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Developing academic writing at the National University of Rwanda: a case study of first year economics and managementKereni, Ildephonse January 2004 (has links)
This aim of this study was to investigate the extent to which writing skills offered in the one-year intensive English course and in the 75 hour course of Speaking and Writing Skills, prepare students for academic writing in the subjects which are offered through the medium of English. The study focused on first year Economics and Management.
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Multimodality and composition studies, 1960 - presentPalmeri, Jason. January 2007 (has links)
Thesis (Ph. D.)--Ohio State University, 2007. / Full text release at OhioLINK's ETD Center delayed at author's request
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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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A phenomenological investigation into undergraduate students' experience of acquiring the discourse of engineeringVan Heerden, Karen Ilse January 2001 (has links)
The area of discourse acquisition and writing in higher education has become a much researched field. In South Africa the interest in discourse acquisition and writing has been partly in response to the change in student profile, particularly over the past ten years. While South African researchers and academics are increasingly focusing their interest in discourse acquisition and writing on the unique circumstances here, they rely on theories based on research done in very different social contexts. These theories are not necessarily universally appropriate. South Africa is currently undergoing a period of transformation in higher education aimed at greater access and equity for black students and academics. The accompanying sense of frustration and disillusionment among students and academics underlines the need to reappraise all aspects of higher education. Much of the research on discourse acquisition and writing is undertaken in arts programmes: vocational fields - such as engineering education - tend to be neglected. If the envisaged growth in science and engineering education is to be realised, it is essential that research in discourse and writing be undertaken in engineering programmes. This study investigates discourse acquisition as experienced by students in a South African engineering faculty. The experiences of six final year technikon students are investigated to gain a better understanding of what it means to acquire the discourse of engineering. The phenomenological method used requires that the researcher suspends or brackets a priori theoretical notions or pre-conceptions so that that which the students experience, rather than what the researcher expects in terms of theory, can emerge. What emerges from the students' experiences is partially congruent with established discourse and writing theories. However, some of the student experiences of discourse acquisition differ in significant ways from what is described in mainstream writing and discourse acquisition theory. The differences in the manner in which these students experience their acquisition of engineering discourse leads to a new understanding of the phenomenon. The students do not experience the alienation or struggle described in mainstream theoretic accounts of discourse acquisition. Students' approaches to writing are affected by their awareness of their multiple identities and the different locations in which they learn. Their approaches to writing are significantly different in some respects from descriptions in mainstream theories in some respects. The description of their experiences gives a different understanding of what it means to acquire the discourse of engineering, and may contribute to the reappraisal of engineering education in a contemporary South African context.
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Effectiveness of on-line corpus research in L2 writing: Investigation of proficiency in English writing through independent error correction.Kim, Yu-Jeung 12 1900 (has links)
Second language (L2) researchers and teachers have increasingly come to believe that using a computer-based corpus can be extremely helpful in the language classroom. The purpose of this study is to examine whether corpora can be used outside of the classroom in order for students to improve their essays independently. No previous study has tried to examine students' essays in relation to corpus use so that this study is exploratory. Seven international students wrote five essays on specific topics and then corrected their errors through corpus research. Two experiments were conducted with different students and followed three steps: receiving information about how to use the BYU COCA, writing and correcting, and interviews with students. I examined quantitatively the number and types of errors that students were able to correct in two experiments and reported qualitatively on students' interview responses.
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Lexical cohesion in expository writing: Will a study of the similarities between an English and Chinese paragraph be helpful to ESL students?Chiu, Monica Fan Fan 01 January 1993 (has links)
No description available.
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Equalizing the composition classroom: A look at who and what we overlook and strategies for changeRiddell, Jeannette Linda 01 January 1992 (has links)
Educational equality -- Composition studies -- Lack of feminist articles in professional journals of composition/writing.
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English composition and the dyslexic/learning disabled studentAlmy, John William 01 January 1994 (has links)
No description available.
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Responding to personal issues in personal/experiential essaysOwen, Teresa Nanette 01 January 1994 (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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