Written corrective feedback is extensively used in second language writing courses. Although some think it detrimental to student learning (i.e. Truscott, 1996), much research over the last decade has proven a place for written corrective feedback in the classroom. The present report seeks to review literature on such feedback. This includes research on more recent approaches such as dynamic written corrective feedback, computer-based feedback, concordance use as feedback, and peer feedback. The report discusses pedagogical implications and areas for future research. / text

Thesis (M.S.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains iii, 50 p. : ill. Includes abstract. Includes bibliographical references (p. 39-40).

The aim of this thesis is to show how patterns of cohesion and text development differ in English and Arabic, and in doing so add to the growing literature showing that Arabic is still very much an oral language, at least in comparison with English. That is to say, Arabic tends to be written as if to be spoken, whereas English is written as if to be read. The approach taken is quantitative, and stands within the Systemic Functional Model of Grammar, the Textual Component of which has been modified to take into account some of the insights gained by Prague School research into Functional Sentence Perspective. The cohesive analysis, supported by statistical evidence, shows that: 1. Arabic tends to avoid ellipsis. 2. Substitution is a marginal phenomenon in both English and Arabic texts of the type analyzed. However, English tends to use it more than Arabic. 3. The addresser and the addressee are given a higher profile in the Arabic texts than in the English texts. 4. Arabic seems to use a higher proportion of pronouns than English. 5. English displays more use of cohesive synonym items than Arabic. 6. Arabic displays more lexical string repetition than English. 7. Arabic displays more repetition of clause structure than English. 8. Arabic uses more multifunctional connectors than English. In addition the analysis shows that English technical writing favours greater thematic complexity than Arabic does, and different patterns of thematic connection between sentences. In short, the thesis demonstrates that those characteristics which Ong claims are characteristic of an oral language are still present in Arabic to a degree not true of English.

This thesis is focused on mapping written expression among pupils at the fifth grade of basic schools. The thesis is divided into two parts - the theoretical part and the empirical part. The theoretical part of the thesis is devoted to the theoretical knowledge available about written expression and about disorder of written expression. Attention is paid here to the diagnosis of written expression and to the analysis of the available diagnostic tools that deal with testing of written expression. In the empirical part of the thesis, we are primarily focused on designing the test of written expression and its evaluation system. Our next goal was to verify the predictive value of the designed test of written expression on fifth grade pupils and to compare pupils' performance among themselves. Secondary goal of the thesis is to compare the results of the test by a statistical quantitative methodology and to subsequently discuss them in terms of gender, font pattern (Comenia Script font and bound font pattern) and the presence or absence of specific learning disorders. The partial goal is to verify the correlation of the results of the designed test. Data collection was conducted by a group administration. A total of six basic schools took part in research studies of the written expression. We have...

Thesis (D.Tech.: Language Practice) - Dept. of Language and Translation, Durban University of Technology, 2007 / An in-depth investigation into the nature of composing was carried out to provide the theoretical basis for a computer mediated learning application, an interactive writing tutor computer program which might be customised by users to fit different educational contexts. The investigation was carried out within a critical realist perspective, from which viewpoint composing can be seen to have an external reality in common with other social phenomena. The intended outcome was to arrive at a description of writing which more closely approximated the reality so as to design more effective learning interactions, in particular, the writing tutor program itself

published_or_final_version / Chinese Language and Literature / Master / Master of Arts

published_or_final_version / Education / Master / Master of Education

This study explored the construction of written language knowledge as evidenced by the changes in forty-seven preschool children's autographs. Throughout the school year children were asked to "write your name and draw a picture of yourself." The resulting name writing samples indicated that changes in children's autographs were not idiosyncratic but identifiable transitions in a cognitive constructive process as children gradually attempted to make sense out of written language by writing their names. Transitions identified in children's autographs included: graphic actions (scribbling); random graphemes dispersed within drawing; spatial differentiation between writing and drawing; zigzag lines; zigzag lines with graphemes; linear and eventually horizontal, discrete, letterlike strings; reduced number of graphemes; increasing number of pertinent letters in and/or out of order; appropriate number of placeholders and pertinent letters; recognizable letters; and, eventually conventional signatures. As children's autographs evolved over time they provided evidence that children construct knowledge about written language much as Piaget and others have suggested young children construct logico-mathematical knowledge; not by using adult logic but by trying to make sense of and understand written language. Conventional or even recognizable autographs did not suddenly appear or result from the copying of models. Rather, autographs evolved over time as children devised strategies and followed intuitive rules while solving the problem of distinguishing writing from drawing, generating the culturally significant actions involved in writing, discovering the distinctive orthographic features of letters, and eventually controlling the orthographic conventions of name writing. In addition to providing evidence for name writing as a constructive process, this study also presented information indicating that initially, name writing is ideographic and is not based on knowledge of letter names or understanding letter/sound correspondences. Name writing was also discussed as a significant sign of young children's emerging use of symbols. The conclusion was reached that name writing, when approached as a constructive process, is an appropriate curriculum component in preschool programs and an essential ingredient in the emerging literacy of young children.

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Commanding Officer's Standing Orders are critical to shipboard watch standing. Written by the captain and used by watch standers, Standing Orders perform many unique and powerful functions aboard ships. Using genre theory, this study provides insight into the specific roles Standing Orders play. This insight also provides deeper perspective into commanding officer to watch stander relationships, as well as the nature of CO power aboard ships. Deeper understanding of the role Standing Orders play provides new perspective on shipboard relationships, communication, and culture. In turn, this new perspective can lead to reevaluation of Standing Order function and use.