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Dissertations / Theses on the topic 'Report writing – Study and teaching (Higher)'
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1
Leung, Li Yuen-yee Peggy, and 梁李婉儀. "An evaluation of the standard report writing component of two English courses at the Hong Kong Polytechnic." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626615.
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Cheng, Winnie, and 鄭梁慧蓮. "An evaluation of a laboratory report writing unit for medical laboratory science students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626500.
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Cheung, Wai-fong Margaret, and 章慧芳. "A study of coherence in writing as a basis to identify teaching materials for engineering students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944838.
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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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Naidoo, Nadasen Arungasen. "Facilitating reflection in post-graduate writing practice." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/688.
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University teaching staff are employed because of their knowledge in their particular disciplines. Many do not have a qualification to teach at a higher education institution upon commencement of their academic career. In that group there are few who have the research experience required to assist at postgraduate level. This should be developed as one of the three core activities of higher education, in which they have to be involved. This study is the result of a problem that I encountered as a higher education practitioner. In keeping with my being a practitioner researcher within an action research paradigm, this report is written mainly in the first person. The study reports on how my personal theories grew over a period resulting in the need to constantly improve my own practice. These personal theories culminated in the development of an instrument (ADaM), to assess writing. ADaM was used primarily to facilitate reflection in post-graduate writing practice. In this study, there were three sets of workshops comprising 13 practical sessions each, where lecturers engaged with the process of reading, writing, computer-mediation and, to a limited extent, with the concept of mentorship. The purpose was to answer the research question: Can a writing assessment instrument be used to sensitise staff teaching post-graduates to reflect on the complex nature of producing and assessing academic writing? At two points during the 13 practical sessions, data was gathered through semistructured interviews. The data has been analysed using a form of grounded theory referred to as remodeled grounded theory. Since the analysis traversed both the quantitative and qualitative paradigms of research, it was necessary also to place the study within the third paradigm, referred to as mixed methods research. The analysis has been presented via a series of relationships generated first by open coding, then axial coding and concludes with selective coding. In addition, the comments of an independent coder were used to validate the analysis. In accordance with classic grounded theory, it was only after the analysis of the data and the emergence of a substantive theory that I referred to existing theory in the penultimate chapter as validation of my findings. The findings from the study, together with existing literature, allowed me to conclude that “Creating an awareness of writing assessment sensitises academics to their roles as HE practitioners particularly in the areas of writing and mentorship in post-graduate supervision”.
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Chan, Wai Lin Natalie. "Comparison of the effectiveness of implicit learning and explicit learning of a report writing in Hong Kong tertiary institution." HKBU Institutional Repository, 2007. http://repository.hkbu.edu.hk/etd_ra/847.
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Holiday, Judith Miriam. "Evolving outcomes of the outcomes statement." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2966.
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This thesis rhetorically analyzes the Outcomes Statement (OS) developed by "The Outcomes Collective" (a group of writing program administrators) for First-Year Composition. The OS was designed to create curricular consensus with regard to First-Year Composition both within and across postsecondary institutions. Though postmodern undertones permeate the OS, it can be interpreted from a purely modernist perspective. The thesis includes a chapter with suggestions on revising the OS to control this ambiguity.
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Enoch, Clara Louise. "The writing center as a Burkean parlor: The influence of gender and the dual engines of power: collaboration and conflict." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2996.
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This thesis examines writing centers and offers suggestions for tutor training that might help realize the ideal of the writing center as a Burkean parlor, a place where collaboration via continuous meetings and conversations between tutors and participants take place. Conflict can surface because of different cultural backgrounds and world views, particularly in terms of gender issues.
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Treviño, Marlea. "Laying the foundation for successful non-academic writing: Professional communication principles in the K-5 curricula of the McKinney Independent School District." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12206/.
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Traditionally, K-5 students' writing has had a primarily academic aim-to help students master concepts and express themselves. Even if students take a professional writing course later, they typically do not have the opportunity to practice-over the long period of time mastery requires-the non-academic writing skills they will be required to use as part of their jobs and in their civic life. Based on a limited K-5 study, Texas' McKinney Independent School District is doing a good job of preparing students at the elementary-school level in the areas of collaboration and presentation. A fair job of helping elementary-school students understand the communication situation, define audience, clarify purpose, gather and evaluate resources, and test usability. [And] a poor job of helping elementary-school students with analysis and organization. With their teachers' help, K-5 students eventually grasp the communication situation and can broadly identify their audience and purpose, but they do not appear to select words, format, communication style, or design based on that audience and purpose. Their writer-based focus affects their presentations as well, although they do present frequently. If teachers routinely incorporated audience and purpose considerations into every aspect of communication assignments (format, communication style, design), students would be better prepared for non-academic communication. Texas pre-service teachers practice the types of documents they will write on the job but do not receive training in design or style. Likewise, they practice researching, collaborating, and presenting but receive little training in those skills. If Texas K-5 teachers are to supplement the curriculum with professional writing principles, as trends suggest they should, education programs need to focus on these principles in their pre-service teacher curriculum. Professional writing principles need to become part of ingrained writing patterns because these are the skills that will best serve students after they graduate, both in their careers and civic lives. Understanding how to tailor communication for audience and purpose; how to effectively collaborate; how to select, evaluate, analyze, and organize information efficiently and productively; and how to format presentations effectively requires practice over a long period of time.
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Murray, Sean. "Composition incorporated turbo capitalism, higher education, and the teaching of writing /." Diss., Online access via UMI:, 2007.
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Stewart, Mary Louise. "Teaching expository writing a process approach /." Thesis, Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627693.
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Cheung, Wai-fong Margaret. "A study of coherence in writing as a basis to identify teaching materials for engineering students." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883638.
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Allen, Denise Mildred. "Writing pedagogy of the news report genre across the intermediate phase in one school." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2134.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2015.Writing pedagogy of the News Report genre across the Intermediate Phase in one school. The low levels of writing proficiency that are experienced by students is a global phenomenon and South Africa is no exception (DBE, 2008; 2013). The NEEDU Report (2012) and Hendricks (2007, 2008) argue that insufficient extended writing takes place in South African classrooms, resulting in limited textual and linguistic progression across grades. According to Hendricks (2007, 2008) and Dornbrack and Dixon (2014) little research around writing pedagogy has been carried out in South Africa, particularly on how genres or text types are taught and extended across the grades. This research examines the teaching of the News Report genre across the Intermediate Phase in one school, the discourses and positioning of literacy by the three teachers and how these are translated into practice. This study is underpinned by the notion of literacy as a social practice which Street (2003) and Prinsloo (2013) propose is not merely a technical and neutral skill but that it occurs in social practice not only through formal schooling but within a social context which has a direct bearing on it. Themes that emerge from the semi-structured interviews conducted with the three teachers include inadequate information on writing in the CAPS documents, an “overloaded” writing curriculum, a lack of pre-service/ in-service training, gaps in espoused pedagogy and the impact of teachers’ writing histories on their conceptualization of writing and espoused pedagogy. Classroom observations of writing lessons on this genre reveal the dominance of a skills discourse by two of the teachers. However, the third teacher who clearly articulated her own writing history as being “fraught and contested” illustrates evidence of a socio cultural writing pedagogy which deeply engages her students (Ivanic, 2004).
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Townsend, Rodwell. "The national curriculum statement on writing practice design for grades 11 and 12: implications for academic writing in higher education." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1125.
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This study examines the role of academic literacies and academic-writing practices at two diverse South African senior secondary schools and the implications that these practices have for academic-literacy teaching in Higher Education (HE). As student academic writing is central to teaching, learning and assessment in HE, learner academic-writing standards at schools will often impact on academic success in HE. This is a concern for HE as research from South African schooling contexts have found that students from secondary schools are seldom equipped to cope with the demands of HE writing practices. In addition, the introduction of a new curriculum (National Curriculum Statement – NCS) based on the principles of the South African constitution and informed by the Bill of Rights, impacted for the first time on senior secondary schools in 2006, when it was implemented in grade 10, and HE received its first cohort of matriculants with an NCS educational background in 2009. Therefore, this study specifically explores teachers' writing practices within an NCS writing-practice design for grades 11 and 12, and assesses its current implications for academic-writing practices in HE. Critical ethnography was selected as the primary methodology as it is concerned with multiple perspectives and explores local-practice contexts. Therefore, it provides a holistic understanding of the complexity of writing practices by examining the participants' writing-practice perceptions, observing their teaching practices and analysing their written responses or feedback to first and final drafts. The data/study sample consisted of three grades 11 and one grade 12 English Home Language and English First Additional Language teachers as well as selected learners from two secondary schools in the Port Elizabeth district. The data was collected by means of classroom observations, teacher interviews and learner samples of academic writing. Although this study focused on the teaching of academic writing by the four teachers, literacy understandings were also explored by describing what literacy practices subjectively meant to the four teachers by determining the meanings they collectively and individually gave to dominant literacy practices in academic writing, especially feedback practices in text production. A detailed examination of the new NCS requirements suggest that it offers an understanding of knowledge as a social construct, advocates a multiple literacies approach to teaching and learning, and allows for a process approach to cognitively-demanding writing which takes cognisance of the rhetorical, social and cultural dimensions of literacy. Collectively, the ASs in LO3 reflect a process approach to writing, from planning, drafting, feedback, revision to presentation of the final text. It also considers the specific rhetorical dimensions of purpose, audience, and context. Therefore, these NCS writing practices should benefit learners advancing to HE. This study argues that if teachers in secondary schools were to adhere more closely to the NCS's LO3 and its ASs implementation guidelines, learners would be better prepared to cope with HE academic-writing requirements. Instead, the study found that the teachers tended to reduce writing practices to the mastery of discrete sets of technical skills with a focus on surface features of language like spelling and grammar. In addition, the study found that when the teachers' perceptions of the NCS and their own classroom-writing practices were explored, they tended to resist a social-practice approach to academic writing, and, as a result, mostly adapted LO3 of the NCS rather than adopting it as intended by the policy-makers. Similar to other South African studies, this study concludes that teachers remain largely rooted in their autonomous teaching practices favouring traditional methods with which they are familiar over curricula policies which could emancipate learners toward levels of achievement which would better prepare them for both HE and the world of work. In other words, teachers in the sample tend to conserve their traditional methodologies which are predominantly informed by deficit views of learners‟ problems, selectively including new policy requirements which create the impression of compliance, rather than fundamentally altering their approaches pedagogically in the classroom and their academic-writing practices in particular.
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Kong, Ching-man Paula, and 江靜雯. "The effectiveness of genre approach to teaching book report writing to senior secondary students =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B38203376.
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Lei, Xiao, and 雷霄. "Understanding writing strategy use from a sociocultural perspective: a multiple-case study of Chinese EFLlearners of different writing abilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43085672.
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Olivier-Shaw, Amanda. "Lecturer and student perceptions of an academic writing task." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003548.
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This research considers the perceptions of an academic writing task held by a lecturer and first year students in the Philosophy department at the University of Zululand. The research takes as its starting point the following premises: that language is inextricably linked to learning; that each academic discipline has a particular discourse which students have to acquire in order to participate as accepted members of the academic community; that learning proceeds most effectively when teaching starts with what is known and moves into the unknown; and that learning takes place through experience and involvement, rather than transmission. The research suggests that many first year students bring with them to university an understanding of the nature of learning and of knowledge which makes it difficult for them to understand the implicit rules of the discourse of analytical philosophy. My investigation uncovered several of these rules in the study guide written for the course, but it appears that students were not able to discover them and, as a result, experienced great difficulty in fulfilling the assignment task in a way which promoted their understanding of the content. The research also shows that the lecturer's expectations of the task were far removed from the manner in which the students implemented the task. It is argued that the students appear to have reverted to their established writing strategies which consisted of simply repeating what the 'authority' has said. From this it is argued that unless rules of the discourse are made explicit to students, and students understand the content of the course, they will revert to copying and relying on other sources to tell them what to write. One way of making these rules explicit and encouraging students to integrate new knowledge with previous knowledge which they bring with them to university is through providing well-structured writing tasks, and where necessary, developing clearly defined assessment procedures. Writing is the principal means of mediation between the lecturer, who is trying to offer students entry into the discipline, and the student apprentice trying to make sense of the discipline and find his or her own 'voice' within that discipline.
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Free, Loretta Dianna. "Improving academic literacy at higher education." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/839.
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This study is a deliberation on students who advance from high school to a higher education institution, without demonstrating the attributes required on admission. They are granted formal access, despite being underprepared for tertiary studies. One of the qualities that they noticible lack is academic literacy. In the course of this investigation, academics had to relate what their perceptions were of the academic literacy of their students at higher education level. Initially, being literate meant the ability to read and write, but the term literacy has assumed a more varied form. The term multi-literacies is employed now, as there are several forms of literacy. These include, Information Technology, Technology, pictorial and numerical literacies, to name a few. Academic literacy constitutes more than one literacy, namely, operational or functional literacy, cultural literacy and critical literacy. These literacies are elaborated on and the role of language proficiency, together with the inter-relatedness between students' linguistic competence and their cognitive ability are discussed in depth. Alternatives are examined to assess how this problem of the lack of academic literacy can be circumvented and what mechanisms can be put in place in order that students can be assisted in their pursuit of academic literacy.
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Brunette, Kathryn Elaine. "Adult ESL Writing Journals: A Case Study of Topic Assignment." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4738.
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Over the past ten years, the use of student writing journals has become increasingly widespread in the TESOL field. Such journals serve a wide variety of purposes: a cultural diary, a free writing exercise, a forum for reaction or comment on readings or classroom discussions, in addition to a form of teacher/student dialogue. The main purpose of this study has been to determine the relationship of topic assignment to the quantity and quality of resulting entries. The data, 144 journal entries generated by ten adult ESL students over a period of ten weeks, were measured for length, in terms of total words and total number of T-units, and quality as assessed by the Jacobs profile (1981) which considers the following areas: content, organization, vocabulary, language use and mechanics. In addition, student reactions to instructor comments and attitudes toward journal keeping were explored in an end of term questionnaire. It was found that, on a group level, the assignment of four specified topic types (A. Topics relating to class lectures and discussions, B. Topics relating class discussions to the students' respective cultures, C. Topics relating to class or personal experiences and D. No topic assignment) did not appear to have any relationship with either the quality or quantity of writing. However, on an individual level, topic assignment did seem to have a relationship with the quantity of writing and in some cases, the quality as well. In considering student reaction to instructor comments, all students reported reading instructor comments, but rarely responded to them. When considering topic assignment, 74% of the students stated preferring an assigned topic, yet 60% actually wrote more when given a free choice of topic. Also, on the individual level, students stated a variety of topic type preferences that roughly corresponded with an increase in entry length. Finally, students seemed to have a positive attitude toward journal keeping as 80% stated they would like to keep a journal next term.
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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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Mohamed, Hashim Issa. "Academic writing as social practice: a critical discourse analysis of student writing in higher education in Tanzania." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&.
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This thesis was a critical analysis of students academic second language writing at Sokoine University of Agriculture. Student writing in English as a second language in higher education has excited much interest in the English as a Second Language writing research and discussion in Tanzania. The interest was motivated by frequent criticisms from examiners regarding students literacy performance in the English as a Second Language writing in the post primary and higher education where the language of instruction is English as is configured in the Tanzanian language policy.
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Urschel, Linda K. "A descriptive study of basic writing instruction in the Christian College Coalition." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/862274.
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This study reports information received from basic writing instructors at colleges in the Christian College Coalition, a group of 77 Christian, liberal arts colleges in the U. S. and Canada. Respondents completed a questionnaire and submitted sample syllabi and writing assignments. The study compares data from the respondents to current theories of basic writing instruction, most notably those of Andrea Lunsford and Mike Rose. It also compares the results to a similar study of all colleges by Joe Trimmer.The study found that the Christian College Coalition population was similar to the national population with regard to placement methods, textbook choice, and course goals. However, the study showed that a significant portion of basic writing courses are taught by tenure track English department faculty members. This finding represents a strength of this population as the national study showed that almost no basic writing courses were taught by tenure track faculty. In addition, the atmosphere of the small, Christian liberal arts colleges encourages low teacher/student ratios and more contact between faculty members and students in writing classes. These are areas of strength the Coalition schools should develop further.This study also reports and analyzes actual writing assignments and syllabi, some of the course materials Stephen North calls "lore." The examination of these materials shows more clearly than survey responses the types of writing students are actually doing in basic writing classes.Department of English
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McNenny, Geraldine Roberta. "Situated knowledge and the teaching of writing: A rhetorical analysis of the professional writing of women's studies scholars." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186888.
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Feminist scholars have in many instances led the way in challenging the tendency of academics to make transcendent claims from a disembodied and unmarked position, often in the name of objectivity. One means of reinstating the writer in the act of writing and thus circumventing discourse that, in effect, erases the writer as well as the complexities of the subject is to teach from the perspective of situated knowledges: that is, from the understanding that knowledge is mediated by one's cultural, ideological, and historical position. Moreover, the concept of situated knowledges challenges the positivist assumptions that place the writer outside of the cultural and situational context of the research subject. Situated knowledge thus holds out some intriguing possibilities for the future shape of the teaching of academic discourse. Foremost among those experimenting with the practice of positioning oneself in academic discourse are those scholars working in the cross-disciplinary field of Women's Studies. This dissertation analyzes the rhetorical strategies that three feminist scholars working at the University of Arizona employ in situating themselves in their professional writing. Each scholar occupies a different position along the continuum that represents the efforts to locate oneself. The most conservative strategy common to conventional ideological positioning is one in which the writer avoids any reference to personal location while situating herself within a community of scholars by means of reference and citation. Further along the continuum, the writer may invoke a form of strategic essentialism, critiquing those semiotic systems that enforce various forms of oppression while defining the social context to the advantage of the oppressed group. At the furthest extreme, the researcher acts as participant observer, placing herself in the research situation using a self-reflexive research methodology. In closing, I survey the potential that feminist research methodologies hold for writing pedagogy, especially in assisting our students in locating themselves in their own scholarly pursuits.
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Klassen, Johanna. "Teaching coherence in writing : rationale for a tertiary level programme /." Thesis, Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626585.
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Oliver, Cynthia Catherine, and University of Lethbridge Faculty of Education. "Technical writing : assessing curriculum and improvement rates for adult learners." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000, 2000. http://hdl.handle.net/10133/108.
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The purpose of this study was to determine if adult students at the College of the Rockies improved in their ability to write technical English after having studied specifically developed curriculum. The research was conducted during the winter semester (January to April 1999) at the Cranbrook, BC campus. Curriculum for the course Technical and Professional Writing 091 was developed as a project for the Centre for Curriculum, Transfer and Technology, an arm of the post-secondary education division of the government of the Province of British Columbia. Four of the units, Direct Requests, Bad News Messages, Persuasive Writing, and Reports and Proposals were tested out in the Cranbrook class via pre and posttesting of the students. As well, field observations and interviews formed an integral component of the study. The final data analysis overall improvement in the learners' ability to write technical English; in addition, each curriculum unit was scrutinized for improvement rates. Recommendations were made for further areas of study and research needed in this discipline.ix, 81 leaves ; 29 cm.
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Miller-Cornell, Carol Ann. "Error feedback in second language writing." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3396.
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This thesis follows five second language (L2) students in an introductory composition class at California State University, San Bernardino. The study investigates their perceptions and responses to grammatical coded feedback provided by their writing instructor. The results showed that students wanted, expected, appreciated and understood the coded feedback that was given to them.
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Chan, Ka Lon. "Process writing and effectiveness of correction symbols in high school EFL writing." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2525505.
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Harwell, Marsha Armstrong. "Scholarly Writing Among Graduate Students: A Qualitative Project Study." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1894.
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This project study focused on scholarly writing skills of adult students enrolled in a private graduate institution in the West Indies. The institution provided writing instruction, but scholarly writing skills remained inadequate for some students when they began their final projects. The project study provided insight into the most pervasive writing skill deficits and the positive and negative influences on writing skill development among graduate students. The research design was an applied qualitative case study using data collected from a purposeful sample of convenience within a bounded system of current students, faculty members, and administrators in one institution. Open-ended questionnaires (n = 5), interviews (n = 14), and qualitative assessments of student writing samples (n = 10) provided data for thematic qualitative analysis. Findings indicated a wide range of individual needs for writing development and guided the formation of a writing improvement project. The theory of andragogy provided the theoretical foundation for both the study and the project. Enrollment in the institution was limited to adults over 25 years of age; therefore, consideration of andragogical assumptions about how adults learn helped in understanding students' writing deficits and influences on their writing skill development. The project, called the Writing Suite, is an integrated curriculum aimed at developing students' scholarly writing skills throughout their graduate programs. When paired with the institution's emphasis on social change, the development of proficient writing skills will increase each student's potential for effecting positive change in his or her community and workplace.
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Birkett, Timothy Michael. "An investigation into EAP teacher and student perceptions and interpretations of an academic writing marking rubric." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208031.
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The EAP written multiple trait rubric used in the City University of Hong Kong is believed to be of central importance to formative and high-stakes summative assessment in the institution. Crucial to both of these roles are the perceptions and interpretations of the key stakeholders: teachers and students. The learning and test scores deriving from the rubric are filtered entirely through these stakeholders. Investigating the perceived effects of the rubric on the EAP assessment's validity, reliability and student learning (three key strands revealed in testing literature) is seen as being essential as proof of the rubric's value. This paper presents an analysis of teacher (n=25) and student (n=123) perceptions of an EAP rubric, investigating core elements of both, comparing them, and probing into whether teachers' interpretations of rubrics influence their students. A mixed-methods study seeks to determine perceptions through combining qualitative analysis of interview data with quantitative analysis of questionnaire responses. Key elements of rubrics and how they both impact and are impacted by stakeholder perceptions are discussed. Findings indicate several strong trends in student and teacher perceptions of the rubric, and tentatively illustrate how teachers may affect their students. Arguments are made for a greater focus on standardising the teaching and learning of the rubric, for greater realisation of the learning potential of the rubric, and for investigating the appropriacy of certain domains and wordings.published_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics
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{275572}竞 and Jing Cai. "An integrated genre-based approach to scaffolding novice academic writers : genre awareness, academic lexical phrases and student uptake." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/198828.
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In EFL contexts like China where research and application of findings in the field of English for Academic Purposes (EAP) is still in its infancy, graduate students are in urgent need of support in developing their academic literacy, especially in terms of academic writing and research article writing skills under the forces of globalization of education. This study sets out to develop a contextualized EAP genre-based approach to scaffold novice academic writers and examine its impact through assessment tasks and analysis of students’ uptake. The theoretical traditions of ESP research article (RA) genre analysis (e.g. Swales, 1990, 2004; Swale & Feak, 2004) and lexical bundle studies (e.g. Biber & Barbieri, 2007; Hyland, 2008)are drawn upon and two dimensions of building blocks of academic discourse are conceptualized: the top-down dimension (i.e., genre schematic structuring) and the bottom-up dimension(i.e. general and move-specific academic lexical phrases). Then, the Sydney School genre-based Teaching and Learning Cycle and corpus-informed explicit bundle instruction were incorporated into the ESP genre-based framework to generate a new theoretical and pedagogical model taking into consideration the needs of the local context. In order to evaluate this innovative course thoroughly in a natural and intact classroom, careful triangulations of data were achieved. A mixed-methods programme evaluation framework was developed with two major components, namely an intervention study and individual case studies.
In terms of the average gains of the whole class, there was significant improvement in the receptive test of knowledge of genre and bundles after the course. In addition, the instruction significantly narrowed the achievement gap among the high, mid and low starting level students. Most importantly, the increase in the appropriate use of lexical phrases in rewriting suggests the effectiveness of the course in enabling active production. Regression analysis further indicated a strong relationship between the development of bundle knowledge and that of genre and genre-specific features.
The rich descriptions of the two student cases delineate the different learning trajectories of learners of distinct starting levels. Although the low starting level learner showed much slower in-class uptake, her active engagement and integration of knowledge in the rewriting task by drawing on various resources has increased her understanding of the RA genre. The high starting level learner with satisfactory in-class uptake, however, suffered from lots of textual borrowing in writing due to her high expectation of academic content but lack of corresponding genre and linguistic competences. The fact that both learners exhibited a strong lack of basic linguistic resources to verbalize their sophisticated thinking in the rewriting task pointed to the importance of developing the linguistic aspects in the initial stage of genre knowledge development in EFL contexts, which has been neglected in previous studies focusing on ESL contexts. The careful investigation of the instructional context has led to detailed discussions of a few prominent issues in the pedagogical design, in particular, the importance of focusing on the role of “task” in curriculum and pedagogical design in future research of genre-based pedagogy.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Monassar, Hisham M. "Cohesion and coherence : contrastive transitions in the EFL/ESL writing of university Arab students." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1312004.
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This dissertation investigates the expression of contrastive transitions in the ESL/EFL (English as a Second Language/English as a Foreign Language) writing of university students of Arabic language background. For this purpose, an experimental group of 30 freshmen at Sohar University in Oman whose native language is Arabic served as the experimental group. They did three tasks, two writing activities and a cloze test, ranging from semi controlled (free writing) to the highly controlled cloze test. A control group of 30 Ball State University freshmen in Muncie, Indiana who speak English as a native language performed the same three tasks.For the first task, the subjects wrote about one of 15 possible topics. They then performed the second task, which was writing about a different topic, and were also provided a list of 35 contrastive transitions to use at their discretion. For the third task, the subjects inserted contrastive transitions in the blanks of the doze test, marking the confidence in their choices on scales provided in the margins.This study indicates that the Arabic ESL/EFL students use contrastive transitions when writing contrastively in English. However, the expression of these contrastive transitions is relatively inadequate and limited compared to that of their native-English speaking peers. The Arabic students show a high rate of success in their expression of but as a contrastive transition. However, they show a lower rate of success in their expression of other contrastive transitions. Furthermore, the difference in the levels of confidence in the choices between appropriate and inappropriate contrastive transitions used in a controlled context shows they have little or no idea if their choices are correct or not.Department of English
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Jung, Miso. "When English as a Second Language students meet text-responsible writing." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2906.
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This thesis follows two international freshman students in an English composition class at California State University, San Bernardino. The results indicate that the students generally experienced feeling challenged and overwhelmed about the unfamiliar topic, but detailed assignment guidelines played a key role for students to progress in understanding the assignment.
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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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Won, Kim Jong. "A model of the writing process applied to English writing for Korean college students." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1440.
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Ma, Jingjing, and 马晶静. "Chinese EFL university students' decision-making in peer review of second language writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329861.
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Informed by a sociocognitive view of writing, this study investigated six Chinese EFL students’ focus of decision-making and extent of criteria use in evaluating student texts, their decision-making in response to peer feedback and factors affecting their decision-making and criteria use in computer-mediated criterion-referenced peer review in one Chinese university setting. A multiple-case design was adopted and data were collected from a variety of sources, including think-aloud protocols, stimulated recall, semi-structured interviews, document analysis and classroom observations.
An examination of the think-aloud and stimulated recall data revealed that five out of the six students displayed language-oriented decision-making while evaluating peers’ texts. The students also tended to emphasize consistently specific elements of student writing within language, content and organization regardless of task type. They used part of the assessment criteria to the extent that particular elements evaluated by them coincided with specific components of the criteria. In response to peer feedback, the students decided to incorporate it selectively into revision, with one student being an exception.
Data analysis indicated that the students’ focus of decision-making and criteria use while evaluating peers’ texts were affected by the following factors: students’ own writing beliefs, conceptions and knowledge; teacher’s writing beliefs, conceptions and associated classroom practices; writing task types and features of student texts. The students’ decision-making in response to peer feedback was found to be subject to the influence of four categories of factors: student writer factors, especially their writing beliefs and knowledge; student reviewer factors; teacher factor and writing task factor.
The findings provide an in-depth look into both the cognitive and social dimensions of peer review. On the basis of the findings, the study proposes a tentative exploratory model of Chinese EFL university students’ decision-making in criterion-referenced peer review. It captures the interplay between cognitive and social dimensions of peer review and throws light on the interaction between cognition and context in the case of learning to write through peer review. Particularly regarding the social dimension of peer review, the variety of factors influencing the students’ decision-making and criteria use in this activity indicate that their evaluation of peers’ texts and response to peer feedback were not linear processes, but were mediated by multiple factors. Among the various factors identified, the strong influence of the writing beliefs and conceptions held by the students, their peers and the teacher suggest the crucial role played by learner and teacher beliefs in affecting L2 students’ learning to write through peer review. This study also highlights the interactional effect of views about writing and learning to write exhibited by the students, their peers, the teacher and the “methodology” of criterion-referenced peer review on the students’ decision-making and extent of criteria use.
Finally, the study makes pedagogical recommendations concerning how to enable students to make informed decisions in criterion-referenced peer review to bring its theoretical potential into full play. Recommendations for further research are also proposed.published_or_final_version
Education
Doctoral
Doctor of Philosophy
36
Kleeberg, Michael. "The effects of re-creation on student writing in ENG 104 section 95 : a case study." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834132.
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The purpose of this case study was to examine the effectiveness of a technique known as re-creation on student writing abilities in ENG 104 section 95 during the spring semester of 1992. Re-creation, already used almost exclusively in England and Australia, invites a writer to divulge his or her personal interpretation of a literary text by rewriting given aspects of it. In section 95, the instructor devoted the entire range of assignments to re-creative writing tasks, using four dramatic scripts and the motion pictures that had been adapted from them as literary texts. The instructor carefully developed re-creative writing assignments and a reasonable criteria with which to grade them. He closely monitored how the students adapted to re-creative writing, and discovered that four students exemplified the main different styles of writing that emerged from re-creation. The case study does indicate that all of the twenty-one students coulddo the work that re-creation involves; some experienced only minor successes with it, but other students, including some top achievers who would probably have done well in any writing class, found broad new avenues for creative expression of their personal responses to literature.Department of English
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Gentil, Guillaume. "Academic writing instruction in disciplines other than English : a sociocultural perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ43875.pdf.
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Maclean, Hector Roderick 1950. "Learning literacies in the law : constructing legal subjectivities." Monash University, School of Literary, Visual and Performance Studies, 2003. http://arrow.monash.edu.au/hdl/1959.1/5792.
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Hudson, Lizel Sandra Ann. "Enhancing academic writing competence in radiography education." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/1554.
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Thesis (MTech (Radiography))--Cape Peninsula University of Technology, 2011This thesis records a study undertaken by a radiography lecturer at a satellite campus of a University of Technology (UoT) in the Western Cape Province of South Africa. The study investigated the academic writing practices of first year Radiation Science learners and focused on an intervention to assist learners to enhance their academic writing competence. Three research questions were addressed: 1. What did radiography learners perceive to be the factors that enabled and constrained their academic writing competence during the first year of academic study?; 2. What were the 2010 first year learners’ perceptions of the changes in their academic writing following an academic writing intervention?; and 3. According to the 2010 first year lecturers, how did the academic writing of the learners change following the intervention? To answer these questions, the research comprised two qualitative approaches: firstly a case study approach, to gain an in-depth understanding of learner writing in radiography; then the insights gained allowed for the design of an appropriate academic writing intervention, carried out in two action research spirals. Thereafter the intervention was evaluated for its impact on learners’ writing competence. The findings and interpretations from this study culminated in a forward looking model that is recommended for use by radiography educators to enhance first year learners’ academic writing competence. The model reflects a zone for the optimal enhancement of academic writing competence for entry-level learners. This ‘zone’ is created in the region of overlap of three contributing factors: collaborative guidance and support, peer mentoring and technology. The model also represents applicable underlying theories (critical theory, constructivism, and academic literacies theory) which provide the theoretical framework for enhanced academic writing competence.
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Groff, Marsha A. "Personality types, writing strategies and college basic writers : four case studies." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/833469.
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College basic writers are often misunderstood. Much of the literature available on these writers depicts them as a large homogeneous group. Ignored is the diversity that exists within this population. According to George Jensen and John DiTiberio, personality type as measured by the Myers-Briggs Type Indicator (MBTI) is a neglected factor in most composition research that aids in ascertaining and appreciating the diversity and strengths of basic writers.Case study methodology was used to investigate whether a relationship existed between the personality types of thirty-four basic writers at Ball State University and the writing strategies they used. Triangulation of data provided a thick description of the students. Scores from pre- and post-good writing questionnaires and process instruments (process logs and self-evaluations), student journals, student writing, participant-observers fieldnotes, and the teacher-researcher's journal enriched and supplemented the MBTI results.Findings are presented in a group portrait and four case studies. The group portrait demonstrates that 1) most of the students were not highly apprehensive about writing; 2) they were a diverse group with fifteen of the sixteen MBTI personality types represented; and 3) they displayed a wide variety of writing strategies.The four case study subjects represent four of the sixteen MBTI personality types (ISTJ, ISFP, ESTJ, ENTP) each with a different dominant function. These students demonstrated that they were diverse in their attitudes about writing, degree of writing apprehension, their personality types, and their use of writing strategies. The case study subjects often used strategies that supported their personality preferences, were able to tap into previously unused strategies that coincided with those preferred preferences, or incorporated unpreferred processes into their composing strategies. While personality type apparently played a major role in the students' writing strategies, previous experiences, past writing instruction, successes and failures, and attitudes about "English" also affected them.Department of English
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Capps, John S. "Revising English 01 : the creation of a developmental reading and writing course /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164549/.
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Yeo, Inung. "Effective writing instruction for English-as-a-foreign-language university students in Korea." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2300.
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Beginning with an analysis of current problems in English education in South Korea, this project is intended to suggest various ways to implement effective English education, especially for writing instruction. The project is designed for students who have low English proficiency in South Korean colleges and universities.
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Fisher, Janis Linch Banks. "English writing placement assessment: Implications for at-risk learners." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3022.
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Zhao, Jiangkui, and 赵江葵. "Self-regulated writing in English as a foreign language at university level: a motivational and strategyinstructional perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46329729.
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Wood, Robert Glenn. "Points of conflict: Where the high school and university writing communities differ." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/568.
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Liu, Yue. "Teacher comments and students' risk-taking : native and non-native speakers of American English in basic writing." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159150.
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This comparative case study examines how writing teachers comment on basic writing students' papers, how students respond to these comments, and how students take risks in their revising process. Four U.S., four ESOL basic writing students, and four basic writing teachers participated in the study. Three writing samples of the students' choices including drafts, revisions, and final papers were collected, coded, and analyzed to see the amount of risk-taking. Students were asked to complete the Daly and Miller's Writing Apprehension Test along with a Demographic Information Check Sheet. Each student was interviewed three times: once for each writing sample, and each teacher was interviewed once. The study revealed that students in the study appreciated teachers' written comments on their multiple-draft papers, and that teachers' comments, particularly the ones on content and organization, did help improve their writing ability and motivated these students to take risks in trying new ideas in revision. The ESOL writers tend to take fewer risks and regard revision as making lexical changes because of their unfamiliarity with the English usage and writing conventions, while the U.S. writers take more risks and view revision as a recursive process with different levels of attention.The main purpose of the study was to find out what major factors motivated students' risk-taking in their revisions so that writing teachers will be able to provide comments that motivate students to become better writers. This study will contribute to the understanding of what students really think of teachers' written comments.Department of English
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李念愉 and Nim-yu Kitty Li. "The word processor and ESL college basic writers: a study of writing quality, revision strategies, writingattitude and writing apprehension." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31212530.
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Wissbeck-Kittel, Claudia Eleanore. "Teaching the reading/writing connection in the diverse community college classroom." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1992.
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This thesis argues that with the racial and ethnic diversity becoming more pronounced in the diverse disciplines of the two year college we are going to need to adapt a cultural studies pedagogy in the writing class.
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Fulkerson, Tahita N. (Tahita Niemeyer). "A Faculty Orientation and Design for Writing Across the Curriculum." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc331080/.
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A Faculty Orientation and Design for Writing Across the Curriculum is a case study of the work done to introduce the concept of writing across the curriculum at an urban community college. Emphasizing the related processes of learning, thinking, and writing, the researcher describes private interviews and analyzes transcriptions of small group meetings designed to discuss ways to encourage increased quantity and improved quality of writing in vocational and university-parallel courses on the campus. The focus of the study is the transcription of the faculty meetings where teachers reveal their methodologies and educational philosophies as they discuss ways to provide increased writing opportunities to large classes of open-door students. The culmination of the orientation project is a faculty booklet of ways to increase writing. The researcher concludes that although a writing "program" is not in place as a result of the year's work, essential groundwork for such a program is laid.
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Biswas, Ann E. "When Emotion Stands to Reason: A Phenomenological Study of Composition Instructors' Emotional Responses to Plagiarism." University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1447096811.
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