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Syntactic complexity, error and the holistic evaluation of ESL student essaysSparks, John S. 01 January 1988 (has links)
This study was designed to test five hypotheses in order to answer the following general research questions: 1) Are measures of syntactic complexity valid indices of ESL writing quality as measured by the holistic rating of student essays? 2) Would a measure of frequency and seriousness of error reflect evaluators' perceptions of ESL writing quality?
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An analysis of writing assignments in selected history textbooks for grades seven and elevenSellers, Charlotte P. 06 June 2008 (has links)
Current research in English/language arts advocates the incorporation of writing in content areas across the curriculum as a means of learning content as well as a means of evaluating content mastery. Focusing on the content area of social studies and acknowledging the importance of the text as a teaching tool, this study examined to what degree and in what manner selected social studies textbooks incorporated writing. Texts selected for the study were nationally published history textbooks which had been adopted for use in the state of Virginia at grades seven and eleven, where the teaching of United States history is mandated in Virginia.
Accompanying the basal textbook as a primary tool of instruction is the complementary teacher manual or guide. Using Britton’s categories for functions of writing (i.e., Expressive, Transactional and Poetic) and Donlan’s four categories of writing particular to the social studies (i.e., Reporting, Exposition, Narration and Argumentation), an analysis was made of writing assignments offered via selected social studies textbooks and their accompanying teacher manuals. Text packages selected for the study reflected those U.S. history texts adopted for use in Virginia at grades seven and eleven.
The treatment of writing in the selected textbook packages was examined to determine the reflection of current research and theory in the area of composition. Findings paralleled the national Applebee study of 1981 finding that most writing required in secondary schools was of a Transactional nature, most often requiring students to report or explain information, seldom requiring creative writing as with Narration. Moreover, examination of state and national social studies professional journals revealed relatively little support in instructing social studies educators on how to include writing in this content area. / Ed. D.
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The effects of summarization training on community college developmental English studentsSelinger, Barry Marc 06 June 2008 (has links)
The primary purpose of this study was to investigate the effects of a training program in summarizing textbook articles on developmental English community college students’ ability to summarize text. Although previous research has documented improvement in reading recall when subjects were taught a hierarchical summary procedure, the study constitutes the first attempt to test whether this procedure can be used to train students to write better summaries. Developmental English students were chosen for study because students in this population typically do poorly at this important academic task. Because summary notes are often considered an aid to recall, the study also measured recall protocols of students who were trained in summary writing in contrast to those who received alternative training. Experimental group students were taught to identify the top three levels of importance and had guided practice with feedback once a week for five weeks. Control group students were given training in vocabulary and comprehension techniques. Passages were at least 1200 words. Scoring was based on inclusion of information from the top three levels of hierarchical structure in each passage.
The basic questions of the study were: (1) Is there an interaction between group status and cognitive abilities on summary writing posttest scores? (2) Are students who received training in summarization more proficient at summarizing text than students who received another type of training? (3) Are students who received training in summarization more proficient at recalling text than students who received another type of training? (4) Do students trained in summarization score higher than students trained with other methods on a standardized reading test?
Regression analyses indicated the following results: (1) There was no interaction between type of training and cognitive abilities on summary writing posttest scores; high and low students profited equally from instruction. (2) Students trained in summarization performed significantly higher than control group students on the summary writing posttest. (3) Treatment group students did not score significantly higher than control group students on the delayed recall test, but there was a trend towards Significance. (4) There was no significant difference between treatment and control group students’ standardized reading test scores. / Ed. D.
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An exploration of the process of reading to write used by good Spanish-as-a-foreign-language studentsRuiz-Funes, Marcela T. 13 February 2009 (has links)
Research in the process of reading to write used by foreign language (FL) students is lacking. This study is descriptive in nature as its main purpose was to generate a hypothesis about how good Spanish-as-foreign-language (SFL) students in a third-year level class performed reading-to-write tasks. The following objectives guided the investigation: (1) to explore the processes and strategies that good upper-level SFL students in a third-year Spanish composition class used to perform reading-to-write tasks; (2) to explore how the processes used were affected by the contextual constraints of academic writing within an authentic FL class; and (3) to explore how the students integrated information from the source texts into their writing in terms of types of use of information, their function, and location in the students' texts. Case study was used to explore the processes of reading to write and to capture the relationship between cognition and context within an academic FL setting.
In order to achieve the objectives of the study, two good third-year SFL students from a composition and conversation class in a large southeastern university were the subjects in this investigation. The subjects performed two reading-to-write tasks as part of their class assignments. The two reading-to-write tasks were intensely analyzed as to the processes and strategies that the subjects used and the effects of the teacher's expectations, of the rules and conventions of academic writing, and of the subjects’ limited command in Spanish on such processes. In addition, a product analysis was conducted on the final written products. Stimulated-recall interview was used as the method for data collection process. The subjects also kept reading and writing logs for each task that were used to help stimulate recall of the processes they used.
Findings indicate that the process of reading to write used by good third-year SFL students is a recursive process that includes the orchestration of the following major processes: brainstorming/synthesizing, monitoring, structuring, elaborating, planning, relaxing, writing, revising, and editing. In addition, results show that contextual constraints affect the processes listed above. Among the contextual factors explored, teacher's expectations had the strongest effect. Rules and conventions of academic writing and limited command of Spanish also affected the processes of writing from source texts. Results from the product analysis indicate that good SFL students tend to integrate information from the source texts using mainly original statements, synthesis, and paraphrases. Results led to the design of a preliminary-research based model that could have important implications for future research and consequences for teaching. / Ph. D.
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Responding to student writing : strategies for a distance-teaching contextSpencer, Brenda 11 1900 (has links)
Responding to Student Writing: Strategies for a Distance-Teaching Context identifies viable
response techniques for a unique discourse community. An overview of paradigmatic shifts in
writing and reading theory, 'frameworks of response' developed to classify response statements
for research purposes, and an overview of research in the field provide the theoretical basis for
the evaluation of the empirical study.
The research comprises a three-fold exploration of the response strategies adopted by Unisa
lecturers to the writing of Practical English (PENl00-3) students. In the first phase the focus falls
on the effect of intervention on the students' revised drafts of four divergent marking strategies
- coded correction, minimal marking, taped response and self assessment. All the experimental
strategies tested result in statistically-significant improvement levels in the revised draft. The
benefits of self assessment and rewriting, even without tutorial intervention, were demonstrated.
The study is unique by virtue of its distance-teaching context, its sample size of 1750 and in the
high significance levels achieved.
The second phase of the research consisted of a questionnaire that determined 2640 students'
expectations with respect to marking, the value of commentary, their perceptions of markers'
roles and their opinions of the experimental strategies tested. Their responses were also
correlated with their final Practical English examination results.
The third phase examined tutorial response. The framework of response, developed for the
purpose, revealed that present response strategies represent a regression to the traditional
product-orientated approach to writing that contradicts the cognitive and rhetorical axiological
basis of the course. There is thus a disjunction between the teaching and theoretical practices.
The final chapter bridges this gap by examining issues of audience, transparency, ownership,
timing of intervention and training. The researcher believes that she has successfully identified
practical and innovative strategies that assist lecturers in a distance-teaching context to break
away from old response blueprints. / English Studies / D.Litt. et Phil. (English)
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Die integrasie van stelwerk- en letterkunde-onderrig met toespitsing op die mediaLe Cordeur, Michael Lucien Arnaud January 1991 (has links)
Thesis (MEd) -- Stellenbosch University, 1991. / ENGLISH ABSTRACT: This study aims at contributing towards the improvement of
teaching, in secondary schools, of written composition and
literature in Afrikaans as a first language. · For this
purpose, an outline of the relevant literature is
presented.
It is evident that the teaching of Afrikaans is not
entirely sound. As simple solution does not exist;
however, this study is an attempt to improve the present
situation by focussing on integrated teaching and on the
implementation of the media.
Technological development puts the media within reach of
more people each day. Pupils spend a great deal of time
watching television, films and videos; or listening to the
radio, records and cassettes. They read newspapers and
magazines. This study maintains that the media should
therefore be utilized to advance the teaching of Afrikaans,
as all communicative skills will then improve in
particular reading and writing.
An integrative approach to teaching is widely recognised as
the ideal. Neuropsychological research has shown that the
human brain functions optimally when teaching is
integrated. Ideally, in regard to the teaching of a
language, composition writing and literature study should
merge.
The current South African curriculum does not as yet place
enough emphasis on this aspect.
This study concludes that there is a need for integrated
teaching to be introduced into the curriculum for Afrikaans
as first language. A second conclusion is that the media,
which can serve as device for blending written composition
and literature teaching, is not yet exploited effectively.
Pupils display an ardent interest in the media and it
follows that the media should be used intentionally and as
a prominent component of the teaching programme.
An integrated teaching programme, which focusses on the
media, is proposed in this study. Practical suggestions
are made in this regard, proving that the media can serve
as crucial point of integration for the teaching of written
composition and literature. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om deur 'n oorsig van die
relevante literatuur 'n bydrae te lewer tot die onderrig
van stelwerk en letterkunde in Afrikaans as Eerste Taal in
die senior sekondere skoolfase.
Dit is duidelik dat alles nie wel is met die onderrig van
Afrikaans nie. 'n Enkelvoudige oplossing is nie moontlik
nie, maar hierdie studie wil probeer om die betreklik
negatiewe beeld wat bestaan, te verbeter. Die invalshoek
wat gekies is, is die van mediagerigtheid. Die patr.oon wat
gevolg is, is 'n ge1ntegreerde onderrigbenadering.
Tegnologiese ontwikkeling plaas die media binne al meer
mense se bereik en dit is 'n werklikheid dat leerlinge baie
tyd aan televisie, rolprente, radio, musiekvideo's,
liedjies, koerante en tydskrifte bestee. In hierdie studie
is van die standpunt ui tgegaan dat hierdie tendens tot
voordeel van Afrikaans aangewend moet word om die media te
benut ten einde leerlinge se lees- e~ skryfvaardighede en
dus oak hulle kommunikatiewe vaardighede te ontwikkel.
'n Ge1ntegreerde onderrigbenadering word allerwee as die
ideaal erken. Neuropsigologiese navorsing het getoon dat
die menslike brein optimaal funksioneer wanneer onderrig
ge1ntegreerd aangebied word. Wat die komponente van taalonderrig
betref, is die ideaal dat die stelwerk en
"letterkunde ten nouste ge1ntegreer behoort te word. Die
huidige situasie in Suid-Afrika vertoon egter nog leemtes,
want binne die bestaande kurrikulum kom ge1ntegreerde
onderrig nog nie tot sy reg nie.
Die studie kom dan tot die eerste gevolgtrekking dat daar
wel 'n behoefte bestaan aan ge1ntegreerde onderrig in die
kurrikulum vir Afrikaans Eerste Taal. 'n Tweede belangrike
gevolgtrekking is dat die media as ontmoetingspunt van
stelwerk en letterkunde nie genoegsaam ontgin word nie.
Aangesien leerlinge so 'n intense belangstelling toon in
die media, is dit net logies dat die media grater
prominensie verkry binne die huidige kurrikulum deur die
bewustelike inskakeling van hierdie media in die
onderrigprogram.
Aan die hand van praktiese voorstelle en wenke is in
hierdie studie 'n ge1ntegreerde onderrigprogram vir
stelwerk en letterkunde met as fokuspunt die media,
voorgestel. Op die wyse is bewys gelewer dat die media wel
as integrasiepunt van stelwerk en letterkunde kan dien.
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Syntactic development of primary school children in Hong KongKwan, Che-ying., 關之英. January 2003 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
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The effects of teacher feedback on the composition revision of second language learners: a case study of ninesecondary 4 students under different feedback conditionsTse, Kwok-wai, Alice., 謝幗慧. January 2005 (has links)
published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics
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The effectiveness of using guided reading to enhance primary school students' language competency =Wong, Man-ying., 黃敏瀅. January 2006 (has links)
published_or_final_version / abstract / Education / Master / Master of Education
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A case study on the writing development of a Cantonese-speaking child in Hong KongSo, Kit-yuk, 蘇潔玉 January 1995 (has links)
published_or_final_version / Education / Master / Master of Education
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