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Dissertations / Theses on the topic 'Composition and exercises'

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Published: 4 June 2021

Last updated: 31 July 2024

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1

Fraser, Adam. "Effects of aerobic and resistance training on insulin sensitivity, muscle composition and dietary fat intake." Access electronically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20050330.095731/index.html.

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2

Craig, Lisa Diane. "The effect of aerobic training on perceived appetite and satiety, food intake, body composition, basal metabolic rate, catecholamines, and VO̳2max of young women enrolled in a conditioning class /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487264603219936.

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3

Montgomery, Susan Renee. "Computers and composition: Theory and corresponding software." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/651.

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4

Richard, Rhonda J. "Functions of grade-six students' evaluations and goals as they revise their writing." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34769.

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This research examined how sixth-grade students utilized evaluations and goals while revising their texts, to determine if those students who were identified as better writers also had more success when revising, and if specific types or configurations of operations lead to more successful revision. A coding system was developed to identify evaluations and goals according to the functions that they served during revision. Evaluations were categorized as either acceptance or rejection evaluations, depending on their judgment of the text. Goals were categorized as text strategy or guidance goals, depending on whether they instituted a specific strategy to counter a perceived problem in the text, or instituted a procedure or action that constituted management of the revision task.
Think-aloud protocols and drafts of compositions provided a trace of students' revision activity. Identification of evaluations and goals by the functions that they served during revision provided a method for monitoring the connection between the process students used in revising and the product (if any) that resulted. Revisions produced were categorized as surface or text-base, with both their accumulative and individual impact on the text assessed. The coding system identified all evaluations and goals, even those that did not result in text changes but that were associated with considerations and attempts. Therefore, all revising behaviors, including emerging skills, were acknowledged.
Results revealed that those students identified as better writers were not better revisors in terms of using evaluations or goals in a manner that resulted in the production of more sophisticated or more effective revisions. Students identified as low to high level writers all experienced various revision difficulties, as reflected by the absence of specific types of evaluations and/or goals that could have facilitated revision, yet were not used. Terminal revising was the common approach and involved reviewing a textual area only once, and setting a limited number of evaluations and goals to address a perceived problem. However, a sub-group of students who were identified as poorer writers did use an iterative revising strategy, which resulted in improved text quality. This strategy involved successive reviews of the text, resulting in the implementation of related multiple evaluations and goals addressing one textual area.
Educators can consider the revising strategies (i.e., terminal and iterative revising) and operations (i.e., functional evaluations and goals) specifically identified in this research to assess how students' revise and to determine what strategies and operations need to be encouraged to foster absent or underdeveloped revision skills. Collaborative student and teacher interactions designed to encourage the utilization of these specific strategies and operations have the potential to lead to more effective revising.

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5

Lam, Lit Ming Charles. "Process approach to teaching writing : a case study." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/358.

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6

Li, Carrie, and 李嘉麗. "Is lexical richness an essential criterion in judging a piece of writing?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959635.

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7

Hussey, Marianne M. "Supporting emergent writing in the kindergarten classroom." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1126.

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8

Langford, Helen G. "Multiple discourses of literacy meaning-making : case studies of two English and French classrooms." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36629.

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In this thesis, I examine the influence of institutional control on three teachers' and twelve linguistically and culturally diverse childrens' perceptions and constructions of literacy meaning making in English and French in two grade six English and in two grade six French classrooms in the province of Quebec. The children in this study represent a cultural and linguistic mosaic of new arrivals, second-generation immigrant and native Montreal families that include Cambodian, East Indian, French, Italian, Lebanese and Portuguese families. Similarly, the three teachers come from diverse cultural and linguistic backgrounds that include a native Montreal anglophone, an immigrant from Egypt who is fluent in Arabic, English and French, and a second-generation Italian Quebecer who is fluent in Italian, English and French. The diverse cultural and linguistic backgrounds of the participants add a further dimension to the research project, that is, an understanding of the dialogic encounters between multilingual children and teachers during literacy events in two languages and two classroom contexts.
I draw from Halliday's (1978, 1985) social theory of language use, Bakhtin's (1981, 1984) dialogical theory of discourse and Vygotsky's (1978, 1981, 1986) socio-cultural theory of language and learning to provide a theoretical lens for viewing the childrens' appropriation of literacy meaning making practices. I audiotaped, transcribed and interpreted the literacy events, teachers' discourse and discursive practices and the childrens' literate actions and artifacts for emerging patterns. In addition, interviews were transcribed, coded for emerging patterns and interpreted as socially negotiated texts.
The findings led me to four major conclusions. First, while institutional controls such as textbooks, programs, evaluation, and teacher beliefs about literacy continue to maintain power of literacy meaning making practices in these four classroom contexts, the reconstruction and negotiation of this power varies across the classroom contexts and amongst the teachers and children. Second, the teachers' discourse and discursive practices, as well as, situational complexities such as the intersections of cultures, communities, classrooms and languages shape the childrens' literacy perceptions, interpretations and constructions in English and French within and across the classroom contexts. Third, teaching practices for literacy meaning making are neither solely analytical or experiential nor are they solely explicit or implicit. The three teachers' literacy practices appear to be more along a continuum than a dichotomy, that is, they appear to be local, strategic and contexts-related. Fourth, the recognition of a plurality of literacies suggest that childrens' cultural stances and viewpoints need to be considered, as well as, the kinds of literacy experiences they are and are not being asked to engage in their English and French classrooms.

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9

McGinnis, Jo Kathryn Dittmar. "Computers in composition at the University of Arizona." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184660.

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The University of Arizona Composition Program has demonstrated that computers can be integrated successfully into composition instruction. Administrators and instructors are preparing to offer students in second-semester Freshman Composition (English 102) a computer-integrated course of instruction as the equipment and facilities become available. Chapter I relates how current research shows that computers offer support to current theories in composition and that they can be utilized in all the various processes involved with producing university writing. It explores the problems program directors and university administrators face in providing computer technology to undergraduates in writing courses. Chapter II compares the reactions of Southern Arizona Writing Project teacher-participants with freshman students in a pilot section of English 102 at the University of Arizona and with comparable undergraduates at other universities as they learn to use word processors as a tool for writing. Some differences between the older SAWP participants and the undergraduates were observed, especially a greater computer anxiety and a greater of urgency to learn about computers. The SAWP participants had less time to become proficient computer writers than did the freshmen. All these factors probably contributed to their lower success rate as computer writers. Nevertheless, a large majority of all ages of computer writers recognize the benefits of using word processors for writing and even those SAWP participants who made only limited progress expressed a sense of satisfaction at having mastered the machine. Chapter III describes ways that computer writing and strategies of collaborative learning and peer review were adapted to the syllabus of English 102 in a pilot class at the University of Arizona. Students reacted favorably to both computers and to the teaching strategies. However, the vision of total computer integration resulting in a paper-free writing course cannot be achieved without either restructuring the syllabus or acquiring substantially improved computer facilities, especially through networked workstations and computerized classrooms.

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10

Nagle, Colleen M. "Five-step writing process: A project for grades two through six." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/379.

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11

Skidmore, Loretta Lynnette Rickert. "The value of using a writing process within the classroom." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/644.

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12

Barber, Robert Ennis. "Revisions in expressive and persuasive compositions by ninth grade writers of superior and randomly selected ability." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26780.

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This research describes the revisions made in expressive and persuasive compositions by fifteen superior and fifteen randomly selected grade nine students. Each student wrote four papers: a rough draft of an assignment designed to elicit an expressive composition; two to four days later, a revision of the expressive first draft; a rough draft of an assignment designed to elict a persuasive composition; and, finally, a revision of the persuasive first draft. All the revisions made by the students were scored using a taxonomy of revision operations. Three research questions guided the analysis to determine whether there were differences in the number and kind of revisions between the expressive and persuasive writing modes, between the superior and randomly selected ability groups, or between the first and second drafts. Few statistically significant differences were found among the variables measured. Both ability groups revised expressive writing in much the same ways. About three quarters of revisions in both writing modes involved small units of texts. Over half were surface revisions of spelling, tense, number or modality, abbreviation, punctuation or format. One third were meaning preserving changes that did not affect the meaning of the text. In persuasive writing, the superior ability group made significantly fewer revisions. Both ability groups, writing in both modes, performed about three quarters of all revisions during the second writing session while working on the second draft. The results of this research offer little evidence of mode or ability related differences in the number or kind of revisions performed on sample essays. Other than fewer revisions in persuasive writing by superior students, no consistent relation was found between rates or kinds of revision and ability scores. Few writers were observed to use revision effectively to reformulate and improve compositions as do mature, experienced writers. Most revisions performed by this ninth grade sample dealt with surface details. At this age level, it appears, revision is used as a surface and word editing process performed at the end of a writing project.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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13

Filsinger, Judy Ann. "Literary criticism, composition, and "passing theory": Conflicts and connections." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/963.

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14

Reidy, Paul T. "Influence of aerobic training on skeletal muscle protein composition." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1569026.

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Access to abstract permanently restricted to Ball State community only
Access to thesis permanently restricted to Ball State community only
School of Physical Education, Sport, and Exercise Science

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15

Lau, Man-kit Tony, and 劉文傑. "Idea development and organization in English writing for seventh formers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959507.

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16

Miter, Carol Ann. "Inquiry into the use of autobiographical writing in the college composition." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/581.

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17

Shotthafer, Susan M. "Motivating underachieving students to write." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1053.

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18

Gillam-Scott, Alice M. "Writer with more at stake : returning adults in the freshman composition classroom." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/435168.

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In recent years, adults beyond the traditional college ages of 18-22 have been returning to higher education in record numbers. At most colleges, these students, along with their younger counterparts, are required to take two or three terms of freshman composition. Although returning students may be apprehensive at first, their teachers report that many are highly motivated and perform successfully in these required writing courses. To investigate this phenomenon, I studied the attitude and performance of returning adults (defined here as 25 years old and over) who were enrolled in traditional freshman composition classes at the University of Illinois at Chicago during the fall quarter of 1983.Specifically, I studied the attitude and performance of four case study subjects by conducting interviews, administering Daly and Miller's Writing Apprehension Test, collecting writing samples, and obtaining audiotaped composing-aloud protocols. My assessment of the data was informed by Daly's Taxonomy of Attitudes and Beliefs about Writing, Wilkinson's Stylistic, Cognitive, Affective, and Moral Scales, and Faigley and Witte's Taxonomy of Revision Changes. I present my findings in four narrative case histories.In addition, I conducted a group study of the attitude and performance of 44 returning students enrolled in required composition courses at U.I.C. during the fall quarter of 1983. To measure these students' attitude and performance, I administered Daly and Miller's Writing Apprehension Test at the beginning and end of the quarter and obtained final course grades.Although all four case study subjects expressed some initial writing anxiety, by the end of the quarter, three of the four had become confident and able student writers. Because of serious skill deficits, as well as high anxiety, the fourth student failed to complete the course. Contrary to expectation, the initial W.A.T. group mean was a moderate 66.22. An item analysis indicated that much of the anxiety expressed was situational. The low end-of-the-quarter mean (55.65) reinforced this impression. Apparently a quarter of composition instruction and writing practice reduced the situational apprehension of many. Moreover, the majority of these returning students performed successfully with 28 out of 44 earning an A or B in their freshman composition courses.In part, this high success rate was due to the population sampled. That is, few severely underprepared returning students begin their college work at the University of Illinois at Chicago. Characteristics shared by these adequately prepared returning students included: high investment in writing. assignments; willingness to revise; interest in and acquisition of metacognitive skills; and use of life experience to enrich their writing.

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19

Potter, Kristine Louise. "Writing, computers, and rhetorical situations: A composition odyssey." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1876.

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This thesis, an autoethnography, explores my own, personal experiences using technology in various writing situations: my writing process, collaborative publishing, my M.A. internship, online tutoring, and my first experience teaching college English composition in a computer classroom.

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20

Mueller, Brenda M. "The effect of an aerobic training program with two different training intensities on the energy intake, dietary composition and body composition of female subjects." Master's thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-12232009-020048/.

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21

Johanek, Cynthia L. "A contextualist research paradigm for rhetoric and composition." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115713.

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The unresolved nineteenth-century debate--"is rhetoric an art or a science?"--hashindered our attempt to establish an inclusive research paradigm for rhetoric and composition. The newly dominant paradigm is quickly narrowing to prefer the qualitative designs that suit our literary ideals, relieve our math and statistics anxiety, and fulfill political ideologies. Such qualitative work has given us great insight into the mind of the researcher, a stronger voice to the individual, and a powerful tool for groups traditionally oppressed by our field.At the same time, however, our field needs quantitative research that examines the scope of certain issues or that tests the effectiveness of solutions to problems, and we should remain prepared to understand such research from other fields. But the quantitative/qualitative division in composition cannot be healed through "methodological pluralism" or by examining the epistemologies governing those methodological choices.A Contextualist Theory of Epistemic Justification (Annis, 1978) provides a new lens through which we may recontextualize the competing epistemologies our field has outlined, providing a new decision-making framework through which we may appreciate the intersection of research issues (issue/question, purpose, method, and publication) and rhetorical issues (writer, audience, and subject) that form the varied contexts for our work: contexts highlighted in a matrix of questions representing a Contextualist Research Paradigm for Rhetoric and Composition.To illustrate such a paradigm, Eileen Oliver's (1995) "The Writing Quality of Seventh, Ninth, and Eleventh Graders, and College Freshmen: Does Rhetorical Specification in Writing Prompts Make a Difference?" is reprinted with an interview with Oliver, in which she detailed the context for her study. To further demonstrate a Contextualist Paradigm at work, my own study--"Red Ink / Blue Ink: Does it Really Make a Difference?"--responds to the largely untested anecdotal evidence that discourages writing teachers' use of red pens.A Contextualist Research Paradigm is necessary for composition to heal the artificial divisions between qualitative and quantitative research, to direct our attention fully to context rather than politics, form, and numbers, and to conduct not only the research we like, but also the research we and our students need.
Department of English

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22

Wilson, Ann K. "The writing behaviors of selected fifth-grade students considered at-risk for failing the Literacy Passport Test." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39903.

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23

陳方華 and Fong-wah Florence Chan. "Literary and vernacular styles in Chinese rhetoric." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31208058.

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24

Cofer, Matt Cliff. "Revising muses: Irrationality, creativity, and composition." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/789.

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25

Tapleshay, Jack. "Synectics: Applying its methods and techniques to the composition class." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/359.

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26

Simpson, Bonnie J. "The written language development of students with special needs." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/623.

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27

Williamson, David Bryn. "A rationale for a writing programme for form 4 students in a Hong Kongsecondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38627127.

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28

Nattress, Veronica. "The composing processes of L2 writers." Thesis, Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035267.

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29

Allen, Thomas Coley. "Using schema theory to integrate reading and writing process in composition." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/408.

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30

Shaw, Richard Murray. "Effects of teacher-written comments on the revision of descriptive essays by college freshmen." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/434861.

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This study investigated interaction effects between the type and amount of teacher-written feedback, the sex of the subjects, and the degree of focus, organization, and development in two revised drafts of a 400-word description essay written by 43 college students in two sections of a freshman composition course taught by one instructor.Subjects in each section were randomly assigned to four different treatment groups to receive teacher-written comments or questions on their initial drafts and on their two revisions, each written in two 50-minute periods. Treatments were as follows: (1) Selective Comments were a terminal paragraph of specific suggestions for improving focus, organization, and development in the next draft. (2) Extensive Comments were a terminal paragraph of specific suggestions; specified errors in spelling, punctuation, agreement, and usage were noted in the margins. (3) Selective Questions about focus, organization, and development were written in the margins. (4) Extensive Questions about focus, organization, and development were written in the margins, and specified errors in spelling, punctuation, agreement, and usage were noted in the margins.Three dependent variables (focus, organization, and development) were measured on separate five-point scales by two raters. A 2 x 2 x 2 x 3 multivariate analysis of variance revealed two significant two-way interactions at the .05 level.The interaction between revision and sex showed that in response to teacher-written feedback on initial drafts, the males significantly improved their focus, organization, and development scores on the first revision, but the females improved only their focus and development scores. The interaction between revision and comment type showed that the Comment Groups improved their focus, organization, and development scores on the first revision, but the Question Groups improved only their focus and organization scores.A second revision (in response to teacher-written comments and questions and four 50-minute periods of practice in improving focus, organization, and development in sample student essays) showed no significant improvement over the first revision. There were also no significant differences between Selective Groups (no mechanical errors marked) and Extensive Groups (specified errors in spelling, punctuation, agreement, and usage noted).

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31

Tsung, Lai Fun Maggie. "Teaching writing in a primary school using the process approach : a case study." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/357.

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32

Liu, Siu-lin, and 廖小蓮. "The use of variation theory to improve student learning in Chinese composition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B43895475.

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33

Siu, Ching-yee Truely, and 蕭靖懿. "An evaluation of a writing skills programme for form six students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626627.

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34

Jensen, Marion M. "Word processing as an instructional tool in the revision/editing stages of the writing process." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/2160.

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Purpose: The purpose of this study was to determine the effect of word processing on students' composition when used as a tool in the revision/editing stages of the writing process. Procedure: Two experimental groups were established; Group A Computer, Group B No Computer. For each group, the generic method of teaching writing remained the same. Group A, however, was able to use the microcomputer in editing their work; Group B was not. Final essays were scored by independent raters and the data were analyzed by the use of the independent 1-test. A Pearson product -moment correlation coefficient was computed to assess interrater reliability. Conclusion: This study suggests there is a significant positive difference in student writings when the microcomputer is used as a word processor in the revision/editing stages of writing.

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35

Wortman, Robert Charles. "Authenticity in the writing events of a whole language kindergarten/first-grade classroom." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185416.

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The purpose of this study is to answer the research question: What are the elements of the writing process and written texts of kindergarten/first grade students in a whole language classroom that constitute authenticity? The written texts of twenty-one children from a variety of ethnic, socioeconomic and linguistic backgrounds were collected over the course of the school year. The tests were categorized according to penpal letters, signs/labels/captions and dialogue journal entries. Each category was analyzed to describe the writer's place in the context of situation, the function that each text served and the interaction of the linguistic cueing systems. The data indicate that the physical elements in the Context of Situation as described by Michael Halliday that proved most important to authenticity are: (1) Availability (proximity) and accessibility of a wide variety of resources. (2) Experience of students in creating and identifying resources in the environment. (3) Many opportunities to interact with audiences. (4) Student ownership of the process. The social relationships within the classroom that proved most important to authenticity are: (1) having a "real" audience for writing. (2) The relationship between the writer and the audience. (3) The degree of invitation with choice of when and where to write. The features of written texts which proved most important to authenticity are: (1) The students' familiarity with the genre of text. (2) The function of the texts to fulfill the purposes of the students. Whole language classrooms such as the one in this study provide a rich source of data for the study of authenticity.

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36

Rudd, Rebecca Lynn. "Electronic dictionaries in the ESL composition class." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2893.

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This thesis examines the use of electronic dictionaries by ESL students. In particular, it considers how, when and why students use electronic dictionaries in their writing processes. It also explores the extent to which students use words found in an electronic dictionary appropriately in their texts and whether electronic dictionary use influences their long-term acquisition of vocabulary.

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37

McNamara, Michelle. "Content area writing in grades 5 through 8." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/820.

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38

Liu, Chi-mi, and 廖志美. "A study of using conjunctions in the Chinese composition of Form 3 students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B3196218X.

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39

Norberg, Brorsson Birgitta. "Man liksom bara skriver : skrivande och skrivkontexter i grundskolans år 7 och 8 /." Örebro : Örebro universitet : Universitetsbiblioteket, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-946.

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40

Bingham-Scott, Robyn Eileen. "Strategies for improving the writing of elementary students in the intermediate grades." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/660.

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41

Tawney, Daisy Marie. "An integrated approach to writing: Using writer's workshop, Step up to writing and six traits of writing to teach the California State Standards." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3213.

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This project researcher designed, implemented and collected data on an integrated approach to writing instruction for her third grade students in the Etiwanda School District. The literature review showed the importance of teaching students the purpose for writing, the traits of writing and the process of writing. Research showed the effectiveness of teaching students the six traits of writing and the writing process as indicated by student writing achievement scores.

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42

James, Edwin A. H. "The saliency of existing text as a barrier to revision in the redrafting of college students' written compositions." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26844.

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The text already produced by student writers can act as a barrier to revision because the existing textual material can become so salient as to prevent writers from generating alternative text. This study investigated the effects of applying a revision heuristic designed to promote successful revision by alleviating the influence exerted by students' initial formulations of text. Inexperienced college writers were randomly assigned to two treatment conditions and asked to produce three drafts of a two-part expository composition. The experimental group composed their second drafts without access to any material produced at the draft one stage but then received back this material at the third draft stage. The control group redrafted normally, having access at all times to previous draft material. Results showed that students in the experimental group produced significantly longer and better quality final drafts with significantly higher self-evaluation scores than students in the control group produced. The mean number of idea units that were retained, removed, or added by students in either group was significantly different at both the second and third draft stages. Each part of the assignment was affected differently. Significant interactions among condition, grade point average and writing apprehension were not evident. These findings indicated that this three-stage redrafting heuristic may be a valuable technique for encouraging successful revision of students' early drafts. Further research, particularly regarding how a text communicates information, would be beneficial to our understanding of the role played by existing text in students' compositions.
Education, Faculty of
Graduate

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43

Hill, Kathleen J. (Kathleen Josephine) 1920. ""This one is best" : a study of children's abilities to evaluate their own writing." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8956.

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44

Hung, Jane, and 馮可儀. "A study of the written feedback given by English teachers to senior form compositions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31963390.

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45

Casey, Ronald W. "An investigation of the relationship between cognitive style and revised compositions of fourth grade students." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/434660.

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The purpose of this study was to examine the effect of revision and no-revision upon the quantity and quality of written expression of fourth grade students. The study was additionally designed to observe if the relationship between the above variables was affected by a third variable, cognitive style.Data from 120 fourth grade students was analyzed in a two way multivariate analysis of variance. One independent variable consisted of two levels: revision/no revision. The other independent variable, cognitive style, consisted of four levels: reflective, fast/accurate, impulsive, slow/inaccurate. Equal numbers of subjects of each of the four levels of cognitive style were randomly assigned to revision or no-revision levels.There was no significant difference between non-revised and revised compositions across all dimensions of cognitive style considering the length and quality of the written product as the criteria for performance. Revised compositions were neither significantly longer nor rated significantly higher in quality than non-revised compositions.There was no significant difference between the cognitive style of students when composition length was examined. No category of cognitive style wrote significantly longer compositions than any other category.However, when the rated quality of the compositions was considered, there were two significant differences observed among the cognitive style groups. Students with a fast/accurate cognitive style wrote compositions that were rated significantly higher in quality than students who had an impulsive style. Also, fast/accurate students wrote significantly better compositions than students with a slow/inaccurate cognitive style. Reflective students did not differ significantly from any other group.The procedures used in this study to require fourth grade students to revise their compositions might not have provided for stimuli to exceed the assumed revising that occurs during the writing process itself. However, this study provided some support to the position that individual differences in processing information, i.e., cognitive style, had an effect on written expression.

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Yuen, Dick-yan Dennis, and 源迪恩. "A comparison of oral and written composition in L1 Chinese and L2 English in an L2 English medium school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958424.

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McCauley, Amy R. "Peer response in the basic writing classroom." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1265087.

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This study describes the conversations that emerged during structured and unstructured peer response sessions in a basic writing classroom. The evidence suggests that the students were more likely to discuss both global and local issues in their writing when their teacher provided them with a structured set of questions to answer during response sessions. Additionally, the degree to which the students internalized these structured patterns of response and transferred them to the unstructured writing workshop sessions varied significantly among groups of students. While some students used the guided response questions to build beneficial writing-reading relationships with their peers and learn new methods for responding to writing, others kept the structured and unstructured response sessions almost entirely separate. These results raise questions regarding how students' sense of ownership over their own writing and motivation to participate in a community of writers affect the degree to which they internalize the patterns of response that are encouraged by their teacher during structured peer response sessions.
Department of English

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Darling, Susan L. "Six case studies : a comparative and contextual study of student writers and a writing program." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1355251.

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This study examines the writing progress of six students over a period of five years and the effectiveness of the writing program each student experienced. Writing samples, standardized test scores, writing prompts, student surveys, and interviews with students and teachers combine to illuminate the strengths and weaknesses in the writing program.Quantitative data is derived from student surveys which illuminate the frequency student instruction in the best practices in writing instruction, in addition to the data collected from student standardized test scores. Qualitative data is disaggregated from student writing samples, writing prompts, and interviews, which demonstrate student knowledge of writing processes, and clarifies student experiences in writing instruction.The combination and examination of this data provides a clear picture of the students' five-year writing programs. In depth analysis this data illuminate strengths and weaknesses in the writing program experienced by the students. This paper also provides suggestions for improving writing instruction utilizing the best practices in writing instruction.
Department of English

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Yeung, Yin Mui. "The effectiveness of idea generating to improve students' writing at junior secondary level." HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/556.

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Reed, Bonnie Dee. "Successful strategies for expository writing." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2787.

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This study focused on creating an Integrated Expository Writing model to improve fifth and sixth grade students' abilities to write well constructed expository essays. It was developed through researching Step Up to Writing, the Six-Traits, interactive writing, play / realia, paired / shared writing, and writers' workshop.

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