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Shakespeare's Bolingbroke: Rhetoric and stylistics from Richard II to Henry IV, part 2Jenson, DeAnna Faye 01 January 2004 (has links)
In order to contribute to the body of work on Bolingbroke and on Shakespeare's development of character, this thesis examines various rhetorical and stylistic methods used by Shakespeare in his creation of the character of Henry Bolingbroke.
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Crossing Literate Worlds Exploring How Students With Rich Identities As Writers Negotiate Multiple Writing ContextsShrum, Autumn Phelps 01 January 2011 (has links)
This study investigated the literate identities of college students who engage in various school and non-school writing practices simultaneously. In case studies of three student writers, the researcher seeks to explore how the discourse community roles, selfperceptions, negotiation of multiple writing processes and development of authority impacted the students’ identities as writers. Triangulated research methods included weekly interviews with the student participants, observation of the students in their writing classrooms and analysis of the students’ school and non-school texts over one semester. Students experienced several conflicts and synergies between contexts. Main findings indicated that writing across many academic and extra-academic settings during a short time period may alter self-perceptions, encourage or discourage the repurposing of writing processes, and limit the development of authority. Implications for teachers and researchers of college-level writing center on awareness of the literate lives of students beyond classroom walls. Future research questions are raised regarding the transfer of writing-related knowledge as it may occur in students with strong literate identities.
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The interaction of technology and technical writing pedagogy : developing ethos in the online classroomSadusky, Krantz Nancy 01 October 2000 (has links)
No description available.
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The Habermas/Foucault debate: Implications for rhetoric and compositionHarris-Ramsby, Fiona Jane 01 January 2007 (has links)
This thesis sheds light on (1) the extent to which composition has fallen short in its efforts to examine Habermasian discourse in the public sphere/politicized classroom; and (2) whether, through a careful and explicit exploration of the Habermas/Foucault debate and the competing concepts of discourse contained therein, we might make use of those concepts in the politicized classroom to inform student writing in the public sphere.
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Life experiences that influence language acquisition in generation 1.5 studentsHowell, Ellen Sook Hyang 01 January 2006 (has links)
The study examines the life and educational experiences of five Generation 1.5 students at California State University, San Bernardino and analyzes how the first cultural socialization affects later English academic language learning. The study used three methods of gathering data: a survey questionnaire, participant-observation, and one-on-one interviews. The study also reviews other case studies that describe life and educational experiences as well as the language and cultural connections of Generation 1.5 students. An analysis of lexical, structural and interactional differences of the spoken and written modes of the English language is also included. The study's findings indicate that learning the vocabulary of the written language was a key factor in being a member of the academic community.
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Agrumentative writing in L1 Chinese and L2 English: a study of secondary six students in Hong KongWong, Shiu-yu, Winnie., 黃兆瑜. January 1995 (has links)
published_or_final_version / Education / Master / Master of Education
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Negotiating "post" era writing pedagogiesHolbrook, Hannah Sloan 01 January 2005 (has links)
This study examines how post-process theories are being defined, negotiated, and enacted in composition classrooms. While recognizing that most composition instruction remains shaped by modern and process oriented theories, this research asks how post-process considerations might be currently informing teaching practices in some classrooms.
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Successful strategies for expository writingReed, Bonnie Dee 01 January 2005 (has links)
This study focused on creating an Integrated Expository Writing model to improve fifth and sixth grade students' abilities to write well constructed expository essays. It was developed through researching Step Up to Writing, the Six-Traits, interactive writing, play / realia, paired / shared writing, and writers' workshop.
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When English as a Second Language students meet text-responsible writingJung, Miso 01 January 2005 (has links)
This thesis follows two international freshman students in an English composition class at California State University, San Bernardino. The results indicate that the students generally experienced feeling challenged and overwhelmed about the unfamiliar topic, but detailed assignment guidelines played a key role for students to progress in understanding the assignment.
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College-level reading and writing: Considering curriculum from a postmodern perspectiveLittleton, Brenda Jean 01 January 2005 (has links)
This project presents qualitative investigations into the relation of science systems to education systems, and suggests post modern constructs as models of systemic change, with application toward reading and writing literacy for the college-level adult learning.
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