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Impact of word prediction & symbol-supported writing software on written output of students with Down syndromeMcCartney, Joanne 11 1900 (has links)
This study examined the effectiveness of two types of assistive technology for writing instruction of students with Down syndrome in British Columbia. Students received either Clicker 5, a symbol-supported writing software program; or Co:Writer, a word prediction software program designed to support written output. Data collection was conducted between January-June 2007 (Year 1) and October-May 2008 (Year 2). Clicker 5 was provided to 43 students in Year 1 (17 of whom also participated in the study during Year 2) and was designed to support early and emergent literacy development. Co:Writer was provided to 18 students in Year 1 (2 of whom also participated in the study during Year 2) and was designed to support text writing. Each month during both school years, teachers were asked to complete an on-line survey with questions related to their impressions of the impact of the technology and other variables. Students in the Clicker group produced 10-minute monthly writing samples about a selected topic using a Clicker grid designed by the research team. Students in the Co:Writer group produced one handwritten and one Co:Writer-supported 10-minute writing sample every month about the specified topic. Data were analyzed with regard to writing rate, spelling accuracy (Co:Writer group only), and quality (measured both analytically and holistically). Results for dependent measures of writing for the Clicker group were variable but provided some support for the use of symbol-supported writing software for producing meaningful written output. The Co:Writer group was more accurate with regard to spelling and grammar while using Co:Writer compared to handwriting. The results are discussed in terms of the practical implications, limitations, and areas for future research.
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Impact of word prediction & symbol-supported writing software on written output of students with Down syndromeMcCartney, Joanne 11 1900 (has links)
This study examined the effectiveness of two types of assistive technology for writing instruction of students with Down syndrome in British Columbia. Students received either Clicker 5, a symbol-supported writing software program; or Co:Writer, a word prediction software program designed to support written output. Data collection was conducted between January-June 2007 (Year 1) and October-May 2008 (Year 2). Clicker 5 was provided to 43 students in Year 1 (17 of whom also participated in the study during Year 2) and was designed to support early and emergent literacy development. Co:Writer was provided to 18 students in Year 1 (2 of whom also participated in the study during Year 2) and was designed to support text writing. Each month during both school years, teachers were asked to complete an on-line survey with questions related to their impressions of the impact of the technology and other variables. Students in the Clicker group produced 10-minute monthly writing samples about a selected topic using a Clicker grid designed by the research team. Students in the Co:Writer group produced one handwritten and one Co:Writer-supported 10-minute writing sample every month about the specified topic. Data were analyzed with regard to writing rate, spelling accuracy (Co:Writer group only), and quality (measured both analytically and holistically). Results for dependent measures of writing for the Clicker group were variable but provided some support for the use of symbol-supported writing software for producing meaningful written output. The Co:Writer group was more accurate with regard to spelling and grammar while using Co:Writer compared to handwriting. The results are discussed in terms of the practical implications, limitations, and areas for future research.
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The active and passive voice are equally comprehensible in scientific writing /Rhodes, Susan. January 1997 (has links)
Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (p. [95]-102).
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Impact of word prediction & symbol-supported writing software on written output of students with Down syndromeMcCartney, Joanne 11 1900 (has links)
This study examined the effectiveness of two types of assistive technology for writing instruction of students with Down syndrome in British Columbia. Students received either Clicker 5, a symbol-supported writing software program; or Co:Writer, a word prediction software program designed to support written output. Data collection was conducted between January-June 2007 (Year 1) and October-May 2008 (Year 2). Clicker 5 was provided to 43 students in Year 1 (17 of whom also participated in the study during Year 2) and was designed to support early and emergent literacy development. Co:Writer was provided to 18 students in Year 1 (2 of whom also participated in the study during Year 2) and was designed to support text writing. Each month during both school years, teachers were asked to complete an on-line survey with questions related to their impressions of the impact of the technology and other variables. Students in the Clicker group produced 10-minute monthly writing samples about a selected topic using a Clicker grid designed by the research team. Students in the Co:Writer group produced one handwritten and one Co:Writer-supported 10-minute writing sample every month about the specified topic. Data were analyzed with regard to writing rate, spelling accuracy (Co:Writer group only), and quality (measured both analytically and holistically). Results for dependent measures of writing for the Clicker group were variable but provided some support for the use of symbol-supported writing software for producing meaningful written output. The Co:Writer group was more accurate with regard to spelling and grammar while using Co:Writer compared to handwriting. The results are discussed in terms of the practical implications, limitations, and areas for future research. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
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Delaware Writing Project Technology Initiative (DWPti) guiding teachers to integrate technology with the teaching of writing /Scott, Patricia Gioffre. January 2006 (has links)
Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: Chrystalla Mouza, School of Education. Includes bibliographical references.
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A modern Wessex of the 'penny post' : letters and the post in Thomas Hardy's novelsKoehler, Karin January 2015 (has links)
This thesis examines the use and representation of letters (and other written messages) in Thomas Hardy's novels, and it considers how Hardy's writing engages with Victorian communication technologies. The 1895 Preface to Far from the Madding Crowd describes Hardy's fictional setting as a ‘a modern Wessex of railways, the penny post, mowing and reaping machines, union workhouses, lucifer matches, labourers who could read and write, and National school children'. The penny post, a communication revolution with an enormous social, economic, and cultural impact, was introduced on 10 January 1840, just a few months before Hardy was born. This thesis aims to demonstrate how a consideration of the material, technological and cultural conditions of communication in Victorian England might reshape our understanding of Hardy's novels, especially of the countless letters, notes, and telegrams which permeate his texts. The written messages in Hardy's novels serve as a means for exploring the process of human communication, and the way this process shapes individual identity, interpersonal relationships, and social interactions alike. Chapter I of this thesis relates Hardy's portrayal of letters to the historical transition from oral tradition to written culture. Chapter II enquires into the relationship between letter writing and notions of privacy and publicity in Hardy's novels. Chapters III and IV argue that Hardy uses letters so as to give a strikingly modern complexity to his representation of human subjectivity and intersubjectivity. The two final chapters investigate how the modalities and technological conditions of written communication influence the construction of Hardy's narratives, the design of his plots. Taken together, the six chapters examine Hardy's perception of one of the most fundamental human activities: communication.
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Foucault e a arte do cuidado de si: uma nova possibilidade de Discuss?o para a forma??o continuada de professores de l?ngua inglesaSantos, Ivonete Bueno dos 14 September 2012 (has links)
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Previous issue date: 2012-09-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This thesis proposes a new thinking on the English teacher and their continuing
education, leaving the picture emerging of a new professional, who is producing and
being produced. From this perspective, I present an analysis of self writing of thirteen
student-teachers, teachers on how they position themselves to be discursively
constituted as subjects in the context of continuing education. As part of Applied
Linguistics, the theory and method that supports the analysis of data are articulate
key elements of Foucault notions, namely:The care of the self, seeking their
connection with one another and care of and the self writing. In the theoretical
notions of these elements are implied notions of others, such as speech, ethics,
technology of the self, subject and truth. (Foucault, 1984, 1995, 2004c, 2006), and
questioning the ethics of the subject. I propose to examine selected excerpts from
the self writings of student teachers with a specialization in Teaching and Learning
the English Language, seeking linguistic processes in the material production of
subjectivities.In order to analyze the process of subjectivation, I examine the
discursive statements of selected cuts, aiming to learn more specifically, the points of
identification and fragments of the uniqueness of the teachers, showing how they
care for themselves and reflect upon them in building their subjectivity from the
technologies of the self, to occupy the position of English Language teachers. The
results show that, in the exercise of self writing, the subject falls, and a practice of
asceticism, discursively construct her/his subjectivity / A presente tese prop?e-se a construir um novo olhar acerca do professor de l?ngua
inglesa em sua forma??o continuada, deixando emergir a figura de um novo
profissional, que est? se produzindo e sendo produzido na contemporaneidade.
Nessa perspectiva, apresenta-se uma an?lise das escritas de si de treze alunosprofessores,
sobre como esses docentes posicionam-se discursivamente ao se
constitu?rem como sujeitos em um contexto de forma??o continuada. No ?mbito da
Lingu?stica Aplicada, a trama do tecido te?rico-metodol?gico que sustenta a an?lise
dos dados articula elementos principais das no??es foucaultianas, tais como: o
cuidado de si, buscando sua conex?o com um cuidado do outro e com a escrita de
si. Nas no??es te?ricas desses elementos est?o implicadas as no??es de outros, a
saber: discurso, ?tica, tecnologia do eu, e sujeito e verdade (FOUCAULT, 1984,
1995, 2004c, 2006), al?m da problematiza??o da ?tica do sujeito. Prop?e-se ainda a
analisar recortes discursivos selecionados a partir das escritas dos alunosprofessores
de um curso de especializa??o em Ensino e Aprendizagem de l?ngua
inglesa, buscando, na materialidade lingu?stica, os processos de produ??o de suas
subjetividades. Com o prop?sito de analisar o processo de subjetiva??o, examinamse
enunciados fazendo recortes no intuito de apreender, mais especificamente, os
pontos de identifica??o e fragmentos da singularidade dos professores, identificando
como eles cuidam de si e refletem sobre si na constru??o de suas subjetividades a
partir das tecnologias do eu, ao ocuparem a posi??o de professores de l?ngua
inglesa. Os resultados apontam que, no exerc?cio da escrita de si, o sujeito se
inscreve, e, numa pr?tica de ascese, constr?i discursivamente sua subjetividade
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