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Learning to critique and revise in a peer response group in an English-as-a-foreign-language university writing classHuang, Su-yueh January 1994 (has links)
Thesis (Ed. D.)--University of Hawaii at Manoa, 1994. / Includes bibliographical references (leaves 359-372). / Microfiche. / xii, 372 leaves, bound 29 cm
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Revealing knowledge in year 12 writing : an archaeological explorationFerguson, Lenore, 1947- Unknown Date (has links)
No description available.
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The effect of direct instruction in story grammar using deep processing on the reading and writing achievement of second gradersFine, Joyce Caplan 11 October 1991 (has links)
The purpose of this study was to investigate the effects of direct instruction in story grammar on the reading and writing achievement of second graders. Three aspects of story grammar (character, setting, and plot) were taught with direct instruction using the concept development technique of deep processing. Deep processing which included (a) visualization (the drawing of pictures), (b) verbalization (the writing of sentences), (c) the attachment of physical sensations, and (d) the attachment of emotions to concepts was used to help students make mental connections necessary for recall and application of character, setting, and plot when constructing meaning in reading and writing. Four existing classrooms consisting of seventy-seven second-grade students were randomly assigned to two treatments, experimental and comparison. Both groups were pretested and posttested for reading achievement using the Gates-MacGinitie Readinc Tests. Pretest and posttest writing samples were collected and evaluated. Writing achievement was measured using (a) a primary trait scoring scale (an adapted version of the Glazer Narrative Composition Scale) and (b) an holistic scoring scale by R. J. Pritchard. ANCOVAs were performed on the posttests adjusted for the pretests to determine whether or not the methods differed. There was no significant improvement in reading after the eleven-day experimental period for either group; nor did the two groups differ. There was significant improvement in writing for the experimental group over the comparison group. Pretreatment and posttreatment interviews were selectively collected to evaluate qualitatively if the students were able to identify and manipulate elements of story grammar and to determine patterns in metacognitive processing. Interviews provided evidence that most students in the experimental group gained while most students in the comparison group did not gain in their ability to manipulate, with understanding, the concepts of character, setting, and plot.
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Introduction à une didactique de la rédaction françaiseDelépine-Messe, Denise January 1966 (has links)
Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished
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Effectiveness of bottom-up discourse approach on teaching of writing through a picture story : a case studyLaw, So Chi Angel 01 January 2004 (has links)
No description available.
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利用視象工具進行寫作前構思訓練對作文成績的影響 : 控制組前後測準實驗設計 = The influence of prewriting training by using visual tools on achievement in Chinese composition : control group pre-test and post-test quasi experimental design何嘉華, 01 January 2005 (has links)
No description available.
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An investigation into English second language academic writing strategies for black students at the Eastern Cape technikonTshotsho, Baba Primrose January 2006 (has links)
Philosophiae Doctor - PhD / This study has been prompted by the negative remarks that lecturers make concerning the academic performance of students and the number of years they spend at the Eastern Cape Technikon before completing their diplomas. The aim of this study was to identify the kinds of strategies that English Second Language (ESL) students use to cope with English language writing tasks. Academic writing requires a conscious effort and much practice in composing, developing, and analyzing ideas. Black students at tertiary institutions in South Africa face additional difficulty, especially when they have to deal with writing in English which is an unfamiliar language to them. This presents them with social and cognitive challenges related to second language acquisition. Since the black students do not often consider the social contexts in which L2 academic writing takes place, models of L1 writing instruction and research on composing processes are often found wanting in their L2 writing pedagogy. In this study, I argue that language proficiency and competence is the cornerstone of the ability to write in the L2 in a fundamental way. L2 writing instructors should take into account both strategy development and language skill development when working with black students. This is critical in South Africa considering the apartheid legacy and the deprived social conditions under which black students often live and acquire their education. Therefore, using critical discourse analysis and aspects of systemic functional linguistics, this study explores errors in written cohesion and coherence in relation to L2 writing strategies used by black students at the Eastern Cape Technikon. The study focuses on errors in the form of cohesive devices of referring expressions using topic development used by students. The aim was to explore the strategies used by black students to write coherent academic texts. Further, the study intends to scrutinize the grammatical devices of reference, through analyzing the forms of cohesive devices and theme development. A focus on the writing process as a pedagogical tool enables me to explore the relationship between the quality of students‟ academic writing and coping strategies used, and come up with a model of L2 writing (coping) strategies for academic writing at the Eastern Cape Technikon. I investigate the L2 writing process adopted by competent and non-competent black students in the process of producing coherent academic texts by comparing strategies that the two groups of students adopt. / South Africa
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Selected written syntactic characteristics of a Papago college dialect of English and a standard English writing program for Papago college studentsKuhlman, Natalie Brostoff, 1944-, Kuhlman, Natalie Brostoff, 1944- January 1974 (has links)
No description available.
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The Richmond young writers’ project 1979-1984Hunter, Jane 05 1900 (has links)
Richmond School District successfully implemented in 1978-1984 an innovative approach to the teaching of writing--the writing process. This study sought to determine why teachers participated in developing a new writing curriculum in their schools, what characteristics of the setting promoted these curriculum development practices, and what curriculum leaders did to promote teacher participation in curriculum decision making.
Historical evidence for this thes is included interviews with eleven participants in reform, including the curriculum leader with greatest responsibility for its implementation. In addition, various print and manuscript documents provided a basis for interpretation of pertinent events.
As policy study this thesis described and analyzed the practices and experiences of the school district that embodied the implementers' values.
A single teacher-leader in the district accounted for much of the change in teacher practice. A district-wide emphasis on writing process praxis was further supported by the school board and the district's senior staff. Specific social characteristics of the curriculum development setting, Richmond School District, help account for the adoption of the reform.
The study argues for the importance of; (a) selecting the most appropriate innovation for implementation, (b) empowering participants in educational reform, and (c) an effective change agent to inspire participants. Implications for educators and recommendations for further research came from these insights. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
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A comparison group study on the effects of instruction in writing heuristics on the expository writing of E.S.L. studentsStrong, Gregory Butler January 1990 (has links)
This research addressed two major questions: (1) what effect does instruction in writing heuristics have on the expository writing of E.S.L. students? (2) is one writing heuristic better than another?
In an experiment involving 116 twelfth-graders in eight classes, the subjects were randomly assigned within classes to one of three groups. Each of the three groups received ten hours of instruction: two groups in writing heuristics, and a third group which served as an experimental control received instruction in grammar. The study was a pretest/posttest design where essays were administered as the tests. The students' essays were scored for quantity (number of words) and quality. Scores were analyzed in a repeated measures design.
The results revealed that there were no significant differences between the three groups on either the quantitative or qualitative measures. Although a review of the literature indicated support for the use of writing heuristics with E.S.L. students, the experimental evidence in this study does not substantiate this view. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
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