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Learning across time and text: ten child writers in the years from first grade to middle and high schoolBarber, Elizabeth Anne January 1994 (has links)
Ph. D.
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A case study of developmental writing students' interpretation of and response to instructor's feedback on their writing assignmentsBekas, Nicholas J. 01 April 2002 (has links)
No description available.
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293 |
The interdependence hypothesis: exploring the effects on English writing following an expository writing course in ZuluRodseth, Wendy Sue 31 January 2005 (has links)
This study explores Cummins' interdependence hypothesis in the South African context. The design is experimental, involving Zulu primary language writing instruction to explore whether skills taught in Zulu composition classes transfer into English expository writing. The intervention and control groups were drawn from two ex-Model C high schools and the focus was on measuring use of coherence and cohesion in English essays. Quantitative findings showed, although the intervention group's writing skills did not improve significantly, they did not decline. By contrast, the control group's writing skills declined significantly. A more qualitative investigation of the corpus supports the statistical findings. However, because of the limitations of this study, more research is required into Cummins' hypothesis, bilingual programmes and teaching academic writing skills in African languages. It is hoped that this research design will benefit future researchers investigate the current debate about the efficacy of bilingual and multilingual approaches to education. / Linguistics / M. A. (Applied Linguistics)
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透過大學與學校建立伙伴關係推動課程改革: 新全語文寫作計劃個案硏究. / Curriculum reform through university and school partnership: case studies of New Whole Language Writing Project / 新全語文寫作計劃個案硏究 / Case studies of New Whole Language Writing Project / CUHK electronic theses & dissertations collection / Digital dissertation consortium / Tou guo da xue yu xue xiao jian li huo ban guan xi tui dong ke cheng gai ge: Xin quan yu wen xie zuo ji hua ge an yan jiu. / Xin quan yu wen xie zuo ji hua ge an yan jiuJanuary 2001 (has links)
鄧薇先. / 論文(哲學博士)--香港中文大學, 2001. / 參考文獻 (p. 215-236) / 中英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Deng Weixian. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2001. / Can kao wen xian (p. 215-236) / Zhong Ying wen zhai yao.
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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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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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A study of teachers' and students' beliefs and practices in giving andresponding to written feedback in an L2 classroomPang, Carol., 彭家露. January 1999 (has links)
published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics
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The interdependence hypothesis: exploring the effects on English writing following an expository writing course in ZuluRodseth, Wendy Sue 31 January 2005 (has links)
This study explores Cummins' interdependence hypothesis in the South African context. The design is experimental, involving Zulu primary language writing instruction to explore whether skills taught in Zulu composition classes transfer into English expository writing. The intervention and control groups were drawn from two ex-Model C high schools and the focus was on measuring use of coherence and cohesion in English essays. Quantitative findings showed, although the intervention group's writing skills did not improve significantly, they did not decline. By contrast, the control group's writing skills declined significantly. A more qualitative investigation of the corpus supports the statistical findings. However, because of the limitations of this study, more research is required into Cummins' hypothesis, bilingual programmes and teaching academic writing skills in African languages. It is hoped that this research design will benefit future researchers investigate the current debate about the efficacy of bilingual and multilingual approaches to education. / Linguistics and Modern Languages / M. A. (Applied Linguistics)
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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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