Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Wendy Bishop, Florida State University, College of Arts and Sciences, Dept. of English. Title and description from dissertation home page (viewed Feb. 26, 2004). Includes bibliographical references.

Thesis (M.A.)--University of Missouri-Columbia, 2007. / 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 March 27, 2008) Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 2008. / Vita. Includes bibliographical references (leaves 218-234).

Thesis (M.A.)--Auburn University, 2008. / Abstract. Includes bibliographical references.

Thesis (Ph.D.)--Ohio University, June, 2008. / Release of full electronic text on OhioLINK has been delayed until June 1, 2011. Includes bibliographical references (leaves 303-325)

Thesis (Ph.D.)--Ohio University, June, 2008. / Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until June 1, 2011. Includes bibliographical references (leaves 303-325)

Thesis (D.A.)--Illinois State University, 1982. / Title from title page screen, viewed April 22, 2005. Dissertation Committee: Janice Neuleib (chair), William C. Woodson, Glenn Grever, Dent Rhodes, Maurice Scharton. Includes bibliographical references (leaves 115-118) and abstract. Also available in print.

Good writing skills are an essential component of a well-educated workforce. The competitive nature of business and industry demands a diversified and educated workforce. This study investigated the intersections of a community college writing center and the writing demands of business and industry in North Mississippi. The research was qualitative and employed observations, interviews, documents, and other artifacts that were relative to the study. The Itawamba Community College (ICC) Writing Center was purposively selected for the case study. Participants for the study included current and former ICC students, writing center directors, faculty, ICC peer tutors, and business and industry leaders from North Mississippi. This study discovered the following: (a) the ICC Writing Center helped students with their writing needs which directly assisted them in passing their college courses (this ultimately helped students to remain in college and created a more educated workforce for North Mississippi); (b) former ICC students who used the ICC Writing Center agreed that the writing center did help them to complete their college education at ICC; (c) business and industry listed their writing demands for employees and concurred with former ICC students that the ICC Writing Center has helped to create a more educated workforce.

No description available.

M.Ed. / With transformation in higher education institutions in South Africa, writing centres were established in the early 1990s to cater for the diverse educational, social and cultural needs of students. Transformation and the call for teachers to become lifelong learners, has motivated many mature professionals to enter postgraduate study. The Faculty of Education’s Postgraduate Writing Support Centre at the University of Johannesburg was established in 2002 to offer writing support to such students. Through a multi-faceted case study, this paper explores the importance of collaborative conversations within a community of student writers in constructing knowledge. It seeks through the narrative of three different tutoring contexts, to understand the role of the peer tutor in facilitating these conversations with postgraduates in support of their writing. The findings of this study suggest to faculty that a tutor training programme needs to be developed to ensure effective and successful writing support, and in addition the postgraduate programme should be reviewed to incorporate support and continued supervision through all stages of study. / Mr. W.A. Janse van Rensburg