121 |
Basic writers, oral strategies, and the writing processJohnson, Deborah Ann 01 January 1992 (has links)
Linguistic research (differences and similarities between spoken and written language) -- Features of production (coordinating conjunctions, hedges, neuter pronouns, collocations, etc.) -- Features of interaction (personal pronouns, hyperbole, emphatics) -- Textual analysis evaluation -- Comparison of written words, oral features, and essay grades or scores received.
|
122 |
Inferential reasoning and the needs of basic writersFerri-Milligan, Paula 01 January 1993 (has links)
No description available.
|
123 |
Crossing the writing thresholdClark, Carol Lea 01 January 1991 (has links)
No description available.
|
124 |
Appropriate (or be appropriated by) academic discourse: There is a text in this classDrake, James Ray 01 January 1994 (has links)
No description available.
|
125 |
Teaching basic writing in the midst of the great literacy debateArchibald, Robin 01 January 1999 (has links)
No description available.
|
126 |
A rhetorical study of Edward Abbey's picaresque novel The fool's progressRogers, Kent Murray 01 January 2001 (has links)
This thesis addresses this question of why Abbey employed such rhetoric and what resulting effects he hoped to achieve. Examining Abbey's rhetoric in terms of classical Western rhetorical traditions, the genre of the picaresque, and his own ideological stance can aid in understanding what his intentions are in this controversial work.
|
127 |
Applying Kenneth Burke's dramatistic pentad for revision strategies for inexperienced writersWhims, Joette Ilene 01 January 2002 (has links)
No description available.
|
128 |
Stephen Gosson's rhetorical strategies in The School of AbuseJohnson, Timothy Paul 01 January 2004 (has links)
This thesis shows how Stephen Gosson's The School of Abuse (1579) functions as a rhetorical composition. The elements of writer, readership, and text are each examined in order to elucidate the rhetorical decisions made by Gosson during the composition of The School.
|
129 |
Evolving outcomes of the outcomes statementHoliday, Judith Miriam 01 January 2006 (has links)
This thesis rhetorically analyzes the Outcomes Statement (OS) developed by "The Outcomes Collective" (a group of writing program administrators) for First-Year Composition. The OS was designed to create curricular consensus with regard to First-Year Composition both within and across postsecondary institutions. Though postmodern undertones permeate the OS, it can be interpreted from a purely modernist perspective. The thesis includes a chapter with suggestions on revising the OS to control this ambiguity.
|
130 |
Writing For Change And Changing Writing: Service Learning, First-year Composition And Writing About WritingBormann, Vanessa Rae 01 January 2012 (has links)
Through a piloted model of curriculum designed for ENC 1101 this teacher-research study investigated how service-learning can shape the experiences of both teachers and students in the first-year composition classroom. The research aimed to determine the ways in which enhancement occurred for students and teachers through evaluation of student coursework, a post-semester student focus group and a faculty interview. Focusing on the impacts of this curriculum on a part-time teacher, this study also aimed to bring to light some of the challenges inherent in service-learning within FYC, while offering ways to mediate those challenges in both course design and departmental implementation. As a result of this project, recommendations were made for modification of this curriculum to be used as an option for instructors alongside appropriate professional development, which is essential to the success of service-learning in FYC. Continued research dealing with various approaches to using service-learning in FYC was also recommended.
|
Page generated in 0.0873 seconds