<p>Research shows that there is a literacy crisis in many South African primary schools, especially in the Foundation and Intermediate Phases (Grades 1 &ndash / &nbsp / ). The latest Annual National Assessments (ANA) results released in 2011 indicate that learners performed below the acceptable literacy levels as&nbsp / the national pass rate for Grade 3 learners was 35% and was 28% for Grade 6 learners (ANA, 2011:6). Research on literacy focuses on reading and&nbsp / there is little known about how young learners develop writing skills. This qualitative ethnographic study investigated how writing skills are developed in Grade 1 learners by looking at the writing processes as well as the teaching methods used by teachers to develop learners&rsquo / writing skills. The research also&nbsp / analyzed the texts produced by Grade 1 learners and the languages used in their written texts. The sample group in this research was the Grade 1 learners&nbsp / to a multicultural school in Cape Town. Data were collected by means of classroom observations, interviews and document analysis. The thematic&nbsp / arrative approach was used to analyze data and the analysis was informed by the Writing Developmental Continuum model and the Multimodal&nbsp / Approach to literacy in order to gain a better understanding of how young learners use language and other forms of writing such as visuals and gestures to&nbsp / onstruct and convey meaning.&nbsp / The findings of this research show that Grade 1 learners make use of semiotic resources including the language(s)&nbsp / &nbsp / &nbsp / available in their immediate context to create multimodal texts that incorporate both visual and written features. This shows that young learners represent&nbsp / their world experiences through interpersonal and experiential meanings in language(s) exposed to them. The teacher has a big role to play in developing&nbsp / learners&rsquo / writing skills and has to employ a variety of pedagogical strategies that support learners to move through the different writing phases before they develop into early writers. The study concludes that writing is not a linear process but it is a gradual process which depends on a variety of resources and&nbsp / factors which build on learners&rsquo / prior experiences and creativity.</p>

No description available.

<p>Research shows that there is a literacy crisis in many South African primary schools, especially in the Foundation and Intermediate Phases (Grades 1 &ndash / &nbsp / ). The latest Annual National Assessments (ANA) results released in 2011 indicate that learners performed below the acceptable literacy levels as&nbsp / the national pass rate for Grade 3 learners was 35% and was 28% for Grade 6 learners (ANA, 2011:6). Research on literacy focuses on reading and&nbsp / there is little known about how young learners develop writing skills. This qualitative ethnographic study investigated how writing skills are developed in Grade 1 learners by looking at the writing processes as well as the teaching methods used by teachers to develop learners&rsquo / writing skills. The research also&nbsp / analyzed the texts produced by Grade 1 learners and the languages used in their written texts. The sample group in this research was the Grade 1 learners&nbsp / to a multicultural school in Cape Town. Data were collected by means of classroom observations, interviews and document analysis. The thematic&nbsp / arrative approach was used to analyze data and the analysis was informed by the Writing Developmental Continuum model and the Multimodal&nbsp / Approach to literacy in order to gain a better understanding of how young learners use language and other forms of writing such as visuals and gestures to&nbsp / onstruct and convey meaning.&nbsp / The findings of this research show that Grade 1 learners make use of semiotic resources including the language(s)&nbsp / &nbsp / &nbsp / available in their immediate context to create multimodal texts that incorporate both visual and written features. This shows that young learners represent&nbsp / their world experiences through interpersonal and experiential meanings in language(s) exposed to them. The teacher has a big role to play in developing&nbsp / learners&rsquo / writing skills and has to employ a variety of pedagogical strategies that support learners to move through the different writing phases before they develop into early writers. The study concludes that writing is not a linear process but it is a gradual process which depends on a variety of resources and&nbsp / factors which build on learners&rsquo / prior experiences and creativity.</p>

The purpose of this study was to explore the perceptions of the essay writing process of first year undergraduates at Chancellor College (University of Malawi) and to a lesser extent those of the lecturers responsible for teaching academic skills. A mixed methods design, combining qualitative and quantitative techniques, was employed in order to obtain richer data for deeper understanding of the students’ writing process. Two hundred students from the humanities and social science faculties responded to a self-completion questionnaire towards the end of semester one. Based on the students’ responses, an open-ended questionnaire was administered to four full time English for Academic Purposes (EAP) instructors. Findings from this study indicate that most students find it very challenging to obtain sufficient and relevant source text information, paraphrase or summarise information, and use an appropriate academic writing style. As solutions to these challenges, the students suggested the need for timely essay writing instruction, availability of resources for essay writing, increased amount of time spent on essay writing instruction, and discipline specific instruction in essay writing. EAP instructors identified lack of teaching and learning materials, large EAP classes, and students’ negative attitude towards the EAP course, as some of the challenges they encounter when teaching the course. The EAP instructors proposed an increase in the number of staff members, making students aware of the significance of the EAP course at an early stage, and the availability of up to date resources, as some of the ways in which the teaching of the course can be improved. Overall, the findings seem to suggest that difficulties that students encounter during the writing process and teaching challenges that EAP instructors face, have great impact on students’ perception of academic writing as well as their approach to writing tasks. The findings also suggest a lack of dialogue between the students and their lecturers. This is evident in students’ unawareness of the nature of the writing demands of their lecturers and disciplines; students’ desire to have timely essay writing instruction; and the lecturers’ concerns about students’ negative attitude towards the EAP course.

Linha de pesquisa: Educa??o, sociedade e cultura. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-06-14T20:35:35Z No. of bitstreams: 2 alessandra_geralda_soares_dias.pdf: 2469242 bytes, checksum: 425e40e1c0a51c508f9030a6f9d6139f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-06-22T13:13:17Z (GMT) No. of bitstreams: 2 alessandra_geralda_soares_dias.pdf: 2469242 bytes, checksum: 425e40e1c0a51c508f9030a6f9d6139f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-06-22T13:13:18Z (GMT). No. of bitstreams: 2 alessandra_geralda_soares_dias.pdf: 2469242 bytes, checksum: 425e40e1c0a51c508f9030a6f9d6139f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017 / Esta disserta??o tem como objetivo a investiga??o das pr?ticas de escrita por meio da an?lise dos di?rios produzidos, entre 1950 e 1962, por alunas normalistas da Escola Normal Regional Dom Joaquim Silv?rio de Souza, em Conselheiro Mata, zona rural de Diamantina (MG). A constru??o desta proposta est? baseada na an?lise documental dos di?rios manuscritos, documentos pertencentes ao acervo da escola, os quais s?o considerados como fonte e objeto desta pesquisa. Entende-se que a produ??o cotidiana dos di?rios manuscritos por alunas normalistas pode constituir uma rica fonte para os estudos acerca da hist?ria das Escolas Normais Rurais em Minas Gerais e, especificamente, da institui??o aqui investigada. Nesta pesquisa, s?o utilizados autores que j? tratam sobre as estrat?gias de ensino na referida escola, mas que n?o aprofundam na an?lise dos di?rios, e aqueles que abordam alguns conceitos necess?rios para esta disserta??o, tais como: a hist?ria cultural dentro de suas abordagens de representa??o para entender a cultura escolar, a cultura escrita e cultura pol?tica. Ser?o ainda analisados os princ?pios did?ticos propostos pela psic?loga e educadora russa Helena Antipoff, uma das idealizadoras das escolas normais rurais em Minas Gerais. A quest?o central deste trabalho ? o estudo da percep??o das normalistas sobre o cotidiano de uma escola normal rural por meio da escrita dos di?rios. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Ci?ncias Humanas, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / This Master's dissertation has the intention to research practices of writing through the diaries written by students between 1950 to 1962, of Regional Basic Teaching School Dom Joaquim Silv?rio de Souza in Conselheiro Mata, rural district of Diamantina, MG. The reason for this proposal was based on the documentary analysis of the manuscript diaries made between 1950 and 1962, documents belonging to acquis of the school, which is source and subject of this research. The daily development of manuscript source made by female students of the Teaching school researched, is understood by rich source of knowledge about the history of Basic Teaching School in rural area in Minas Gerais and, also the one analysed in this survey. On this research, authors that have already attended about education strategies in the mentioned school were used these authors did not deepen in there analysis of the diaries, however, some of them approach in some concepts used in this dissertation, like: The history approach to understand the culture of schools, the written culture and the political culture inside the institution. It was analysed the education resources proposed by a Russian psychologist and teacher Helena Antipoff, who was one of the Basic Teaching School in rural area in Minas Gerais?s idealizer. The issue that provide this research is the perception by the experienced of the students in the rural Basic Teaching School by the written diaries.

This research aims to investigate the contributions of the use of the software HagáQuê to practice Portuguese Language written by deaf people with different levels of education, specifically elementary school students and higher education. The research has a qualitative approach because the analysis of the construction of the Portuguese Language written of the person with hearing loss was better in relation to the writing. The study is characterized as a collective case study, whereas field research was conducted in a public school in the Municipal Center and a service to people with hearing loss. To collect data it was used the strategy of participant observation, accompanied by shooting and notes in the logbook. The results showed the need to analyze the test process and the written production of the person with hearing loss through the use of educational technology. It was found that introducing students to activities with shapes and features motivating and engaging that integrate the work with a wealth of visual elements, aroused the interest of participation in construction activities of the written production. The participation of an adult fluent in Portuguese Language written during the meetings was crucial to the written production work by the person with hearing loss. Likewise, the performance of interpreters proficient in Brazilian sign language allowed the exchange of information between researchers and visited, and thus favored from the simple clarification of doubts the awareness of students on the use of the Portuguese Language written in different social practices. The difficulties of elementary school students to be proficient in sign language, and the difficulties of students in higher education in appropriating the Portuguese Language written, represents the main limiting factors for the process of building this research. As HagáQuê a predominantly visual appeal, it is apparent satisfaction and commitment of these subjects in carrying out work involving written language in a more enjoyable and playful. However, it is possible to say that the software HagáQuê is a promising resource for the practice of Portuguese Language written of the person with hearing loss and points to the need for professionals involved in such an approach valuing the use of creative strategies and challenging, to consider multiplicity of contexts and thus may promote the construction of a significantly knowledge. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta pesquisa tem como objetivo investigar as contribuições do uso do software HagáQuê para a prática da Língua Portuguesa escrita de pessoas com surdez apresentando diferentes níveis de escolaridade, especificamente, alunos do ensino fundamental e alunos do ensino superior. A pesquisa possui uma abordagem qualitativa, na medida em que a análise do processo de construção da língua portuguesa escrita da pessoa com surdez se sobressaiu em relação à produção escrita. A pesquisa de campo foi desenvolvida em uma escola pública da rede municipal e em um centro de atendimento à pessoa com surdez, portanto, o estudo se caracteriza como um estudo de caso coletivo. Para a coleta de dados foi utilizada a estratégia da observação participante, acompanhado por filmagens e anotações em diário de bordo. Os resultados alcançados mostraram a necessidade de analisar com critério o processo e a produção escrita da pessoa com surdez através do uso da tecnologia educacional. Ficou constatado que apresentar aos alunos atividades com formatos e características motivadoras e envolventes, que contemplem o trabalho com toda uma riqueza de elementos visuais, despertou o interesse de participação nas atividades de construção da produção escrita. A participação de um adulto fluente em Língua Portuguesa escrita durante os encontros foi fundamental para o trabalho de produção escrita pela pessoa com surdez. Do mesmo modo, contar com a atuação de intérpretes proficientes em Língua Brasileira de Sinais permitiu a troca de informações entre o pesquisador e os pesquisados e, assim, favoreceu desde o simples esclarecimentos de dúvidas à tomada de consciência dos alunos sobre o uso da Língua Portuguesa escrita em práticas sociais diversas. As dificuldades dos alunos do ensino fundamental em ser proficiente na língua de sinais, bem como as dificuldades dos alunos do ensino superior em se apropriar da língua portuguesa escrita, representam os principais fatores limitantes para o processo de construção escrita nesta pesquisa. Sendo o HagáQuê um recurso predominantemente visual, permitiu constatar a satisfação e o empenho destes sujeitos na realização de trabalhos envolvendo a linguagem escrita de forma mais prazerosa e lúdica. Contudo, é possível afirmar que o software HagáQuê é um recurso promissor para a prática da língua portuguesa escrita da pessoa com surdez e aponta para a necessidade de que os profissionais envolvidos em práticas deste tipo valorizem o uso de estratégias criativas e desafiadoras, que considerem a multiplicidade de contextos e assim possam favorecer a construção do conhecimento de forma significativa.

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2017-05-04T11:18:11Z No. of bitstreams: 1 arquivototal.pdf: 5501644 bytes, checksum: 30915ff417f8defb8d13cbc001d1a53c (MD5) / Made available in DSpace on 2017-05-04T11:18:11Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 5501644 bytes, checksum: 30915ff417f8defb8d13cbc001d1a53c (MD5) Previous issue date: 2015-08-31 / This research aims to create opportunities for students some moments of encouragement and improvement of writing skill, as well as (re)cognition of the characteristics of chronicle as a textual genre, producing it in mediated or non-mediated environment by digital technologies. This is a qualitative, descriptive and interventionist study, in which the method used is an experiment conducted through didactic sequences, divided into modules, with elementary students from the 8th grade from the Military Police School Rebeca Cristina Alves Simões, located in João Pessoa -PB. From a socio-discursive perspective and from everyday analysis, the purpose of this work is to collaborate with the students so that they can become increasingly competent and critic readers and writers. For its part, the intervention carried out in the classroom is based on the didactic sequence proposal presented by Schneuwly & Dolz (2004). For purposes of linguistics research, this study has as corpus 06 (six) textual productions, three carried out by students of the 8th graders A, which had made all the modules in an environment unmediated by computers, and the other three by 8th graders B, whose productions were developed in the school computer laboratory. These texts were analyzed considering the criteria proposed by Santos, Riche and Teixeira (2013) and Antunes (2006) for textual productions analysis, as well as the evaluation criteria of the chronicle genre used in the “Writing the Future” Portuguese Language Olympiad. During the analysis of the first textual production, it was possible to identify different problems related to the characteristic aspects of the textual genre and to the adaptation to standard Portuguese language. This analysis was performed on both aforementioned environments in order to support the development of modules, whatever didactic intervention in students’ writing process that, from then on, was being developed. After the intervention process made through the modules, it is possible to identify, in the final production of the 06 (six) investigated texts, that the difficulties previously detected in the first production were mostly overcome and that the environment in which the texts were produced (with and without computers mediation) did not interfere significantly to the success of production, but the computer-assisted environment was a motivating factor for many of the participating students. The studies of Schneuwly and Dolz (2004), about didactic sequences, the studies of Miller (2012), Bazerman (2011), Santos, Riche and Teixeira (2013), and Marcuschi (2008), among others, about textual genre analyses, and the studies of and the studies of Marcuschi and Xavier (2010), Gabriel (2013), Lévy (1993), Moran (2012) about the reflections on education and its digital technologies, were fundamental for this research. / A presente pesquisa busca oportunizar aos estudantes momentos de incentivo e de aperfeiçoamento da escrita, bem como de (re)conhecimento das características do gênero crônica, produzindo-o em ambiente mediado ou não por tecnologias digitais. Nosso estudo é de natureza qualitativa, de caráter descritivo e intervencionista, no qual o método utilizado é um experimento realizado através de sequências didáticas, divididas em módulos, com alunos do 8º ano (7ª série), do Colégio da Polícia Militar Estudante Rebeca Cristina Alves Simões, localizado em João Pessoa-PB. O propósito deste trabalho é, a partir de uma perspectiva sociodiscursiva e de análises do cotidiano, colaborar para que os alunos sejam, cada vez mais, leitores e escritores competentes e críticos. A intervenção realizada em sala de aula, por sua vez, fundamenta-se na proposta de sequência didática apresentada por Schneuwly & Dolz (2004). Para fins de investigações linguísticas, o presente trabalho tem como corpus 06 (seis) produções textuais, sendo três realizadas por alunos do 8º ano (7ª série) A, os quais tiveram os módulos realizados todos em ambiente não mediado por computadores, e as outras três por alunos do 8º ano (7ª série) B, cujas produções foram desenvolvidas no laboratório de informática da escola. Os referidos textos foram analisados considerando-se os critérios propostos por Santos, Riche e Teixeira (2013) e Antunes (2006) para análise de produções textuais, bem como os critérios de avaliação do gênero crônica, da Olimpíada de Língua Portuguesa Escrevendo o Futuro. Na análise da primeira produção, foi possível identificar diferentes problemas referentes aos aspectos característicos do gênero e de adequação ao padrão culto da língua. Esta análise foi realizada nos dois ambientes supracitados, com o intuito de fundamentar a elaboração dos módulos, qual seja a intervenção didática no processo de escrita dos alunos que, a partir de então, foi sendo desenvolvida. Após o processo de intervenção realizado por meio dos módulos, é possível perceber, na produção final dos 06 (seis) textos investigados, que as dificuldades anteriormente detectadas na primeira produção foram, em sua maioria, superadas, e que o ambiente onde os textos foram produzidos (com e sem a mediação de computadores) não interferiu significativamente para o êxito das produções, porém o ambiente com mediação das tecnologias foi fator motivante para boa parte dos alunos participantes. Para esta pesquisa foram fundamentais os estudos de Schneuwly e Dolz (2004), acerca de sequências didáticas, e, no tocante às análises do gênero textual, foram preponderantes os estudos de Miller (2012), Bazerman (2011), Santos, Riche e Teixeira (2013), e Marcuschi (2008), entre outros. Marcuschi e Xavier (2010), Gabriel (2013), Lévy (1993), Moran (2012) foram primordiais nas reflexões acerca de educação e das tecnologias digitais.

It is important to think about how to correct an essay and what the students should learn from it. My aim in this paper, is to look into what different researchers have said about feedback on written assignments and carry out a study of the kind of feedback that is actually used in secondary school today – and of what students and teachers think about it. The results show that underlining is the marking technique mostly used in the secondary school where I did my investigation. This technique was also mostly preferred amongst the students. Two teachers were interviewed and both said that they used underlining because experience has shown that this marking technique is the most effective one. Furthermore, the results from the essays differed when analyzing errors corrected with complete underlining, partial underlining, crossing out and giving the right answer. One marking technique got good results when dealing with one kind of error, and worse in others. My conclusion is that teachers need to vary their marking technique depending on the specific kind of error. Also, the results from a questionnaire showed that most of the students would like to get feedback on every written assignment. Not many of them said that they were already getting it, although this was what both teachers claimed. To conclude, there are many different ways to deal with marking and feedback. The key-word seems to be variation. As long as teachers vary their ways of dealing with marking and giving feedback, they will eventually find one or two that are most effective. Involving the students in this decision can also be a good idea, if they are interested.

Magister Educationis - MEd / Research shows that there is a literacy crisis in many South African primary schools, especially in the Foundation and Intermediate Phases (Grades 1 – ). The latest Annual National Assessments (ANA) results released in 2011 indicate that learners performed below the acceptable literacy levels as the national pass rate for Grade 3 learners was 35% and was 28% for Grade 6 learners (ANA, 2011:6). Research on literacy focuses on reading and there is little known about how young learners develop writing skills. This qualitative ethnographic study investigated how writing skills are developed in Grade 1 learners by looking at the writing processes as well as the teaching methods used by teachers to develop learners’ writing skills. The research also analyzed the texts produced by Grade 1 learners and the languages used in their written texts. The sample group in this research was the Grade 1 learners to a multicultural school in Cape Town. Data were collected by means of classroom observations, interviews and document analysis. The thematic arrative approach was used to analyze data and the analysis was informed by the Writing Developmental Continuum model and the Multimodal Approach to literacy in order to gain a better understanding of how young learners use language and other forms of writing such as visuals and gestures to onstruct and convey meaning. The findings of this research show that Grade 1 learners make use of semiotic resources including the language(s) available in their immediate context to create multimodal texts that incorporate both visual and written features. This shows that young learners represent their world experiences through interpersonal and experiential meanings in language(s) exposed to them. The teacher has a big role to play in developing learners’ writing skills and has to employ a variety of pedagogical strategies that support learners to move through the different writing phases before they develop into early writers. The study concludes that writing is not a linear process but it is a gradual process which depends on a variety of resources and factors which build on learners’ prior experiences and creativity. / South Africa

This study evolved because of the researcher’s need to inquire whether visualmotor integration and fine motor coordination contribute to a child’s readiness to acquire handwriting skills. As school-going age is a controversial topic in the South- African context, the researcher set out to compare the readiness to acquire handwriting skills between two groups of Grade 1 children. This study was developed to determine whether a relationship existed between visual-motor integration and fine motor coordination as part of handwriting readiness, and acquiring handwriting skills in two age groups namely five-year-old children and six-year-old children. Initially the characteristics of the two age groups were determined. This was followed by establishing the level of development for visual-motor integration, fine motor coordination and handwriting skills in both age groups as well as comparing the levels of development. The abovementioned was obtained through the Miller Function and Participation Scales en the Minnesota Handwriting Assessment. Lastly, the scores for visual-motor integration and fine motor integration were correlated to the six categories of the Minnesota Handwriting Assessment. Both age groups presented with overall age appropriate abilities in visual-motor integration and fine motor coordination. The six-year-old group did better on all six of the categories for handwriting in the Minnesota Handwriting Assessment when compared to the five-year-old group. There was a significant difference (p=0.0049) between the visual-motor integration scores between the two age groups. No significant difference between the two age groups was recorded in fine motor coordination. A significant negative correlation was detected between visual-motor integration and the categories of legibility (r=-0.4029), form (r=-0.4300), size (r=-0.4087) and spacing (r=-0.3832) in the five-year-old group. The six-year-old group presented with a strong negative correlation between visual-motor integration and the category of rate (r=-0.3930). When correlating the fine motor coordination score with the categories of the Minnesota Handwriting Assessment, a strong negative correlation was detected with the categories of legibility (r=-0.3850) and spacing (r=-0.4697) in the five-yearold group. The six-year-old group did not present with significant correlations between fine motor coordination and the six categories of the Minnesota Handwriting Assessment. This study confirmed that a relationship exists between visual-motor integration, fine motor integration and handwriting skills. This relationship was not always clear and was influenced by different aspects such as age, maturity as well as the assessment instruments used. This study focused on only one district in Tshwane, which limited the data. The two age groups in this study were not matched for gender, ethnicity and handedness. / Dissertation (MOccTher)--University of Pretoria, 2013. / gm2014 / Occupational Therapy / unrestricted