Dissertations / Theses on the topic 'Writing and Genre Studies'
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Donohue, James Peter Michael. "Genre-based literacy pedagogy : the nature and value of genre knowledge in teaching and learning writing on a university first year media studies course." Thesis, University of Bedfordshire, 2002. http://hdl.handle.net/10547/305484.
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In the teaching and learning of literacy, descriptions of text have a problematic status as a result of the growing understanding of literacy as both a cognitive process and a social practice. In the teaching of academic subjects at university, student text is not usually an object of study. The research in this thesis draws on a language based theory oflearning to place textual description at the centre of the teaching and learning of both literacy and academic subjects at university. Participant observation and practice-based research methods were used to implement a form of text-oriented literacy teaching and to explore its compatibility with processes and practices orientations to literacy. Over an eighteen month period, systemic functional grammar was used to investigate and describe the texts of a film studies classroom and the descriptions were used in genre based literacy pedagogy. The effects of the pedagogy are measured in terms of students' performance in an end of course assignment, students' accounts of their writing processes, and student and subject-tutor perception of the text description and the pedagogy. In the thesis, a linguistic description of a key curriculum genre -a Taxonomic Film Analysis -is presented. An account is given of the pedagogy by means of which this essay genre was represented in the film studies classroom as a realisation of choices from linguistic, conceptual and activity systems. Systemic functional grammar-based text description is seen to have provided a means whereby a literacy tutor could collaborate with a subject tutor to provide a subject-specific form of literacy teaching which was evaluated as relevant by students and tutors. The account and the evaluation help to clarify the role that description of text can play in relation to processes and practices ofliteracy use in the teaching and learning of literacy in a film studies classroom and have implications for the teaching and learning of literacy at university more generally.
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Phill, Alexander Michael. "“BUT THAT’S NOT WRITING:” THE LITERACIES, COMMUNICATION AND COMPOSING PRACTICES OF CITY OF HEROES GAMERS." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1186841752.
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Nyström, Catharina. "Gymnasisters skrivande : En studie av genre, textstruktur och sammanhang." Doctoral thesis, Uppsala universitet, Institutionen för nordiska språk, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:du-11019.
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Students in upper secondary school write in a number of different genres, and do this in school contexts as well as in their spare time. The study presented here is an overview of this activity and the genres concerned. The theoretical framework of the study is that of genre theory whereby genre is understood as a socially situated concept. The study is based on 2 000 texts gathered from students on different study programmes all over Sweden in the school year of 1996-97. The texts were written in different situations. The most important distinction made here is between test texts (i.e. texts from national tests) and self-chosen texts, which may come from schoolwriting or spare-time writing. The texts are categorized according to genre. This text inventory shows a repertoire of 33 different genres in the text material. A small number of genres, such as story, book-review and expository essay dominate the school writing. The test genres differ from this pattern in that they clearly imitate texts with a genuine communicative intent. The most frequent genres are studied further and each of them is demonstrated by an interpretative reading. This reading shows that the genres differ considerably with respect to genre character and stability of text structure. A quantitative study of text length and variation in vocabulary further shows that texts written by two categories of students, those on vocationally oriented programmes and those on programmes preparing for higher education, differ significantly. Reference cohesion is studied in a smaller sample of the texts. This lexico-semantic mechanism of cohesion proves to exhibit an interrelation with variation in vocabulary as well as with text type. One particular cohesive tie, inference, shows different patterns in texts written by the two categories of students mentioned above.
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Cohen, Michelle Fern. "Style Made Visible: Reanimating Composition Studies Through Comics." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524132621451785.
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Li, Mengjun. "In the Name of A Love Story: Scholar-Beauty Novels and the Writing of Genre Fiction in Qing China (1644-1911)." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406132481.
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Kulbaga, Theresa A. "Trans/national subjects genre, gender, and geopolitics in contemporary American autobiography /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1150386546.
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Benefiel, Hannah Elizabeth. "Let Me In!: An Examination of Two Guidebooks for Rhetoric and Composition Women & Their Entanglement in the Self-Help Genre." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1596216624888231.
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Klarqvist, Emma. ""Det är inte coolt att skriva långa och bra texter" : Hur lärare arbetar med skrivförmågan och skillnader mellan pojkar och flickor." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84613.
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Studien syftar till att undersöka hur lärare arbetar med skrivförmågan i årskurs 4–6 och om de ser några skillnader inom skrivförmågan mellan pojkar och flickor samt hur de i så fall motverkar dessa skillnader. Nejman (2020) menar att skillnaderna i betyg mellan pojkar och flickor är ett av skolans största likvärdighetsproblem. Resultatet i studien bygger på åtta kvalitativa intervjuer av semistrukturerad karaktär med lärare som är yrkesverksamma och antingen undervisar eller har undervisat i svenskämnet. Resultatet diskuteras genom det sociokulturella perspektivet och vad tidigare forskning säger om ämnet. Undersökningens resultat visar att de flesta lärare i denna studie arbetar med genrepedagogik i klassrummet. Det visar också att lärarlegitimation spelar roll i relation till användandet av arbetssätt och metoder för skrivförmågan. En viktig faktor som nämns av flera av lärarna i studien är att läsning stärker skrivförmågan. Att det finns skillnader mellan pojkar och flickor inom skrivförmågan är något som både forskning och resultatet av intervjuerna visar, däremot är det få lärare som uttrycker att de använder sig av några arbetssätt i klassrummet för att minska dessa skillnader. Det som är av betydelse menar lärarna är klassrumsplaceringen.
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Ostuzzi, Silvia Maria Teresa. "Derrière la pensée : instants de ravissement dans l'écriture de Clarice Lispector." Thesis, Paris 8, 2015. http://www.theses.fr/2015PA080107/document.
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L’écriture de Clarice Lispector est habitée par une profonde tension vers le ravissement. Ce terme, qui peut correspondre aux mots brésiliens êxtase, enlevo, n’est pas courant au sein du lexique lispectorien ; cependant nous avons choisi de bâtir une problématique à partir des multiples occurrences et figures de marque extatique qui parsèment son œuvre. D’abord le ravissement se déploie en tant que fracture du réel sur le plan de la temporalité : instant qui déchire l’opacité du quotidien en exposant les protagonistes féminines des récits et des romans lispectoriens à un ordre différent du sens et du réel, au-delà du domaine même de la compréhension. La tension déclenchée par la rupture, le (des)encontro, conduit la parole toujours dans un espace qui se situe, dans les termes de Lispector, derrière la pensée. Ce travail explore la possibilité d’aborder certains lieux textuels lispectoriens afin de mettre en lumière la portée et la profonde tension du ravissement, en poursuivant la puissance éminemment non-pensante de l’écriture de Clarice Lispector : son caractère hiéroglyphique. À la lumière de cela, l’œuvre lispectorienne pourra être (re)pensée en tant que tension vers le ne pas savoir, que l’écrivaine désigne dans son texte Água viva (1973) comme « pensée derrière la pensée »The writing of Clarice Lispector is inhabited by a deep tension to rapture. This term, which may correspond to the Brazilian words êxtase, enlevo, is not common in the lexicon of Lispector; however, we chose to build a question observing the multiple occurrences of ecstatic figures which belong to her work. First, the rapture unfolds as a fracture in the temporality plan: it tears the opacity of the daily life, exposing the female protagonists of Lispector’s stories and novels to a different order of meaning and of reality, placing them outside the scope of understanding. The tension triggered by this rupture, the (des)encontro, leads the speech into a space that is, in Lispector’s terms, behind the thought. This work explores the possibility of addressing some of Clarice Lispector’s texts to highlight the range and depth of the tension which characterizes rapture, pursuing the highly non-thinking power of the writing of Clarice Lispector: its hieroglyphic character. In this perspective, the work of the Brazilian writer can be (re)thought as a struggle toward the not knowing, to which the writer refers in her text Água Viva (1973) as « thought behind the thought »
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Aragão, Rodrigo Moura Lima de. "Modelos para a estruturação de artigos científicos: um estudo de instruções aos autores a introduções de artigos de revistas da Scientific Electronic Library Online do Brasil." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-22082012-101602/.
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Esta dissertação trata de modelos para a estruturação de artigos científicos. Em seu corpo, apresentam-se respostas para as seguintes perguntas: Que modelos são esses?, Há modelos universais ou preponderantes para a composição de artigos científicos?, Existem modelos hegemônicos em áreas específicas do conhecimento?, Em que extensão artigos científicos em circulação correspondem a modelos apresentados em instruções aos autores de periódicos? e A uniformidade que emerge da adesão a um determinado padrão para a estruturação de artigos científicos manifesta-se no nível das seções de artigos?. As respostas dadas neste texto fundamentam-se em achados obtidos mediante: 1) a análise de instruções aos autores de revistas da Scientific Electronic Library Online do Brasil (SciELO Brasil) quanto à indicação de modelos para a estruturação de artigos científicos, 2) o estudo da correspondência entre a estrutura geral de uma amostra de artigos científicos publicados em Língua Portuguesa na SciELO Brasil e os modelos apresentados nas instruções aos autores das revistas que divulgam esses textos e 3) o exame dos componentes de introduções de artigos científicos que têm estrutura geral igual ao padrão Introdução-Métodos-Resultados-Discussão, ou a alguma variante sua, e que foram publicados em Português na SciELO Brasil. Além de respostas, de percursos e de achados de pesquisa, esta dissertação compreende a interpretação de resultados com a consideração de materiais que vão de livros e artigos sobre escrita científica a obras fundamentais de ramos específicos do saber. Ainda, compreende a interpretação de achados com o olhar voltado para o ensino de escrita científica.This dissertation deals with models for structuring scientific articles. Answers to the following questions are presented in its body: What are these models? Are there universal or preponderant models for writing scientific articles? Do predominant models exist in particular fields of knowledge? To what extent do real scientific articles correspond to models presented in instructions to authors of journals? Does the uniformity that arises from the adoption of a specific pattern for structuring scientific articles manifest itself within article sections? The answers given in the present text are based on findings obtained by means of: 1) the analysis of instructions to authors of journals of the Scientific Electronic Library Online of Brazil (SciELO Brazil) concerning models for structuring scientific articles, 2) the study of the equivalence between the general structure of a sample of scientific articles published in Portuguese in SciELO Brazil and the models presented in the instructions to authors of the journals to which these texts belong, and 3) the examination of the components of introductions of scientific articles that have general structure identical to the Introduction-Methods-Results-And-Discussion pattern, or to some variant of it, and that were published in Portuguese in SciELO Brazil. In addition to answers, research paths and findings, this dissertation contains an interpretation of results that takes into account materials that range from books and articles on scientific writing to basic works of particular branches of knowledge. Also, it contains an interpretation of results that focuses on the teaching of scientific writing.
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Onandia, Beatriz. "Transfert culturels, traductions et adaptations féminines en France et en Espagne au siècle des Lumières." Thesis, Université de Lorraine, 2016. http://www.theses.fr/2016LORR0096/document.
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La réception espagnole des œuvres de Madame de Genlis, Madame de Beaumont, Madame d’Épinay ou Madame de Lambert constitue un chapitre important de la fortune littéraire que ces auteures connurent en dehors des frontières françaises et plus concrètement dans l’Espagne des Lumières. L’obsession pédagogique des intellectuels des Lumières hispaniques, l’intérêt des femmes pour la lecture et le développement du monde éditorial, provoqueront pendant tout le XVIIIe siècle une véritable avalanche de textes destinés à la formation et à l’instruction féminine, surtout vers le milieu du siècle lorsque un fort intérêt pour les traductions d’œuvres étrangères se fit sentir. En harmonie avec cet intérêt pédagogique du siècle des Lumières, l’éducation deviendra donc un des sujets phare de la production éditoriale de l’époque. De ce fait, les débats éducatifs qui avaient lieu en France, vont circuler aussi dans le milieu intellectuel espagnol, grâce, comme nous venons de souligner, aux différentes traductions d’œuvres françaises. La visée pédagogique des productions littéraires de Marie Leprince de Beaumont, Stéphanie Félicité de Genlis, Louise d’Épinay ou Madame de Lambert séduira un grand nombre des intellectuels des Lumières espagnoles. La sensibilité de ces pédagogues françaises en matière de morale et de religion s’adaptait à la perfection avec les créations littéraires de L’Espagne des Lumières. Une littérature respectueuse des valeurs spirituelles traditionnelles et en même temps ouverte à ce nouveau concept de « vertu sensible ». Ce renouveau féminin va se faire sentir aussi dans les traductions d’œuvres pédagogiques françaises. Ainsi un bon nombre de ces écrits vont passer par les mains des femmes. Ana Muñoz, María Jacoba Castilla,María Romero Masegosa, Antonia de Río y Arnedo, Cayetana de la Cerda et tant d’autres vont être tour à tour traductrices et écrivaines espagnoles, qui donneront ainsi une couleur féminine au mouvement d’émancipation et d’éducation de la femme espagnole. D’ailleurs, ces traductrices furent les responsables des premières versions espagnoles des œuvres de Madame de Lambert, Madame d’Épinay ou Madame de Genlis. Nos recherches vont essayer donc d’analyser les avatars des œuvres des auteures pédagogues françaises, leurs premières traductions en Espagne et leurs influences sur la littérature pédagogique espagnole et en particulier celle produite par les femmes. De cette manière, on va pouvoir esquisser certains traits spécifiques qui vont caractériser la production féminine hispaniqueThe favourable reception in Spain of works by Madame de Genlis, Madame de Beaumont, Madame d’Épinay and Madame de Lambert constitutes an important chapter in the literary fortune that these authors came to achieve outside of France and particularly, in Spain during the period of Enlightenment. The pedagogical obsession of the Spanish Enlightenment scholars, women’s interest in reading and the development of publishing provoked a veritable avalanche of texts aimed at the education and schooling of women throughout the XVIII century, especially in the middle of the century at a time when a strong interest in translating foreign literary works was surfacing. Concurrent with this pedagogical interest taking place during the Enlightenment, the subject of education had become a beacon in the editorial production of the time. Consequently, the educational debates which had been taking place in France also began to become the subjects in Spanish educational circles a result of the various translations of French literary works. The pedagogic lens in the literary production of Marie Leprince de Beaumont, Stéphanie Félicité de Genlis, Louise d’Épinay and Madame de Lambert seduced a large number of Spanish Enlightenment intellectuals. The sensitivity of these French pedagogues on moral and religious matters translated perfectly to Spanish literary creations; it was a literature which respected traditional spiritual values at the same time as remaining open to the new concept of “sensitive virtue” This resurgence in female influence would go on to became apparent in the translations of French pedagogic literary works as a good number of these writings passed through the hands of women. Ana Muñoz, María Jacoba Castilla, María Romero Masegosa, Antonia de Río y Arnedo, Cayetana de la Cerda and so many others alternated between being translators and Spanish writers who gave a feminine perspective to the movement to emancipate and educate Spanish women. Notably, these women were responsible for the first Spanish versions of works by Madame de Lambert, Madame d’Épinay and Madame de Genlis. This research will analyse the transformation of these French pedagogical works: their first translations in Spain and how they influenced Spanish pedagogical literature, especially when produced by women. In doing so it will outline a number of specific traits which characterise hispanic female literary production
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Björk, Oscar. "En trädgård, en boksamling och det väl valda ordet : genrepedagogik för skriftspråksutveckling hos framgångsrika respektive mindre framgångsrika skriftspråkare i gymnasiet." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-24066.
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This is a qualitative analysis that, based on systemic functional linguistics, or SFL, and genre theory, has aimed to study the genre pedagogical implications on written language as they occur in narrative stories and expositions whilst the model is introduced. Systemic functional linguistics is a linguistic theory that views the organisation of language as functional options for meaning; language is a set of resources to channel meaning through realisation. Genre theory elucidates the pragmatic and educational uses of SFL in the categorizing of language in configurations of meanings as they are set and understood in different cultures. The purpose of the survey is to do so with focus on successful and less successful writers by attempting to answer two primal issues: How is development of written language in reference to the introduction of the genre pedagogical model visible in the studied texts? How does genre pedagogical teaching influence successful and less successful writers as visible in their writing with a certain purpose? To answer these issues the survey is based on narratives and expositions written by high school students who have been divided into two groups according to the purpose of the survey. One text in each genre has been written by the students before and after lessons based on the genre pedagogical learning wheel explaining the relevant genres. Thereafter the texts have been analysed, both in accordance to the staging of the relevant genres, but also with an inductive focus on the variations of the texts. The results show that significant development of the texts, after the genre pedagogical lessons, is visible in both student groups in different ways. This demonstrates how the genre pedagogical approach to teaching language is a method that is able to lift students regardless of their prior merits.
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Berggren, Jessica. "Learning from Giving Feedback : Insights from EFL Writing Classrooms in a Swedish Lower Secondary School." Licentiate thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-97608.
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The present thesis aims to describe teenagers as peer reviewers and explore possible benefits of giving feedback. My study was carried out in two EFL classrooms in year eight in a Swedish lower secondary school, where the pupils were engaged with the written task to write an informative reply letter in English. The teaching unit included negotiations of a joint criteria list, feedback training, peer review, and the production of first and final drafts of the reply letter. Data were collected from multiples sources: texts produced in class, audio- and video-recordings, questionnaires and interviews. My main findings suggest that pupils can learn about writing from giving feedback. By adopting a reader perspective, the pupils raised their genre and audience awareness. Moreover, the peer-reviewed reply letters served as inspiration both in terms of transfer of structure, such as rhetorical organisation, and of ideas and content. Self-reports indicated that the pupils in my study enhanced their ability to self-assess and edit their own writing, which suggests that transferable skills were developed as a result of peer review. As regards micro-level aspects of writing, reading and commenting on peers’ reply letters seemed to influence a smaller number of pupils to transfer patterns and spelling. In their role as peer reviewers, the pupils successfully identified strengths and weaknesses in their peers’ writing, but the feedback comments did not include much specific formative information. My findings contribute to research on L2 writing and peer feedback by showing that younger learners can benefit from giving feedback. This is significant since previous research has mainly been carried out at university and college level. In addition, by combining text analyses, classroom observation and pupils’ self-reports, my study offers a comprehensive understanding of peer review.Syftet med min licentiatuppsats är att beskriva tonåringar som kamratbedömare och undersöka möjliga fördelar med att ge feedback. Min studie genomfördes i två engelskklassrum i årskurs åtta i en svensk högstadieskola där eleverna arbetade med att skriva svarsbrev på engelska. Arbetsområdet inkluderade diskussioner om en gemensam kriterielista, träning i att ge feedback, kamratbedömning och skriftlig produktion av utkast och slutlig version av svarsbrevet. Material samlades in från flera olika källor: de texter som skrevs i klassrummet, ljud- och videoinspelningar, enkäter och intervjuer. Mina resultat visar att elevers eget skrivande kan gynnas genom att ge feedback. Genom att de fick ett läsarperspektiv på sitt skrivande ökade elevernas medvetenhet om genre och mottagare. Dessutom fungerade de brev som eleverna läste och gav feedback på som inspiration, vilket visades genom att de överförde disposition och strukturer, samt idéer och innehåll till sitt eget skrivande. Eleverna uttryckte själva att de förbättrade sin förmåga att självbedöma och rätta sina texter, vilket indikerar att det är möjligt att utveckla överförbara färdigheter genom att bedöma andras texter. Ett mindre antal elever överförde ord och grammatiska strukturer från sina kamraters texter, men överlag påverkades skrivandets mikronivå i mindre utsträckning än makronivån (organisation och innehåll). I sin roll som kamratbedömare kunde eleverna identifiera styrkor och svagheter i sina klasskamraters texter, men deras feedbackkommentarer innehöll relativt lite formativ information. Tidigare forskning inom området har främst utförts på högskole- och universitetsnivå och mina resultat bidrar till forskning om skrivande i främmande språk och kamratfeedback genom att visa att också högstadieelevers skrivande kan gynnas av att ge feedback.
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Kathrada, A’icha Ashraf. "La poétique de la lettre au féminin selon Virginia Woolf et Marguerite Yourcenar." Thesis, Sorbonne Paris Cité, 2019. http://www.theses.fr/2019USPCA004.
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Cette thèse vise à étudier la lettre comme un objet littéraire, par une perspective endogène, dans sa relation avec l’œuvre, alors même qu’elle s’en distingue. Par une approche comparatiste, les liens entre une production littéraire et une production épistolaire, qui créent une poétique de la lettre au féminin, sont analysés. Pour cela, les notions de genre et de gender ont été confrontées dans le corpus choisi : les lettres de Virginia Woolf (1882-1941) et celles de Marguerite Yourcenar (1903-1987). Elles incarnent deux auteures majeures, mais leurs lettres ont été peu étudiées dans leur ensemble. Ces lettres révèlent un questionnement sur la forme et le style, alors que la question du féminin, par le statut de la femme auteure, se greffe à l’analyse. Une résonance se crée entre l’œuvre et la correspondance de ces deux femmes, qui pourtant se distinguent. En repoussant les limites du genre canonique, la lettre est donc envisagée comme un objet au statut ambigu, une zone intermédiaire, qui longe et trouble l’œuvre, qui se fait poétique par le discours de la femme auteure, et par le processus créatif qui se mêle à l’écriture épistolaire. À partir de cette problématique, le corps de la lettre est tracé en trois orientations : la première se focalise sur le discours de la femme de lettres au sein de la correspondance, la deuxième sur la méthode d’application scripturale et la troisième sur l’invention d’un styleThe aim of this thesis is to explore the medium of letters as literary objects, using an endogenous perspective, and taking into account their relationship with the literary work. Through a comparative analysis, this thesis seeks to explore the links between a literary and an epistolary production, which create a feminine poetics of letter writing. Thus, the concepts of genre and gender are explored in the letters of Virginia Woolf (1882-1941) and those of Marguerite Yourcenar (1903-1987). Though they represent two major writers, not all of their letters have been studied. They reveal a concern for form and style, as well as for the feminine and the status of the woman writer. The letters echo the work of art of the two women writers despite their differences. The frontiers of literary genre are hence disregarded and this study considers the ambiguous nature of the letters, as an intermediate area, which runs along the literary work and disrupts it. Therefore, epistolary writing provides a form of poetics through the voice of the woman author and through the creative process that is involved. As a consequence, the study of the letters is threefold: first, it explores the way the woman of letters uses the epistolary genre to construct her identity. Second, it focuses on the method used in the letters, between the self and the other, between writing, reading and creating. Finally, it examines the letters as a space of style experimentation
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Peters, Sofia. "”Fakta är att det är sant” : En kvalitativ studie om faktatextskrivande i undervisningen och förberedelsen inför det nationella ämnesprovet i svenska åk 3." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29255.
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The purpose of this study is to examine how the teaching of non-fiction texts looks like in grade 3 in three different classes and how the students in these classes are being prepared for the subsample that tests the ability to write a non-fiction text in the national test in Swedish and Swedish as a second language. I have, based on the purpose, issued three question that form the basis of this study. They are: What tasks does the students in these classes implement in Swedish lessons dealing with non-fiction? What models are used in Swedish teaching in these three classes dealing with non-fiction? How are the students being prepared for the subsample that tests the ability to write a non-fiction text in the national test in Swedish and Swedish as a second language? The methods used to carry out this study are observation and interview. The purpose of using these methods are to gain knowledge and to be able to explain a social phenomenon, in this case how the teaching of non-fiction texts looks like in grade 3. The theoretical concepts that are relevant for the implementation of this study are the writing discourses of Genre and Process. The result is that all of the teachers that featured in this study prepared their student for the national test in Swedish by implementing similar tasks in their teaching, which the students face in the national test. The students read non-fiction texts, selected relevant words from the texts and wrote their own non-fiction text during the lessons I observed. I detected two separate models used in the teaching, which are Genre pedagogy and Process writing. None of the teachers in this study used the models fully, but used some parts of them in their teaching.
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Le, Bastard Gwenola. "« He don’t belong », la communauté impossible : les paradoxes de l'écriture dans l'oeuvre théâtrale de Eugène O'Neill." Thesis, Rennes 2, 2012. http://www.theses.fr/2012REN20061/document.
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L’oeuvre de Eugene O’Neill est souvent considérée de manière parcellaire : si la critique s’accorde sur la place canonique d’O’Neill dans le théâtre américain, c’est qu’elle choisit généralement d’occulter l’oeuvre de jeunesse. Cette thèse vise à reconstruire le lien entre les pièces et les différents contextes qui se succèdent au cours de sa carrière pour mettre en évidence une esthétique du paradoxe, nourrie par des aspirations communautaires insatisfaites. Il s’agit non pas de conclure à la supériorité de l’oeuvre tardive, mais de redonner sa place à l’oeuvre de jeunesse, comme la matrice de l’écriture. La quête d’un sentiment d’appartenance parcourt l’oeuvre dans laquelle s’exerce la tension entre scène d’avant-garde et scène commerciale, démarche individuelle et démarche collective. Le théâtre d’O’Neill est difficile à appréhender dans sa globalité tant les pièces sont irrégulières et hétérogènes. L’oeuvre est cependant tendue vers une même quête : la quête d’appartenance qui transparaît aussi bien dans le contexte de production que dans l’écriture des pièces. C’est en envisageant les pièces comme un ensemble unifié autour de la recherche impossible d’une communauté que se dessine une nouvelle lecture de l’oeuvre théâtrale : les paradoxes de l’écriture donnent à voir les capacités de l’oeuvre à produire sa propre ambiguïté et sa propre richesseEugene O’Neill’s drama is generally approached from heterogeneous perspectives: if there is a critical consensus concerning O’Neill’s canonical position in American theater, it is probably due to the critics’ tendency to neglect the early plays. This dissertation aims to reconstruct the link between the plays and the shifting contexts in which they were elaborated in order to highlight O’Neill’s aesthetics of contradiction fueled by an unsatisfied quest for belonging. Instead of positing that O’Neill’s achievement lies in the late plays, this study aims at evaluating the early plays, as they constitute the matrix of his writing. The quest for belonging runs through O’Neill’s plays, which also show a constant tension between avant-garde and commercial stage, individual and collective behavior. O’Neill’s plays are difficult to apprehend, as they are extremely heterogeneous. But as a whole, they appear directed, however, toward one single pursuit: the quest for belonging which characterizes the context of production as much as the writing. By considering the plays as a whole, unified by the impossible quest for a community, one may attempt a new approach to O’Neill’s works, as the contradictions inherent in the writing show how O’Neill’s body of work produces its own ambiguity and interest
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Heeks, Richard James. "Discovery writing and genre." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/13802.
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This study approaches ‘discovery writing’ in relation to genre, investigating whether different genres of writing might be associated with different kinds of writing processes. Discovery writing can be thought of as writing to find out what you think, and represents a reversal of the more usual sense that ideas precede writing, or that planning should precede writing. Discovery writing has previously been approached in terms of writers’ orientations, such as whether writers are Planners or Discoverers. This study engages with these previous theories, but places an emphasis on genres of writing, and on textual features, such as how writers write fictional characters, or how writers generate arguments when writing essays. The two main types of writing investigated are fiction writing and academic writing. Particular genres include short stories, crime novels, academic articles, and student essays. 11 writers were interviewed, ranging from professional fiction authors to undergraduate students. Interviews were based on a recent piece of a writer’s own writing. Most of the writers came from a literary background, being either fiction writers or Literature students. Interviews were based on set questions, but also allowed writers to describe their writing largely in their own terms and to describe aspects of their writing that interested them. A key aspect of this approach was that of engaging writers in their own interests, from where interview questions could provide a basis for discussion. Fiction writing seemed characterized by emergent processes, where writers experienced real life events and channelled their experiences and feelings into stories. The writing of characters was often associated with discovery. A key finding for fiction writing was that even writers who planned heavily and identified themselves somewhat as Planners, also tended to discover more about their characters when writing. Academic writing was characterized by difficulty, where discovery was often described in relation to struggling to summarize arguments or with finding key words. A key conclusion from this study is that writers may be Planners or Discoverers by orientation, as previous theory has recognised. However, the things that writers plan and discover, such as plots and characters, also play an important role in their writing processes.
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Hultenius, Frida, and Hanna Karlsson. "Struktur, stöttning och utmaning i skrivundervisning : En studie av genrepedagogiska arbetssätt i årskurs 2." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65670.
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Enligt läroplanen ska undervisningen leda till att eleverna kan uttrycka sig i olika former av texter. De texttyper som förespråkas i årskurs 1–3 är faktatext och berättande text. Syftet med studien är att undersöka hur lärare arbetar med skrivundervisning genom genrepedagogiska arbetssätt i årskurs två. Föreliggande studie utgår från ett sociokulturellt perspektiv. I studien har en metodkombination av observationer och intervjuer använts för att samla in empiri om detta undersökningsområde. Den insamlade empirin har sedan analyserats utifrån cirkelmodellen och en modell för stöttning och utmaning. Studiens resultat har visat att genrepedagogisk undervisning om olika texttyper med fördel bör påbörjas redan under skolans tidigare år. Vidare har studien visat att en framgångsrik undervisning kräver en väl övervägd balans mellan kognitiv utmaning och stöttning från omgivningen. Slutligen konstateras att skrivundervisning genom genrepedagogiska arbetssätt bidrar till att eleverna skriver mer strukturerade och genomtänkta texter. Det genrepedagogiska arbetsättet är utvecklande för alla elever, oavsett kunskapsnivå.According to the curriculum, teaching is supposed to have the result that pupils can express themselves in different forms of texts. The types of texts recommended for grades 1–3 are factual and narrative texts. The aim of the study is to investigate how teachers work with the teaching of writing through genre-pedagogical methods in grade two. The present study proceeds from a sociocultural perspective. It combines the methods of observations and interviews to collect empirical data in this field of study. The data was then analysed using the circle model and a model for support and challenge. The results of the study show that genre-pedagogical teaching about different types of texts benefit from starting in the earlier years of school. The study further showed that successful teaching requires a well-considered balance between cognitive challenge and support from surrounding people. Finally, it is observed that the teaching of writing through genre-pedagogical methods helps pupils to write more structured and well thought-out texts. The genre-pedagogical method helps all pupils in their development, regardless of the level of their knowledge.
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McIntyre, Ruth Anne. "Memory, Place, and Desire in Late Medieval British Pilgrimage Narratives." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/english_diss/31.
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In this study, I read late medieval vernacular texts of Mandeville’s Travels, Chaucer’s Wife of Bath’s Prologue and Tale, and Margery Kempe’s Book in terms of memory, place and authorial identity. I show how each author constructs ethos and alters narrative form by using memory and place. I argue that the discourses of memory and place are essential to authorial identity and anchor their eccentric texts to traditional modes of composition and orthodoxy. In Chapter one, I argue that memory and place are essential tools in creating authorial ethos for the Wife of Bath, Margery Kempe, and John Mandeville. These writers use memory and place to anchor their eccentric texts in traditional modes of composition and orthodoxy. Chapter two reads Mandeville’s treatment of holy places as he constructs authority by using rhetorical appeals to authority via salvation history and memory. His narrative draws on multiple media, multiple texts, memoria, and collective memory. Chapter three examines the rhetorical strategy of the Wife of Bath’s Prologue and Tale as directly linked to practices of memoria, especially in her cataloguing of ancient and medieval authorities and scripture. Chaucer’s Wife legitimates her travel and experience through citing and quoting from medieval common-place texts and ultimately makes a common-place text of her own personal experience. Chapter four argues that memory is the central structuring strategy and the foundation for Margery’s arguments for spiritual authority and legitimacy in The Book of Margery Kempe. I read the Book’s structure as a strategic dramatization of Margery’s authority framed by institutional spaces of the Church and by civic spaces of the medieval town. Chapter five considers the implications of reading the intersections of memory and place in late-medieval construction of authority for vernacular writers as contributing to a better understanding of medieval authorial identity and a clearer appreciation of structure, form, and the transformation of the pilgrimage motif into the travel narrative genre. This project helps strengthen ties between the fields of medieval literature, women’s writing and rhetoric(s), and Genre Studies as it charts the interface between discourse, narrative form, and medieval conceptions of memory and authorial identity.
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Barthelmebs-Raguin, Hélène. "De la construction des identités féminines : Regards sur la littérature francophone de 1950 à nos jours." Thesis, Mulhouse, 2012. http://www.theses.fr/2012MULH4472/document.
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L’étude des différentes représentations des femmes, qu’elles interviennent à un niveau social, corporel ou encore linguistique, amène, dans le contexte littéraire, à interroger le concept d’identité. Ce « mot-valise », au sens de Jean Petitot-Cocorda, appartient au patriarcat, ce qui signifie que la notion d’identité elle-même a été pensée, élaborée par les hommes pour les hommes, que le mot même d’’identité appartient à l’univers sémantique masculin. Lorsque nous cherchons à définir l’identité féminine, nous sommes pris au piège de la langue élaborée par le patriarcat, car la notion d’identité fonctionne pour le Masculin, et ne peut donc pas, dans une approche qui revendique l’autonomie, être signifiante pour les femmes puisqu’elle n’a pas été pensée pour elles. Il y a une forme d’impasse à rechercher une identité stable et universalisable des femmes. Le présent travail de thèse se propose d’explorer les différents prismes sous lesquels des auteures francophones mettent en tension le Féminin afin de repenser le concept même d’identité depuis les années 1950, i.e. après la publication du Deuxième sexe (1949) de Simone de Beauvoir, qui marque la genèse des études anti-essentialistes. Dans le panorama de la terminologie critique utilisée dans les études du genre, les Gender studies, c’est la Littérature de femmes qui nous intéresse : elle consiste en la revendication d’identités des femmes qui leur soit propre, selon une perspective féministe différentialiste. Les auteures relevant de cette catégorie tendent à analyser une transcription du Féminin dans le texte, à l’y incarner, par le biais d’une esthétique spécifique. Ainsi, l’identité féminine littéraire consiste en une polysémie, une pluralité, préparant une identité « ouverte », inscrite « activement » dans les textes par les auteures (les thématiques traitées, les structures narratives...). Elle s'y inscrit aussi « passivement », par exemple par l’usage féminin de la langue, la présence du corps de l'auteure dans le texte. Il s’agit de déplacer les perspectives féministes pour en arriver à une circonscription féminine plus globale dans laquelle texte et auteure seraient indissociables. Les auteures étudiées, Corinna S. Bille, Nina Bouraoui, Assia Djebar, Jacqueline Harpman, Anne Hébert, Alice Rivaz, Gabrielle Roy et Marguerite Yourcenar, tendent à développer une véritable esthétique littéraire qui se place en faux par rapport à la logique sociale totalisante. Dans cette perspective, les femmes ne sont pas ramenées, réduites, à leur essence, c’est-à-dire à leur sexe biologique. Le Féminin, tel que l’envisagent nos auteures, est le produit d’une réflexion, d’une exploration du Moi, qui va des problématiques sociétales traditionnelles, représentées sous l’angle des thématiques abordées, à l’investissement d’une langue d’expression innovante et dépassant les clivages classiques autour du binôme « Masculin / Féminin ».Il ne s’agit plus, pour lors, de s’approprier la « langue de l’autre », mais bien de trouver la sienne propre. Nous sommes loin de l’archétype patriarcal qui bâtit et préétablit à l’existence et à l’écriture, les identités figées et prescrites des femmes. Comme nous le verrons, ces identités ne s’inscrivent plus dans une invariance de l’objet « femmes », mais les fondent souverainement dans leurs œuvres et par leurs écritures. Elles participent ainsi activement à une nouvelle définition de leur genre. Le déficit identitaire se comble par le recours aux caractéristiques féminines (oralité, nature, sexualité, etc.) différentes pour accéder à un tout définitoire ; dans ce corpus, il ne s’agit plus d’écrire comme ou contre les hommes, mais de s’émanciper de la langue patriarcale en incorporant les éléments textuels et linguistiques qui participent à la construction d’identités féminines compositesThe study of different representations, whether at a social, body or linguistic level, leads us to question the very concept of identity in literature. That “portmanteau word” – “mot-valise” in the meaning set out by Jean Petitot-Cocorda – belongs to Patriarchy, which means that the notion of identity itself has been (culturally) constructed by men for men, and the very word identity belongs to the semantic and existentialist masculine world. When we try to define feminine/female identity, we are trapped by the language constructed by patriarchal culture: the notion of identity is relevant for the Masculine and cannot be autonomously applied to women, since it has not been thought out for them in the first place. Therefore we reach a deadlock, as it were, when seeking a fixed, universal identity of women. This thesis will explore the different prisms through which French-speaking female writers put women’s identities into words and set them into tension so as to rethink the very concept of identity. Such process started in the 1950s with the publication of Le Deuxième sexe (1949) by Simone de Beauvoir, which marked the beginning of anti-essentialist studies.In the panorama of the terminology used in Gender studies, our attention will focus on Women’s literature, which implies claiming the existence of specific women’s identities from a differentialist feminist viewpoint. Female writers belonging to that category tend to analyze how the Feminine is conveyed into words in the text, to embody it, through a peculiar aesthetic. Thus woman’s identity in literature is based on polysemy and plurality, leading to an “open” identity, inscribed “actively” in the text by women writers (themes, narrative structures, etc.) and “passively” (for example, through a feminine use of language, the presence of the female writer’s body in the text, etc.). We have to shift feminist perspectives in order to achieve a more comprehensive feminine definition, in which text and writer are indissociable.The female authors included in our corpus (Corinna S. Bille, Nina Bouraoui, Assia Djebar, Jacqueline Harpman, Anne Hébert, Alice Rivaz, Gabrielle Roy and Marguerite Yourcenar) strive to develop a real literary aesthetic which is at odds with a rule-complying social model. From that viewpoint, women are not reduced to their essence, that is to their biological sex. The Feminine, as it is considered by our authors, is the result of a process of reflection and self-exploration, involving traditional societal issues (as figured in the themes dealt with), as well as an innovative literary language, capable of going beyond the classical dichotomy between masculine and feminine.Therefore, the aim is no longer to take possession of the “language of the other”, but to find one’s own. Therefore, we are distant from the patriarchal archetype constructing, and pre-establishing, fixed identities for women’s existence and writing. As we will see, such identities are no longer inscribed in the tradition of the objects “women”: they try to forge a new object in their writing, and in so doing they end up redefining their genre. In order to make up for the lack of “identity landmarks”, they resort to specific feminine features (oral language, nature, sexuality, etc.) so as to reach a definition of a Whole. The aim is no longer to write like men or against men, but to write women out of the patriarchal language by introducing in their texts those feminine elements capable of building a multifaceted feminine identity
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Tribble, Chris. "Writing difficult texts." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287113.
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Hon, Yuk Ching Metis. "Genre awareness in children." Thesis, University of Liverpool, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366091.
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Gavigan, William L. "Evaluation of genre-based grade 9 narrative writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/NQ41069.pdf.
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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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Abrahams, Shathley Q. "Sedimentations : reading genre, reading across genre." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7815.
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Bibliography: leaves 69-73.This thesis argues for, citing the example of four novels published at or near to the millennium, the establishment of antirely new genre. But implicit in this is an investigstion into what is meant by term 'genre'. Further the nature of these novels makes central the way in which these novels should be grouped over the grouping itself.
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Olsson, Daniel, and Alice Vahlén. "Explicit Writing Instruction : A Genre-based Analysis for Developing Scaffolding for Diploma Project Writing." Thesis, Malmö universitet, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45622.
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With an increase of Swedish upper-secondary students’ motivation to enrol in university studies (Statistics Sweden, 2020a, 2020b), teachers must ensure that learners are adequately equipped to meet the expectations of higher education. However, in a national report, Skolinspektionen (2015) states many students fail to meet the standards of academic writing when undertaking the diploma project. To ensure learners become eligible for graduation and prepared for university studies, teachers need to be able to instruct pupils and to design effective scaffolding for diploma project writing. Therefore, the following study investigates the applicability of a genre-based model as atool for analysing relevant student-produced researchers papers written by EFL students, and to what extent the same genre-pedagogical analytical framework may be suitable as a tool for helping teachers to develop scaffolding for diploma projects written in English (and other languages). To address questions, a direct content analysis employing John Swales’ CARS model (1990) of rhetorical moves as a conceptual framework as a point of departure was performed on six EFL teacher-student research papers from the English and Education program for upper-secondary teachers of English at Malmö university. The analysis demonstrated that while several moves were executed in the pre-service teachers’ papers, some moves were absent. Additionally, several unconventional moves were identified, which can be attributed to the specific genres of the independent and degree projects. Hence, Swales’ CARS model is applicable for analysing student-produced research papers following the IMRAD structure. However, further investigation is encouraged into the genre-specific features of the student papers and the subsequent adaptation of the model to reflect the student-paper genre more closely. Consequently, to employ the model for designing scaffolding for diploma projects, teachers need to develop a critical understanding of moves employed within and across disciplines and teach them explicitly as part of pupils’ training and assessment in the writing process. Finally, further research targeting how teachers design and implement explicit genre-based writing scaffolding is called for.
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De, Bono Francesca. "Chinese American women's writing : the emergence of a genre." Thesis, Queen Mary, University of London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245439.
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Memari, Hanjani Alireza. "Peer review, collaborative revision, and genre in L2 writing." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14623.
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During the last few decades peer collaboration has been commonly practised in Second Language (L2) writing classrooms. Despite the conceptual shift towards process, student-centred orientation to writing pedagogy, there are still many L2 composition courses around the world which consider writing as a finished product and assign a central role to writing instructors. This qualitative case study research is one of the first attempts which have been set out to probe the interactional dynamics, revision behaviours, writing performance, and perceptions of Iranian English as a Foreign Language (EFL) students engaged in peer review and collaborative revision activities in two genres, process and argumentation, in light of sociocultural perspective of learning. The participants were 5 lower intermediate to intermediate English translation student dyads enrolled in a semester long essay writing course. Drawing on the data collected from audio-recordings, observations, written texts, and interviews, the study investigated how this group of L2 learners approached these two distinct tasks, how they reacted to the feedback they received either from their partners or teacher, how they used the comments to improve their writing performance, and how they viewed each of the tasks they were involved in. Analysis of audio-recorded data revealed that students stayed on task for most of the allocated time and employed three distinct dyadic negotiations; evaluative, social, and procedural with both partners being capable of pooling ideas and providing each other scaffolded help regardless of their level of L2 writing proficiency. However, the majority of conversations and scaffolding concentrated on surface level features of compositions. Further, examination of written texts produced by students during writing cycles demonstrated that they incorporated higher number of teacher‟s comments into their subsequent drafts than their peers‟ feedback and collaborative revision contributed to greater degree of improvement in the quality of the essays they developed compared to peer reviewing. Retrospective interviews also indicated that collaborative tasks were generally perceived as useful, yet the participants expressed scepticism about the validity of peer comments and did not feel competent enough to address their partners‟ papers. Nevertheless, they showed more favourable reactions towards collaborative revision activity than peer reviewing. The researcher concludes that collaborative revision can be used as an interim activity for the move from the traditional, product-based, teacher fronted L2 writing pedagogy to a more theoretically sound, process-based, student fronted approach to writing instruction in EFL contexts.
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Johnson, Neil Howard. "Genre as Concept in Second Language Academic Writing Pedagogy." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193575.
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The purpose of this action research study is to challenge accepted practice in ESL writing with the implementation of an experimental syllabus informed by a sociocultural approach, specifically Vygotsky's (1987) assertion of the key role that awareness and control of theoretical concepts plays in cognitive development. Following Gal'perin and Davydov, the classroom approach implemented here is essentially concerned with L2 development as the internalization, appropriation and control of conceptual meaning in the context of the goal-oriented activities of teaching and learning. This research and pedagogy calls attention to the importance of the quality and sequence of instruction, in which full and explicit attention is given to an abstract conceptual framework before learners proceed to explore concrete instantiations of the abstract concepts in question.Halliday's (1978) social semiotic understanding of language, text and context was the central concept presented to a mixed ESL and native-speaking composition class, and various activities and exercises were designed in keeping with the principles guiding this 16-week research project. Learners made use of didactic models and verbalization activities, including extensive collaborative writing, as they worked with the concepts and explored the ways in which the target academic discourse reflects Halliday's theory of language in use. These concepts were then applied in the writing of research, re-writing for a new audience, and reflection papers. Writing development was tracked using T-Unit analysis, lexical density measures, rhetorical move analysis and the ratings from three expert raters, who graded the resulting papers for language use, analysis and organization. In analysis, this proficiency development is related to evidence of re-mediated thought as the students collaborate to complete the assigned writing tasks.The findings of three case studies provide general support for the implementation of concept-based instruction and a theoretical and explicit attention to requisite aspects of the target discourse in ESL writing pedagogy. There is clear evidence that the concept-based approach fosters awareness and control over relevant features of the target language necessary for successful participation in academic discourse communities.
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Meyer, Suzel. "Écrire l'histoire au féminin : autour de "The Years" de Virginia Woolf et des "Années" d'Annie Ernaux." Thesis, Strasbourg, 2020. http://www.theses.fr/2020STRAC022.
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The Years (1937) de Virginia Woolf et Les Années (2008) d’Annie Ernaux partagent un titre ainsi qu’une multitude de points communs : la visée de ce travail est de les mettre en évidence, autour de la question de l’écriture de l’histoire au féminin. L’étude comparative de ces deux textes et d’autres écrits des autrices ouvre des pistes de réflexion sur les modes d’écriture qui se nouent ici. Après une étude des formes et enjeux de l’écriture au féminin, on repère les stratégies littéraires afin d’ « écrire la vie », leitmotiv des autrices. L’écriture de l’histoire se réalise au croisement des disciplines et des genres littéraires, au prisme du genre/gender, afin de proposer un autre point de vue sur l’histoire. Entre l’histoire des femmes, l’histoire littéraire et l’écriture de soi, ce type d’écriture rejoint la question de la transmission féministe, reliant questions poétiques et politiques. Plus généralement, il s’agit de repérer les inspirations et influences woolfiennes chez ErnauxThe Years (1937) by Virginia Woolf and Les Années (2008) by Annie Ernaux share a title and many other things in common : the aim of this work is to highlight them and show how they are connected to the feminine writing of history. The comparative study of these two texts, as well as other writings by these authors, opens ways of reflecting about the modes of writing that arise here. After a study of the forms and issues of this feminine writing, I identify literary strategies for « writing life », the common leitmotiv of these authors. The writing of history takes place at the crossroads of disciplines and literary genres, through the prism of gender, to offer another point of view on history. Between herstory, literary history and the writing of the self, the feminine writing of history is concerned with the question of feminist transmission, linking poetic and political questions. I will also identify the many woolfian inspirations and influences in Ernaux's writings
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Phillips, Marilyn Eileen. "Classroom explorations of mathematical writing with nine- and ten-year-olds." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247053.
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In this dissertation, writing as a teacher-researcher, I present my longitudinal explorations (1992-2002) of the area of mathematical and paramathematical writing with grade four pupils (nine- and ten-yearolds) who have been members of my classroom (a public elementary school in Vancouver, British Columbia, Canada). Five main writing sites were used: mathematical journal writing, computer research journal writing, pen-pal letter writing (in conjunction with university pre-service students), different forms of in-class extended writing including reports of mathematical investigations undertaken by the pupils and (most significantly in terms of this dissertation) pupil textbook writing. The pupil writing from the last two sites came from one year, 1997-1998. The `writing debate' in English language concerning issues of teaching writing through `creative process' or through explicitly teaching specific `genre features' has a particular connection with this work, although my study is not formulated precisely within those terms. Certainly, during 1997-1998, my pupils were exposed to a variety of mathematical writing genres which contributed to their ability to produce the sophisticated textbook writing they did (even if it took me considerable time and effort in order to appreciate its nature). My analysis of their writing focuses on aspects of five key and interrelated features of writing: audience, purpose, form (genre), content and voice. Within these (increasingly overlapping and blurring) categories, l use certain tools of discourse analysis (in particular, attention to pronouns and general verb tense and mood) to identify and discuss specific features of their writing. In addition, l employ Eco's notion of model reader and Bakhtin's concept of addressivity in order to examine larger-scale features of my pupils' writing. These connect to conventional textbook forms and work reported in the research and professional literature, under the heading `writing to learn mathematics'. I coin the term paramathematical writing, in order to discuss writing that supports mathematics even though it is not directly mathematical by itself. I identify two forms of paramathematical writing: explicit personal text alongside more overtly mathematical writing and certain syntactic choices (allied to `voice') when writing text with the explicit intent of helping another pupil learn some mathematics. Finally, at a meta-level, throughout this dissertation, genuineness, caring and trust are themes that arise and interleave themselves through the discussion. Teacher research is examined as a generative process that produces, along with its particular products, seeds for on-going research.
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Haas, Mark J. Neuleib Janice. "Conversations in context a genre-based pedagogy for academic writing /." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9721395.
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Thesis (D.A.)--Illinois State University, 1996.Title from title page screen, viewed May 26, 2006. Dissertation Committee: Janice Neuleib (chair), Douglas Hesse, Dana Harrington. Includes bibliographical references (leaves 206-218) and abstract. Also available in print.
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Chiu, Wing-shan Sharon, and 招詠珊. "The effectiveness of the genre approach to Chinese practical writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30503875.
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Lu, Lu, and 卢鹿. "Metadiscourse and genre learning: English argumentative writing by Chinese undergraduates." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45996702.
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Coverley, Merlin. "The London project : towards a new genre of London writing." Thesis, Birkbeck (University of London), 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.667780.
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McCarthy, Jessica E. Schubert. "Genre bending the work of American women's writing, 1860-1925 /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/j_mccarthy_042209.pdf.
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Jogthong, Chalermsri. "Research article introductions in Thai genre analysis of academic writing /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2156.
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Thesis (Ed. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains viii, 106 p. : ill. Includes abstract. Includes bibliographical references (p. 91-96).
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Warnes, Andrew. "Cooking and writing in African-American culture : representation, genre, ceremony." Thesis, University of Leeds, 2001. http://etheses.whiterose.ac.uk/2319/.
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Introduction Connections between cooking and writing in African-American culture were announced in the slave narratives, which frequently respond to slaveholders’ regulation of the literacy and diet of their human property by recounting episodes of secret reading and eating. These affinities are consolidated by the analogous freedoms cooking and writing opened to the first black cookbook writer Abby Fisher and the first published black poet Phillis Wheatley respectively. Nor are these affinities confined to the nineteenth century: rather, they survive due to the disproportionate occurrence of illiteracy and malnutrition among African Americans both before and after the Great Migration. Recent years have witnessed numerous scholarly investigations of illiteracy, which often identify the recollection of autodidactism as a pivotal episode on which autobiographies by African Americans turn. However, although hunger figures equally prominently within this archive, the interest in writing has contrasted with a relative silence on cooking. Chapters One to Three This thesis concentrates on three narratives: Zora Neale Hurston’s Their Eyes Were Watching God (1938), Richard Wright’s Black Boy (American Hunger) (1944), and Toni Morrison’s Tar Baby (1981). These narratives interconnect because, in order to expose hunger as preventable, they all contrast representations of malnutrition with images of food abundance. Implicitly, Their Eyes Were Watching God creates this contrast by representing an autonomous town from which want and white populations have been expelled. This joint expulsion lays blame for malnutrition less with food shortages than with white American privileges. Wright’s autobiography explicitly reiterates this position by enforcing commensurate juxtapositions between its titular condition and white neighbours’ ample food supplies. Spatial intimacy between the hungry and the sated becomes concentrated yet further in Tar Baby’s representation of a Caribbean estate owned by a white businessman but maintained by black servants. This novel, too, repeatedly attributes dietary differences between these racial groupings less to shortage than to white employers’ wish to preserve racial hierarchies. Conclusion Although these nax'ratives all thus insist that hunger is avoidable, however, their portrayals of theft, foraging and culinary innovations simultaneously dramatise moments when food is acquired from sources outside the capitalist market. Consequently, these narratives all employ writing in order to invoke cooking as another form of cultural production that, like autodidactism, destabilises racial inequality.
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{275572}竞 and Jing Cai. "An integrated genre-based approach to scaffolding novice academic writers : genre awareness, academic lexical phrases and student uptake." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/198828.
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In EFL contexts like China where research and application of findings in the field of English for Academic Purposes (EAP) is still in its infancy, graduate students are in urgent need of support in developing their academic literacy, especially in terms of academic writing and research article writing skills under the forces of globalization of education. This study sets out to develop a contextualized EAP genre-based approach to scaffold novice academic writers and examine its impact through assessment tasks and analysis of students’ uptake. The theoretical traditions of ESP research article (RA) genre analysis (e.g. Swales, 1990, 2004; Swale & Feak, 2004) and lexical bundle studies (e.g. Biber & Barbieri, 2007; Hyland, 2008)are drawn upon and two dimensions of building blocks of academic discourse are conceptualized: the top-down dimension (i.e., genre schematic structuring) and the bottom-up dimension(i.e. general and move-specific academic lexical phrases). Then, the Sydney School genre-based Teaching and Learning Cycle and corpus-informed explicit bundle instruction were incorporated into the ESP genre-based framework to generate a new theoretical and pedagogical model taking into consideration the needs of the local context. In order to evaluate this innovative course thoroughly in a natural and intact classroom, careful triangulations of data were achieved. A mixed-methods programme evaluation framework was developed with two major components, namely an intervention study and individual case studies.
In terms of the average gains of the whole class, there was significant improvement in the receptive test of knowledge of genre and bundles after the course. In addition, the instruction significantly narrowed the achievement gap among the high, mid and low starting level students. Most importantly, the increase in the appropriate use of lexical phrases in rewriting suggests the effectiveness of the course in enabling active production. Regression analysis further indicated a strong relationship between the development of bundle knowledge and that of genre and genre-specific features.
The rich descriptions of the two student cases delineate the different learning trajectories of learners of distinct starting levels. Although the low starting level learner showed much slower in-class uptake, her active engagement and integration of knowledge in the rewriting task by drawing on various resources has increased her understanding of the RA genre. The high starting level learner with satisfactory in-class uptake, however, suffered from lots of textual borrowing in writing due to her high expectation of academic content but lack of corresponding genre and linguistic competences. The fact that both learners exhibited a strong lack of basic linguistic resources to verbalize their sophisticated thinking in the rewriting task pointed to the importance of developing the linguistic aspects in the initial stage of genre knowledge development in EFL contexts, which has been neglected in previous studies focusing on ESL contexts. The careful investigation of the instructional context has led to detailed discussions of a few prominent issues in the pedagogical design, in particular, the importance of focusing on the role of “task” in curriculum and pedagogical design in future research of genre-based pedagogy.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Johnson, Penelope Gail. "Contexts for writing : understanding the child's perspective." Thesis, Durham University, 1998. http://etheses.dur.ac.uk/4906/.
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The integration of social theories into a cognitive explanation of the composing process enlarges our notion of context, calling attention to the historical, social and ideological forces that shape the making of knowledge in educational settings. These approaches suggest that context cues certain actions and that students gain entry into academic contexts if they learn the appropriate forms and discourse conventions. However, methodological approaches to teaching do not address how individuals construct meaning, use knowledge for their own purposes, or engage in reflective processes that influence how individuals will act in a socially-governed situation. Nor do they address the issue of how school-acquired knowledge may be transformed to enable individual students to take ownership of their writing. These concerns motivate the attempt to form a cognitive-social epistemic that acknowledges and explains the role of the individual in constructing meaning within culturally-organized activities in primary educational systems. Through questionnaires, interviews and classroom observations, and applying qualitative analytical procedures, the study discloses layers of complexity in a multi-level description of the ways context and cognition interact. At the general level, a comparative analysis of teachers' and pupils' rationales underlying given writing tasks produces converging references to the educational purposes for writing. At a deeper level, findings that writing possibilities and social possibilities are dynamically interlinked with the emergence of identity, suggest that learning is a constructive process of meaning-making which is uniquely manifested in diverse ways. Studies of classroom interaction determine the impact of strategies deployed within classroom communication to control the meaning-making process and make it possible to discuss the efficacies of peer-interaction in the classroom. A second strand of contextual-oriented research in a non-school setting, which incorporates the computer as a writing tool, reinforces the view that children are primarily social players negotiating roles and relationships by whatever mediational means are made available to them. In light of these results, the thesis acknowledges the complexity of a largely implicit cultural architecture for directing the context of action, and concludes that this structure will be explicated only by adopting an inclusive research strategy to encompass simultaneous acting influences.
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Aguiar, Andréa Pisan Soares. "Contribuindo para a compreensão da prática de copidesque: o gênero introdução de dissertação de mestrado." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/14193.
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Previous issue date: 2011-05-09Conselho Nacional de Desenvolvimento Científico e Tecnológico
The processing of texts that will be public is an activity dating from the 3rd century b.C when the texts were produced by scribes in monasteries. Already in the 15th century, typographers, teachers and scholars began to carry out this work, obeying certain rules of standardization, hitherto non-existent. Currently, although the textual treatment stage is important, the presence of professionals to perform, namely, the proofreader and copyediting, is becoming less frequent in newspapers and publishers. It is common confusion in defining what is copyediting and what is proofreading. In copyediting, the professional performs textual complex interventions, which may change the structure of the text. In proofreading, the search for inaccuracies that have remained, as grammatical errors, as well as those related to the standardization of the text. In order to observe the changes suggested by copy writing and understand more comprehensively his acting, we selected as corpus texts belonging to the genre introduction of MSc dissertation, in the original and copyedited version. To achieve this goal, we were based on north-american genre studies, which Miller (2009a, 2009b, 2009c), Swales (1990, 2004), Bhatia (1993) and Bunton (1998, 2002); we take their methodological models to apply in this research, as well as, the studies of Bazerman (2006a, 2006b, 2007), for whom writing is "agency". Through this research it was possible to observe that the studies of genres, in particular those related to the rhetorical moves, can contribute greatly to the understanding and the improvement of copyediting
O tratamento de textos que irão a público é uma atividade que data do século III a.C. quando os textos eram produzidos por escribas nos monastérios. Já no século XV, tipógrafos, professores e eruditos passaram a exercer esse trabalho obedecendo a certas regras de padronização, até então inexistentes. Atualmente, embora a etapa de tratamento textual de uma obra seja importante, a presença dos profissionais que a realizam, a saber, o revisor e o copidesque, é cada vez menos frequente, quer nas redações de jornais, quer nas editoras. É comum a confusão ao se definir o que é copidescagem e o que é revisão. Na primeira etapa, o profissional realiza intervenções textuais complexas e profundas, que podem alterar a estrutura do texto. Na segunda, procede-se a busca por incorreções que tenham permanecido, como problemas relacionados a aspectos gramaticais e ortográficos, bem como aqueles relacionados à padronização do texto. A fim de observar as alterações sugeridas pelo copidesque e compreender de forma mais abrangente sua atuação, selecionamos como corpus textos pertencentes ao gênero introdução de dissertação de mestrado, na versão original e na versão que passou por copidescagem. Para alcançarmos esse objetivo, valemo-nos dos estudos de gênero, considerando a vertente norte-americana da qual fazem parte Miller (2009a, 2009b, 2009c), Swales (1990, 2004), Bhatia (1993) e Bunton (1998, 2002); dos últimos três, tomamos os respectivos modelos metodológicos para aplicar nesta pesquisa, consideramos, ainda, os estudos de Bazerman (2006a, 2006b, 2007), para quem a escrita está imbuída de agência . Por meio da investigação empreendida foi possível observar que os estudos de gêneros, em especial, os relacionados aos movimentos retóricos, podem contribuir sobremaneira para a compreensão e para o aprimoramento da prática de copidescagem
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Wilke, William Walter. "Individualizing the writing process through a genre-based, social-process pedagogy." Thesis, Montana State University, 2006. http://etd.lib.montana.edu/etd/2006/wilke/WilkeW0506.pdf.
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Imas, Jose Miguel. "Authoring the organisational decision-making genre : writing managers' stories in Chile." Thesis, London School of Economics and Political Science (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407921.
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Morrissey, Lynda Carleton University Dissertation English. "Genre explorations: life writing frameworks in the fiction of Marian Engel." Ottawa, 1995.
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Johansson, Ida. "Att återberätta glädje : En studie av struktur och språk i fem pojkars personligt återgivande texter." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39674.
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The aim of this study is to investigate how five boys in grade 3 of compulsory school structure and use language when they write narrative texts retelling and assessing personally experienced events. This is studied by interpreting how the boys use genre steps that are typical of the structure of personal narrative texts and by detecting and naming different linguistic features in the texts. The material in the study consists of five boys’personal reports and the method, which is based on the theories of genre pedagogy (see Johansson & Sandell Ring 2012:28ff, 223f), comes from systemic functional linguistics. A central finding of the study is that the boys structure their texts in varying combinations of genre steps which commonly occur in texts of a narrative kind. Another central finding is that the language in the boys’ texts consists of many verbs and verb groups which explain that someone is acting or doing something, different discourse connectives to indicate time, along with expressions for emotions and descriptions of experiences or objects.
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Bacino, Meghan E. "Genre, practice, and the composition classroom what students learn about language and community discourse practices through a pedagogy of genre awareness /." Diss., Connect to online resource - MSU authorized users, 2008.
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Phornprapha, Jiraporn. "Master's thesis writing of Thai students a contrastive study using genre analysis /." Connect to resource online, 2009. http://hdl.handle.net/1805/2057.
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Thesis (M.A.)--Indiana University, 2009.Title from screen (viewed on February 1, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ulla Connor, Thomas Upton, Aye Nu Duerksen. Includes vitae. Includes bibliographical references (leaves 146-152).
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Olson, Ted. "Writing and Publishing." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1192.
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Blackburn, Alison Carol. "Writing in Other People's Worlds: Two Students Repurposing Extracurricular Fan Fiction Writing to Fulfill Curricular Assignments." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6394.
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Through interviews and writing sample analysis of two secondary students who are fan fiction writers, this article examines the tensions between curricular writing and extracurricular fan fiction writing. This study finds students have rich extracurricular writing lives, and they repurpose familiar practices from fan fiction writing for the classroom. This study further discusses the role of genre in effective repurposing. This study argues students who develop genre awareness repurpose their extracurricular writing more effectively to fulfill curricular assignments.
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Glitz, Rudolph. "Writing the Victorians : the genre of the early twentieth-century family chronicle." Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422458.
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