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Thematische Bibliographien / Written communication / Dissertationen

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Dissertationen zum Thema „Written communication“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2024

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1

Treviranus, Jutta. „Multimodal access to written communication“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28724.pdf.

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2

Moore, Michele Schmidt. „Written communication in an online learning environment“. Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4581.

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Thesis (Ph.D.)--George Mason University, 2009.
Vita: p. 203. Thesis director: Priscilla Norton. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Oct. 11, 2009). Includes bibliographical references (p. 198-202). Also issued in print.

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3

Strubbe, Mary. „My written thesis : an attempt at linear communication /“. Online version of thesis, 1989. http://hdl.handle.net/1850/10958.

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4

Roach, Joy Leia. „Factors affecting written business communication creation and productivity perceptions /“. Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1147196271&sid=24&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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5

Crisafi, Anthony F. „Outside the frame towards a phenomenology of texts and technology /“. Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002181.

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6

Fielding, Alyson F. „Improving the written communication of psychoeducational recommendations : a vignette study“. Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50839.

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It is often the parent’s responsibility to follow through with the recommendations outlined in their child’s psychoeducational report. Yet, despite research demonstrating the importance of effective professional-client communication in fostering follow-through with recommendations, as well as low adherence rates, few studies have examined how to best communicate recommendations to parents. This is an unfortunate reality given that the recommendations are often the most crucial component of the psychoeducational report in enriching the child’s future functioning. In turn, many children’s needs are not attended to and the usefulness of the psychoeducational report is drastically diminished. In the present study, parents’ preferences for the way in which recommendations are communicated in a psychoeducational report was examined. Specifically, by developing a procedure to assist in exploring this topic and field testing different recommendation formats, we hoped to gain insight into parents’ preferences for how written recommendations are presented and communicated. Additionally, the recommendation formats influence on parent’s likelihood to adhere to recommendations was also explored. To accomplish this, a multi-stage, Vignette based, case-study design was employed which combined the Vignette technique with a survey format. Four broad themes and nine subthemes emerged from parents’ review of the different recommendation formats, including: organize recommendations into subject areas with headings, provide recommendations with detailed instructions, provide goals and explain how to monitor progress, and, make recommendations specific. Results also indicated a statistically significant difference in likelihood of adherence depending on which recommendation format was reviewed.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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7

Adams, Susan H. „Communication Under Stress: Indicators of Veracity and Deception in Written Narratives“. Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/11057.

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This exploratory study examines linguistic and structural features of written narratives for predictive value in determining the likelihood of veracity or deception. Sixty narratives written by suspects and victims identified through the investigation of criminal incidents provided the database. The law enforcement context allowed for the examination of communication under stress. Using a retrospective approach, the veracity or deception of the narratives had already been determined; therefore, the study was able to focus on the degree to which selected linguistic and structural attributes were able to predict veracity and deception. Six research questions guided the study, drawn from theoretical works and research in psychology, linguistics, and criminal justice. Three questions asked whether a positive relationship exists between deception of the narratives and the narrative attributes of equivocation, negation, and relative length of the prologue partition. Three questions asked whether a positive relationship exists between veracity of the narratives and unique sensory details, emotions in the conclusion partition, and quoted discourse. Support was found for the three questions relating to deception and for a relationship between veracity and unique sensory details. Weak support was found for a relationship between veracity and emotions in the conclusion partition. No relationship was found with veracity and the general category of quoted discourse. When quoted discourse without quotation marks was examined separately, a weak relationship with veracity was found. An additional finding was a relationship between relative length of the criminal incident partition and veracity. A logistic regression model was developed to predict veracity or deception using the six predictors from the research questions. The resulting model correctly classified the examined narratives at an 82.1% classification level. The most significant predictor of veracity was unique sensory details; the most significant predictor of deception was length of the prologue partition. The analysis of the examined narratives written by suspects and victims suggests that linguistic and structural features of written narratives are predictive of the likelihood of veracity and deception. These results lend support to the Undeutsch Hypothesis (1989) that truthful narratives differ from fabricated narratives in structure and content.
Ph. D.

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8

Brockman, Elizabeth Blackburn. „Business Communication Written by High School Students : Complicating Emig's Self-Motivated/School-Sponsored Dichotomy and Exploring Writer Engagement“. The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287415222.

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9

Brockman, Elizabeth. „Business communication written by high school students : complicating Emig's self-motivated/school-sponsored dichotomy and exploring writer engagement /“. The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487865929455766.

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10

Niestepski, Michelle Jean. „Grammatical errors : perceptions and responses of students, first-year composition instructors, and business coomunication instructors /“. View online ; access limited to URI, 2008. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3314446.

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11

Iḥmīdah, Muḥammad. „al-Kitābah al-iṣlāḥīyah bi-al-Maghrib khilāl al-qarn al-tāsiʻ ʻashar, qaḍāyāhā wa-khaṣāʼiṣuhā al-fannīyah“. [Rabat] : Muḥammad Iḥmīdah, 2002. http://books.google.com/books?id=blhiAAAAMAAJ.

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12

Smith, Adam Daniel. „Writing at Anyang the role of the divination record in the emergence of Chinese literacy /“. Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1667991391&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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13

Darch, Barry. „The role of scaffolding in providing the kinds of metacognition that may help more able Key Stage 3 pupils develop their writing abilities“. Thesis, [n.p.], 2001. http://oro.open.ac.uk/18849.

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14

Vardi, Iris. „Tertiary student writing, change and feedback : a negotiation of form, content and contextual demands“. University of Western Australia. Graduate School of Education, 2003. http://theses.library.uwa.edu.au/adt-WU2004.0047.

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This study aimed to examine the relationship between teacher written feedback and change in the writing of tertiary students in their final year of undergraduate study through investigating: (i) the characteristics of final year undergraduate tertiary students’ texts prior to receiving feedback; (ii) the way these characteristics change after written feedback is given; and (iii) the relationship between the changes made and the types of feedback given. The study examined student texts and teacher written feedback that arose naturally out of a third year disciplinary-based unit in which the students each submitted a text three times over the course of a semester, each time receiving feedback and a mark prior to rewriting and resubmitting. Two in-depth non-quantitative analyses were conducted: one analysing the characteristics of each of the students’ texts and how these changed over the course of the process, the other analysing the relationship between the different types of feedback and the changes that occurred in the subsequent text. The analysis of the students’ texts and their changes covered: (i) coherence; (ii) the sources used and the manner in which these were cited and referenced; (iii) academic expression and mechanics; and (iv) additional expectations and requirements of the writing task. These characteristics and their changes were related to the instructional approaches to which all the students had been exposed in their first, second and third year studies. The analysis shows that, on their own accord, the third year students were able to produce a range of generalisable characteristics reflecting the “basics” in writing and demands specific to the tertiary context that had been revealed through the instructional approaches used. The problems in the students’ texts were mainly related to (i) executing and expressing the specific requirements of the task and (ii) their reading of the social context. Most of the changes in the texts were related to the feedback given. Some of these changes directly resolved problems, however, others did not. Some changes occurred to accommodate other changes in the text and some were made to satisfy a demand of the lecturer sometimes resulting in a problem that did not present in the previous text. These findings enabled insights to be drawn on two major views of tertiary student writing: the deficit view in which the problems in student’s texts are seen to be due to a lack of “basic skills”; and the view that students’ problems arise due to the new demands of the tertiary context. The study found that the deficit view and the “new demands” view were unable to explain all the characteristics of the students’ texts and their changes. Arising out of these findings, this study proposes that the characteristics of a student’s text show the end result of how that student negotiated and integrated his/her understanding of form, content and contextual demands at the time of writing. In analysing the relationship between the different types of feedback and the changes that occurred, the feedback was categorised according to the issue that was being addressed, the manner in which it was given, and its scope. The different types of feedback were directly related to the changes that occurred in the students’ subsequent rewrites. The analysis shows that clear direct feedback on which students can act is strongly related to change where it (i) addresses characteristics that could be readily integrated into the existing text without the need to renegotiate the integration of form, content and contextual demands OR (ii) addresses characteristics and indicates to students how to negotiate the integration between form, content and contextual demands where integration in the text needs to change. In addition, the analysis shows that change is further influenced by the balance between the various individual points of feedback and the degree to which they reinforced each other. The findings from both analyses in this study show that the use of feedback that is strongly related to change can improve the writing of all students beyond what they learn through other instructional approaches to writing.

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15

Lau, Arthur Chunip. „Written representation of oral features in Cantonese Chinese /“. Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11791603.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Includes tables. Typescript; issued also on microfilm. Sponsor: JoAnne Kleifgen. Dissertation Committee: Clifford Hill. Includes bibliographical references (leaves 171-175).

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16

Kaiser, Edward C. „Leveraging multimodal redundancy for dynamic learning, with SHACER, a speech and handwriting recognizer /“. Full text open access at:, 2007. http://content.ohsu.edu/u?/etd,218.

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17

Ishii, Drew K. „Developing a model of communication for pre-service elementary teachers' written mathematical explanations“. Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1118788162.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xi, 169 p.; also includes graphics. Includes bibliographical references (p. 161-169). Available online via OhioLINK's ETD Center

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18

Segerstad, Ylva Hård af. „Use and adaptation of written language to the conditions of computer-mediated communication /“. Online version, 2002. http://dds.crl.edu/CRLdelivery.asp?tid=11401.

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19

Yang, Ranran. „Changes in English writing in computer mediated communication a case study“. Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/452.

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This research study aims to identity the shifts in form and function of English writing in Computer Mediated Communication (CMC) and determine whether writing changed through CMC. It critically evaluates English writing in CMC in South Africa, and includes a case study of both synchronous and asynchronous forms of CMC. Chapter 1, outlines the problem concerning the changes of writing in both form and function in the present age of CMC. This chapter, also gives a detailed description and outlines the methodology of this study. Chapter 2, centres on the historical and theoretical aspects of writing using the work done by scholars such as McLuhan, Shlain and Baron. The literature is divided into two subsections. The research and theories highlights the importance and complexity of writing in human history. It also gives insight into understanding the impacts of different mediums on writing. This chapter similarly depicts an understanding in the use of writing to represent language, and in particular, how speech and writing divvied up communication functions in literature societies. Chapter 3, gives a detailed theoretical and critical outline of writing in the present age of CMC. Based on the nature of the computer medium, writing in CMC often has its own characteristics which can serve both developmental and social purposes. The aim of this chapter is to grasp an appropriate analogy through which to capture the changes the computer technology would engender in writing communication, and re-examine the relationship between writing and speech in CMC. Chapter 4, comprises of an empirical research study done in South African on-line discourse, focusing on the changes of writing in CMC. The hypothesis of this case study is that writing in CMC differentiates the conventional writing in a variety of ways. Therefore, the study looks at the particular writing style in CMC and determines whether computer-mediated writing is gradually becoming a mirror of speech. This chapter explains methodology and the process of data coding in this case study. It also includes a summary of the survey results, as well as a discussion of the findings from this case study. Chapter 5, includes a conclusion of this study and suggestions for further research. It is the hope of the researcher that this study will provoke questions and thoughts for further inquiries.

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20

Porter, Kelly L. „The frequency and function of passive voice use in nurses' notes /“. Electronic version (PDF), 2005. http://dl.uncw.edu/etd/2005/porterk/kellyporter.pdf.

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21

Pierce, Ron D. „A survey methodology written-visual combination assessment“. Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1137654.

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This project proposed methodology that enhances user preference communication, enabling the landscape architect to design spaces which better meet the needs and expectations of the user(s). Semantic and visual preferences were administered to a user core group to determine guidelines that led to a design study master plan that included the design of "outdoor rooms."The advantages and disadvantages of previous written and visual survey methods were reviewed. From this review the proposed methodology was developed and tested. The results showed the users' desires where not predictable more efficient designs were enabled. This method could be used in directing a diverse set of landscape design projects.
Department of Landscape Architecture

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22

Daniels-Kranz, Devorah. „MINORITY PHYSICIAN JOB SATISFACTION: A CONTENT ANALYSIS OF WRITTEN RESPONSES TO OPEN-ENDED SURVEY QUESTIONS ABOUT PROFESSIONAL A“. Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3611.

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Few interpersonal and organizational communication studies examine the professional and organizational aspects of career satisfaction among minority physicians. Due to the underrepresenation of minority physicians, most studies resort to comparing aggregate groups of minority physicians in juxtaposition to non-minority physicians. These studies fail to uncover possible communication differences, which originate from cultural dissimilarities between disaggregate racial/ethnic groups. Even fewer studies examine physicians' written communication to open-ended survey questions about career satisfaction/dissatisfaction between disaggregate racial/ethnic minority groups and non-minorities. This study specifically examines written responses to two open-ended survey questions about professional and organizational dissatisfaction and compares responses from disaggregate minority physician and non-minority physicians. Participants were divided into five response-driven categories of race/ethnicity as follows: Asian/Pacific Islander, Black/African American, Indian/Pakistani, Hispanic, and White/Non-Hispanic. The population consists of 1849 members of the medical staff roster of a Southeastern, U.S., not-for-profit hospital group. Primary findings indicate the presence of recurrent themes among disaggregate minority physician racial/ethnic groups' responses. Significant variation exists between responses from disaggregate minority physician racial/ethnic groups and non-minority physicians. Results imply that open-ended methods of data collection are essential to gaining knowledge about ways cultural dissimilarities between disaggregate minority racial/ethnic groups affect communication and satisfaction. Understanding more about cultural dissimilarities is necessary for: improving data collection quality; recruiting and retaining minority physicians; and reducing healthcare disparities among minorities.
M.A.
Nicholson School of Communication
Sciences
Communication

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23

Nishimaki, Kenta. „Characteristics of Spoken and Written Communication in the Opening and Closing Sections of Instant Messaging“. PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1548.

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This study examines opening and closing segments in instant messaging (IM) and demonstrates how openings and closings differ between oral conversation and instant messaging as well as the factors that account for the difference. Many researchers have discussed the differences and similarities between spoken and written languages. Tannen (1980) claims that spoken and written languages are not distinct categories and there is a continuum between them. She also holds that interpersonal involvement is one of the factors that determine if a particular communication is closer to spoken communication or written communication. I will analyze IM, which is best thought of as a communication mode that resides in the middle of the continuum between spoken and written language. Beißwenger (2008) studied the turn-taking of IM and argued that contributions to instant message dialogues are achieved as individual tasks rather than through interactions between participants. He holds that the nature of the individual tasks provides the most important characteristic which distinguishes IM from oral conversation. Closings in IM were studied by Raclaw (2008), who found two patterns of closing: one is an expanded archetype closing which is similar to oral conversation, and the other is a partially automated closing which is totally different from oral conversation because an automated message terminates the conversation. He did not discuss the characteristics underlying the two patterns of closing in instant messaging. I reanalyzed the argument by Raclaw utilizing a segment of instant messaging from my data, and discovered that what characterize the two patterns of closing in instant messaging are the nature of interpersonal involvement and the nature of the individual tasks. These reflect the characteristics of spoken and written communication respectively. In this study it was found that characteristics of IM communication fluctuate between spoken and written communication. Instant messaging resides in the middle of the spoken and written continuum, but whether it exhibits characteristics of spoken or written communications can vary depending on the way participants contribute to the conversation.

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24

Weyant, Jacob B. „Communicating organizational culture in the workplace through writing“. Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3149.

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Thesis (M.A.)--George Mason University, 2008.
Vita: p. 83. Thesis director: Douglas Eyman. Submitted in partial fulfillment of the requirements for the degree of Master of Arts in English. Title from PDF t.p. (viewed July 8, 2008). Includes bibliographical references (p. 80-82). Also issued in print.

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25

Mak, Ka Ying Angela. „Processing Chinese corporate performance information via the signaled stopping technique“. HKBU Institutional Repository, 1999. http://repository.hkbu.edu.hk/etd_ra/165.

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26

Lee, Ka-man Carmen. „Chinese and English computer-mediated communication in the context of New Literacy Studies /“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25151630.

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27

Ingram, Rachel M. „Educational psychologists' rationales for different types of representation of children's views in written communication“. Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/representation-of-childrens-views-in-educational-psychologists-nonstatutory-written-communication(c105af31-3783-40f0-b22e-300531063a13).html.

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Writing about children's views is integral to EP work. Any written account of children's views is one of many possible interpretations, each of which may have a different impact. The choices EPs make about their writing may be informed by ethical, political and therapeutic considerations as well as the differing agendas of the readership. However, making a decision about how to represent children's views is problematic; EPs themselves report dilemmas and have been criticised for writing in ways that are disempowering for children. There is very little research on this aspect of EP practice. The aim of this thesis is to explore EPs' rationales for writing about children's views and how these link with their practice. I used discourse analysis to examine the representation of children's views. This involved focusing on the social functions of written communication rather than assuming that writing was a medium of communication. I considered both EP rationales about how they represented children's views and examples of EP writing. My data came from published work by EPs and from a focus group of my colleagues. I analysed papers on EP writing that contained an example of EP writing and an accompanying rationale. The focus group was asked to reflect on their practice in writing about children's views and to provide examples of their own writing. I looked for patterns in the arguments for different types of writing about children's views (known "as interpretative repertoires) and compared these with the styles in the examples of actual EP writing. I found that repertoires formed a hierarchical structure. There were two main repertoires used by the EPs: 'writing as a record', where writing is considered to be neutral; and 'writing as an event', where writing is understood to be one account of many and tailored to anticipate its impact on readers. These were subdivided into further repertoires, which I termed 'strands'. EPs used different repertoires in different situations rather than applying a consistent framework. I identified 'winning' arguments which seemed to mediate shifts between repertoires, but privileged one repertoire rather than resolving the differences in assumptions. EPs could use my analysis to reflect on their practice by comparing their own use of repertoires with those used by the EPs in this study, and challenging the assumptions which underpin the way they represent children's views. Potentially, further research on EP use of 'winning' arguments may reveal tacit rules which determine how children's views are represented. My analysis also suggests the need for a coherent theoretical framework to inform practice, as justifications which rely on using different assumptions on different occasions are vulnerable to criticism.

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28

Benavides, Zúñiga María Luisa, und Villanueva Mauricio Aguirre. „The process of written communication development in university classrooms under a competency-based approach“. En Blanco y Negro, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/117213.

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The present article examines several ideas about competence and reflects on the difficulties of introducing a curriculum under this approach at university. A competency-based approach to curricula means not only to develop a curriculum, but essentially to create courses that mesh together to achieve all aspects of the desired competences. It also means creating syllabi whose activities recreate real-life work situations in the classroom, so that the acquired knowledge guarantees the capability to work with proper criteria. All of this is applied to written communication as employed at a private university in Lima. The article deals also with the importance of said competence as a means for the production of new knowledge, considered a vital feature of university life.
En el presente artículo, revisamos varias nociones de competencia y reflexionamos sobre la dificultad queimplica implementar un currículo bajo este marco conceptual en la universidad. Implementar un currículobasado en competencias no significa solo elaborar una malla curricular, sino fundamentalmente crear asignaturasque estén articuladas entre sí para desarrollar en todossus niveles de logro las competencias anunciadas. También significa elaborar sílabos cuyas actividadessemejen en el aula condiciones de trabajo como las que se presentan en situaciones de la vida real. De estamanera, se puede garantizar la capacidad de hacer algocon criterio, utilizando saberes adquiridos. Todo esto seanaliza en el caso concreto de la “comunicación escrita” implementada en una universidad privada limeña. Se reflexiona también sobre la importancia particular deesta competencia en el sentido de que contribuye conla generación de conocimiento, acción vital en el ámbito universitario.

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29

Turner, Jacob Stephen. „Investigation of the Relationships among Socially Interactive Technologies, Communication Competence, Social Cognition, and Formal Written Discourse“. Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245352041.

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30

Erdemli, Cigdem. „Does Enriched Mode Of Communication Make A Difference In Performance Feedback For The Rater And The Ratee? Comparing Written Feedback With Written Plus Verbal Feedback“. Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607719/index.pdf.

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In the present study, the differential effects of two different feedback-delivery methods (written feedback vs. written plus verbal feedback) were compared on the utility and affective reactions of the feedback providers (i.e., raters) and the recipients (i.e., ratees) toward the feedback process, and also on the job performance of the feedback recipients in a military sample. Using a quasi-experimental design, 77 supervisors (who provided feedback) and 71 subordinates (who received feedback) participated in the study. Results indicated that the feedback-delivery technique was differentially effective on the utility and affective reactions of the supervisors. Both the utility and affective reactions of the supervisors who provided written plus verbal feedback were more favorable than those of the supervisors who provided written-only feedback to their subordinates. However, neither the reactions nor the job performance of the subordinates in the two feedback conditions differed significantly from each other.

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31

Turner, Kyle Hugh. „Commanding officer's standing orders a powerful and unique genre“. Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2006. http://library.nps.navy.mil/uhtbin/hyperion/06Jun%5FTurner.pdf.

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32

McDonald, Catherine. „The question of transferability : what students take away from writing instruction /“. Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/9494.

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33

Leung, Siu Wai Jenny. „A world apart or two sides of the same coin : exploring speaking and writing in Hong Kong“. HKBU Institutional Repository, 1999. http://repository.hkbu.edu.hk/etd_ra/391.

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34

Wick, Nancy B. „Speech community in the virtual world : the case of one listserv /“. Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/8274.

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35

Henschler, M. Jane Lamal. „COMPASS-Reading Scores as a predictor for success in the general education course, Written Communication“. Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006henschlerj.pdf.

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36

Gust, Benjamin. „User-oriented appropriateness : a theoretical model of written text on Facebook for improved PR communication“. Thesis, University of Salford, 2016. http://usir.salford.ac.uk/38019/.

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During the last decade, social networking sites (SNS) such as Facebook have become normal tools for our daily communication. The rise and usage of these networks not only affected how we stay up to date, but their usage as tools for our daily conversations also affected the way we communicate online – including the ability to build friendly conversations and interpret each other’s messages. The media industry, on the other hand, has discovered the powerful advantages of Facebook and is using it to communicate directly with their target groups. But, this online communication is different. PR people who have grown up using traditional media often struggle with this new, digital world and its unfamiliar techniques and language (Morris & Goldsworthy, 2012). An increasing number of users, on the other hand, do not struggle and might expect a different form of communication to interpret PR messages the right way. While some research is available regarding public relations in an online world (e.g., Wright & Hinson, 2009; McCorkindale, 2010) and on computer-mediated communication (CMC) (Walther, 1992; Draft & Lengel, 1984; Rice, 1987) little empirical evidence has been offered on the impact CMC has on the usage of language and communication within the field of online PR specifically – and its interpretation by customers. As PR is concerned with communication and, according to CMC, the Internet influences the way we communicate and interpret communication, there is a clear need for research that investigates what affects clients’ interpretation of text- based public relations communication practices on Facebook. Employing a qualitative grounded theory approach and semi-structured in-depth interviews with users of Facebook, this thesis presents the development of the new theory of user-oriented appropriateness, which explains the process of what affects the users interpretation of PR driven Facebook posts and of how to communicate appropriate on the SNS.

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Dodson, Melissa M. „Dialogue and interaction in computer-mediated communication : how undergraduate students socially construct knowledge through classroom discourse /“. Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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38

Schaller, Robert Charles. „"Litorality" text messaging as a hybrid written-spoken form of communication in technological appropriation among young people /“. Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1400961051&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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39

Carlson, Adam. „Making the implicit explicit : tools for aiding human communication /“. Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/6850.

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40

Andersson, Ola. „Bargaining and communication in games /“. Lund: Univ., Dep. of Economics, 2008. http://www.gbv.de/dms/zbw/56139136X.pdf.

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41

Du, Plessis Philip. „Strategiese linguistiese beleefdheid en institusionele beeld : 'n ondersoek na die invloed van beleefdheidstrategieë op institusionele beeld deur gepaarde waarnemings /“. Link to the online version, 2007. http://hdl.handle.net/10019/1011.

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42

Gélat, Mona. „Peer interaction, cognition and argumentative writing (Key Stage 2 children)“. n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=116.

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43

Kippin, Natalie Ruth. „Oral and written communication skills of adolescents in youth justice with and without prenatal alcohol exposure“. Thesis, Curtin University, 2021. http://hdl.handle.net/20.500.11937/85447.

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This research investigated the communication skills of adolescents in youth detention in Western Australia (WA), a context in which fetal alcohol spectrum disorder (FASD) is highly prevalent and Aboriginal young peoples are over-represented. Many adolescents were multilingual, reflecting linguistic strengths. Oral and written language difficulties were common. A high prevalence of language disorder (LD), including LD associated with FASD was identified. Speech anomalies were also identified. Speech-language-pathology services are required in youth justice in WA.

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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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45

Lee, Ann-Gee. „Female fabrications an examination of the public and private aspects of Nüshu /“. Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1225660015.

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46

Whittemore, Stewart Neal. „Writing memory a study of memory tools in invention /“. Diss., Connect to online resource - MSU authorized users, 2008.

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47

LIEBERMAN, EVELYN JACKSON. „NAME WRITING AND THE PRESCHOOL CHILD (LANGUAGE ACQUISITION, PREOPERATIONAL, CONSTRUCTION OF KNOWLEDGE, PIAGET)“. Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188122.

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

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Campbell, Carol L. (Carol Louise). „A Philosophical Study of the Holistic Paradigm with Heuristic Implications for Written Language“. Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278004/.

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The problem of this study was to investigate the philosophical assumptions underlying the holistic paradigm. These underlying philosophical assumptions include beliefs about the nature of being (ontology), goals (axiology), and knowledge (epistemology). The interdependence of these assumptions, as well as how they translate into different research processes, is noted in this study.

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Paxton, Moragh Isobel Jane. „Case studies of tutors' responses to student writing and the way in which students interpret these“. Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003311.

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This thesis examines tutor feedback on student essays to ascertain the extent to which these responses assist in teaching the academic and specific disciplinary conventions and to determine what is effective feedback and what is not. The investigation constituted an evaluation of a small sample of essays and the framework for this evaluation was developed from a study of current theories of literacy and language teaching. It was further informed by data gathered from interviews with students and tutors and questionnaires completed by them. This was done in order to establish how students interpret and react to feedback and to demonstrate the level of understanding between tutors and students in this mode of communication. The conclusion was that tutor feedback can provide a valuable method for teaching the discourse of the discipline. However, results of the study revealed that communication often breaks down because tutors and students do not share a common language for talking about academic discourse and because students may not have understood the requirements of the task. In addition, the study found that responses to a small group of essays in the lowest mark category and written by second language students, were very inadequate. As the researcher, I concluded that graduate tutors were not well equipped for the task of dealing with these weaker essays. I have made suggestions for future research in this area and I believe that the data from this case study will provide valuable ideas for training tutors for responding to student essays.

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Peake, Katharine Louise. „Composition heuristics and theories and a proposed heuristic for business writing“. CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3282.

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