unit. On the other hand, the study of the relationships of similarity between the source texts and the resulting texts showed that the activity of rewriting placed the children in a discursive situation which ranged between quoting and paraphrasing. From the two perspectives under consideration, of shared forms and unshared forms, the educational conditions were found to promote the construction of an increasing attention towards the textuality of the books which were read, and this attention was observed as an increasing tendency to use the same words. This study provides additional evidence to support proposals for understanding the phenomenon of early literacy acquisition as the mastering of textually-oriented activities (Pontecorvo, 1996); activities which interface between orality, reading and writing (Goody, 1987, Ferreiro, 2001), which include the diversity of written and oral productions of the language, the diversity of objectives and mediums (Blanche-Benveniste, 2008), and the diversity of the ways in which language is used to create texts (Olson, 2009).

Thesis {Ph.D.) -- University of Western Sydney, Nepean, 1998. / Bibliography : p. 328-344.

Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009. / "December 2008". Bibliography: p. 299-327.

Thesis (D.A.)--Illinois State University, 1996. / Title from title page screen, viewed May 23, 2006. Dissertation Committee: Janice Grace Neuleib (chair), James Robert Kalmbach, Heather Ann Brodie Graves, John Francis Cragen. Includes bibliographical references (leaves 215-222) and abstract. Also available in print.

Made available in DSpace on 2014-12-17T15:07:17Z (GMT). No. of bitstreams: 1 LidianeMDB_TESE.pdf: 1760342 bytes, checksum: 7647033604681def2976d1e70afeab36 (MD5) Previous issue date: 2013-03-15 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / As a professor in Curso de Licenciatura em Letras, from Campus Avan?ado Profa Maria Eliza Albuquerque Maia (CAMEAM),do Estado do Estado do Rio Grande do Norte (UERN), in the town of Pau do Ferros, in the state of Rio Grande do Norte, we had the chance to carry out several writing activities , as well as guiding re-writing activities for the texts produced. From this experience, we started looking at the need of reflecting upon the writing process in higher education. Thus, we aim at analyzing, in this research, the methodology used in the moment of carrying out the writing practices activities in higher education, investigating, in particular, the rewriting practices, concerning the operations used for carrying out such activities, as well as the sense effects produced from the alterations which were made in the texts. Our theoretical foundation is grounded on a conception of text as a verbal action , what reveals a socio-interactional view of the language (MARCUSCHI, 2008; SAUTCHUK, 2003). As the production of written texts, our research focus, we assume that, for this activity, we deal with distinct figures (active writer and internal reader), so that we can, apart from writing, reflecting upon our writing and, this way, deciding about operations which are carried out to make the alterations which are necessary to the rewriting of our texts (SAUTCHUK, 2003). Still about the theoretical foundations used in this research, we made use of the theories from the Textual Analysis of Discourse (TAD) which discusses the belief on the evidence on the existence of the texts, which is opposite to the fixist view of textuality which believes that the texts exist by themselves. (ADAM, 2008; [2005]2010). Under this perspective, we have also adopted, the concepts which come from genetics criticism which is concerned about the relation between text and genesis, using as objects documents which bring traits of the text in progress, on the ground that the text is the result of work in progress, and the writing practice, on the other hand, as an activity in a continuous movement (HAY, [1975]2002; DE BIASI, [2000]2010; GR?SILLON, 1989; [1990]2008; [1992]2002; SALLES, 2008a). The methodology in this research is an ethnography-based one, an approach which focuses on the process, as well as is meaning-based. To understand the objectives proposed in our research, we made use of different procedures of collecting data which include an ethnographic study, such as: observation, note-taking, document analysis. The data which were analyzed were collected during the semester of 2008.2, in a first term classroom of Curso de Letras from CAMEAM, when we were able to collect twenty-one written texts and all of them were rewritten based on rewriting activities, what provides a corpus of forty-two texts which will be analyzed based on the linguistics operations identified by Generative Grammar and adopted by Lebrave and Gr?sillon (2009). From these analyses, we were able to confirm that writing is a process, and rewriting has become an extremely important activity for this process. Still due to these data, we observed that substitution was the most used operation by text authors. We believe that this result is justified by the fact that the substitution, according to what proposes the Genetic Criticism, constitutes the source of all erasure, from which one can easily make a change in writing. Regarding the operations of addition and deletion, we found that they were used in quantitative terms, almost equivalently, which can be explained when we see that the two operations require, by the author of the text, different strategies from those used for the replacement, what includes , respectively, adding or removing a segment. Finally, we found out that the shift operation was the least used, since it works with a segment that will not be replaced, added or deleted, but transferred to another place of text, which requires a greater ability of the author to perform this operation and not compromising the meaning of his/her writing. As a result, we hope to contribute to the reflection on the teaching of writing, considering, in a particular way, those with a Bachelor in Arts. Our analysis will contribute to the teaching of Portuguese language, specifically for activities that guide the production of texts in order to explore with students the ability to rewrite their own text / Enquanto professora do Curso de Licenciatura em Letras, do Campus Avan?ado Prof?. Maria Elisa de Albuquerque Maia (CAMEAM), da Universidade do Estado do Rio Grande do Norte (UERN), na cidade de Pau dos Ferros, RN, tivemos a oportunidade de encaminhar diversas atividades de produ??o de texto, bem como orientar atividades de reescritura para os textos produzidos. A partir dessa experi?ncia, despertamos para a necessidade de refletir sobre a produ??o de texto no ensino superior. Assim, pretendemos analisar, nesta pesquisa, a metodologia adotada na orienta??o de atividades de produ??o de texto no ensino superior, buscando investigar, particularmente, o trabalho com a reescritura, no que se refere ?s opera??es utilizadas para a realiza??o dessa atividade, bem como aos sentidos produzidos a partir das altera??es executadas nos textos. Nossa discuss?o te?rica est? fundamentada em uma concep??o de produ??o de texto enquanto atividade verbal , o que revela uma vis?o sociointeracional da linguagem (MARCUSCHI, 2008; SAUTCHUK, 2003). Quanto ? produ??o de textos escritos, nosso foco de pesquisa, partimos do pressuposto de que, para esta atividade, lidamos com duas figuras distintas (Escritor Ativo e Leitor Interno), para que possamos, al?m de escrever, refletir sobre nossa escrita e, assim, decidir sobre as opera??es que ser?o realizadas para promover as altera??es necess?rias ? reescritura de nossos textos (SAUTCHUK, 2003). Ainda no que diz respeito aos conceitos te?ricos abordados nesta pesquisa, recorremos aos postulados da An?lise Textual dos Discursos (ATD) que discute a cren?a na evid?ncia da exist?ncia dos textos, sendo, pois, contra a vis?o fixista da textualidade que acredita que o texto existe em si mesmo (ADAM, 2008; [2005]2010). Nesta perspectiva, adotamos, tamb?m, os conceitos advindos da Cr?tica Gen?tica que se ocupa da rela??o entre texto e g?nese, tomando por objeto os documentos que trazem o tra?o do texto em progresso, uma vez que considera o texto como resultado de um trabalho de elabora??o progressiva, e a escrita, por sua vez, como uma atividade em constante movimento (HAY, [1975]2002; DE BIASI, [2000]2010; GR?SILLON, 1989; [1990]2008; [1992]2002; SALLES, 2008a). A metodologia desta pesquisa ? de natureza etnogr?fica, uma abordagem que enfatiza o processo, como tamb?m se preocupa com o significado. Para atender aos objetivos propostos por nossa pesquisa, fizemos uso de diferentes procedimentos de coleta de dados que contemplam um estudo de tipo etnogr?fico, tais como: observa??o, anota??es de campo e an?lise de documentos. Os dados analisados foram coletados no decorrer do semestre 2008.2, em uma sala de aula do 1? per?odo do curso Letras, do CAMEAM/UERN, oportunidade na qual pudemos coletar vinte e um textos escritos, sendo que todos foram reelaborados a partir de atividades de reescritura, o que constitui um corpus de quarenta e dois textos que ser?o analisados a partir das opera??es lingu?sticas identificadas pela gram?tica gerativa e retomadas por Lebrave e Gr?sillon (2009). A partir da an?lise, podemos confirmar que a escrita ? um processo, e a reescritura vem mostrar-se como uma atividade de extrema import?ncia para esse processo. Ainda em decorr?ncia da an?lise, observamos que a substitui??o foi a opera??o mais utilizada pelos autores dos textos. Acreditamos que esse resultado justifica-se pelo fato de a substitui??o, de acordo com o que prop?e a Cr?tica Gen?tica, constituir a origem de toda rasura, a partir da qual se pode facilmente efetuar uma mudan?a na escrita. Quanto ?s opera??es de acr?scimo e supress?o, verificamos que foram empregadas, em termos quantitativos, quase de forma equivalente, o que pode ser explicado quando verificamos que as duas opera??es exigem, por parte do autor do texto, estrat?gias distintas daquelas usadas para a substitui??o, pois implicam, respectivamente, a inclus?o ou elimina??o de um segmento. Por fim, constatamos que a opera??o de deslocamento foi a menos utilizada, uma vez que trabalha com um segmento que n?o ser? substitu?do, acrescido nem eliminado, mas transferido para outro lugar do texto, o que requer uma maior habilidade do autor em realizar essa opera??o e n?o comprometer o sentido de sua escrita. Com isso, esperamos contribuir para a reflex?o sobre o ensino da escrita, considerando-se, de maneira particular, a forma??o do licenciado em Letras. Nossa an?lise trar? contribui??es ao ensino de L?ngua Portuguesa, especificamente, para as atividades que encaminham a produ??o textual, no sentido de explorar, junto aos alunos, a capacidade de reescrever seus pr?prios textos

This book of poems ranges in style from narrative to condensed lyric moment, and shifts in perspective from observation to introspection. Thematically, these poems explore everyday life through its many manifestations – memory, nature, marriage, faith and death – with an emphasis on finding meaning in absolutely ordinary things. Though their tone is often vulnerable and tender, even when it is more distant the poems are always searching.