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An ethnographic study of what occurred in high school peer response groups and how their response related to their revisionary processBuchta, Mike 01 January 1995 (has links)
No description available.
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Imitation pedagogy: The ongoing debateSnow, Nancy Joyce 01 January 1997 (has links)
Imitation was one of the five teaching methods passed down from the Greeks and was, from antiquity down to the nineteenth century, highly respected among scholars and educators. However, imitation has lost status as a viable pedagogy, and especially perhaps in the field of composition studies.
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A writing improvement and authentic assessment planMarks, Erelyne Lewis, Oliver, Barbara Mabey, Wolter, Maureen Sugar 01 January 1998 (has links)
No description available.
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Writing to learn in the secondary social studies classroom: Strategies for the disinclinedMcKiernan, Sharon Price 01 January 2000 (has links)
This thesis begins with sufficient research to support the contention that secondary teachers should be using writing in the classroom, proceeds to question why some are not, and then supplies specific lesson plan ideas which can be adapted to suit most needs in the secondary history classrooms.
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Expressive writing and academic discourse: Bridging the gap for high school second language learnersCase, Cynthia Katherine 01 January 1999 (has links)
No description available.
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Connecting composition and literature through the rhetorical situationNotarangelo, Maria Luisa Douglas 01 January 2002 (has links)
This thesis suggests that the idea of the rhetorical situation-a work's text (or language), author, audience, and social context-can serve as a connection between literature, literary theory, and composition studies. Criticisms of Emily Dickinson's Poem 754 are presented, and each is categorized according to the element of the rhetorical situation upon which it focuses.
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Coaching as a teaching model in English as a foreign language classroomWon, SunHwa 01 January 2003 (has links)
The purpose of this project is to examine interactive methodologies which provide effective EFL instruction and curricula that foster listening, speaking, and reading through the teaching of writing, peer review, and oral presentation skills.
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Re-examining the personal narrative in first year compositionHansler, Kathryn Marie 01 January 2003 (has links)
This thesis explores the current theories on the personal narrative (as a tool in teaching freshman composition) and examines the ways that this essay is now being used in first year courses at California State University, San Bernardino.
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Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of ObservationThompson, Emily Kyle 12 1900 (has links)
Preservice teachers (PSTs) bring a plethora of knowledge and experiences to their educator preparation courses. The PSTs have also formed ideas about how to teach based on their observations during the thousands of hours they spent as students in the classroom from kindergarten through high school graduation. This phenomenon, coined by Lortie, is called the apprenticeship of observation. Past research has focused on the apprenticeship of observation in general while neglecting to specifically explore how this phenomenon influences PSTs in regards to writing. Guiding this study were three research questions: (1) what are the PSTs' beliefs about writing instruction and themselves as writers, (2) how have PSTs' experiences as students affected their beliefs about themselves as writers, and (3) how do PSTs' experiences as students influence their plans to teach writing? After conducting a thematic analysis, there are four findings that stemmed from the data. First, PSTs come to their educator preparation programs with beliefs about themselves as writers. Particularly, the PSTs believe they are either writers or non-writers, Next, PSTs believe that writing instruction should be high-quality and foster student interest. Additionally, data suggested that PSTs' past experiences as students in a writing classroom influenced the PSTs' beliefs. Particularly, the PSTs' experiences around feedback and the control they had over writing were the most discussed. Lastly, past experiences stemming from the PSTs' apprenticeship of observation formed the basis for the plans the PSTs had about teaching writing. These findings have implications for both teacher educators and the PSTs they teach. It is imperative that teacher educators take steps to uncover the beliefs and past experiences of the PSTs as these serve as a lens through which the PSTs look through during their writing methods courses. Teacher educators must also use this information as a springboard for instruction. Finally, teacher educators must challenge the apprenticeship of observation to ensure that the plans PSTs have for teaching writing are not simply a conservative recreation of past experiences devoid of a theoretical basis.
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The Effects of Writing-to-learn Tasks on Achievement and Attitude in MathematicsMillican, Beverly Robinson 05 1900 (has links)
The problem of this study was to determine the effects of implementing writing-to-learn tasks in mathematics instruction on fourth grade students' achievement and attitude toward mathematics. Also addressed in this study is whether or not achievement and attitude measures of female students and low achieving students are effected by the use of writing in mathematics.
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