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Lindeberg, Ann-Charlotte. „Promotion and politeness conflicting scholarly rhetoric in three disciplines /“. Åbo : Åbo akademis förlag, 2004. http://catalog.hathitrust.org/api/volumes/oclc/56061914.html.
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Gustafsson, Stefanie. „Writing the career script : the partnership promotion process in law firms“. Thesis, University of Bath, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760872.
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Merriman, Carolyn S. „Writing Test Questions That Promote Critical Thinking“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8427.
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Galow, Timothy W. Wagner-Martin Linda. „Writing celebrity modernism, authorial personas, and self-promotion in the early twentieth century United States /“. Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2011.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.Title from electronic title page (viewed Feb. 17, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of English and Comparative Literature." Discipline: English and Comparative Literature; Department/School: English and Comparative Literative.
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Gustafsson, Pontus. „Att skriva eller inte skriva? : Om skrivfrämjande arbete på svenska folkbibliotek“. Thesis, Uppsala universitet, Institutionen för ABM, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447202.
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Swedish public libraries have offered writing courses and activities for decades. Despite that, writing doesn’t necessarily seem to have an obvious place at all public libraries. The purpose of this thesis is to examine the status of writing promotion at Swedish public libraries. The study is conducted using several methods. Firstly, official library statistics are used to map creative writing activities at public libraries. Secondly, library plans from Swedish regions are used to study how they define writing promotion related to public library. Thirdly, three interviews are conducted with people who have worked with writing promotion. The four-space model from 2012 is used to analyze the motives for writing promotion related to public libraries. The statistic results show that writing activities has a low priority in comparison with other activities at the public library. Moreover, the statistics show that public libraries vary in offering writing activities, both at a national and a regional level. The results based on the library plans show that public libraries in many regions work, or want to work, with writing promotion. In most of the regions the writing promotion can be connected to all four spaces and goals according to The four-space model. Through writing promotion public libraries can offer an inspiration space, a learning space, a meeting space and a performative space, consequently supporting experience, empowerment, involvement and innovation. The status of writing promotion seems, however, to vary among the regions. The interviews reveal, in accordance with the library plans, that writing promotion belongs in public libraries. In conclusion, the thesis shows that writing promotion is overshadowed by reading promotion at Swedish public libraries. In addition, the thesis shows that the status of writing promotion has potential to increase at Swedish public libraries. This is a two years master ́s thesis in Library and Information Science.
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Vieira, Jos? Ant?nio. „A escrita do texto acad?mico na gradua??o: modos de utiliza??o de conceitos te?ricos de uma ?rea de conhecimento“. Universidade Federal do Rio Grande do Norte, 2013. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16303.
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Previous issue date: 2013-09-27In this study we have developed a discussion about academic text production in the undergraduate course of Literature and Languages. Specifically, we are going to analyze the monographic text writing in order to verify the meaning effects created from the ways of showing other s discourses that constitute a written production. As a means to do that, we are going to answer the following question: How does a young researcher make use of a theory in order to be part of a particular scientific community? We aim to: 1) analyze the linguistic resources, like quotations and signs of cohesion that demonstrate the other s voice presence in academic writing; 2) observe the meaning effects produced through the ways that the one who writes shows the other s voice in the written text. Firstly, we have selected 23 (twentythree) monographs produced in the last five years by students from a Literature and Languages undergraduate course in a determined public university. However, in this study, we have analyzed just 02 (two) different monographic texts. To develop such an investigation, we have inquired Kuhn s concept of science, which shows the existence of different meanings of science production in the course of the centuries. It allows us to define academic writing as science production that develops and contributes to knowledge production. With the purpose of restricting the meaning of writing conception, we have relied on Coracini, who assumes that all writing production is the registration of the self, in other words, writing comes from the subject s intervention, it is to say that only an imposition of the self guarantees the subject as author of what he writes. We have as theoretical basis the following concepts: 1-) Authier-Revus s enunciative heterogeneity, that allowed us to analyze the written marks of the other in the monographic writing; 2-) P?cheux s reformulation-paraphrase and Orlandi s polysemy and paraphrase, concepts that present notions of productivity and creativity as ways of meaning production, and allows us to observe how the process of language production in academic writing is established; 3-) Rossi-Landi s concept of exchange-value and use-value, which consider language as a linguistic work, allowing us to verify the differences between use and social functionality in a determined theory; and 4-) Possenti s notion of authorship indicia, with which we have identified attitudes that make the one who writes author of his own text. We have verified that writing characterized for repetition and reproduction may develop a meaning effect that constructs the idea that writing production promotes an author, a concept or a theory. We have also realized that a written text that restricts itself to reproduce other authors discourses and does not articulate a theory with data analysis or with work methodology, when evaluated is approved and legitimates itself as scientific production. That demonstrates the existence of academic productions that do not develop any functionality of the employed theory. The text works as a means to promote its theoretical concepts, and theory. It is to say that the theoretical foundantion, which usually is a way to argue and sustain scientific production, does not have any function. Thus, we consider that the way someone shows the other s discourse in academic writing may work as a way to underline what the other asserts to the detriment of the researcher s words. This fact allows us to comprehend that a way of writing may evidence a meaning effect of the author s, theory s or theoretical concepts promotion
Neste trabalho, discute-se a produ??o de textos acad?micos de alunos do curso de Letras. Especificamente, analisa-se o texto monogr?fico, com o intuito de verificar os efeitos de sentido criados na escrita a partir das formas de marca??o de outros discursos. Para tanto, buscou-se responder o seguinte questionamento: Como um jovem pesquisador utiliza uma teoria para se inserir em uma dada comunidade cient?fica? Os objetivos principais deste trabalho s?o: analisar os recursos lingu?sticos, como cita??es, ilhas textuais e conectivos, que marcam a presen?a da voz do outro na escrita acad?mica; e observar os efeitos de sentido produzidos pelos modos como isso se realiza na escrita. A an?lise centrou-se em dois textos monogr?ficos, selecionados de um grupo composto inicialmente por 23 monografias, produzidas nos ?ltimos cinco anos por alunos do curso de Letras de uma dada universidade p?blica. Para o desenvolvimento da investiga??o, aplicou-se o conceito de Kuhn, que aponta para a exist?ncia de diferentes significados na produ??o de ci?ncia no decorrer dos s?culos. Tal teoria permite definir a escrita acad?mica como cria??o que contribui para a produ??o de conhecimento. A fim de delimitar a concep??o de escrita adequada ? investiga??o, o estudo baseou-se na ideia de Coracini de que toda escrita ? a inscri??o do si, ou seja, a produ??o escrita parte de uma interven??o do sujeito, e apenas uma imposi??o do eu o garante como autor do que escreve. A fundamenta??o te?rica para realiza??o deste estudo abrange os seguintes conceitos: a heterogeneidade enunciativa de Authier-Revuz, que possibilitou analisar as marca??es do outro na escrita monogr?fica; a reformula??o-par?frase de P?cheux e a polissemia e a par?frase de Orlandi, que apresentam as no??es de produtividade e criatividade como formas de produ??o de sentidos e permitem observar como se estabelece o processo de produ??o da linguagem na escrita acad?mica; valor de troca e valor de uso de Rossi-Landi, que considera a linguagem como trabalho lingu?stico, o que possibilita verificar as diferen?as de uso e a funcionalidade social de uma teoria; e a no??o de ind?cios de autoria, apresentada por Possenti, atrav?s da qual identificaram-se atitudes que configuram o locutor de um texto como seu autor. Verificou-se que a escrita caracterizada pela repeti??o e reprodu??o pode desenvolver um efeito de sentido portador da ideia de promo??o de um autor, um conceito ou uma teoria. Por?m, mesmo quando a escrita se limita a reproduzir os discursos de outros autores e n?o articula a teoria ? an?lise de dados ou ? metodologia, o trabalho avaliado obt?m aprova??o e legitima-se como produ??o cient?fica. Isso indica a exist?ncia de produ??es acad?micas que n?o desenvolvem a funcionalidade da teoria empregada. Nesses casos, o texto circula a fim de promover a fundamenta??o te?rica, e esta, que normalmente se configura como argumenta??o e sustenta??o da produ??o cient?fica, n?o exerce fun??o no trabalho realizado. Assim, as marca??es do outro na escrita acad?mica destacam afirma??es alheias em detrimento do dizer do pesquisador. O modo de escrita pode, portanto, evidenciar um efeito de sentido de promo??o de um autor, de uma teoria ou de conceitos te?ricos
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Richard, Kassie. „Promotional Communications| Professional Writing for Local Organizations“. Thesis, University of Louisiana at Lafayette, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10681103.
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This thesis explores the use of Facebook as an advertising tool for small businesses. It views advertising through Facebook from the perspective of a professional writer, looking at the context, audience, goals, and media to provide small businesses with guidelines for building Facebook advertising campaigns. This report will discuss 1) the audience for advertising campaigns, 2) the need for a professional writing approach for context and design, 3) the features of Facebook that complicate marketing efforts, and 4) the analysis of a local marketing campaign on Facebook. In the conclusion, the report will summarize recommendations to small businesses interested in using Facebook for promotional purposes. The report is accompanied by a detailed portfolio including works created for various local organizations.
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Marshall-Youquoi, Henrika M. „The Role of Humility in Promoting Forgiveness Through Expressive Writing“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4744.
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Forgiveness is an important characteristic of a healthy relationship. Several factors have been shown to be connected to forgiveness, but other factors may play a significant role in the forgiveness process. Little is known about how humility affects forgiveness in the context of an interpersonal conflict. Expressive writing, when combined with humility, may help counselors and other mental health providers in understanding how to better foster forgiveness among individuals and help them cope with stressful events and relational problems. The primary purpose of this study was to examine whether expressive writing involving humility regarding a minor offense leads to increased forgiveness compared to expressive writing that does not involve humility. The theoretical framework was based on the REACH model of forgiveness and Pennebaker's writing paradigm. The focus of the primary research question was on what role, if any, humility plays in forgiveness-based expressive writing. A randomized experimental design involving 4 groups was used. Each group received slightly different instructions, with 1 group having a humility (self-criticism) aspect. Forgiveness was measured using the TRIM-12 item questionnaire. Planned contrasts within a 1-way ANOVA were conducted along with a t test for analysis. The results of this research study were non-significant regarding the role of humility in increasing forgiveness in expressive writing. Regarding positive social change, this study adds to the literature by providing knowledge concerning what factors do not affect forgiveness in expressive writing and supports the need for future research on humility and forgiveness.
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O'Neal, H. Todd. „Family literacy events promoting early reading and writing behaviors“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/865.
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Choi, Jessie Wai-Ching. „The role of online collaboration in promoting ESL writing“. Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/30925.
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This study examined an ESL writing class, which consisted of 36 students, at a community college of Hong Kong. The students took part in three online collaborative writing tasks in the second semester of 2004-2005 by sending drafts to peers who gave them suggestions and comments for improvement and working together on the completion of the writing task via email.;The 36 students worked in small groups of four to six. They wrote, responded and revised using the email system offered by the WebCT interface of their course book. The results were evaluated by means of questionnaire, interview and participating students, report of the peer observer, written work, e-responses and reflective summaries of students.;As an introduction, the background of this study is examined. Then in Chapter 2, the notion of collaborative learning is explored with a close examination of its relationship with technology and the ESL writing context and a discussion of the related research literature. Following this, issues concerning online course design are discussed. In Chapter 3, the design of the study is given. Results and implications re presented in Chapters 4 and 5.;Results suggest that students generally enjoyed the supportive atmosphere created by online collaborative tasks and regarded the use of online collaboration as a means of improving their writing by enhancing their motivation, awareness of the audience and the importance of revising, and by reducing their stress and cultivating their positive attitudes towards writing, although some of them were found to have reservations about the effectiveness of peer feedback. The writer concludes that online collaboration does have potential in motivating ESL learners and bringing about positive learning effects on writing, but that the key lies in how it is managed and how effectively it is incorporated into the programs.
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Pinkelman, Lindsay Ann. „Everyone Engaged and Excelling: Assessing the Efficacy of Triple E Reading to Create Opportunities for Improved Literacy“. Toledo, Ohio : University of Toledo, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1271353608.
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Thesis (M.Ed.)--University of Toledo, 2010.Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Education Middle Childhood Education." "A thesis entitled"--at head of title. Title from title page of PDF document. Bibliography: p. 74-96.
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Peng, Gao. „On the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners' writing ability“. Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8702.
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The aim of this study is to evaluate the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners’ writing ability. Two writing strategies I selected in this study are Julia's (in James 2000) 8-step writing strategy and Englert's (1991) POWER strategy. Both writing strategies are designed based on Hayes and Flower's (1989) theory of writing process but with different steps in guiding writing. According to their different functions, these two strategies can stand for two main kinds of writing strategies at present. The study included two questionnaires and two writing tests designed for fifteen Chinese students who were chosen randomly in grade 3 of a middle school. Through the analysis of these questionnaires, the students’ attitude to writing and the functions of writing strategies were collected in order to keep the two tests reliable and authentic. And then, the pre-test was used to evaluate these students' primary level of English writing; in the post-test, these students were divided into three groups: the first two groups received two writing strategies and the last one was no strategy group. The comparison of their writing results between the two tests were analysed. Both writing strategies groups in the post-test showed the effectiveness of the given writing strategies . Two writing strategies were chosen for this study according to the research objects' English level and cognitive capability. And the fifteen research objects chosen in Chinese middle school represent the average level of Chinese ESL learners in writing. The analysis of their results in both tests focused on the content of their writings and writing elements, such as, vocabulary, grammar, organization. In the qualitative research of the study, the 8-step writing strategy is shown to be the more effective one for 13-15 years old Chinese ESL learners.
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Dwyer, Edward J. „All About Me: Promoting Reading and Writing Through Creating Autobiographical Posters“. Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/3308.
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Craig, Tracy S. „Promoting understanding in mathematical problem-solving through writing : a Piagetian analysis“. Doctoral thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/4875.
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Lawwill, Kenneth Stuart. „Using Writing-To-Learn Strategies: Promoting Peer Collaboration Among High School Science Teachers“. Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28374.
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Writing-to-learn strategies have been well documented in the promotion of student learning (Poirrier, 1997c). Less is known about how teachers come to use these strategies in every day instruction. This study is a description of the experiences of one science teacher at a large suburban high school who shared writing-to-learn strategies with his department to promote the use of these strategies in daily instruction of his colleagues. The strategies involved 1) improving reading comprehension using paraphrasing, 2) activating prior knowledge using generic questions: who, what, where, when, why, & how, and 3) writing before and after other classroom activities to activate prior knowledge and then better integrate new information. The strategies were shared during informal meetings at lunch. Participation was voluntary. Of the eighteen faculty members, four chose to implement the strategies on a longer-term basis. Follow-up analysis in subsequent years, showed that the strategies were still in use and that the colleagues who used the strategies had passed them on to newly inducted members of the department. Results were discussed with regards to how teachers acquire or decline the incorporation of new teaching ideas in the normal course of their work in collegial settings.Ed. D.
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Liu, Kuan-Ting. „Promoting metalinguistic awareness through peer response in writing in elementary English as a foreign language“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2807.
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This project serves as a resource to help teachers understand and meet the educational needs of second-language learners by promoting their metalinguistic awareness through peer response in writing in elementary English as a foreign language.
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Lau, Kai-ming Eric, und 劉繼明. „Write to heal: how cognitive-change-promoting expressive writing may relieve the adverse effects of stressful lifeevents“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B37596524.
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Lau, Kai-ming Eric. „Write to heal how cognitive-change-promoting expressive writing may relieve the adverse effects of stressful life events /“. Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B37596524.
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Yu, Hongwei. „The use of computer-support in promoting the development of non-native speaker students' in writing for academic purposes“. Thesis, King's College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252303.
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Mhlongo, Hlengiwe Romualda. „The use of the reading-response journal as a strategy in promoting writing skills in further education and training phase schools“. Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1523.
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A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2017This study is aimed at investigating whether or not the use of the reading-response journal as a strategy can yield any positive results in enhancing development of writing skills among learners. The study was conducted as a case study in one of the Further Education and Training (FET) phase schools under uThungulu district, within the province of Kwa-Zulu Natal in South Africa. It included verification of the FET phase learners’ level of competency in writing skills. This was done through interviewing the English First Additional Language (FAL) teacher of the target class in the FET phase. The study targeted English FAL grade eleven learners since journal writing is part of their curriculum. The sample of thirty learners was conveniently selected. The qualitative method was employed for the collection of data; task-based activities and interviews were used as instruments for data collection. This study is underpinned by the reader-response theory and it sought to; (a) find out the views of learners on the use of the reading-response journal writing as a strategy to develop writing skills, (b) to determine the learners’ views on the intervention programme of the reading-response journals in the development of writing skills and (c) the experiences of English FAL learners as participants in the activities of journal writing. Learners were given three different tasks which required them to write essays. The findings revealed that learners are generally resistant to reading and writing. The learners also lament that it takes too long before the educator can bring back feedback on their written tasks, that demotivates them. The findings also revealed that some teachers regard the teaching of writing skills as an optional task to do, yet it is prescribed in the Curriculum and Assessment Policy Statement (CAPS) document of English FAL in the FET phase. In addition, there is resistance from teachers to use innovative methods of developing writing skills such as journal writing and diary entries, among others. Lastly, the learners showed significant improvement in their writing skills as they participated in the intervention programme. There was significant improvement in their individual performance from task one, to task two and task three. Finally, the study recommended that the Department of Basic Education officials should consider reviewing the pupil-teacher ratio for language teachers so that they can do justice to the teaching of all language aspects including writing skills. Further research on other types of journal writing was also recommended.
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Mohammad, Elham Ghazi. „Using the science writing heuristic approach as a tool for assessing and promoting students' conceptual understanding and perceptions in the general chemistry laboratory“. [Ames, Iowa : Iowa State University], 2007.
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Heleno, Ana Carolina Dimas. „Prática de ensino supervisionada em pré-escolar e 1º ciclo do ensino básico: ambientes literácitos promotores da literacia emergente, da leitura e da escrita“. Master's thesis, Universidade de Évora, 2018. http://hdl.handle.net/10174/23103.
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O presente relatório da Prática de Ensino Supervisionada em Educação Pré-escolar e Ensino do 1.º ciclo do Ensino Básico foi realizado no âmbito do Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico, da Universidade de Évora e pretende evidenciar o resultado final do caminho percorrido durante as Práticas de Ensino Supervisionadas em contexto de Pré-Escolar e 1º Ciclo do Ensino Básico.
Este relatório pretende evidenciar a importância dos ambientes Literácitos Promotores da Literacia Emergente, da Leitura e da Escrita, evidenciando o planeamento de contextos de aprendizagem que, partindo de necessidades e interesses das crianças, proporcionem e potenciem o desenvolvimento de competências da Literacia Emergente, da Leitura e da Escrita.
No que diz respeito à estrutura do trabalho, há a salientar que o mesmo encontra-se organizado em quatro capítulos, onde o primeiro está relacionado com o enquadramento teórico que sustenta a temática de investigação; o segundo capítulo refere-se aos fundamentos da ação educativa em Educação Pré – Escolar e Ensino do 1º Ciclo do Ensino Básico onde foram realizadas as Práticas de Ensino Supervisionadas; o terceiro capítulo diz respeito à metodologia de investigação utilizada nas PES e, por fim, o quarto e último capítulo relata a intervenção nos contextos educativos em Pré – Escolar e 1º Ciclo do Ensino Básico, tendo em conta a problemática da dimensão investigativa; Report of Supervised Teaching Practice in Pre-school Education and the Primary School: Literacy Environments for Promoting the Emerging Literacy of Reading and Writting
Abstract:
This is the report of Supervised Teaching Practice in Pre-school Education and the primary school and it was writen as part of the Master's Degree in Pre-school Education and the Primary School, at the University of Évora, and intends to highlight the final result of the Supervisioned Teaching Practices on both, Pre – school Education and Primary school contexts.
The main goal of this report is to present and support the importance of the Literacy Environments for Promoting the Emerging Literacy of Reading and Writting, by showing the importance of learning contexts planning that, based on needs and interests for children, can effectively allow and empower the development of skills on Emerging Literacy of Reading and Writting.
The document is organized in four chapters and as follows: The first presents the theoretical framework that sustains the research topic; The second includes the educative action fundaments on Pre – school Education and primary school, where the Supervisioned Teaching Practices were performed; The third chapter is about the research methodology applied on the Supervisioned Teaching Practices; And the fourth, and final one, reports the in intervention educative contexts Pre – school and Primary Education, by taking into account the research dimension problem.
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Lin, Jui-Kun, und 林瑞崐. „Taiwanese Tap-tshuì-kóo's Scripts Writing and its Promotion“. Thesis, 2019. http://ndltd.ncl.edu.tw/handle/q222wa.
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碩士國立中正大學
台灣文學與創意應用碩士在職專班
107
The Taiwanese Comic Dialogue—“Tap-tshuì-kóo（答喙鼓）”, the eight-tone Taiwanese language adds to its musicality; the rhythmic debate dialogue enriches its interest. However, influenced by the early education system and social atmosphere, the precious value of “Tap-tshuì-kóo” has not received much attention. Most of people do not even understand the richness and excitement of “Tap-tshuì-kóo”. This essay aims to improve on this phenomenon. First of all, I trace back the origin of “Tap-tshuì-kóo”, then, I systematically organize its development t. How “Tap-tshuì-kóo” relates to the Taiwanese four-line verses, how Lan Bo-Li （藍波里）affected the important figures－and the development of the “Tap-tshuì-kóo” in Taiwan. It helps reader clearly know the history of the “Tap-tshuì-kóo”. Second, the paper analyzes the scripts I wrote. This part discusses the scripts’ structure, how to find the theme and character setting. Besides, this section is devoted to analyze the ideas of writing the script and how to make the script interesting by using rhetoric. The experinces of training and writing conclude this part. Finally, sort out the current situation of the market in Taiwan. It is divided into three major parts: the public organizations, the private organizations, and commercialization. At the end of the study, I attached 57 scripts written by me, hoping to provide future researchers with a deeper understanding of the “Tap-tshuì-kóo” and its script writing.
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Jakka, Sarath Chandra. „Fictive Possessions: English Utopian Writing and the Colonial Promotion of Madagascar as the "Greatest Island in the World" (1640-1668)“. Tese, 2018. https://hdl.handle.net/10216/120887.
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Jakka, Sarath Chandra. „Fictive Possessions: English Utopian Writing and the Colonial Promotion of Madagascar as the "Greatest Island in the World" (1640-1668)“. Doctoral thesis, 2018. https://hdl.handle.net/10216/120887.
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HSU, FANG-CHIUNG, und 許方瓊. „Study of the Imitative Writing Teaching for Promoting First-grade Students’ Writing Ability and Attitude“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/98096250533688846190.
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碩士國立屏東教育大學
教育學系碩士班
102
The aim of this research is to promote students' writing skills and attitude according to the Mandarin language textbooks’ second volume of Kang Hsuan edition and students’ experiences of life, abilities, and interests in order to achieve the Competence Indicators of the first-grade students’ writing ability. An action research method was applied in this study. The researcher practically taught first-grade students to learn imitative writing in class. There are some instruments applied to collect quantitative and qualitative data, including “The Picture Story Language Test”, “Primary Assessments for Instruction in Reading”, observation records, the journal of teaching reflection, the interview records with students, curriculum feedback forms, and students’ works, and then correcting the teacher’s teaching by data analysis as a basis for further action. After the end of the study, there are some findings proposed in the following: I. It will help teachers understand students' writing ability by using the “Primary Assessments for Instruction in Reading”. II. Imitative writing teaching can improve the majority of students' writing skills indeed. III. Imitative writing teaching is a good way to be the guide for beginners to learn writing. IV. The teaching design of learner-centered is more suitable for beginners to learn writing. V. There is no obvious change about students’ writing attitude by using imitative writing teaching. According to the research conclusions above, some suggestions are proposed as follows: I. The suggestions about imitative writing curriculum 1. Schools should plan complete writing program. 2. Imitative writing teaching can be carried on through exchanged teaching or team teaching. 3. Making the plan with a whole unit for imitative writing teaching should be better than parts. 4. Before doing the imitative writing teaching, punctuation teaching must be carried on. 5. It will benefit the practice of curriculum by correcting immediately while finding the teaching problem. II. The suggestions about imitative writing teaching 1.Teachers can understand students' writing skills by “Primary Assessments for Instruction in Reading”. 2. Imitative writing can increase students' writing ability in the beginning. 3. The student-centered writing activities are suitable for students. 4. Making good use of the multiple source materials or learning activities can promote students' writing interests. III. The suggestions for future research 1. To the object of the study, it can be expended to students in different regions. 2. To the range of the study, it can be extended to different editions, volumes or other sources of materials. 3. To the time of the study, it can take longer to do research and post-test tracing. 4. To the results of the study, it can focus on how to promote students' writing attitude.
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Neto, Agostinho Filipe. „Promoting writing skills at Universidade Metodista de Angola: foundation year students“. Thesis, 2010. http://hdl.handle.net/10539/8322.
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ABSTRACT
The present research study was prompted by the general belief in Luanda that state secondary
and middle schools students are ill-prepared to write adequately in English as a foreign
language. These beliefs are based on the fact that the English Language Teaching (ELT)
system in Luanda has been faced with insurmountable problems since the British Council left
the country in 1997. As a result, students admitted to university perform very poorly.
The purpose of this research was to carry out an in-depth analysis of teaching and learning
writing practices focussed on the Foundation year at Universidade Metodista de Angola
(UMA) in Luanda, in order to find solutions.
The research took the form of a case study and used a combination of various sources of data
collection for the purposes of understanding the problems by using triangulation. The sources
of data were as follows: Individual Audio-Recorded Interviews with all the six Foundation
year teachers and nine randomly selected students; Course Documents such as the students’
course-book (syllabus), the teachers’ book, the students’ workbook and the Sample of
Students’ Writing. The sample of students’ writing included the entrance examination papers,
the assignments and the exam equivalent tests.
The research found out that UMA admits two groups of students: low-proficiency, the vast
majority and relatively high-proficiency, the minority of students. These students arrive at
UMA exhibiting low levels of English writing skills. Their difficulties include grammar
problems with English, poor vocabulary, word choice, sentence and paragraph structure, and
Portuguese interference.
The research study also found that grammar and translation methods are widely used
indicating that other skills like writing are seriously undermined. Findings of this study
revealed that Foundation year teachers are course-book oriented and resort to outdated
philosophies of teaching. Furthermore, the research found that the Headway elementary
course-book is inadequate as it does not emphasise writing and the tasks are not cognitively
demanding. The study concluded that the teaching/learning, assessment and the intended
learning outcomes are not in alignment, and that teachers need pedagogical in-service
training so that they can carry out the teaching of writing more adequately in order to foster
learning. Among other recommendations to help the situation, the study recommends the
introduction of the ‘Process-genre approach’; the designing of a ‘Full Syllabus’ in which the
teaching/learning, assessment tasks and the learning outcomes are constructively aligned.
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柯宜玫. „A Study on Promoting Third Graders' Writing Skills via Newspaper-Reading Approach“. Thesis, 2010. http://ndltd.ncl.edu.tw/handle/84255329514246559617.
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碩士國立彰化師範大學
工業教育與技術學系
98
The main purpose of this research was to investigate the effect of teaching with “Newspaper in Education” on writing attitude and performance for the third grade students. This research is based on pretest-posttest quasi-groups-experimental design, which divided the research sample into treatment group and comparison group. The subjects were two classes of third graders selected from an elementary school at Changhua County. The elementary school was selected to be the subjects of this study, one as the treatment group and the other as the comparison group. In writing class, both groups were taught by the same teacher (this researcher). The treatment group received 8 times of writing instruction with “Newspaper in Education “composition and the comparison group received same times the general writing instruction. During the process of experiment for time eight weeks, 16 periods, and total 640 minutes. Questionnaires and evaluations were used to assess students’ attitude toward writing and their writing performance both before and after the experiment. , and fill “the curriculum-feedback-questionnaire”, then the main discovery and the results were analyzed through ANCOVA to determine the effectiveness of the writing instruction. The conclusions of the research are as follows: 1. “Newspaper in Education” on writing attitude, there is no significant difference between the two groups. 2. “Newspaper in Education” on writing performance, the overall writing score and terms of content thoughts, paragraph structure, and general rules in the treatment group score higher than the comparison students in the comparison group. 3. Received writing instruction with “Newspaper in Education” composition, there were 70% students to like writing instruction with “Newspaper in Education” composition. Finally, according to the results of the study, this author proposes several suggestions for educational administration agencies, teachers, and future study respectively 1. In the teaching suggestion (1) The public assistance, the response from all walks of life (2) Will train the teachers’ specialized ability with “Newspaper in Education” (3) Postponing the teaching article revision strategies (4) Writing integrates each kind of situation (5) Lengthen “Newspaper in Education “time to enable students reading in detail 2. To future study researchers’ suggestions (1) Increases the researches’ samples (2) To increase the experimental designs and to study variables (3) Different “Newspaper in Education “teaching result by lengthening time comparison
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LING, JENG YA, und 鄭雅玲. „A Study of Promoting the Effectiveness of Writing by Writing Instruction on Reading Report for the Lower-grade Students in Elementary School“. Thesis, 2008. http://ndltd.ncl.edu.tw/handle/25041042928513376219.
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碩士國立臺中教育大學
語文教育學系碩士班
96
A Study of Promoting the Effectiveness of Writing by Writing Instruction on Reading Report for the Lower-grade Students in Elementary School Abstract The purpose of this study is to understand the teaching effectiveness of writing instruction on reading report of the lower-grade students in elementary school. The study is based on action research and content analysis research. Two classes are selected from the thirteen classes of the second-grade in an elementary school in Taichung County. One class is assigned as the experimental group taught with writing method of reading report and the other as control group with independent writing on reading report. The period of teaching experiment is set for three months with six rounds of teaching activities. By the aid of teaching activities and teaching records, this study is to understand the implement method and process of the writing instruction on reading report for the lower-grade students. Besides, the analysis of the students’ writing works as well as the questionnaires are adopted to understand the effectiveness of writing and reactions of the students. The results of this study are as follows： 1. Writing instruction on reading report could obviously promote students’ writing ability . Most of all, there is significant effect as to the low-leveled students’ linguistic ability. 2. Writing instruction on reading report influenced students’ interest and attitude in writing positively. 3. Writing instruction on reading report is highly agreed by the experimental group. 4. The control group is highly interested in reading, although their writing ability is not good for lack of the teacher’s guiding. In addition, some suggestions about the teaching process, the arrangement of teaching time, the design of the reading report work sheet, the selection of story books and future studies are presented as a guideline for writing instruction and the future researches. Keyword：Reading Report、Teaching Writing Essay、 The Effectiveness of Writing
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Afros, Elena. „Promotional (Meta)discourse in Research Articles in Language and Literary Studies“. Thesis, 2007. http://hdl.handle.net/10012/3278.
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Abstract
It is now widely recognized that promotionalism permeates scholarly discourse. Yet a systematic account of rhetorical and linguistic means, which researchers across disciplines deploy to achieve this effect, is still to be developed. The present thesis attempts to contribute to the investigation of strategies and exponents of the promotional (meta)discourse in the humanities. In particular, it compares and contrasts research articles in language and literary studies published in North American academic journals during 2001-2006. This inquiry demonstrates that in both disciplines scholars utilize two rhetorical strategies to publicize their work: first, positive evaluation of one’s own study and of those investigations in which the current study is grounded and second, negative evaluation of dissenting views. A combination of both strategies is used to widen the gap between one’s contribution and (erroneous) alternative treatments. Among lexicogrammatical and discourse devices employed in both disciplines are evaluative lexis reinforced by derivational and inflectional morphology, coordination, comment clauses, personal pronouns, lexical cohesion, and discourse chunks sequencing. Distribution of promotional elements across article sections and moves in the two disciplines, however, differs. On the whole, the thesis reconfirms the advantage of specificity in teaching academic literacies advocated by many applied linguists and provides actual patterns that can be incorporated into writing curriculum.
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Chao, Yu-Hsuan, und 趙又萱. „Promoting Learner Autonomy: Pedagogical Research on the Differentiated English Writing Instruction for 12th Graders“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/rg4m9j.
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32
Wang, Li-Jen, und 王立仁. „Promoting University Students\' English Argumentative Essay Writing Performance through Computer-Supported Collaborative Knowledge Building“. Thesis, 2018. http://ndltd.ncl.edu.tw/handle/8yhe5v.
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博士國立中央大學
網路學習科技研究所
107
In English education, argumentative essay writing ability that can help university students succeed in both their future academic contexts or workplaces has been recognized as an important goal. Previous research found out that argumentative essay writing is difficult for university students to learn. In order to help students to overcome the difficulties, some studies have been conducted to use different teaching approaches or computer-assisted language learning tools. However, these studies showed that students might increase their content knowledge but they might not efficiently attain higher levels of argumentation in their writings. In addition, students did not necessarily have the intentions to collaborate with others, which is the key to successful argumentation, and their discussion were sometimes out of focus. Thus, there is still scope for improvement. Recently, the computer-supported collaborative knowledge building pedagogy focusing on ideas improvement, active agents, and collective community knowledge advancement has been proposed and may be a possible solution. In this study, two knowledge building environment settings were adopted: progressive knowledge building setting and conventional setting. The main purposes of this study were to see if the two groups of students with different knowledge building environment settings differ in their perceptions of the knowledge building learning environment, argumentative essay writing performance, KB process and reflections, and the relationship between students’ argumentation writing self-efficacy and their argumentative essay performance. Moreover, how teachers in practice implement the KB activities in the existing curriculum. This study adopted quasi-experimental method. The participants (n=66) were divided into the experimental group (n=32) with progressive knowledge building setting and the control group (n=34) with conventional setting. The conduct of this study was divided into two phases. In each phase, both groups of students used the Knowledge Forum to discuss one topic for finishing an argumentative essay after class and provided reflections in class. According to the students’ responses, they perceived the knowledge building learning environments in both phases compared to their previous learning environments. From the analysis of students’ argumentative essays in this study, the results showed that both groups of students have improved the structure and quality of their argumentative essays. It is noted that the experimental group that used progressive knowledge building setting in the second phase outperformed the control group in this study. The two groups of students in both knowledge building environment settings increased their ideas diversity, became more active agents, and tended to form a collaborative community especially the experimental group. Finally, the results of the argumentation self-efficacy writing scale showed that the experimental group had higher confidence on the dimensions related to argumentation and they seemed to perform better on their argumentative essays. In sum, this study was one of the initial attempts to explore the possibility of the implementation of computer-supported collaborative knowledge building to promote university students’ English argumentative essay writing performance. The results in this study may not only validate the effects of computer-supported collaborative knowledge building on the argumentative essay writing, but also offer some suggestions to the English educators who are interested in helping students improve their argumentative essay writing performance. Especially for those who want to combine the KB activities with their existing curriculums. However, the correlations between the students’ KB process and their argumentative essay performance need more clarifications in the future research.
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陳韻如. „The Study of Newspaper In Education in Promoting Writing Ability and Attitude towards Writing of Lower-grade Students: Take Mandarin Daily News for Example“. Thesis, 2010. http://ndltd.ncl.edu.tw/handle/17250075179047982389.
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碩士高雄師範大學
教育研究所
98
The purpose of the study is to examine impacts of Newspaper In Education (NIE) on lower-grade students』 writing ability and writing interests. The study employs quasi-experimental research methods. The study takes place at Long Hua Elementary School、Kaohsiung City. For academic year 2009、students in second grade class 3 are treated as the experimental group、with students in class 5 as the control group. There are 32 students in each class. Students in the experimental group receive 20 classes、two classes per week for 10 weeks、of NIE program. The control group is treated with regular writing class during the same period of time. The research instrument used to pretest、posttest and track the two groups is Writing Evaluation Chart. In addition、Writing Attitude Evaluation Chart is employed to pretest and posttest the experimental group to understand the impacts. With regards to data analysis、t-test and one-way ANOVA for independent samples are adopted to test the hypothesis in quantitative statistical analysis. Qualitatively、contents of learning list and course feedback form are analyzed to explain the reactions students have towards the experimental course and teaching. They are also used for course evaluation. Theories and suggestions are proposed after the analysis. Conclusions and suggestions Conclusion: 1.Writing Ability a. There are obvious improvements in rhetoric of writing ability for both control group and experimental group. b. There are obvious improvements in content of writing ability for both control group and experimental group. c. There are obvious improvements in organization and structure of writing ability for both control group and experimental group. 2. Attitude toward Writing a. Students in experimental group that receive NIE program possess positive attitude towards newspaper reading and writing. b. Reduction of anxiety during writing process and increase of confidence in writing can be achieved by early writing that is practiced through scaffolding. Suggestions 1. For education and administrative institutions a. NIE should be promoted to integrate with early writing activities. b. During teachers』 advanced training、conduct the discussion of 「integrating NIE into writing class.」 c. Hold NIE study for parents、teachers and students with the resources from newspaper publisher. d. Improve teaching multimedia and expand sources of funding. Assist teachers with NIE activities and proactively promote early writing classes. 2. For elementary school education providers a. The implementation of NIE should be long term from easy to difficult to reduce the pressure of time constraint. b. Guided writing through NIE should be increased to reduce students』 stress while writing. c. Utilize NIE strategies to advise students to look for beautiful phrases and idioms in order to accumulate vocabulary. d. The subject design in writing class should relate to students』 shared experience. e. Constantly encourage lower-grade students during the writing process to motivate students to make progress. f. Enhance writing material and teaching method to maintain writing incentives. 3. For further Research a. research subject and target b. research instrument and evaluation c. research timeline d. the study of teachers』 suggestion and affirmation on the improvement of writing performance in lower grade student through NIE.
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黃志成. „Action Research on Knowledge Management Strategies for Promoting Primary School Teachers' Professional Development on Writing Instruction“. Thesis, 2008. http://ndltd.ncl.edu.tw/handle/20406066060458335138.
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碩士臺北市立教育大學
數學資訊教育學系數學資訊教育教學碩士學位
96
This action research uses knowledge management strategies to help elementary teachers accelerate the skills of Chinese writing teaching. The study aims to investigate the knowledge management strategies of teachers’ professional development, realize the process about how knowledge management strategies promote teachers’ professional development and provide the reflection to action research and new projects. In addition to researcher, the principal and nine teachers participate in this study. The findings are below: 1. The most important knowledge management strategies to enhance teachers’ professional development is to seek knowledge gap and make up the knowledge deficit so as to design an action project about teachers’ professional development. Through acquiring of knowledge, storing of knowledge, implementing of knowledge, sharing of knowledge and creating of knowledge, teachers acquire internal and external knowledge. With reflection, discussion and feedback in teaching activities, teachers transfer and structure their knowledge so as to create new knowledge. 2. In the process of teachers’ professional development, the practicing course which systematically combined with topic and cooperate the produce of the work shop can promote the teachers’ professional development efficiently. Teachers’ knowledge community of action learning is helpful to improve teachers’ learning culture and build well interactive mechanism. By participating in group learning activities and constantly reflecting and solving problems, teachers do not only solve the problems on personal teaching and curriculum, but also acquire learning and growing from the knowledge community. 3. On reflection, the leader’s participation makes knowledge management easier to accelerate. On the other hand, the organization culture and atmosphere at the school is important to push award the knowledge management. When building the culture of learning and sharing, the school can use knowledge to support and enhance teachers’ core abilities. Besides, the school should build an environment to make teachers’ willing to share their knowledge with others as well as give teachers to encourage them to share the knowledge.
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Chiang, Chih-Hung, und 江智弘. „A Study of “Digital Storytelling” Through Mandala Thinking Method in Promoting Seven Graders’ English Writing Abilities“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/s2763c.
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碩士淡江大學
教育科技學系數位學習在職專班
102
Abstract: The study is aimed to explore the effect of applying Mandala thing method in digital storytelling upon promoting seven graders’ English abilities. Basing on the theories of digital storytelling, English writing models, and Mandala thinking method, the researcher developed a series of English digital storytelling curriculum applied in normal classroom teaching environment. Seventh grade English textbook( Hanlin Edition) is uaed as the source material for developing English digital storytelling teaching material. A quasi-experimental design was used. Two classes of seventh-graders, fifty-eight students in total, from a junior high school in New Taipei City were assigned to either the experimental or the control group randomly. The experimental group received “Mandala thinking method Instruction” while the control group received “Normal ICT Instruction”. The experiment was conducted for 8 weeks/classes. The English writing ability pre-test were given before the experiment. At the end of the experiment, English writing ablility pre-test was conducted. ANCOVA was used as the statistical data analysis procedure. The findings of this study were as follows: 1. the ‘high and low achievers’ in the experimental group scored significantly higher marks in terms of‘ vocabulary test’, ‘grammar test’, ‘ sentence re combination test’ and ‘ indirect test’ than the control group. 2. the ‘high and low achievers’ in the experimental group scored significantly higher marks in terms of‘ sentence combination test’, ‘ picture-composition test’, ‘ topic-composition test’ and ‘ direct test’ than the control group. 3. the ‘ high and low achievers’ in the experimental group scored significantly higher marks in terms of‘ English writing ability test’ than the control group. Based on the findings, suggestions for the application of English digital storytelling in English teaching and further studies were included
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Hastuti, Gita, und 韓琪婷. „A Study on Promoting Learners’ Language Awareness of English Grammar Learning Development through Reflective Journal Writing“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/wx5xde.
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碩士中原大學
應用外語研究所
102
ABSTRACT With the leading assumption that language awareness relates to performance (Andrews, 2007), this study intends to examine the use of reflective journal writing to raise language learners’ awareness of their English grammar learning development. Next, as a distinctive feature of autonomous learning, conscious reflection on learning experiences has been seen as essential in raising one’s awareness of one’s learning development, with writing being a useful instrument for reflection (Bailey, 1983, cited in Benson, 2001; Hsu, 2005; Kohonen, 1992; Little, 1997). Yet, little research has been conducted. Henceforth, this study attempts to provide insights and empirical evidence on the issue, in relation to the development of learner autonomy. This study employed a quasi-experimental pre-posttest design and a concurrent triangulation design to answer three research questions: (a) Does writing weekly reflective journals influence learners’ English grammar learning development? (b) Is there a relationship between the learners’ level of awareness as measured in the reflective journals and their English grammar learning development? and (c) How do learners perceive the use of the weekly reflective journals in relation to their English grammar learning process? Two intact classes of a grammar course were selected to serve as a control group and an experimental group, with the latter group assigned to write weekly personal reflective journals. An English test functioning as pre- and post-tests was administered to both groups and Independent T-Test analyses were conducted, the results of which showed that personal reflective journal writing could not yet effectively influence learners’ learning development due to the participants’ collaborative learning style. Next, Spearman’s Rho correlation analysis between the levels of awareness and participants’ gain-score was run, and it revealed that awareness at the level of noticing (CC) was positively correlated with the learners’ learning development, denoting a crucial role of noticing in English grammar learning development. Moreover, content analyses on participants’ responses to a questionnaire on the Learners’ Perceptions towards Writing Weekly Reflective Journals uncovered that writing weekly reflective journals was perceived to have assisted the participants to become more aware of their own learning process, to participate actively in and to be responsible for their own learning, while confusion of what to reflect, time constraints, and conflicts with other priorities were discerned as its hardships. Additionally, content analyses on participants’ responses to a background questionnaire, a questionnaire on Learner Profile, and a questionnaire on Metacognitive Proficiency and Attitudes in Language Learning disclosed complementary insights into the findings. Overall, this study concluded that writing reflective journals offers a preliminary stage to enhance language awareness, and an initial step towards becoming autonomous learners.
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ＷANG, HSUN-CHIH, und 王尋芝. „The Effects of Morning Circle on Promoting 3rd Graders' Word Recognition and Basic English Writing Ability“. Thesis, 2019. http://ndltd.ncl.edu.tw/handle/w696e7.
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碩士國立臺北教育大學
兒童英語教育學系碩士班
107
This quasi-experimental study aimed to investigate the effects of morning circle activities on promoting 3rd graders’ word recognition and basic English writing abilities. Thirty-eight participants from a public elementary school in Taipei City participated in the study, nineteen of whom served as the experimental group, and nineteen as the control group. The former received morning circle activities and the latter conducted self-reviewing. The study was conducted twice a week in the morning, each for 30 minutes and lasting for 12 weeks. Data required for this study were collected through the pre- and post-tests of word recognition, basic English writing tests, and a feedback questionnaire, which were analyzed with paired-sample t-test and independent t-test. The study results reveal that after 12-week experimental study, the experimental group significantly improved their word recognition ability in the aspects of WS-WM and WF-WM, and basic English writing ability; while the control group only made significant progress in the WS-WM correspondence. Furthermore, the experimental group showed very positive feedback on morning circle activities and thought MC not only enhanced their English proficiency but also raised their interests in learning English. Finally, based on the results, several suggestions for pedagogical implications and future studies are offered.
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Su, Ching-Fang, und 蘇靜芳. „Promoting Critical Thinking of Elementary School Children Through Scientific Writing Embedded In The Instruction of Science and Technology Field“. Thesis, 2004. http://ndltd.ncl.edu.tw/handle/04982995136279205485.
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碩士國立嘉義大學
科學教育研究所
92
The purpose of this study was to survey the effects of critical thinking skills and dispositions of elementary school children by applying the method of scientific writing embedded in instruction for the curriculum of science and technology field. I n this study, we adopted the method of pretest-posttest quasi-experimental design. The subjects were two six-grade classes of one elementary school in Chiayi city, 33 children in each class. One of these two classes was the experimental and the other was control group. The experimental group was taught with the instruction of scientific writing, while the other group was taught with the traditional instruction. This experiment lasted for a semester. All the samples were examined with “Cornell Critical Thinking Test Level X” and “The Disposition Toward Critical Thinking Scale” before and after the instruction. All the experimental data were analyzed with ANCOVA. Four findings are listed as the following: 1. Scientific writing embedded in instruction promotes statistically the critical thinking skills of elementary school children. The experimental group children exhibited better than the control group ones in the aspects of the promoting of “holistic critical thinking skills”, “induction” and “deduction”. There was no significant difference about the abilities of “observation and decision credibility” and “recognition hypothesis”. 2. There are different influences of critical thinking among students of different levelsthrough the scientific writing embedded in instruction. The middle achievement children of the experimental group presented significantly better than the control group one. However, there was no significant difference between two groups for the high or low achievement. 3. The critical thinking dispositions of elementary school children were significantly promoted through the scientific writing embedded in instruction The experimental group children exhibited better than the control group in the aspects of “holistic critical thinking dispositions”, “systematicity and analyticity”, and “holistic and reflective thinking”. There was no significant difference about two dimensions of critical thinking: “open-mindedness” and “intellectual inquisitiveness” 4. There was no significant difference between two groups for different students of different levels about critical thinking dispositions after the scientific writing embedded in instruction According to the survey of this experiment, scientific writing is a good strategy to the enhancement of critical thinking skills and dispositions for elementary school children. We suggest that teachers can adopt scientific writing embedded in instruction to promote the development of critical thinking skills and dispositions for school children and teachers can provide a diversity of thinking ways and develop more suitable scientific writing activities towards the need of different achievement children.
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Chu, Ling-hsuan, und 朱凌萱. „A Study of “Cloud Platform as a Teaching Supplementary Aid” in Promoting Vocational High School Students’ English Sentence Writing Abilities“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/73032780120454205040.
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碩士淡江大學
教育科技學系數位學習在職專班
104
The purpose of this study is to promote vocational high school students’ English sentence writing abilities by using “Cloud Platform as a Teaching Supplementary Aid,” a tool which helps teachers teach sentence structures and patterns and helps students practice making sentences. In this study, the researcher wants to find out the following: 1. Compared with traditional sentence teaching, can learning by using this teaching supplementary aid help promote students’ sentence writing abilities? 2. Can this teaching supplementary aid help students with different English academic achievement promote their English sentence writing abilities? 3. What is the usability of this teaching supplementary aid? This experimental teaching was based on quasi-experimental method and lasted for two weeks. Seventy-seven junior students at a vocational high school in New Taipei City participated in it. Those students were divided into two groups, the control group and the experimental group. To find out the answers of these research questions, the researcher used English sentence writing ability tests and System Usability Scale to collect data. According to the analysis from the experiment, the study has reached the following conclusions: 1. “Cloud Platform as a Teaching Supplementary Aid” can help promote vocational high school students’ sentence writing abilities. 2.“Cloud Platform as a Teaching Supplementary Aid” can help students with high English academic achievement to promote their translation ability and also help students with low English academic achievement form their sentence structure concept. However, it cannot help students with mid English academic achievement promote their sentence writing abilities. 3. The System Usability Scale score shows that “Cloud Platform as a Teaching Supplementary Aid” is usable; however, it needs a lot of improvement.
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ZHOU, KAI-LING, und 周凱玲. „From The Training for Listening, Speaking, Reading and Writing to The Teaching of The Pictures Composition--The Action Research of Promoting The Lower Graders“. Thesis, 2011. http://ndltd.ncl.edu.tw/handle/t8tt7b.
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