Thesis (D.A.)--Illinois State University, 1984. / Title from title page screen, viewed June 2, 2005. Dissertation Committee: Janice Neuleib (chair), Russell Rutter, Maurice A. Scharton, William C. Woodson, William E. Piland. Includes bibliographical references (leaves 160-165) and abstract. Also available in print.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (Ed. D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on April 24, 2009) Vita. Includes bibliographical references.

Thesis (Ph.D.) -- University of Rhode Island, 2007. / Typescript. Includes bibliographical references (leaves 97-106).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2010. / Title from title screen (site viewed July 6, 2010). PDF text: v, 142 p. ; 1 Mb. UMI publication number: AAT 3398198. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (MPhil)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed July 12, 2007). PDF text: 162 p. UMI publication number: AAT 3252842. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph. D.)--University of Rhode Island, 2006. / Includes bibliographical references (leaves 154-170).

To discover possible avenues for countering low attendance at the University of Southern Indiana's writing center by students in the two pre-core curriculum basic writing classes, this study explored the basic writing students' reasons for not attending the writing center. Since their attitudes toward writing and collaboration as well as some of their perceptions of the writing center seemed likely to influence their decision to attend or not attend, the study explored these areas as well. A survey of students in nineteen sections of the two classes, General Studies 098 and English 100, was the main method used in the study, with interviews with several volunteers from these courses supplementing the surveys. These methods resulted in a number of findings. First, the majority of students in both the surveys and interviews expressed preference for feedback from instructors over other resources, including writing consultants. The surveys also revealed possible gender and ethnicity differences in attitudes toward writing center use, including that males might be more reluctant to use the writing center than females and that non-white students were more likely to use the writing center than white students in spite of being less likely to perceive that the writing consultants care about their success. The survey results suggest a correlation between familiarity with the Writers' Room and positive perceptions of the service, although this finding was contradicted by the responses of one of the interviewed English 100 students and thus would benefit from investigation through further research. Finally, the survey results showed that even though students who expressed generally positive attitudes toward collaboration and viewed writing consultants as caring did not perceive the writing consultants as particularly helpful compared to other resources. These findings suggest that greater familiarity with the writing center--such as through required visits for students in the lower level course--might result in more students visiting as well as more positive attitudes toward the writing center.

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