Dissertations / Theses on the topic 'Assignment writing'
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Fletcher, Margaret Anne, and n/a. "Undergraduate Assignment Writing: An Experiential Account." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040625.165808.
Full textFletcher, Margaret Anne. "Undergraduate Assignment Writing: An Experiential Account." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365389.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
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Bhatt, Ibrar. "A sociomaterial account of assignment writing in Further Education classrooms." Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/8642/.
Full textBrunette, Kathryn Elaine. "Adult ESL Writing Journals: A Case Study of Topic Assignment." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4738.
Full textBrundin, Amanda, and Sofie Cecilgård. "Alignment between writing assignments : Jämförelse mellan skrivuppgifter i nationella provet och läromedel i ämnet svenska för årskurs 1-3." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34063.
Full textFreed, Kristen. "Constructing a Narrative as a Means of Achieving Understanding." Marietta College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1147461272.
Full textCheng, Fei-Wen. "The effects of rhetorical specification in writing assignments on EFL (English as a Foreign Language) writing." Thesis, Boston University, 2003. https://hdl.handle.net/2144/33424.
Full textPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The purpose of the present study was to investigate the influence of rhetorical specification in writing assignments on the writing performance of EFL students from above average universities in Taiwan. Rhetorical specification refers to the amount of information provided in the writing assignment with regard to the purpose of a composition, its topic, audience, and ways of presenting ideas. The research questions were (1) How do writing assignments with varying degrees of rhetorical specification affect the overall writing quality, the content, and the rhetorical structure? (2) How do writing assignments with varying degrees of rhetorical specification affect EFL writers with varying amounts of writing instruction? (3) How do writing assignments with varying amounts of rhetorical specification affect the use of Chinese writing features in EFL students' English texts? (4) How do students assess the usefulness of rhetorical specification? Participants were assumed to be at three levels of proficiency, ranging from basic to advanced: 60 Non-English major freshmen, 50 English major freshmen, and 57 English major juniors. Each participant composed two essays in response to two writing tasks: a writing assignment that contained specific information about topic, purpose, and audience, and a task that contained little rhetorical information. Repeated measures ANOVA, paired-samples T-tests, and Chi-square statistic were undertaken to examine the effects of prompt types on several writing features. Also, the researcher interviewed 12 participants to explore their evaluations of the rhetorical information. The findings of the study are: (1) EFL students across groups benefited from rhetorical specification with regard to content richness and effective rhetorical structure. (2) English junior students were the most successful in utilizing the rhetorical information to represent a developed rhetorical problem and to compose better texts. (3) Rhetorical specification enabled Chinese-speaking EFL students to conform to English writing norms with less transference of Chinese writing features. (4) Most students indicated that among the rhetorical elements, purpose specification was considered most valuable in composing more effective essays, although they also reported that addressing the purpose demands was a challenging task.
2031-01-01
Venters, Christopher Harry IV. "Using Writing Assignments to Promote Conceptual Knowledge Development in Engineering Statics." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51206.
Full textPh. D.
Blackburn, Alison Carol. "Writing in Other People's Worlds: Two Students Repurposing Extracurricular Fan Fiction Writing to Fulfill Curricular Assignments." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6394.
Full textKnutson, Anna V. "“I Keep on Adding in Identities”: Experiential Knowledge in Academic Writing Assignments." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2963.
Full textGere, Anna Ruggles, Anna V. Knutson, Naitnaphit Limlamai, Ryan McCarty, and Emily Wilson. "A Tale of Two Prompts: New Perspectives on Writing-to-Learn Assignments." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3669.
Full textGousseva-Goodwin, Julia V. "Collaborative writing assignments and on-line discussions in an advanced ESL composition class." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284263.
Full textParsons, Cherie. "“I Feel Smarter When I Write”: The Academic Writing Experiences of Five College Women." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271723319.
Full textNunes, Matthew J. "The Theme System: Current-Traditionalism, Writing Assignments, and the Development of First-Year Composition." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1425914712.
Full textSellers, Charlotte P. "An analysis of writing assignments in selected history textbooks for grades seven and eleven." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-171929/.
Full textAhlsén, Emelie, and Nathalie Lundh. "Teaching Writing in Theory and Practice : A Study of Ways of Working with Writing in the 9th Grade." Thesis, Stockholm University, The Stockholm Institute of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7933.
Full textThe main purpose of this study is to take a closer look at how teachers work with writing and to examine some theories on the teaching of writing. Five teachers in two schools are included in order to get an insight in teachers’ practical work with EFL writing. This has been done through classroom observations and interviews. The results show that all teachers seem to use aspects from several theories. The results also show that the teachers’ level of awareness of theories on teaching writing varies
Eriksson, Maria. "Feedback and Error Corrections : on Swedish Students' Written English Assignments." Thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-352.
Full textIt is important to think about how to correct an essay and what the students should learn from it. My aim in this paper, is to look into what different researchers have said about feedback on written assignments and carry out a study of the kind of feedback that is actually used in secondary school today – and of what students and teachers think about it.
The results show that underlining is the marking technique mostly used in the secondary school where I did my investigation. This technique was also mostly preferred amongst the students. Two teachers were interviewed and both said that they used underlining because experience has shown that this marking technique is the most effective one. Furthermore, the results from the essays differed when analyzing errors corrected with complete underlining, partial underlining, crossing out and giving the right answer. One marking technique got good results when dealing with one kind of error, and worse in others. My conclusion is that teachers need to vary their marking technique depending on the specific kind of error.
Also, the results from a questionnaire showed that most of the students would like to get feedback on every written assignment. Not many of them said that they were already getting it, although this was what both teachers claimed. To conclude, there are many different ways to deal with marking and feedback. The key-word seems to be variation. As long as teachers vary their ways of dealing with marking and giving feedback, they will eventually find one or two that are most effective. Involving the students in this decision can also be a good idea, if they are interested.
Paxton, Moragh Isobel Jane. "Intertextuality in student writing : the intersection of the academic curriculum and student voices in first year economics assignments." Doctoral thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/10822.
Full textThis is an interpretive qualitative study which uses linguisitic and intertextual analysis to examine student writing in a first year university economics course. The research has investigated the acquisition of the new academic discourse by drawing on Bakhtin's concept of intertextuality to consider new discourses, discourse models and literacy and learning practices that students draw on as they write their essays. Gee's theories of situated meanings and cultural models were used as tools for analysing the ways in which students draw on existing linguistic resources to access new discourses and to make sense of new concepts.
Hellborg, Åsa, and Emmelie Ödlund. "Introduktion av skrivuppgifter i år 3 : En fallstudie av två lärares sätt att arbeta med instruktioner." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-56440.
Full textJohnson, Sarah Kate. "Connections in High School Writers: Affective Connections as a Writing Self-Efficacy Dimension." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8390.
Full textIrvin, Barbara Bando. "A Content Analysis of the Writing Assignments Contained in the Four Basal Mathematics Textbook Series Adopted by the State of Texas." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278719/.
Full textDwyer, Edward J., and J. Graham Disque. "Chicken Soup for the Portfolio." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/2849.
Full textWu, Yi-Ting, and 吳依庭. "Legal issues regarding films, television screenplay contract— centering on Judicial Judgements on Writing Assignment Contract in Taiwan and China." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/hsv9p4.
Full text國立政治大學
法律科際整合研究所
107
Every film and television programme project begins with a screenplay. A production company would generally sign a “Screenplay Writing Assignment Contract” with a screenwriter to minimize a substantial risk of loss. Yet, production companies and screenwriters often have different understandings on when payment may be made or how to exercise the right of attribution; as a consequence, many contract disputes and litigations are to be dealt with. In recent years, the frequent exchanges and dialogues between Taiwan and mainland China increases cooperative opportunities for audiovisual industry professionals from two sides. However, the lack of supportive labor union and sufficient regulation has made screenwriters extremely vulnerable when facing contract disputes during the screenplay development process. Moreover, the legal issues concerning the screenplay agreements are still debatable in the judicial practice. This thesis will analyze the rationality of judicial judgments on film and TV screenplay writing assignment contract disputes both in Taiwan and in China, integrate cross-strait case articles, and discuss the common disputes regarding the definition of completed performance and attribution right. Ultimately, this thesis is intended to shed light on how to adjust contract provision in accordance with the judicial judgments for the production company and the screenwriter, so that each side could reach an agreement and create mutual beneficial outcomes.
Waye, Laurie. "Learning how to work with instructors of international EAL graduate students to better support their students' development of academic writing skills." Thesis, 2010. http://hdl.handle.net/1828/3000.
Full textYang, Luxin. "Writing group-project assignments in commerce courses : case studies of Chinese-background ESL students at two Canadian universities /." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442515&T=F.
Full textNahas, Lauren Mitchell. "The student's experience of multimodal assignments : play, learning, and visual thinking." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-12-6543.
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Venkatesh, Vivek. "Quantitative explorations of graduate learners' monitoring proficiencies and task understandings in the context of ill-structured writing assignments : from learner to work task as unit of analysis." Thesis, 2008. http://spectrum.library.concordia.ca/976104/1/NR45719.pdf.
Full textMasureik-Berger, Arlene Roslyn. "Metacognitive strategies for learning disabled adolescents in specialised education." Diss., 2015. http://hdl.handle.net/10500/18159.
Full textEducational Studies
M.Ed. (Orthopedagogics)