Thesis (M.S.)--University of Wisconsin--Madison, 1964. / eContent provider-neutral record in process. Description based on print version record. Bibliography: l. [158]-166.

Recent trends in higher education have led to the development of alternatives to traditional on-campus graduate degree programs. There is a concomitant need to understand student experience in field-based programs which support continuing education and career development for employed adults. The central purpose of this research was to explore the representation of student experience in academic journals written by thirty-five graduate students during their first term of study in a field-based Ed.D. program. Journals from two cohorts of students provided the empirical data for a grounded theory approach to qualitative analysis of cognitive and social dimensions of a new learning environment. The research questions were expository and non-directional due to the exploratory nature of this study. The analysis focused on: (1) the elaboration of descriptive categories for types of writing in student journals (2) development of emergent conceptual categories related to social processes within the learning environment, and (3) identification of narrative features of journal writing. Qualitative data analysis software was used to support grounded theory methods of coding, structuring, and analyzing the textual data. A descriptive model of student experience was developed through graphic and textual representation of multiple perspectives drawn from student journals. Findings indicate that students used the journal writing assignment to reflect on their experience and communicate with the program director about both positive and negative aspects of that experience. Patterns, themes and differences in specific dimensions of student writing were identified. Systematic analysis of the journals afforded a unique perspective on the development of mutual connectedness and peer support within the cohorts. These findings underscore the significance of academic journals as social texts which express students' views of the learning environment and academic community. Implications for program design and teaching practices in field-based degree programs based on a cohort model were discussed. / Graduation date: 1996

In my preface I have tried to show what a diary is, why they might be of interest to others, why I think they are valid and should be considered as such. I have defended my diary as being worthy material for a thesis, or myself as worthy of being called a writer. (Traditionally, writing in a diary doesn't qualify one as being a writer, even though you might write millions of pages and spend your entire lives doing it.) Edited selections of my diary make up the body of the thesis. These selections are divided into four main sections which suggested themselves during editing. To summarize the diary as a whole, I would say it's about human relationships.

The study of the Back and Forth book of an eleven years old E.S.L. student introduces a type of personal writing which is argued to facilitate meaningful, written communication in the second language. The present study extends the findings of dialogue journal studies of Staton et al. in two directions. 1. The case study of the Back and Forth book activity presents a "communication triangle" which involves parental participation and thus serves as a bridge between school and home. The reported observations focus on the potentials and limitations of the Back and Forth book task in comparison to other journal writing practices. 2. The analysis of the selected 45 journal entries provides some explanation for the weak realization of the task. The application of Mohan's Knowledge Framework as a means of analyzing student writing provides a c picture of the language and content. The Knowledge framework presents guideline for monitoring the development of language and the development of discourse and content. The inconsistency of the task justifies the present study: the multi-purpose task of the Back and Forth book produces unsatisfactory writing, the research question is of determining its reason and provide a guideline to monitor the task in order to obtain more satisfactory product. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

No description available.

This thesis is the first of three sections in what will be a book-long project of creative nonfiction essays. The book will parallel the author's diary with three other family diaries, spanning four generations. This thesis deals with the first of those diaries, written by Antonio Bonetti's, the author's great-grandfather. The narrative traces the author's struggle with clinical depression, juxtaposing this with his great-grandfather's political struggles in the city of Trieste during the nineteenth century (then under the Austro-Hungarian empire). Both the author's and Bonetti's diaries are excerpted and commented on by the author, comparing the author's experiences as a psychiatric patient with those of his great-grandfather as a political prisoner. This is the "conversation" of diaries. The irreverent tone of the Antonio Bonetti's prison diary confounds many of the author's expectations, leading the author to discover more commonalities than anticipated, namely a sense of humor in the face of severe diversity (the punchline as life boat). / Graduation date: 1999

Thesis (Ph. D.)--University of Idaho, 2006. / Abstract. "April 18, 2006." Includes bibliographical references (leaves 156-167). Also available online in PDF format.

This thesis explores weblogs and, for purposes of comparison, their paper near-equivalent, the personal diary. The analysis demonstrates the values that weblogs hold as potential archival records, in and of themselves and in comparison to their diary “equivalents,” and then suggests appraisal concepts and strategies for archivists in collecting weblogs. The emphasis of this study is on women’s diaries and weblogs, and gender analysis is incorporated into the discussion. / October 2007

Inaug.-Diss.--Freie Universität, Berlin. / Vita. Includes bibliographical references.

This thesis explores weblogs and, for purposes of comparison, their paper near-equivalent, the personal diary. The analysis demonstrates the values that weblogs hold as potential archival records, in and of themselves and in comparison to their diary “equivalents,” and then suggests appraisal concepts and strategies for archivists in collecting weblogs. The emphasis of this study is on women’s diaries and weblogs, and gender analysis is incorporated into the discussion.