Dissertationen zum Thema „Voice writing“
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Kennelly, Ita B. „Voice matters : narratives and perspectives on voice in academic writing“. Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/16766/.
Der volle Inhalt der QuelleMaguet, McKenna Lucille. „Identifying Elements of Voice and Fostering Voice Development in First-Grade Science Writing“. BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6959.
Der volle Inhalt der QuelleKatz, Yael. „Configuring crisis : writing, madness, and the middle voice“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ56569.pdf.
Der volle Inhalt der QuelleFerrell, Rosemary Kaye. „Voice in Screenwriting: Discovering/Recovering an Australian Voice“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/2004.
Der volle Inhalt der QuelleJackson, Richard Paul. „Searching for a voice of authority in newspaper writing /“. Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/6179.
Der volle Inhalt der QuelleMackie, Joanna. „Embraceable me, reclaiming voice through reflexive writing and singing“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62884.pdf.
Der volle Inhalt der QuelleBraithwaite, Ann. „Writing and cultural analysis : claiming a feminist positional voice“. Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61982.
Der volle Inhalt der QuellePedersen, Joelle Marie. „TheNeglected Voice in the Writing Revolution: Foregrounding Teachers' Perspectives“. Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108402.
Der volle Inhalt der QuellePrior to the widespread adoption of the Common Core State Standards (CCSS) in 2009, writing was largely neglected in the education policy realm. However, the CCSS called for major shifts in the teaching of writing reinforced by the requirements of rigorous new standardized writing assessments. While the high stakes attached to these new assessments place all teachers under increased pressure to improve students’ writing, little is known about how teachers perceive the standards and assessments or how these are influencing classroom instruction. To address this need, this case study explored how English teachers at one urban high school made sense of their school’s new writing initiative, which incorporated use of CCSS-aligned, standardized writing assessments to improve students’ writing. In this longitudinal study, I drew from multiple, nested data sources, including interviews with teachers and school leaders, observations of department meetings, and teacher “think alouds” about students’ writing. Relying on the theoretical lenses of sense-making (Spillane et al., 2002) and communities of practice (Wenger, 1998), I argue that teachers’ sense-making of the writing initiative was individualized and heavily mediated by the standardized assessments they used. This study has three major findings. First, at the school level, there was a “coherence gap” between how the multiple, conflicting purposes of the initiative were represented to teachers and lack of organizational structures to support streamlined implementation. Second, at the department level, the discourse about writing was constrained by the decontextualized nature of the CCSS and the standardized writing assessments, which oversimplified teachers’ understandings of writing as a social process. Third, at the classroom level, teachers relied on two particularized dimensions of their professional knowledge – their “reform knowledge” and their “relational knowledge” – to exercise agency in implementation. Overall, teachers made meaning of the writing initiative in localized ways consistent with their established writing instruction and their perceptions of students’ needs. This study underscores the central importance of particularized teacher knowledge in translating reform meaningfully to the classroom. Until school leaders and policymakers recognize teachers’ knowledge as valuable and create opportunities for teachers to share this knowledge with others, reforms are unlikely to be successful
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Olivier, Aletta Petronella. „Authorial voice as a writing strategy in doctoral theses“. Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65596.
Der volle Inhalt der QuelleThesis (PhD)--University of Pretoria, 2017.
Unit for Academic Literacy
PhD
Unrestricted
Zhao, Yebing. „A QI 气 Theory of Voice: Cultivating and Negotiating Inventive and Ethical Qi-Voice in Writing“. Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1617901205834771.
Der volle Inhalt der QuelleSAMPAIO, LUCIA BEATRIZ PITANGUY. „READING OGDEN: BODY, VOICE, POETRY A READING AND WRITING EXPERIENCE“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21854@1.
Der volle Inhalt der QuelleCONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Esta pesquisa é um convite a um caminhar partilhado tendo como roteiro á obra de Thomas Ogden. Ao longo deste percurso, travaremos diálogo com Psicanálise através de Bion e Winnicott, e com a literatura através de Frost e Borges. Com Bion, podemos dizer que a experiência de leitura instrumentaliza o aparelho de pensar com novas formas que são o resultado da interseção entre as formas de pensar do autor e as do leitor. a partir de Winnnicott, concebemos que o contato profundo com o outro, no caso desta pesquisa representado pela experiência de uma obra literária, vai ao encontro imediato do verdadeiro Self. Passeando pela biblioteca de Borges, observamos a maneira comoa língua trabalha na cosntrução de verdades subjetivas exemplificadas em suas ficções, que abrem portais imaginários ao leitor para uma experiência verdadeira. Em Frost, sublinhamos algumas expressões - como Sobressons, sons vivos do discurso, o som do sentido, pescando palavras - que contribuem para importante ideia da voz do outro que nos constitue. Compreendedno o corpo como Locus da experiência e a voz como contorno psíquico, experienciamos devaneios poéticos que apontam para a ideia de que a verdade é sempre uma construção que tem como referência as experiências do criador e do observador, no caso da literatura, o escritor e o leitor.
This reaserch is an invitation to a shared walk through the work of Thomas Ogden. Along this course, we will engage in a dialogue with Psychoanalysis through Bion and Winnicott, and with Literature through Forst and Borges. Following Bion, we may say that the experience of reading instrumentalizes the apparatus for thinking with new forms wich are the result of the intersection between the ways of thinking of the author and the reader. Following Winnicott, we conceive that the deep contact with the other, wich, in the case of this research, represents the experience of reading a literary work, leads immediately towards the true self. Strolling through the Library of Borges, we observe the way language works in building subjective truths, wich, exemplified in his fictions, open to the reader imaginary portls towards a true experience. In forst, we underline certain expressions - such as oversounds, sounds of living speech, the sound fo sense, fecthing words - wich contribute to the important conception of the voice of the other that constitute us. Understanding the body as the locus of the experience poetic reveries wich point to the idea that truth is always construct , referenced in the experience of the creator and the observer or, in the case of literature, the reader and the writer.
Hancox, Donna Maree. „Two voices : the marginalised body as a voice & Imperfect Offerings a novel“. Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/31849/1/Donna_Hancox_Thesis.pdf.
Der volle Inhalt der QuelleMartin, Jenny M. „A Secondary English Teacher's Use of New Literacies with Voice and Struggling Writers“. Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/50425.
Der volle Inhalt der QuellePh. D.
Fisk, Brent Allen. „History Has the Voice of a Bird-Filled Tree“. TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1291.
Der volle Inhalt der QuelleOcampo, Maritza. „On Bike Riding and Writing“. CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/213.
Der volle Inhalt der QuelleAngelil-Carter, Shelley. „Uncovering plagiarism in academic writing : developing authorial voice within multivoiced text“. Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003692.
Der volle Inhalt der QuelleRhodes, Susan. „The active and passive voice are equally comprehensible in scientific writing /“. Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9033.
Der volle Inhalt der QuelleGolden, Freida M. „Autobiographical writing as a reflection of adolescent voice and rural culture /“. Search for this dissertation online, 2004. http://wwwlib.umi.com/cr/ksu/main.
Der volle Inhalt der QuelleWilliams, Evan. „The Leaving Symphony| Musicality and Voice in the Poetry of Trauma, Addiction, and Redemption“. Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785346.
Der volle Inhalt der QuelleThe Leaving Symphony: Musicality and Voice in the Poetry of Trauma, Addiction, and Redemption represents two years of my critical and creative writing while attending the California State University, Long Beach M.F.A. in Creative Writing program. Evident in the poems of this manuscript, my major themes include trauma, addiction, and personal redemption, all through the intimate lens of my family and myself. Crucial to my writing is the evolution of those struggles, seen in the organization of the poems in this thesis. The methodological essay at the beginning of this project details my process and influences, followed by a full-length collection of poetry. My poetry is highly musical thanks to the inspiration of both my musician father and several writers, such as Sylvia Plath and Dean Young; my work also possesses a distinctive voice that took me decades to find, especially as a poet. This thesis documents that growth and eventual catharsis in writing.
Scott, Natalie. „Screams underwater : submerging the authorial voice : a polyphonic approach to retelling the known narrative in Berth ; Voices of the Titanic : a poetry collection by Natalie Scott“. Thesis, University of Sunderland, 2015. http://sure.sunderland.ac.uk/6582/.
Der volle Inhalt der QuelleBlankenship, Angella Sorokina Getsi Lucia Cordell. „Voice beyond self a theory and pedagogy of polyphonic expression in writing /“. Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924342.
Der volle Inhalt der QuelleTitle from title page screen, viewed July 12, 2006. Dissertation Committee: Lucia C. Getsi (chair), James Elledge, William Woodson. Includes bibliographical references (leaves 196-200) and abstract. Also available in print.
Namulondo, Sarah. „Imagined Realities, Defying Subjects: Voice, Sexuality and Subversion in African Women's Writing“. Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3435.
Der volle Inhalt der QuelleGilbert, Catherine. „Writing trauma : the voice of the witness in Rwandan women's testimonial literature“. Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14260/.
Der volle Inhalt der QuelleOlander, Marilyn V. „Painting the Voice: Weblogs and Writing Instruction in the High School Classroom“. NSUWorks, 2007. http://nsuworks.nova.edu/gscis_etd/757.
Der volle Inhalt der QuelleKerslake, Lorraine. „Correcting Cultures's Error: The Voice of Nature in Ted Hughes's Children's Writing“. Doctoral thesis, Universidad de Alicante, 2016. http://hdl.handle.net/10045/110925.
Der volle Inhalt der QuelleReyes, Karen Stoner. „Finding a new voice : the Oregon writing community between the world wars“. PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3602.
Der volle Inhalt der QuelleGammon, Katharine Stoel. „Changing her tune : how a transsexual woman claims a new identity through voice“. Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/42145.
Der volle Inhalt der Quelle"September 2007."
Includes bibliographical references (leaves 36-37).
The human voice is an important indicator of a person's gender. For male-to-female transgender individuals (or transsexuals) the voice is one of the most difficult parts of the gender transition. Males have larger and heavier vocal apparatuses (larynx and vocal folds), which generally produce a lower sound. Transgender women can have voice surgery, but it can sometimes cause a Minnie Mouse-like falsetto or the complete loss of the voice. As a result, many transgendered women turn to specially trained voice therapists to learn how to speak more convincingly like women. The voice's pitch, although important, is not the only factor in creating a more female sound. Intonation, resonance, volume, speech patterns and formant frequencies also play significant roles in making a realistic feminine sound. There continue to be many unanswered questions about how listeners perceive the voices of transgender women and how best to blend the voices of transwomen into a comfortable range. Transgender women have many hurdles to face as they transition from male to female, and possessing an authentic voice is a way to smooth out the bumpy path they face.
by Katharine Stoel Gammon.
S.M.in Science Writing
Miller, Alanna C. „The language of the heart, women finding voice through journal writing in groups“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ57439.pdf.
Der volle Inhalt der QuelleSchuster, Anne. „Coming to voice : identity and change in the teaching of writing to women“. Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/18879.
Der volle Inhalt der QuelleDantas, Ana Luiza Libanio. „The Autonomous Sex: Female Body and Voice in Alicia Kozameh's Writing of Resistance“. Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1212634746.
Der volle Inhalt der QuelleDantas, Ana Luiza Libânio. „The autonomous sex female body and voice in Alicia Kozameh's writing of resistance /“. Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1212634746.
Der volle Inhalt der QuelleNemeth, Tünde H. (Tünde Helen) Carleton University Dissertation Canadian Studies. „Breaking the taboos; the interplay of silence and voice in Canadian women's writing“. Ottawa, 1987.
Den vollen Inhalt der Quelle findenHorn, Robin. „The Voice of Lockheed Martin“. Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/418.
Der volle Inhalt der QuelleBachelors
English
Arts and Sciences
Technical Writing
Walsh, M. Christine. „A Case Study of a Polyphonic Literacy Apprentice: A Kindergarten Composer's Development of Voice and Genre Understanding through the Use of Multiple Sign Systems“. [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1255978540.
Der volle Inhalt der QuelleTitle from PDF t.p. (viewed Apr. 3, 2010). Advisor: Beverly Timmons. Keywords: early writing, writing instruction, Kindergarten, voice in writing, genre understanding. Includes bibliographical references (p. 209-223).
Williams, Denise Rochelle. „The vagaries of voice in the composing process“. CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/445.
Der volle Inhalt der QuelleWatson, Rose E. (Rose Elliott). „Active or Passive Voice: Does It Matter?“ Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc501082/.
Der volle Inhalt der QuelleTaylor, Neil. „Derrida's 'middle voice' : writing as differance and the textual 'limits' of our world“. Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246662.
Der volle Inhalt der QuelleJoemets, Viivian. „Voice Outside the Verbal and the Musical. A Study on Human Voice in its relationto Body, Language, Writing, and Music in Western Culture“. Thesis, Paris 4, 2010. http://www.theses.fr/2010PA040119.
Der volle Inhalt der QuelleThe present thesis aims at clarifying the notion of voice and its place in Western post-literacy culture from the aspect of vocal non-verbal expression and its artistization. The specificity of voice lies in its multiplicity, no single trait of voice may be viewed as representative of human vocality in its entirety. Rooted in human biology, vocal expressivity is inherently distinct from the verbal and the musical; Chapter 1 deals with natural modes of nonverbal vocality of proto-humans and pre-verbal children. A comparison of the functions of human and animal vocalization is made. In Chapter 2 the relation of voice to body is treated. We analyse voice as the mark of personal identity and physical presence. Chapter 3 looks into the question of orality, defined as the social dimension of voice, in post-literacy Western culture and analyse how the democratization of writing, printing, and recording may have influenced the status of voice. In Chapter 4 we ask whether voice outside the framework of language and music may convey meaning and whether such voice may be considered a sign. In the final chapter a brief historical overview of non-verbal vocal music is outlined and a proposition is made to define singing as a fundamental act of human vocal expressivity, not as an art form that superposes linguistic and musical structures. A selection of examples of contemporary voice art is subjected to theoretical reflection in the light of the issues related to vocal expressivity as discussed in the thesis. The aim of the thesis is to provide a theoretical tool for future researches on human expressive vocalization and its artistization in the field of culture studies
Ding, Dan Xiong Rutter Russell. „Historical and social contexts for scientific writing and use of passive voice toward an undergraduate science literacy course /“. Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835902.
Der volle Inhalt der QuelleTitle from title page screen, viewed July 3, 2006. Dissertation Committee: Russell K. Rutter (chair), James R. Kalmbach, Dana K. Harrington. Includes bibliographical references (leaves 233-248) and abstract. Also available in print.
Brett, Susan Mae. „Self-portrait and the discovery of the female voice in the writing of Marguerite Duras“. Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25355.
Der volle Inhalt der QuelleArts, Faculty of
French, Hispanic, and Italian Studies, Department of
Graduate
Voth, Harman Karin. „Speak it mama : the voice of the mother contemporary British and North American fiction and poetry“. Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263917.
Der volle Inhalt der QuelleSpinks, James D. Jr. „Students' Perception of Engagement in a Third-Grade Writing Classroom“. Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/100.
Der volle Inhalt der QuelleEdwards, Jennifer Flory. „"My voice is me": Using currere to explore international students' constructions of voice and identity in a new language and culture“. Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1617633374773987.
Der volle Inhalt der QuelleTang, R. S. M. „An approach to written academic voice: exploring the interpersonal negotiations in student academic writing through APPRAISAL“. Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521558.
Der volle Inhalt der QuelleAmbe, Martina Bi. „Exploring first-year Students’ Voice and Subjectivity in Academic Writing at a University in South Africa“. University of the Western Cape, 2019. http://hdl.handle.net/11394/7300.
Der volle Inhalt der QuelleLiteracy development in South African higher education is increasingly challenged by several issues in dialogue and language of tuition. Despite the widening of access to South African universities, research shows that a large majority of entry-level university students are still failing in their chosen programme of studies. Almost all universities in the democratic South Africa incorporate academic development programs in first-year modules as an awareness raising attempt to scaffold novice students into the vocabulary of their various disciplines. However, these development programs sometimes fail to address the language needs of some of the students who have had more than seven years of schooling in their first languages (IsiXhosa and Afrikaans). My study seeks to explore how additional language IsiXhosa and Afrikaans students understand and construct written knowledge in one literacy development course using English medium of instruction. I further explore lecturers’ and tutors’ perspectives of the demand of sounding a scholarly voice in academic writing by entry-level students in their new roles as scholars in the University of the Western Cape (UWC).Literature indicated gaps when it comes to students’ and lectures’ perceptions on the construction of voice in academic writing in a language that the students are not comfortable in.
Bi, Ambe Martina. „Exploring first-year students’ voice and subjectivity in academic writing at a university in South Africa“. University of the Western Cape, 2020. http://hdl.handle.net/11394/7222.
Der volle Inhalt der QuelleLiteracy development in South African higher education is increasingly challenged by several issues in dialogue and language of tuition. Despite the widening of access to South African universities, research shows that a large majority of entry-level university students are still failing in their chosen programme of studies. Almost all universities in the democratic South Africa incorporate academic development programs in first-year modules as an awareness raising attempt to scaffold novice students into the vocabulary of their various disciplines. However, these development programs sometimes fail to address the language needs of some of the students who have had more than seven years of schooling in their first languages (IsiXhosa and Afrikaans). My study seeks to explore how additional language IsiXhosa and Afrikaans students understand and construct written knowledge in one literacy development course using English medium of instruction. I further explore lecturers’ and tutors’ perspectives of the demand of sounding a scholarly voice in academic writing by entry-level students in their new roles as scholars in the University of the Western Cape (UWC). Literature indicated gaps when it comes to students’ and lectures’ perceptions on the construction of voice in academic writing in a language that the students are not comfortable in. My choice to use an interpretive frame made my study a qualitative one. I used a case study approach in which qualitative data was collected from one-on-one in-depth interviews with fourteen participants, documents analysis and field notes collected during interview process. A constructivist view of knowledge further guided my study to support the view of knowledge being socially constructed in the process of enquiry. My findings were categorised according to the research questions and themes that emerged from my analysis. The four themes from my presentation guided the findings. The findings of this study indicated that, IsiXhosa and Afrikaans students in the study used their first languages as resource to understand, formal English in essay of assignments. The lecturers’ perspectives of voice showed differences in the students’ perceptions who were mostly overwhelmed with the proactive life of academia and the language they are required to write in. In this context, the lectures’ views of competence mismatched with students’ views who felt their views were stranded in the language of discomfort (English).
2021-04-30
Mpoke-Bigg, Amba. „Leadership, Voice, and Visibility Strengthening African women’s voice and representation: A case study of the African Women Development Fund’s social justice writing workshop for women writers“. Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21974.
Der volle Inhalt der QuelleD'Souza, Karen. „Narratives of voice and silence : reading South Asian women's writing through the work of Gayatri Chakravorty Spivak“. Thesis, Manchester Metropolitan University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547402.
Der volle Inhalt der QuelleOlwan, Samiha. „Gendered voice in Palestinian Women Bloggers' narratives: A postcolonial feminist approach to women writing in occupied spaces“. Thesis, Olwan, Samiha (2018) Gendered voice in Palestinian Women Bloggers' narratives: A postcolonial feminist approach to women writing in occupied spaces. PhD thesis, Murdoch University, 2018. https://researchrepository.murdoch.edu.au/id/eprint/42796/.
Der volle Inhalt der QuelleBoehr, Christiane. „Enabling Spaces: A Rhetorical Exploration of Women Writing in Community“. University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin15535133573856.
Der volle Inhalt der Quelle