Dissertations / Theses: 'Teaching writing'

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Bird, Jennifer Lynne. "Writing A Teaching Life." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1112972755.

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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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Tooley, Sally Helene. "The Art in Teaching Writing." TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/83.

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Al-Humidi, Hamed. "Arabic writing for occupational purposes (AWOP) : strategies of teaching writing." Thesis, University of Leeds, 2003. http://etheses.whiterose.ac.uk/605/.

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This thesis is concerned with the Teaching of Arabic Writing for Occupational Purposes (TAWOP). Its main purpose is to develop an effective and practical approach to TAWOP in the context of Kuwait. Three research instruments were employed: questionnaire, observation and interviews. A structured questionnaire was given to the participants, all of whom were employed in various occupational fields in Kuwait, in order to measure a number of factors believed to affect the approach to the teaching of writing. Task observation was used to discover how the different writing strategies under study worked in practice. Semistructured interviews were conducted with the participants who performed the observed tasks, and also with teachers of Arabic, in order to determine the most effective strategies that could be used in TAWOP. This research provides sufficient evidence to suggest that combining two well understood approaches to the teaching of writing, known as the product and process approaches, will best fulfil the needs of learners of Arabic for occupational purposes, who are required to perform a variety of writing tasks in the workplace addressed to different readers, and using many different language aspects. This thesis consists of nine chapters. Chapter One presents the main aims of the study, and explains why it is significant. Chapter Two provides a description of the area of the study. Chapter Three discusses the concept of Language for Specific Purposes (LSP), considers its historical background, its definition and its various types, and explains the importance of taking the learner's needs into consideration. In Chapter Four we review the literature related to the teaching of writing. Chapter Five presents the proposed model of the study. Chapter Six discusses the methodology related to the research instruments used in the fieldwork. A full description is given of the aims, population, design and implementation of the research. The results of the questionnaire are analysed in detail in Chapter Seven, and in Chapter Eight the results of the observation sessions and the interviews are analyesd and interpreted. Finally, Chapter Nine summarises the main findings of the study, considers their implications, and makes recommendations for future research

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Wahlström, Anna. "Teaching Writing in Upper Secondary School." Thesis, Jönköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-692.

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The aim of this essay is to investigate how writing is taught in upper secondary school as well as what kind of writing is taught, the teachers’ attitudes towards writing and how written production is assessed. I am interested to see if teachers use different methods both when it comes to teaching and grading writing.

My research is based on recorded interviews with four upper secondary school teachers from two different schools. The teachers were interviewed on their planning, executing and grading of writing within English A and B. I have also carried out extensive reading of earlier research in order to get a complete background.

The result shows that all four teachers believe that writing is an important part of language learning and they all enjoy teaching it. The main focus is put on the formal aspects of writing, in order to prepare students for the national tests. Only one of the four teachers feel that creative writing is the best way to learn a second language. All teachers go through the formal rules of writing with the entire class before giving them an assignment. The biggest difference between the different teachers is the marking and final grading of the written production, where one teacher does not grade assignments at all and another has developed her own scale.

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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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Ewing, James. "Metacognition and the teaching of writing." Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413808.

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Chuang, Hsiao-yu. "Topical structure and writing quality: A study of students' expository writing." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/686.

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McGregor, Karen Anne. "Reflections of teacher-writers on writing and teaching writing in high school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22719.pdf.

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Keith, Karin. "Writing grounded in evidence from text: Teaching argument writing, Grades 6-12." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1008.

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Poindexter, Wanda 1946. "Creative imitation: An option for teaching writing." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/291444.

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Creative Imitation is an alternative strategy to help students improve their expository writing in college composition. It combines writing by imitation with process modeling to increase student fluency with both the products and processes of writing. For centuries, a technique of "imitatio" was used to teach oral and written language traditions. Isocrates, Quintilian, and Cicero shaped the tradition of imitating writing models. Their principles were revived in the 60s by two neo-classical educators, Corbett and D'Angelo. Objections to the principles of imitation to teach writing are analyzed: models intimidate students, imitation focuses on the products instead of the processes of writing, and imitation reduces individual creativity. Some teachers have reported success with student-centered writing-by-imitation exercises in college composition classrooms. They assert that imitation exercises increase student awareness of correct usage, grammar conventions, rhetorical strategies, and paradoxically enable students to develop an "authentic" voice in their own writing.

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Lundstrom, Kristi. "Teaching Writing Through Peer Revising and Reviewing." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1439.pdf.

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Jung, Julie Marie. "Revisionary rhetoric and the teaching of writing." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288988.

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This dissertation theorizes and applies what I term revisionary rhetoric, a rhetoric that emerges at the intersection of feminism and revision. I define revisionary rhetoric as a rhetoric of relationship, thereby drawing attention to the fact that all human relationships, including those that exist between readers and writers, enjoy moments of intimacy, closeness, and connection, but they also involve inevitable separation, loss, disappointment, and pain. However, theories and practices of revision within the discipline have focused on a writer's attempts to revise in order to connect with her audience through achieved consensus. The assumption is that to be persuasive writers should revise in order to remove those textual moments that might offend or confuse potential readers. In privileging clarity and connection in our work on revision, I believe we've failed to theorize how readers/writers contend with the inevitable disconnections that permeate their experiences with texts. We can, of course, simply ignore that these moments exist; we can teach our students to delete them from their drafts all in the name of "effective" revision. But to do so sends a troubling message to our students: that when they can't relate to or connect with something they read, they can simply skip it, ignore it, forget about it, and move on. Revisionary rhetoric responds to the reality of disconnection by describing strategies writers can use to make themselves heard as they demonstrate their commitment to listening to others. Such a paradox demands a revisioning of silence as it deconstructs a voice/silence binary, for listening demands participatory silence. After revising silence through three disciplinary contexts, I identify key textual features of revisionary rhetoric--metadiscursivity and intertextuality--and, through an examination of sample texts, I describe how these features reveal the constructed nature of all texts and thereby create gaps, or silences, out of which readers can respond. I specifically analyze the ways in which multigenre texts enact revisionary rhetoric, and I argue for more of them, both in the field and in the classroom, for they demand the kind of rereading that is necessary to practice a relational rhetoric.

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Yeo, Marie A., and n/a. "Teaching writing in Cambodia : the educational and interpersonal benefits of dialogue journal writing." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061112.110437.

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This study examines the educational and interpersonal benefits of dialogue journal writing within the Cambodian context. The research plan involved, first, a thorough survey of the literature on journal writing, which then provided the theoretical framework for the construction of hypotheses. These hypotheses asserted that dialogue journal writing brings about educational as well as interpersonal benefits. In educational terms, this task enables learners to attain proficiency in speaking, reading and writing, gain functional competence, and develop critical thinking skills. In interpersonal terms, dialogue journal writing helps in the development of the relationship between the teacher and the learner and offers a source of cultural information. The next stage involved assigning and collecting the journals and then analysing them to check for the presence of particular features which were asserted to bring about the benefits as stated in the hypotheses. The writer conducted her research with a class of Cambodian students at Phnom Penh University. Within the journals of the eighteen learners, most of these features were discovered, thus supporting the hypotheses that journal writing offers particular educational and interpersonal benefits. Where the features were absent or variant, explanations for this based on the culture of the learners, the conditions of the country during the period of the study, and the culture of the teacher were offered. Finally, the writing in the dialogue journals of the subjects provided strong evidence that dialogue journal writing offers learners a scope for genuine studentteacher communication and for personal communication and mutual understanding between each individual student and teacher.

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Holder, Cory Vaillancourt. "Teaching collaborative writing for real-world application to the field of technical writing." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1567.

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The needs of business and industry dictate that students be taught skills transferable to the workplace. Teaching collaborative writing for real-world application to the field of technical writing is one way to help prepare students for future employment in scientific and technical industries where the communication of technical information is part of conducting daily business.

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Slay, Laura Elizabeth. "Conditions for Teaching Writing: Exploring Two Cases of Seventh Grade Expository Writing Instruction." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248420/.

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This qualitative two-case study draws from the intersection of three theoretical perspectives: sociocultural theory, transactional theory, and complex systems theory. Guided by two research questions, this qualitative study explored the conditions two seventh grade English language arts teachers set for teaching expository writing and their implications. Deductive coding based on seven a priori patterns of powerful writing instruction (empathy, inquiry, dialogue, authenticity, apprenticeship, re-visioning, and deep content learning) revealed six conditions for teaching expository writing. Inductive pattern analysis of these conditions revealed three emergent themes: reinforcing structures, mediating transactions, and balancing tensions. These findings suggest that teaching expository writing is a complex system filled with dialectical relationships. As interdependent pairs, these relationships encompass the entire system of expository writing instruction, including the structural and transactional aspects of teaching and learning to write. The overlapping conditions and themes demonstrate that expository writing appears ambiguous at times; however, routine, yet responsive instruction, framed by apprenticeship and a balance of reading and writing activities designed to inspire self-discovery are fundamental to the process of teaching expository writing. The final chapter includes instructional implications and a discussion about the significance of setting conditions for generative literacy learning. Recommendations for future research include writing research based on complexity theory, connections between expository writing and empathy, and critical thinking relative to critical action.

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Fodrey, Crystal N. "Teaching Undergraduate Creative Nonfiction Writing: A Rhetorical Enterprise." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/319904.

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This project presents the results of a case study of creative nonfiction (CNF) pedagogical practices in undergraduate composition studies and creative writing courses at The University of Arizona, exploring how those who teach CNF at this top-ranked school for the study of the genre are shaping knowledge about it. This project analyzes within a rhetorical framework the various subject positions CNF teachers assume in relation to their writing and teaching as well as the teaching methodologies they utilize. I do this to articulate a theory of CNF pedagogy for the twenty-first century, one that represents the merging of individualist and public intellectual ideologies that I have observed in teacher interviews, course documents, and pedagogical publications about the genre. For students new to the genre, so much depends on how CNF is first introduced through class discussion, representative assigned prose models, and invention activities when it comes to creating knowledge about exactly what contemporary CNF is/can be and how writers might best generate prose that fits the genre's wide-ranging conventions in form, content, and rhetorical situation. Understanding how and why instructors promote certain ideologies in relation to CNF becomes increasingly important as this mode of personally situated, fact-based, narrative-privileging, literarily stylized discourse continues to gain popularity within and beyond the academy.

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Leung, Annie Sui-Ping. "Teacher-student conferencing : implications for teaching L2 writing." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8279.

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It is common practice in Hong Kong for teachers of English as a second language to provide their students with written commentary as the sole source of feedback on their writing. However, there are teachers who question the efficacy of their own writing feedback and express concerns about providing commentary in ways that help their students to effectively revise their texts and to acquire skills that can be applied in future writing tasks. This study set out to test whether teacher-student conferencing could lead to greater improvement in both content and grammatical accuracy in writing tasks. After a pilot study, the main study was carried out on 34 students, who were in their sixth year in secondary school. They were randomly allocated to either the control or experimental group, with the 17 students in the control group receiving written commentary, and the 17 students in the experimental group receiving teacher-student conferencing as their writing feedback. Findings of the main study revealed a statistically significant difference in students’ performance between the experimental and control groups (p < 0.05). The effect size was very large (eta squared > 0.14) in both the paired-samples t-test and the mixed between-within ANOVA. These suggest that teacher-student feedback sessions facilitate improvement more than written feedback. Semi-structured interviews were used with six of the participants to determine student perceptions of the different feedback modes. Analysis of findings revealed that all six interviewees expressed a preference for teacher-student conferencing. These findings were validated through conferences and post conference interviews with another small group of students. The study makes a case for more interactive modes of feedback which focus on the process as well as the product of writing, and for more open teacher-student exchange about the nature of feedback offered in second language classrooms in Hong Kong.

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Kelly, Christa D. "Teaching practices that affect student attitudes toward writing." < Digital Thesis and Dissertation Collection > Username and password required for access, SU only, 2004. http://www.su.edu/library/digitalthesis/kellychrista.pdf.

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Dwyer, Edward J. "Using a Journalism Model for Teaching Essay Writing." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etsu-works/3381.

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Mothershaw, Douglas. "The impact of kinaesthetic teaching on story writing." Thesis, Anglia Ruskin University, 2015. http://arro.anglia.ac.uk/701685/.

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This thesis examines the use of kinaesthetic methods on the story writing of primary age children. There have been many claims by learning theorists and the protagonists of learning theories, but these have not been tested. I test the claims of one learning theory, VAK, which are quickly rejected. One aspect of the theory however is investigated in depth, the kinaesthetic element. Kinaesthetic teaching offered the hope of increased attainment as well as more purposeful learning. Mantle of the Expert was used in the context of Literacy. It was combined with Pupil Voice, metacognition and a range of other initiatives. These initiatives together created an environment in which the children, having been taught kinaesthetically, took on the role of experts. The children’s perspectives were gained using interviews, questionnaires and field notes of their comments. The role of metacognition in learning was briefly investigated. The attainment of two classes (N=57) was then compared to the national average improvement in attainment of two parts of a level using the case study approach. Results were quantitatively analysed to establish the validity of the increased attainment using the kinaesthetic method. The main findings were that learning styles are not consistently chosen by children of primary age. The findings also indicated that the children enjoyed learning kinaesthetically and that subsequently it helped them to write. The finding that kinaesthetic teaching improved attainment could not be supported. The findings suggest that if teaching and learning was made more practical, the children would enjoy learning and significantly enhance their attainment. The research and notably the role of the children in the study, led to the synthesis of kinaesthetic memory and emotional contagion in an educational context.

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Slocum, Darci Jo. "Teaching process writing using computers for intermediate students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1373.

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Olsson, Per, and Björn Svensson. "Genre writing in teaching materials in English B." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28269.

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This essay explores genre pedagogy with a main focus on an analysis of teaching material used in upper secondary school in the B-course in English. The aim of the analysis is to determine if the writing exercises in the books, which are not specifically designed for genre pedagogy, can be used genre pedagogically as they are presented in the books. The result shows that they are not well suited for this; two of the books are poorly designed for genrepedagogy and they do not show any thoughts or links to genre pedagogy while the other two show some links to genre pedagogy. This essay also explores the field of genre pedagogy. This exploration shows that genre pedagogy fans out and is not unitary, and especially not in its definition of genre.

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

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Matranga, Jacqueline Frume. "Writing process and change: Studies of teachers implementing a writing workshop approach." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2788.

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This study analyzes teacher change in the implementation of a writing workshop approach to teaching writing as defined by Atwell, Calkins, and Graves. The study followed eleven elementary classroom teachers of one school as they implemented a writing workshop approach over the course of eight months. This qualitative study included data from CBAM Stages of Concern Survey, Writing Workshop Checklist, collaborative conversations, journals, student work and interviews. The qualitative analysis derived a grounded theory from the data. This theory blended the theoretical sensitivity of the researcher, the research data and the practices of the teachers to develop a grounded theory. The study showed that there is a process for change and that implementation is based on a teacher's theoretical understanding of writing development. Three teacher styles were delineated based on the ideology and practices of the eleven teachers. The facilitator believes in sharing control with students and teaches and expects independent writers. The provider teaches students to be independent, but has not fully embraced the belief that all students are capable of learning independence. The producer teaches about writing and does not have an understanding of teaching students to become independent writers. This study provides the staff developer with a tool for helping teachers understand not only the best practices, but also develop a theoretical understanding behind the practices of a writing workshop approach. The teachers who regularly attended the collaborative conversations were supported and made significant progress toward changing their theoretical understanding and practical knowledge of a writing workshop approach. This study provides the staff developer with insight into the change process for teachers.

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Harper, Lena May. ""What More Could I Have Done?" A Graduate Student's Experience Teaching Writing About Writing." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/7226.

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As writing about writing (WAW) research enters its "second wave," characterized not only by an increase in data-driven studies that theorize and assess the effectiveness of WAW curricula (Downs) but also by an increase in its prominence and adaptation, particularly among emerging writing studies scholars and teachers (e.g., Bird et al.), a space has opened for more and varied types of research, especially empirical research, to determine its effectiveness and to produce more solid recommendations for training and curriculum development, especially for those who are new to the field. This case study, which highlights how a novice teacher responds to a new teaching experience, aims to address the dearth of empirical research on WAW curricula and to aid other graduate instructors interested in teaching WAW or program administrators interested in implementing WAW. The study reports results from data collected (e.g., interviews, in-class observations, teachings logs) on the experience of a second-year MA graduate student in composition and rhetoric as he taught a WAW-based curriculum in a first-year composition (FYC) class in the beginning of 2016. His twenty students were also research subjects, but only a small portion of their data is reported here. The instructor's experience, chronicled in narrative form, began optimistically, though with a hint of skepticism, and ended in discouragement and even pessimism. These results were largely unexpected due to the instructor's confidence with and knowledge of WAW history, assumptions, and pedagogy and experience teaching FYC. However, his struggle with the approach reveals and confirms several important points for anyone hoping to teach or implement WAW. Particularly, new WAW instructors need sustained training, support, and mentoring to help them properly temper their expectations for the course, correctly and usefully interpret their experiences teaching WAW, successfully transfer prior teaching knowledge and methods to the WAW classroom, and ultimately find their place in WAW instruction.

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Salitrynski, Michael David. "Teaching People, Not Writing: Civic Education & Critical Pedagogies in the Multimodal Writing Classroom." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1401804986.

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Singh-Corcoran, Nathalie Usha. "Revising the Writing Center: A Reconsideration of Writing Center Work." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1226%5F1%5Fm.pdf&type=application/pdf.

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Marks, Lori J. "Assisting Writing." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/3704.

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Brown, Ruth Paula. "Writing as a tool for learning." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/665.

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Garrett, Raina Brella. "Corporeal Rhetorics: Embodied Composing and the Teaching of Writing." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1335727105.

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Jarrin, Lucia A. "Teaching more than writing : a writing and community building project for Liceo Internacional Quito, Ecuador /." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/6/.

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Zhu, Jing. "PRACTICES IN TEACHING ACADEMIC WRITING A COMPARISON OF WRITING TEACHERS IN CHINA AND THE US." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/959.

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This study compares the teaching practices of English academic writing teachers from China and the US. Research methods as questionnaire and interview were used to collect teacher's teaching practices, ways of constructing feedback, teaching philosophy and improvements in teaching. Participants of the current study were two teachers from two universities of China and three ESL academic writing teachers from a university in the US. The collected data were compared base on two themes: one was produce and process approaches; the other one was teacher's status in classroom and teaching. Based on the findings, American teachers' approaches were primarily process-based, and they also used studentcentered way of teaching, which puts students' needs and feelings on a considerable place. Chinese teachers' approaches were gradually changing to process-based, however, they were the authority in both teaching and providing feedback. The reason for Chinese teachers' ways of teaching can be attributed to the deep-rooted influence of the traditional teaching method, which sees teacher as the superior mentor. Also, it is necessary to introduce the process approach into Chinese universities to teach English academic writing and put it into practice

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Canzonetta, Jordan N. "Common Obstacles in the DL Teaching of Business Writing and Technical Writing: A Practical Guide." Kent State University Honors College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1335836541.

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Nicholls, Kathy. "Kindergarten Writing and the State Diagnostic Test, A Personal Journey in the Teaching of Writing." Defiance College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=def1281632250.

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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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Zhou, Joe Y. Kennedy Larry DeWitt Davidson Raymond. "Teaching revision in the writing curriculum of postsecondary education." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9507290.

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Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed March 22, 2006. Dissertation Committee: Larry D. Kennedy, Raymond A. Davidson (co-chairs), Patricia H. Klass, Barbara L. Nourie. Includes bibliographical references (leaves 85-90) and abstract. Also available in print.

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Coley, Toby Franklin. "Wikis in the Teaching of Writing: Purposes for Implementation." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03272007-092830/.

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Throughout the documented history of the teaching of writing, educators have engaged in various methods through which to guide student learning in the textual medium. In recent years, the digital age has provided a plethora of educational opportunities from long-distance learning and virtual courses, to course management systems, blogs, and wikis. The wiki has emerged as a growing technology with the potential to transform the rhetoric of the writing classroom. The present project seeks to further the research available on wikis in the teaching of writing. This study is both definitional and explorational. The questions it seeks to address include: how are wikis being used in educator?s classrooms; to what purposes are the wikis being used; in what ways are wikis being used? To answer some of these questions, various instructor survey responses were evaluated and incorporated into this thesis. The six main purposes for which wikis are being used in education that are identified in this study are 1) collaboration, 2) facilitation of work, 3) audience extension, 4) knowledge building/reflecting, 5) effective writing, and 6) multimodal literacy. After gathering data on the above purposes, this research discusses the results of the data and considers future research for integrating wiki technology into the teaching of writing.

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Hartshorn, Mary Ann McKenzie. "Listening to adolescent heartsongs phenomenological possibilities in teaching writing /." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/7173.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Lam, Siu. "Evaluation of using ICT in teaching tertiary English writing." View the Table of Contents & Abstract, 2003. http://sunzi.lib.hku.hk/hkuto/record/B39846994.

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Ferganchick-Neufang, Julia Kay. "Women teaching writing: An analysis of female teacher authority." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/187463.

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This dissertation is a study of feminist research methodologies through which I analyze the results of an empirical study I conducted in 1994 in collaboration with Dr. Tilly Warnock and Julie Jung. This study, funded by the Council of Writing Program Administrators, began with a survey, sent to 900 female writing teachers at 100 US universities, asking questions about gender-specific problems and student-to-teacher harassment in the writing classroom. Nearly 60 percent of the respondents reported having experienced gender-specific conflicts with students. These problems range from disruptive behavior in class to sexual harassment and assault. While these conflicts are obviously common among female writing teachers, very little research has focused on these issues because traditional research methods tend to ignore women's unique subject positions. Drawing on the postmodern philosophies of Foucault and Derrida, and feminist theories of research methodologies (including Sandra Harding, Mary Fonow, Judith Cook, Gesa Kirsch, and Joy Ritchie), I argue that feminist research must begin with a personal location of the researcher within the research process, that feminist research is a collaborative effort among researchers and between researchers and participants, that feminist research is both about and for women, that feminist research focuses on the everyday experiences of women in their personal and public lives, and that feminist research resists essentializing the concerns of women, resists silencing multiple and alternative interpretations. I analyze these characteristics in various feminist research projects and attempt to exemplify them in my own study. Thus, my dissertation has a duel purpose. First, I want to argue that feminist research methodologies are valuable because they offer alternatives to traditional conventions of research, which often serve to perpetuate prejudice against women, people of color, and other oppressed groups. Second, I want to add to the voices of other feminist scholars who are creating multiplicities of truths, each situated within a specific context, each growing from situated subjectivities.

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Lam, Siu, and 林兆. "Evaluation of using ICT in teaching tertiary English writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B44139378.

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Cushman, Mary Ellen. "Reading, writing, and metacognition: Theoretical connections and teaching methods." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/458.

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Relationships between reading and writing -- Formation of a thought-world that is a cluster of ideas and associations related to a literacy event -- Establishment of a progression of interrelated ideas from the thought-world -- Creation of intersentence cohesion by filling of gaps.

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

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

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Furgerson, Susan Paige. "Teaching the writers' craft through interactive writing: A case study of two first grade teachers." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1101760120.

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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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Beare, Sophie. "The reading-writing relationship: Three teaching approaches designed using reading and writing activities to develop persuasive discourse in adult ESL writing." Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/7930.

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This thesis examines the supportive relationship between reading and writing. Using persuasive discourse structure, the study explores whether reading and writing taught together in context enhance writing more than if each of these modes is taught separately. The thesis focuses on the interactive approach to reading and writing as explained by Shanahan (1984). To explain the structure of the persuasive mode in writing Kinneavy's (1983) classification of discourse types is used. According to Kinneavy (1983) the writer's purpose establishes the discourse type. He states "The aims of discourse determine everything else in the process of discourse" (p. 48). The study examined the hypothesis that using both reading and writing activities improves writing more than using reading or writing activities separately. Thirty-seven students from Intermediate ESL levels participated in this project. The subjects were divided into three groups: Reading, Writing, and Reading and Writing Group. Univariate statistics were computed on the pre-post difference scores to investigate the effects of the three approaches to writing. In the results, it was found that Reading and Writing group showed gains, although non-significant, in discourse structure whereas the other two did not show the improvement. Since it was difficult to control for L$\sb2$ proficiency as intermediate students may have possessed varied L$\sb2$ proficiency levels, this research explored whether the writing effectiveness was constrained by low L$\sb2$ proficiency. Thus the research question dealing with correlation between L$\sb2$ proficiency and the results on the writing tasks revealed a positive correlation, although non-significant.

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Moore, Robin Stanley. "The role of student writing in learning in zoology." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003636.

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In this study I attempt to develop a rationale for the role of student writing in advancing learning in Zoology. To this end, I use the informed and insightful voices of five academics from the University of Cape Town's Department of Zoology to present a picture of the goals of the discipline, how they view the role that student writing plays in advan~ing these goals, a sense of the tensions they face in dealing with student diversity, and the promise and challenges of innovative approaches. My interest in how staff view student writing stems from a belief that staff make use of student writing in different ways, depending on their assumptions about writing. I explore these assumptions by means of interviews with members of staff, in which I ask about how they understand the pursuit of science, the qualities a scientist needs to develop, the best ways to develop these qualities in students, and the part that student writing plays in this development. What emerges in this study is the understanding that the kinds of writing we ask students to do reflect the forms of educational practice that we sustain. On the one hand, certain forms of writing may support forms of transmission pedagogy that are viewed as being at odds with progressive science education. On the other hand, if we are to develop alternative teaching approaches which are in keeping with contemporary views of science and learning, then we need to develop new genres of student writing that give expression to these goals and methods. The study concludes with suggested avenues into curriculum review that would operationalise the insights developed by this study.

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Scott, Patricia Gioffre. "Delaware Writing Project Technology Initiative (DWPti) guiding teachers to integrate technology with the teaching of writing /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.89 Mb., 205 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220737.

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Turuk, Kuek Mamour Choul. "Developing critical thinking skills through integrative teaching of reading and writing in the L2 writing classroom." Thesis, University of Newcastle Upon Tyne, 2010. http://hdl.handle.net/10443/1063.

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Applying sociocultural principles of mediation, collaboration and scaffolding as the underpinning theory, combined with the integrative teaching of reading and writing method, this study explored how L2 students’ thinking and reasoning abilities as manifested in their argumentative writing skills can be improved. Students’ creative and critical thinking skills and their ability to write logically and intelligently are part of English teaching objectives in the Sudan. However, there are no explicit guidelines on how they could be achieved. In this study therefore, argumentative/persuasive writing is considered to be a manifestation of critical thinking skills, since a writer needs to analyse, evaluate and counter arguments and present a logical text to convince the reader. Thirty, first year university students from the faculty of Medicine, Upper Nile University, Sudan were randomly selected. They were first pre-tested and then randomly assigned into experimental and comparison groups. A twelve-week intervention was conducted in which the experimental group were taught reasoning and critical thinking to enhance their argumentative writing abilities employing integrative teaching of reading and writing method in conjunction with sociocultural principles and Paul and Elder’s (2006, 2007) close reading strategies. After the intervention, the groups were post-tested and a month later after the completion of the study they were post-post-tested. The nature of the tests was argumentative written compositions. In addition, pre and post focus groups interviews were conducted with the experimental group to explore their perceptions and attitudes towards thinking skills before and after the intervention. These interviews were organised to enable the researcher to trace and monitor how students’ ideas and perceptions changed as a result of the intervention. The study found among others that students’ critical thinking, reasoning and argumentative writing skills improved dramatically after the intervention. In addition, there were improvements in their perceptions and attitudes towards thinking skills as well as in their understanding of the cognitive relationship between reading and writing. Moreover, a remarkable improvement in their spoken English was recorded as well as they developed positive attitudes towards learning English. The study concluded that critical thinking skills can be taught at post secondary school level. It recommended that future research should investigate the complexity of argumentative texts written by L2 students and how the complexity of their thinking may lead to the increasing sophistication of the language produced.

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Dissertations / Theses on the topic 'Teaching writing'

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