Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (Ed. D.)--University of Missouri-Columbia, 1996. / Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 66-73). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 66-73). Also available on the Internet.

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2008. / Abstract. Description based on Microfiche version record. Includes bibliographical references (leaves 112-113)

In the context of reading strategy research, the present study explores changes with passage difficulty in the frequencies of occurrence of responses and strategies identified in expert readers' think-aloud protocols. Data consisted of tape recorded think-alouds collected from ten university undergraduates reading to summarize three expository passages ordered from simple to difficult by independent raters. Tapes were transcribed and six categories of responses and strategies were identified in subjects' protocols. The six categories, in order of frequency of occurrence, were: Metastatement, Problem Solving, Repetition, Surface Response, Surface Structure, and Divergent. There were significant differences across passage difficulty in expert readers' evidence of responses and strategies. The frequency of occurrence of problem solving increased significantly as subjects read increasingly difficult expository text. Both surface reactions to text and subjects' comments on their own reading, were high in frequency of occurrence only for the most difficult text. Interpretation suggests expert readers seem to engage with text through problem solving more often in reading more difficult text and demonstrate the existence of a lack of comprehension through reactions to the text and to their own reading. Implications for practice and research are discussed. / Graduate

This thesis examines the revision of eighteenth century gothic fiction by Dean Koontz's twentieth century horror novel, Intensity. In particular, the novel invites Aristotelian rhetorical analysis through the competing appeals staged by its antagonist, Vess, and its protagonist, Chyna.

This dissertation proposes and analyzes the integration of doctrine and expository preaching for the twenty-first century. Chapter 1 traces the recent history of doctrinal preaching and expository preaching. Problems related to postmodernism, the New Homiletic, and the changes within contemporary evangelicalism also receive treatment. Chapter 2 defines and blends the definitions of expository preaching and doctrinal preaching. These definitions form the basis for defining doctrinal expository preaching. Several doctrinal prerequisites of an expositor conclude this section. Chapter 3 examines the biblical basis for doctrinal exposition. The semantic domain for preaching and the Bible's practitioners of doctrinal exposition support this basis. Chapter 4 incorporates the disciplines of biblical and systematic theology for the task of theological interpretation. Moreover, principles for theological exegesis of literary genres prepare the expositor for the homiletical process. The chapter concludes with steps in the doctrinal expository sermon process as well as with two valid approaches for implementing doctrinal exposition. Chapter 5 covers postmodern issues of truth, entertainment, language, image, and story. Also, the subject of applying doctrine is discussed. Observations of valuable doctrines for contemporary evangelicalism end this section. Chapter 6 describes many practicalities of doctrinal exposition. A summary concludes the work. This study argues for the need to integrate doctrine and expository preaching for the twenty-first century. Furthermore, this work proposes doctrinal exposition distinctively, biblically, theologically, and practically. In order for preachers to declare the whole counsel of God, sermons must employ doctrinal exposition. / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.

The gathered data in this research provides pastors, Christian educators, and other educators with a better understanding of multi-sensory teaching and advanced multi-sensory teaching and their influence on the cognitive domain. Specifically, this experiment seeks to determine if the use of multi-sensory teaching models could improve the impact of expository teaching in the cognitive domain, particularly as it relates to attention, comprehension, and retention in the life of the student. The different teaching methods are: (1) Mono-Sensory Teaching : Auditory Teaching; (2) Multi-sensory Teaching : Auditory + Visual Teaching; (3) Advanced Multi-sensory Teaching : Auditory + Visual + Kinesthetic Teaching. The work sets forth the cognitive objectives of the pastor-teacher, which include influencing the attention, retention, and comprehension of students. The research questions then ask: In expository preaching, does multi-sensory delivery and advanced multi-sensory delivery significantly influence attention, retention and comprehension? Literature was reviewed that considered the educational, neurological, and theological implications of multi-sensory teaching. Literature, which examines teaching styles and learning styles, is also included. This literature supports the theory that people have unique learning preferences by which they prefer to learn and by which they learn the best. The closer the teaching matches the learning style of the student, the more effective the learning of the student will be. A quasi-experimental posttest only design was conducted on a sample that included 923 individuals from 61 different nationalities. Students we treated with the three types of delivery and then observed to measure attention levels and post tested to measure comprehension and retention levels. Mono-sensory Delivery was the control group as no new teaching method was introduced. Multi-sensory Delivery was Tx 1 as the first new teaching variable was introduced. Advanced Multi-sensory Delivery was Tx 2 as the second new teaching variable was introduced. The test was conducted three times. Results of the three preaching methodologies were collected, interpreted, and conclusions were reached. / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.

University of Macau / Faculty of Social Sciences and Humanities / Department of English