Dissertations / Theses on the topic 'Report writing'
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Miller, Larry S., and John T. Whitehead. "Report Writing for Criminal Justice Professionals." Digital Commons @ East Tennessee State University, 2015. http://amzn.com/1455777692.
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The criminal justice process is dependent on accurate documentation. Criminal justice professionals can spend 50-75% of their time writing administrative and research reports. Report Writing for Criminal Justice Professionals, Fifth Edition provides practical guidance--with specific writing samples and guidelines--for providing strong reports. Much of the legal process depends on careful documentation and the crucial information that lies within, but most law enforcement, security, corrections, and probation and parole officers have not had adequate training in how to provide well-written, accurate, brief, and complete reports. Report Writing for Criminal Justice Professionals covers everything officers need to learn--from basic English grammar to the difficult but often-ignored problem of creating documentation that will hold up in court. This new edition is updated to include timely information, including extensive coverage of digital reporting, updates on legal issues and privacy rights, and expanded coverage of forensics and scientific reporting.https://dc.etsu.edu/etsu_books/1014/thumbnail.jpg
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Miller, Larry S., and John T. Whitehead. "Report Writing for Criminal Justice Professionals." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu_books/160.
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The criminal justice process is dependent on accurate documentation. Criminal justice professionals can spend 50–75 percent of their time writing administrative and research reports. The information provided in these reports is crucial to the functioning of our system of justice. Report Writing for Criminal Justice Professionals, Sixth Edition, provides practical guidance—with specific writing samples and guidelines—for providing strong reports. Most law enforcement, security, corrections, and probation and parole officers have not had adequate training in how to provide well-written, accurate, brief, and complete reports. Report Writing for Criminal Justice Professionals covers everything officers need to learn—from basic English grammar to the difficult but often-ignored problem of creating documentation that will hold up in court. This new edition includes updates to reference materials and citations, as well as further supporting examples and new procedures in digital and electronic report writing.https://dc.etsu.edu/etsu_books/1178/thumbnail.jpg
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Marks, Lori J., D. J. Montgomery, and R. P. Butler. "Internet and Template Writing: Facilitating the Research and Report Writing Process." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/3561.
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Georgievska, Liljana. "Curricular internship report in medical writing at Blueclinical, Portugal." Master's thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/15799.
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Mestrado em Biomedicina FarmacêuticaThe contents of this report are a summary of the activities carried out during the 8-month internship as an Associate Medical Writer at Blueclinical Ltd, Matosinhos, Portugal. Mainly my activities were related to medical writing, particularly writing the clinical research protocols, clinical study reports, writing manuscript and preparing poster presentations. In addition to these activities, I also participated in performance of a clinical trial from beginning to end. During the period of its realization, I was able to familiarize myself with all the steps of the Phase I clinical trial.
O conteúdo deste relatório é um resumo das actividades realizadas durante o estágio de 8 meses, como escritor Médico Associado na Blueclinical, Ltd, em Matosinhos, Portugal. As atividades desenvolvidas foram essencialmente relacionadas com a escrita médica, nomeadamente a escrita dos protocolos de investigação clínica, dos relatórios de ensaios clínicos, redação e preparação de apresentações de pósteres. Além destas atividades, também tive a oportunidade de acompanhar um ensaio clínico de fase I desde o seu início até ao fim. Durante este estudo, foi possível conhecer de perto todas as etapas de realização de ensaios clínicos de fase I.
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Sloat, Elizabeth A. "Case studies of technical report writing development among student engineers." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28531.
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This research examines factors that either promote or hinder workplace writing among Chemical Engineering students during their study in two Technical Report writing courses. It examines the extent to which a workplace writing environment, which instructors believe they create, is actually enacted in the classroom, and also explores the differences in intended and actual learning outcomes between instructors and students.A number of qualitative research methods were used to gather data for sixteen student case studies. These methods include taped and transcribed interviews with students and the two course instructors, an analysis of all student reports and course documentation, classroom observations, taped student-professor conferences, and taped responses from both instructors as they evaluated each student report.
Research findings suggest that students learned the required technical report format since everyone passed the course. Findings further suggest, however, that explicit efforts to enact a professional chemical engineering writing environment within this university context were generally unsuccessful. Writing tasks did not reflect an authentic workplace writing situation where writers believed their composing purpose was to communicate with others within their community of Chemical Engineering. Even though attempts were made by instructors to create such an environment, the writing task actually became a school-based exercise where students learned to provide the right textual format in order to meet with both teacher expectations and writing success.
The study concludes that educators must be aware of their real teaching and learning agendas and that these objectives must be conveyed adequately to students. Findings also reinforce the difficulty of enacting authentic workplace writing contexts within academic environments, and ways to achieve this goal are discussed. This research also contributes to evolving theoretical discussions about writing and the teaching of writing.
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Burpo, Melissa. "Report on an Agile Technical Writing Internship at Dovetail Software." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1248887056.
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Reeves, Stephanie D'Antignac. "HyperReport: A multimedia management tool for report of information writing." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1183.
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This project, entitled HyperReport, is a computer based program that helps students by guiding them through the HC development process. With it, students learn to create a storyboard, design a project map, and create a hypercompositon stack using HyperStudio. They learn to organize their media and use an established sequence for incorporating graphic, sound, text, and animation elements to their stacks.
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Veldtman, Helga Delene. "Assessing laboratory report writing skills of first entering bachelor of science students." Thesis, University of Limpopo, 2020. http://hdl.handle.net/10386/3401.
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Thesis (M. A. (English Studies)) --University of Limpopo, 2020Conventional laboratory report writing skills present an enormous challenge to first entering science students including the Bachelor of Science (BSc) students at Sefako Makgatho Health Sciences University (SMHSU). First entering students are expected to meet essential tertiary discourse requirements and standards consistent with their scientific community. The purpose of this study was to explore how content lecturers in cognate departments assess laboratory report writing skills of first entering BSc students. The research design was exploratory and a mixed approach was used. Students sat for a criterion-referenced test and interviews were conducted with content lecturers to collect data; quantitative basic statistical interrogation of the basic data points and post interview analysis were performed. Some of the key findings of this exploration was that most first entering BSc students are in a dire situation regarding the laboratory report writing genre; they are unable to communicate comprehensive and intelligible information in the written laboratory reports. Thus, content lecturers and English language lecturers from the Department of Language Proficiency (DLP) need to strategically collaborate in order to improve the performance of first entering BSc students.
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Loftie-Eaton, Eloïse. "Die meetbare effek van 'n elektroniese skryflaboratorium : 'n loodsprojek aan die Universiteit van Stellenbosch /." Link to the online version, 2006. http://hdl.handle.net/10019/1091.
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Pomerenke, Paula Jean Rutter Russell. "A business-based rationale for incorporating the process approach into university report writing courses." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806865.
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Thesis (D.A.)--Illinois State University, 1987.Title from title page screen, viewed August 30, 2005. Dissertation Committee: Russell Rutter (chair), Richard Dammers, Ray Lewis White, Stanley W. Renner, Catherine Konsky. Includes bibliographical references (leaves 164-184) and abstract. Also available in print.
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Street, Chris Paul. "Preservice teachers' writing attitudes and the role of context in learning to teach writing /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Treviño, Marlea Sims Brenda R. "Laying the foundation for successful non-academic writing professional communication principles in the K-5 curricula of the McKinney Independent School District /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12206.
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Monaghan, Connie. "Effective strategies for teaching writing." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Niemi_A%20MITthesis%202007.pdf.
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Leung, Li Yuen-yee Peggy. "An evaluation of the standard report writing component of two English courses at the Hong Kong Polytechnic." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626615.
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Fletcher, Margaret Anne, and n/a. "Undergraduate Assignment Writing: An Experiential Account." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040625.165808.
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The purpose of this study was to examine assignment writing as a phenomenon of academic writing. This was done through exploring the experiential accounts of members of a university writing community. Their accounts described the community's perceptions and experiences of literacy practices needed to write assignments, of how students developed these practices, and, of what constituted success in the writing. A multi-method, embedded, case-study approach was used. Quantitative data were derived from first-year, second-year, and fourth-year respondents' perceptions and experiences related to assignment writing. A cross-sectional comparison of groups showed consistent year-level effects. Fourth-year students were more confident as writers than first-year and second-year students, and had less difficulty with declarative and procedural aspects of writing assignments. These findings were replicated in a repeated-measures study using a sub-group of first-year and fourth-year students. However, when students contextualised their responses by nominating a subject and referring to their completion of its written assignment, first-year students reported less difficulty with the declarative aspects while fourth-year students were more positive in the procedural aspects. Year-level effects were found for what they reported as helpful in acquiring declarative and procedural knowledge of writing. First-year students reported a wider range of sources as helpful than fourth-year students did, with two exceptions. More of the latter had found information gained in consultations helpful in understanding an assignment question. Additionally more had found friends helpful. Second-year students generally were more positive than first-year and fourth-year students about the usefulness of information in helping them understand an assignment question and in writing it in an academic genre. Knowing how to write predicted success more strongly and consistently than any other factor. Qualitative data informed findings from the quantitative analyses by providing experiential accounts about students' perceptions of themselves as assignment writers, their experiences when writing assignments, and how these experiences developed literacy practices that contributed to success. Additionally, qualitative data were collected from lecturers who convened first-year subjects and those who convened fourth-year subjects. The qualitative data indicated students' strong reference to experiences of writing and of seeking help. Both had shaped their self-perceptions as writers and these had changed over time. First-year students believed that knowing what lecturers wanted in writing assignments was an important factor in success. They described their efforts to access this information and to give lecturers what they thought was wanted. Fourth-year students recognised the same factor, but were more self-reliant in approaching an assignment task. The change to greater internal control appeared to be an outcome of encountering inconsistent and confusing information from external sources over their four years of writing assignments. For their part, lecturers of first-year students said that successful students knew what to write and how to write it. However, lecturers of fourth-year students believed knowing what to write should be subsumed by knowing how to write, and concentrated on the procedural aspect. They believed a coherent assignment resulted when students conceptualised subject matter in ways that enabled them to write academically. Findings in this study extend recent reconceptualisations of literacy as 'literacies' and socio-cultural, socio-cognitive theories about literacy as social practice. They demonstrate limitations of an apprenticeship model for acculturation and suggest a more agentic role for novice members in accounting for learning outcomes as students develop as assignment writers. The experiential accounts reported by members of the academic writing community described their shared and idiosyncratic perceptions of literacy practices and relations of these practices with success in assignment writing. Their descriptions enhance our understanding of the complexity and consequences of these experiences. They also account for why calls for the community to be more visible and explicit in sharing communal expectations of what is privileged and valued in academic assignment writing generally may not be a solution. Based on findings here, this is not a solution. Expectations need to be co-constructed within the community, among students, and lecturers within the context of the writing task. An outcome of understandings reported here is the development of a model from which factors, conditions and critical events that situate learning within a rhetorical conundrum may be described and predicted. This model offers a framework for members of a writing community to explicate individual experiences and expectations in ways that help everyone make sense of those critical events that contribute to a rhetorical conundrum and shape encultured knowledge.
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Fletcher, Margaret Anne. "Undergraduate Assignment Writing: An Experiential Account." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365389.
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The purpose of this study was to examine assignment writing as a phenomenon of academic writing. This was done through exploring the experiential accounts of members of a university writing community. Their accounts described the community's perceptions and experiences of literacy practices needed to write assignments, of how students developed these practices, and, of what constituted success in the writing. A multi-method, embedded, case-study approach was used. Quantitative data were derived from first-year, second-year, and fourth-year respondents' perceptions and experiences related to assignment writing. A cross-sectional comparison of groups showed consistent year-level effects. Fourth-year students were more confident as writers than first-year and second-year students, and had less difficulty with declarative and procedural aspects of writing assignments. These findings were replicated in a repeated-measures study using a sub-group of first-year and fourth-year students. However, when students contextualised their responses by nominating a subject and referring to their completion of its written assignment, first-year students reported less difficulty with the declarative aspects while fourth-year students were more positive in the procedural aspects. Year-level effects were found for what they reported as helpful in acquiring declarative and procedural knowledge of writing. First-year students reported a wider range of sources as helpful than fourth-year students did, with two exceptions. More of the latter had found information gained in consultations helpful in understanding an assignment question. Additionally more had found friends helpful. Second-year students generally were more positive than first-year and fourth-year students about the usefulness of information in helping them understand an assignment question and in writing it in an academic genre. Knowing how to write predicted success more strongly and consistently than any other factor.
Qualitative data informed findings from the quantitative analyses by providing experiential accounts about students' perceptions of themselves as assignment writers, their experiences when writing assignments, and how these experiences developed literacy practices that contributed to success. Additionally, qualitative data were collected from lecturers who convened first-year subjects and those who convened fourth-year subjects. The qualitative data indicated students' strong reference to experiences of writing and of seeking help. Both had shaped their self-perceptions as writers and these had changed over time. First-year students believed that knowing what lecturers wanted in writing assignments was an important factor in success. They described their efforts to access this information and to give lecturers what they thought was wanted. Fourth-year students recognised the same factor, but were more self-reliant in approaching an assignment task. The change to greater internal control appeared to be an outcome of encountering inconsistent and confusing information from external sources over their four years of writing assignments. For their part, lecturers of first-year students said that successful students knew what to write and how to write it. However, lecturers of fourth-year students believed knowing what to write should be subsumed by knowing how to write, and concentrated on the procedural aspect. They believed a coherent assignment resulted when students conceptualised subject matter in ways that enabled them to write academically. Findings in this study extend recent reconceptualisations of literacy as 'literacies' and socio-cultural, socio-cognitive theories about literacy as social practice. They demonstrate limitations of an apprenticeship model for acculturation and suggest a more agentic role for novice members in accounting for learning outcomes as students develop as assignment writers. The experiential accounts reported by members of the academic writing community described their shared and idiosyncratic perceptions of literacy practices and relations of these practices with success in assignment writing. Their descriptions enhance our understanding of the complexity and consequences of these experiences. They also account for why calls for the community to be more visible and explicit in sharing communal expectations of what is privileged and valued in academic assignment writing generally may not be a solution. Based on findings here, this is not a solution. Expectations need to be co-constructed within the community, among students, and lecturers within the context of the writing task. An outcome of understandings reported here is the development of a model from which factors, conditions and critical events that situate learning within a rhetorical conundrum may be described and predicted. This model offers a framework for members of a writing community to explicate individual experiences and expectations in ways that help everyone make sense of those critical events that contribute to a rhetorical conundrum and shape encultured knowledge.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
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Cheng, Leung Wai-lin Winnie. "An evaluation of a laboratory report writing unit for medical laboratory science students." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626500.
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Warren, Jessica L. "Report on a MTSC Internship at Seapine Software." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1345734453.
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Shealy, Angela Lynn. "My Technical Writing Internship at Bluespring Software." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1272033311.
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Mu, Congjun. "An investigation of the writing strategies three Chinese post-graduate students report using while writing academic papers in English." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16426/1/Congjun_Mu_Thesis.pdf.
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Due to a lack of effective writing strategies and inhibition of English language proficiency, university students in China are found to produce little and shallow content in their English academic writing. Similar problems are also embodied in the academic writing of Chinese overseas students who struggle to survive in the target academic community. The purpose of this study was to investigate the writing processes of second language (L2) writers, specifically examining the writing strategies of three Chinese post-graduate students in an Australian higher education institution. The study was prompted by the paucity of research in the writing strategies used by Chinese students in English academic writing in an authentic context. Although it was too small in scale to generalise in the field of L2 writing, the study will stimulate research in L2 writing theory and practice. Based on a review of theories related to L2 writing and research in Chinese and English writing strategies, the writing strategies used by three Chinese post-graduate students while writing academic papers in English were investigated. Their understandings of English and Chinese writing processes, the issue of transfer of Chinese writing into English writing and cultural influence of native language on L2 writing were explored as well.
Qualitative hermeneutic multi-case study methods were employed to provide a richer description of the writing strategies used by the three students to develop a deeper understanding of the L2 writing process. Data were provided by three Chinese post-graduate student writers in Public Health who were observed undertaking different tasks. Ally, a Masters student, was observed completing one of the assignments for a course. Susan and Roger, both doctoral students, were observed working on a second stage proposal and a journal paper respectively. Data collected from semi-structured interviews, questionnaires, retrospective post-writing discussions and papers were categorised and analysed using topical structure analysis and cohesion analysis.
The findings suggest that writing in a second language is a complicated idiosyncratic developmental process influenced by cognitive development, social/educational experience, the writer's first language (L1) and second language (L2) proficiency and cultural factors as well. These proficient writers were found to utilise a broad range of writing strategies while writing academic papers in English. This study in some degree supports Silva's (1993) finding that the L2 writing process is strategically, rhetorically, and linguistically different from the L1 writing process. Most of the metacognitve, cognitive, communicative and social/affective strategies except rhetorical strategies (operationally defined in this study as organisation of text or paragraphs) were found to transfer across languages positively. These student writers were noticed to have difficulties in acculturating into the target academic discourse community because of their background of reader-responsibility which is regarded as a crucial feature in Eastern rhetoric and is distinguished from writer-responsibility in English rhetoric (Hinds, 1987, 1990).
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Mu, Congjun. "An investigation of the writing strategies three Chinese post-graduate students report using while writing academic papers in English." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16426/.
Full textAbstract:
Due to a lack of effective writing strategies and inhibition of English language proficiency, university students in China are found to produce little and shallow content in their English academic writing. Similar problems are also embodied in the academic writing of Chinese overseas students who struggle to survive in the target academic community. The purpose of this study was to investigate the writing processes of second language (L2) writers, specifically examining the writing strategies of three Chinese post-graduate students in an Australian higher education institution. The study was prompted by the paucity of research in the writing strategies used by Chinese students in English academic writing in an authentic context. Although it was too small in scale to generalise in the field of L2 writing, the study will stimulate research in L2 writing theory and practice. Based on a review of theories related to L2 writing and research in Chinese and English writing strategies, the writing strategies used by three Chinese post-graduate students while writing academic papers in English were investigated. Their understandings of English and Chinese writing processes, the issue of transfer of Chinese writing into English writing and cultural influence of native language on L2 writing were explored as well.
Qualitative hermeneutic multi-case study methods were employed to provide a richer description of the writing strategies used by the three students to develop a deeper understanding of the L2 writing process. Data were provided by three Chinese post-graduate student writers in Public Health who were observed undertaking different tasks. Ally, a Masters student, was observed completing one of the assignments for a course. Susan and Roger, both doctoral students, were observed working on a second stage proposal and a journal paper respectively. Data collected from semi-structured interviews, questionnaires, retrospective post-writing discussions and papers were categorised and analysed using topical structure analysis and cohesion analysis.
The findings suggest that writing in a second language is a complicated idiosyncratic developmental process influenced by cognitive development, social/educational experience, the writer's first language (L1) and second language (L2) proficiency and cultural factors as well. These proficient writers were found to utilise a broad range of writing strategies while writing academic papers in English. This study in some degree supports Silva's (1993) finding that the L2 writing process is strategically, rhetorically, and linguistically different from the L1 writing process. Most of the metacognitve, cognitive, communicative and social/affective strategies except rhetorical strategies (operationally defined in this study as organisation of text or paragraphs) were found to transfer across languages positively. These student writers were noticed to have difficulties in acculturating into the target academic discourse community because of their background of reader-responsibility which is regarded as a crucial feature in Eastern rhetoric and is distinguished from writer-responsibility in English rhetoric (Hinds, 1987, 1990).
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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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Reeves, Barry. "Report to the dancefloor : journeys by experience and writing into raving and anthropology." Thesis, University of St Andrews, 1998. http://hdl.handle.net/10023/9949.
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This work is an ethnography about raving. As such, it is based on the author's actual, inter-subjective and historical experience of that contemporary international social phenomenon in Britain and in Goa (India) during the late 1980s and 1990s. It is written from the position of an involved, participating subject over time. This ethnographic approach and the emphasis placed upon subjective experience, history and knowledge 'from within' throughout the work is aimed, critically speaking, at tendencies within contemporary forms of anthropology which favour academic introspection, inter-textuality, textual notions concerning social life and overinterpretation. This commitment to ethnography is also used in the final section of the work, within a critical-historical appreciation of the discipline, to argue for a re-statement of Malinowski's radical 'science' of ethnography in the face of a routinisation of 'science' as a legitimating discourse within the discipline during the twentieth century. Furthermore, the ethnographic approach is also set out, in a way which attempts to make the work relevant not only to practitioners of anthropology, as a way of producing public knowledge and accounts of social life which are very different, ethically and politically, from those produced within other public practices and contexts, such as by the media and government agencies. Representations and accounts produced by such public agencies are situated and questioned in the work through attaching them, as loaded products, to Michel Foucault's political notion of modern 'governmentality ' Within such a politicised account of representation, the author has used long-established, humanist notions surrounding the practice of ethnography, regarding participation and empathy, in order to produce accounts of raving as a human social practice. These humanised and politicised accounts of the phenomenon are offered as a contrast to the predominating public accounts of the practice, produced through distanced and disinterested discourses, which mainly focus upon its ability to animate certain powerful social categories and forms of exclusion, such as 'the criminal' and 'the addict', and socio-political discourses, such as that on 'drugs' and 'the war against drugs'. This contrast, and the opposition and demand for human tolerance it expresses, forms part of a wider project within the work which resists dehumanisation; that is, the treatment of human beings and their practices in terms of self-serving discourses (monologues) as opposed to the humanising and politicising effects of experience, interaction and empathy/understanding (dialogue). Within this general framework surrounding the politics and ethics of representation, other areas which are explored are the position/role of the anthropologist and the use of subjectivity within the research process, the use of creative writing as a source of humanised ethnographic knowledge about diverse social worlds, and an exploration into the possible uses and limits of academic theorisation.
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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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Higgin, Dorothy. "Writing across the curriculum : an examination of the legacy of the Bullock Report." Thesis, University of East Anglia, 2013. https://ueaeprints.uea.ac.uk/48701/.
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This thesis presents an exploration of the path of writing as a cross-curricular feature of learning in the decades following the Bullock Report A Language for Life (1975). It presents the initial impact that the Bullock Report made on the educational community and the subsequent policies that came after it. It shows that though hopes were high for the establishment of a Language for Life, as described in Bullock, there is little in today’s literacy practice that can be tracked back to Bullock. This research has been conducted as part of a project that combines Action Research and Case Study to develop a better understanding of the issues raised above in order to take literacy policy and practice within the school forward. The research took place in two city high schools. The students involved in the interviews were aged 11-15 and were of varied academic ability. The teachers interviewed teach a variety of subjects across the curriculum. Some have additional roles within the school. The key themes that emerged from the research were: The National Literacy Strategy has had little effect on the development of students’ writing experiences across the curriculum; Teachers are significantly affected by exam requirements when planning writing experiences for their students; There is evidence that teachers lack autonomy to make independent decisions in the delivery of their curriculum. The thesis presents the findings in light of the quest to find what should be done to promote writing across the curriculum. The findings are analysed and new directions sought to take the teaching and learning of writing forward.
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Ha, Siu-yuet Joanne. "Comparing supervisors' and students' feedback on a diagnostic report." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626081.
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Stolp, Shelly J. "A Validation Study of a Writing Skills Test for Police Recruit Applicants." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3308/.
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This study evaluated the effectiveness of a direct test of higher-order and lower-order writing abilities needed for police report writing. This test was specifically designed to address report writing deficiencies experienced by police in the training academy. Descriptive statistics were examined, and relationships between this test and writing ability dimensions included on a separate, indirect, multiple choice test were investigated. Direct and indirect scores were correlated with training academy performance. Because both tests assessed higher-order and lower-order writing abilities, comparisons were made to determine which type of test was most appropriate for assessing the different types of writing skills. Results indicated that the direct test was a valid predictor of academy performance. Direct methods of measurement were found to be better than indirect methods for assessing higher-order writing skills. For lower-order writing skills, the indirect method appeared to be a better measure than the direct method.
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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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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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Harran, Marcelle. "A critical ethnographic study of report writing as a literacy practice by automotive engineers." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003357.
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This study describes the social practices involved in the situated activity of report writing in an engineering automotive discourse community in South Africa. In particular, the study focuses on the subjectivity of predominantly English Second Language (ESL) engineers writing reports by determining what literacy means to them and what meanings they give to dominant literacy practices in report writing, especially feedback in text production. In the South African engineering workplace, because of the diversity and complexity of language and identity issues, the appropriation of the required literacy skills tends to be multifaceted. This context is made more complex as English is the business language upon which engineering is based with engineering competence often related to English proficiency. Therefore, the study is located within the understanding that literacy is always situated within specific discoursal practices whose ideologies, beliefs, power relations, values and identities are manifested rhetorically. The basis for this critical theory of literacy is the assertion that literacy is a social practice which involves not only observable units of behaviour but values, attitudes, feelings and social relationships. As the institution’s socio-cultural context in the form of embedded historical and institutional forces impact on writer identity and writing practices or ways of doing report writing, notions of writing as a transparent and autonomous system are also challenged. As critical ethnography is concerned with multiple perspectives, it was selected as the preferred methodology and critical realism to derive definitions of truth and validity. Critical ethnography explores cultural orientations of local practice contexts and incorporates multiple understandings providing a holistic understanding of the complexity of writing practices. As human experience can only be known under particular descriptions, usually in terms of available discourses such as language, writing and rhetoric, the dominant practices emerging in response to the report acceptance event are explored, especially that of supervisor feedback practices as they causally impact on report-writing practices during the practice of report acceptance. Although critical realism does not necessarily demonstrate successful causal explanations, it does look for substantial relations within wider contexts to illuminate part-whole relationships. Therefore, an attempt is made to find representativeness or fit with situated engineering literacy practices and wider and changing literacy contexts, especially the impact of Higher Education and world Englishes as well as the expanding influence of technological and digital systems on report-writing practices.
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Schroeder, Jacob Daniel. "Implementing the Science Writing Heuristic laboratory report format in the undergraduate organic chemistry laboratory." [Ames, Iowa : Iowa State University], 2008.
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Whitson, Donna Marie. "Report on a MTSC Internship at the Warren County Engineer's Office." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1387252453.
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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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Reed, Pat. "Writer's block: A crisis in business writing." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/428.
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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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Siegel, Bryna L. "Resistence, resistance, and change : toward a critical praxis for student researched writing /." View online ; access limited to URI, 2009. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3380538.
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Lea, Billie. "Readability in business and technical writing." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/420.
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Marques, Tiago Emanuel Domingues Costa. "Curricular training report at W4Research: contract research organization." Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/17082.
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Mestrado em Biomedicina FarmacêuticaO presente relatório destina-se a descrever as atividades desenvolvidas no âmbito do estágio curricular que teve lugar na W4Research, uma Contract Research Organization (CRO). O estágio teve a duração de 8 meses durante os quais o estagiário desempenhou funções de CRA sendo o principal foco a monitorização de estudos observacionais. Para além da principal atividade, foram ainda desenvolvidas funções em áreas adjacentes à investigação clínica, tais como, o Medical Writing e a gestão da qualidade. Este trabalho pretende mostrar a visão obtida e os pontos de vista do estagiário enquanto monitor de estudos observacionais.
This report intends to describe the activities carried out under the traineeship which took place in W4Research, a Contract Research Organization (CRO). The internship had the duration of 8 months during which the trainee worked as a CRA, being the main focus the monitoring of observational studies. Besides the main activity, the trainee also had the opportunity to perform adjacent functions to the clinical research, such as Medical Writing and quality management areas. This document intends to show the obtained vision and the points of view of the trainee while monitoring observational studies.
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Papu, Kholisa Zizipho. "Investigating the effects of using a science writing heuristic approach in first year mechanical engineering laboratory report writing at the Nelson Mandela Metropolitan University." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/3011.
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The extent to which writing can be used to promote learning from laboratory activities has received limited attention in engineering contexts in South Africa. In this study the Science Writing Heuristic (SWH) approach and aspects of academic literacies approach were used to develop laboratory report writing among first year mechanical engineering students. The intervention utilised a modified report writing template for engineering practical sessions which focused on argumentation, conceptual understanding, critical thinking and language literacies. Quantitative and qualitative data were generated via pre-post-analysis of the modified practical report template, Cornell Critical Thinking Test, questionnaires, as well as focus group interviews with students; and individual interviews with staff, on their perceptions of the SWH. The sample (n=56 matched pairs) was divided into three groups through convenience sampling. Group 1 (n=15) utilised an online intervention, Group 2 (n=20) utilised a paper-based intervention and Group 3 (n=21) utilised a standard paper-based laboratory report template. Statistically significant differences with large effect sizes were obtained between group scores from pre- to post-tests in terms of argumentation and language. No differences between the pre-post-test changes in terms of group conceptual scores (n= 91) were found and there was a drop in scores from pre- to post-test in terms of critical thinking (n= 56). Overall, the data indicates that the SWH approach improved students‟ argumentation and language literacies with large effect sizes. Focus group interviews revealed that students believed that the SWH approach made them “think deeper” and that they preferred the intervention (SWH) over the traditional approach. The apparent unawareness of the academics concerned in terms of argument-based inquiry provides a possible answer for their use of assessment strategies focused only on concepts. Focus group interviews revealed that students believed that the SWH approach made them “think deeper” and that they preferred the intervention (SWH) over the traditional approach. The apparent unawareness of the academics concerned in terms of argument-based inquiry provides a possible answer for their use of assessment strategies focused only on concepts.
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Holman, Elizabeth Vanderventer Rutter Russell. "Intuition and college student writers a phenomenological study /." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9115228.
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Thesis (D.A.)--Illinois State University, 1990.Title from title page screen, viewed November 29, 2005. Dissertation Committee: Russell Rutter (chair), Douglas D. Hesse, Janice G. Neuleib, Ronald J. Fortune, Robert L. Baker. Includes bibliographical references (leaves 196-203) and abstract. Also available in print.
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Ha, Siu-yuet Joanne, and 夏小月. "Comparing supervisors' and students' feedback on a diagnostic report." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626081.
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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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Börjesson, Lisa. "Resources for scholarly documentation in professional service organizations : A study of Swedish development-led archaeology report writing." Doctoral thesis, Uppsala universitet, Institutionen för ABM, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-306157.
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This information studies dissertation deals with the problem that results from research outside academia risk to receive little or no attention if communicated through reports, instead of in mainstream academic genres like research journal articles. The case in focus is Swedish development-led (DL) archaeology, i.e. state regulated archaeology preceding land development. Swedish DL archaeology is organized as a semi-regulated market. The organizations competing on the market are professional service organizations selling research services to land developers. Regional government departments, county administrative boards, function as intermediaries setting up procurement-like processes. In previous research on archaeological documentation, the problem with non-use of reports has been described as depending on cultural issues of access, possible to solve if individuals make efforts to communicate and use extra-academic results. This dissertation offers an alternative definition of the problem, highlighting a different set of solutions. The aim is to further the understanding of how the distribution of research duties to professional service organizations affects the scholarly documentation in Swedish archaeology. The aim is met through identification, operationalization and analysis of resources available to report writing DL archaeology practitioners, and an analysis of how practitioners draw on these resources. The results further the understanding of how reports are shaped within the DL archaeology institution. In view of these results, efforts to solve issues of access should target the organization of research in the archaeology discipline, and specifically how scholarly documentation is governed on the archaeology market. The dissertation draws on science and technology studies, practice theory, and document theory for the design of the study of documentation resources and contexts in extra-academic research. A mixed methods approach is applied to capture regulative, institutional, and infrastructural resources, and practitioners’ use thereof. Dissertation papers I-III contain analyses of concrete instantiations of the resources: information policy, documentation ideals, and information source use. The fourth paper presents an analysis of how practitioners draw on these resources in their everyday report writing. The dissertation concerns archaeology specifically, but serves as grounds to inquire into the premises for scholarly documentation in other areas of extra-academic research and knowledge-making as well.Archaeological Information in the Digital Society (ARKDIS)
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Malakul, Karmolnad. "Exploring the use of a genre-based approach to teach scientific report writing to Thai EFL undergraduates." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/357.
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Although science undergraduates in Thailand need to acquire English report writing skills, many in their final year are unable to describe even their own experiments in a clear, acceptable style. This study, therefore, set out to discover how the theory and practice associated with the Australian School of Genre could be used to create a report writing course, which would be viable with the Thai context. After careful examination of both the theoretical and actual conditions relating to the teaching of written English to undergraduates, a compromise position was adopted, wherein two genre-based courses were designed, taught and compared. In both the Australian School's approach was modified to suit the context with the more innovative experimental group, Mode X, following a course which was closer to the theoretical positions than the more traditional control group, Mode Y.
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Damschroder, Carrie Marie. "A Technical Communication Internship with a Technical Communication Consulting Company: Write on the Edge, Inc." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1059763908.
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Vicente, Margarida Isabel de Sousa. "Report of a curricular internship at a full service CRO." Master's thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/14883.
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Mestrado em Biomedicina FarmacêuticaThe present report outlines the activities developed and the acquired experience during the curricular internship at DATAMEDICA, Serviços e Consultoria em Bioestatística, Lda., under the scope of the Pharmaceutical Biomedicine Master Course. The internship, which took place between September 2014 and April 2015, allowed the performance of several activities related to Clinical Research, namely preparation of clinical studies submissions to Competent Authorities; monitoring activities; medical writing and data management. The work developed during this internship was essential both to acquire an important basis regarding new professional, personal and social skills and to develop old ones face to Clinical Research and its most relevant stakeholders, such as communication, concentration, sense of responsibility, organisation and correct response in stressful situations. The internship also allowed me to contact with the daily life activities of a Full Service Clinical Research Organisation (CRO) and put into practice the knowledge acquired at the University.
O presente relatório descreve as atividades desenvolvidas e a experiência adquirida durante o estágio curricular realizado na DATAMEDICA, Serviços e Consultoria em Bioestatística, Lda., no âmbito do Mestrado em Biomedicina Farmacêutica. O estágio, que decorreu de Setembro de 2014 a Abril de 2015, permitiu a realização de diversas atividades relacionadas com Investigação Clínica, das quais se destacam: preparação de submissões de estudos clínicos às Autoridades Competentes; monitorização; medical writing e data management. Todo o trabalho desenvolvido durante este estágio foi fundamental para a aquisição de novas competências e desenvolvimento de antigas, tais como comunicação, concentração, sentido de responsabilidade, organização e resposta em situações de stress, que contribuíram para uma melhor preparação a nível profissional, pessoal e social face à Investigação Clínica e seus principais stakeholders. Adicionalmente, o estágio permitiu contactar com as atividades do quotidiano de uma Clinical Research Organisation (CRO) Full Service e colocar em prática os conhecimentos adquiridos durante a formação na Universidade.
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Kong, Ching-man Paula. "The effectiveness of genre approach to teaching book report writing to senior secondary students Wen lei gong neng jiao xue fa zai du shu bao gao xie zuo jiao xue de cheng xiao /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B38203376.
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MacKinnon, Jamie (James C. ). Carleton University Dissertation English. "Becoming a rhetor; the development of on-the-job writing ability in ten recently graduated knowledge workers." Ottawa, 1992.
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Paxton, Richard J. "The effects of a visable author on high school students : solving historical problems /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7806.
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Tong, Wun-sing. "The application of systemic functional grammar in Chinese practical compositions : the teaching of news reporting = Xi tong gong neng yu yan xue zai shi yong wen jiao xue shang de ying yong yan jiu - yi xin wen gao xie zuo jiao xue wei li /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25755559.
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