Imitation, modeling, emulation: these are terms frequently appearing in reference to the teaching of writing. Their history includes the model teacher, the materials used as models, and the modeling method. Two-thirds of this work focuses on imitation's applications in the teaching of composition in America 1636-1988 (an overview of the "petty" or grammar schools, the private academies, and the early colleges). The remaining third traces imitation's use from pre-Greco-Roman times through the Renaissance. Imitation methods date back to the beginnings of rhetoric; they were the teaching paradigm until at least the Middle Ages. The ideal model teacher had a close relationship with few students at a time, was a moral model, and was a practicing professional. Models were at first current speeches, but expanded to include poetry, sermons, letters, and finally all types of prose. Problems in application occurred when models became dated or removed from their purpose. The imitation method included imitation of the teacher, practice, prelection (criticism and analysis), and emulation, the point at which the student takes off to write original work. In America imitation was clearly the inherited paradigm, but it was weighed down by its legacy from the Middle Ages and Renaissance: over emphasis on style and grammar. Today imitation methods are surfacing as ways of teaching composition. Research is in the embryonic stages. The use of models and of classical imitation methods in today's classrooms seems to be increasing. A study of what imitation was and how it was used may help in avoiding its possible problems and applying its many merits.

Photocopy of typescript. / Digitized by Kansas Correctional Industries

Though Miami is one of the places most vulnerable to climate change, climate change threats are not at the forefront of most citizen’s worries. Furthermore, though all Miamians are vulnerable in the face of climate change, they are stratified into communities that will bear the consequences of that threat with different intensities, including frontline communities that struggle to bring visibility to themselves and their concerns. Activist-citizens need to connect the dots between ethical, social, political, economic, and environmental issues and create kinship networks that break through compartmentalized communities. The purpose of this thesis is to explore how climate justice initiatives, like the Miami People’s Climate March, catalyze action and subvert institutional narratives that preclude change by collaboratively reimagining communities as communal ecosystems. These initiatives foreground the relationality between human and nonhuman subjects, demand visibility for frontline communities, and unite diverse populations in solidarity while simultaneously acknowledging and celebrating difference.

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 92-97). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1989. / Includes bibliographical references (leaf 77-78). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1980. / Includes bibliographical references (leaf 240-241). Also available in print.

Thesis (Ph. D.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (p. 254-264).

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: David Schwarzer. Vita. Includes bibliographical references. Also available online.

Thesis (M.Ed.)--York University, 2004. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 102-106). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL:http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss&rft%5Fval%5Ffmt=info:ofi/fmt:kev:mtx:dissertation&rft%5Fdat=xri:pqdiss:MQ99308