Dissertations / Theses on the topic 'Writing and reflection'
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Tsang, Elza Shuk Ching. "A teacher's reflection : using journal writing to promote reflective learning in the writing classroom." Thesis, University of East Anglia, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437647.
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Wicks, Cayce M. "Reimagining Reflection: Gender, Student Perception, and Reflective Writing in the Composition Classroom." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1918.
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The purpose of this thesis is to discover any existing correlation between gender and student perceptions of reflective writing in the composition classroom. Seventy-five students at Florida International University participated in a survey that explored their approaches to and understanding of reflective writing. In order to connect the specific results of this study to the larger context of composition theory, this thesis includes an examination of the theoretical background of gender and reflective writing. The results of the survey indicate that the only identifiable difference between male and female student responses resulted from their definitions of reflective writing. Beyond this difference, however, there were no significant variances in student perceptions of reflective writing. The response of these students at FIU indicates a shift in expected gender norms and suggests a reconsideration of what it means to be a gendered writer in the composition classroom.
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Naidoo, Nadasen Arungasen. "Facilitating reflection in post-graduate writing practice." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/688.
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University teaching staff are employed because of their knowledge in their particular disciplines. Many do not have a qualification to teach at a higher education institution upon commencement of their academic career. In that group there are few who have the research experience required to assist at postgraduate level. This should be developed as one of the three core activities of higher education, in which they have to be involved. This study is the result of a problem that I encountered as a higher education practitioner. In keeping with my being a practitioner researcher within an action research paradigm, this report is written mainly in the first person. The study reports on how my personal theories grew over a period resulting in the need to constantly improve my own practice. These personal theories culminated in the development of an instrument (ADaM), to assess writing. ADaM was used primarily to facilitate reflection in post-graduate writing practice. In this study, there were three sets of workshops comprising 13 practical sessions each, where lecturers engaged with the process of reading, writing, computer-mediation and, to a limited extent, with the concept of mentorship. The purpose was to answer the research question: Can a writing assessment instrument be used to sensitise staff teaching post-graduates to reflect on the complex nature of producing and assessing academic writing? At two points during the 13 practical sessions, data was gathered through semistructured interviews. The data has been analysed using a form of grounded theory referred to as remodeled grounded theory. Since the analysis traversed both the quantitative and qualitative paradigms of research, it was necessary also to place the study within the third paradigm, referred to as mixed methods research. The analysis has been presented via a series of relationships generated first by open coding, then axial coding and concludes with selective coding. In addition, the comments of an independent coder were used to validate the analysis. In accordance with classic grounded theory, it was only after the analysis of the data and the emergence of a substantive theory that I referred to existing theory in the penultimate chapter as validation of my findings. The findings from the study, together with existing literature, allowed me to conclude that “Creating an awareness of writing assessment sensitises academics to their roles as HE practitioners particularly in the areas of writing and mentorship in post-graduate supervision”.
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Pearson, Eden F. "Assessing writing through reflection a qualitative inquiry /." [Ames, Iowa : Iowa State University], 2007.
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Godsland, Shelley. "Writing reflection, reflection on writing : Lacan's mirror stage and female self-construction in Helena Parente Cunha and Sylvia Molloy." Thesis, University of Liverpool, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364206.
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Walker, Kelsie Hope. "Reflective assessment| Using reflection and portfolios to assess student learning in a writing center." Thesis, University of Arkansas at Little Rock, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569720.
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As writing centers continue to petition for status, funding, and authority on university and college campuses, writing center research and assessment practices continue to evolve. Within the last 10 years, writing center administrators have turned to assessing the writing center based on student learning outcomes (SLOs). This research summarizes the assessment history of writing centers and then proposes a pilot study that uses portfolios and reflection as a way to assess student learning in a writing center on a metropolitan, four-year university campus. This research also discusses the pilot study in terms of future research and implications.
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Croft, Julia. "Seeking constructive alignment of assessment in teacher education : locating the reflection in reflective writing." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/581897.
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The aim of this thesis is to promote a dialogue about constructive alignment (Biggs, 1996) with a particular focus on the use of reflective writing as an assessed task in courses of teacher education and the influence it has, or does not have, on teacher reflection and/or in improving practice. The work is set against a national context in which time to reflect is being written out of teacher education as a consequence of policy which locates ‘training’ to teach increasingly within the busy-ness of school life. Persuaded by principles of constructive alignment and, therefore, troubled by student teachers’ perceptions of complex assignments which appear to have little relevance to their practice as teachers, I have undertaken an action research study (McAteer, 2013; Norton, 2009; and Wells, 2001), beginning with a conviction that it is possible to design assessment tasks which truly integrate professional and academic requirements and influence the learning activity of student teachers in ways which are meaningful for their development as teachers. Using an adaptation of the Ward and McCotter (2004) ‘Reflection Rubric’ to locate characteristics of reflection within the reflective writing submitted for assessment, the study evaluated the relationship between written reflection and academic and professional attainment and found little evidence that engagement in the reflective writing assignment had contributed to the participants’ development as teachers. I conclude that the assessment strategies of students and of the course had been either not aligned or destructively aligned. The thesis narrates my journey to the adoption of a socio-constructivist perspective, leading to greater insight into the relationship between established assessment practice and the learning activity of student teachers, and a questioning of my practice. Crucially, the notion of a ‘framework for assessment’ is broadened to encompass all assignment-related activity, the people involved and the timeframe, in addition to the task and criteria. I conclude by identifying a desire to know more about the national view of assessment in teacher education, seeking a network of colleagues in order to explore ways in which counterparts in other institutions are supporting student teachers to develop reflective practice and assess reflective writing.
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Alexander, Jane. "The contemporary uncanny : an exploration through practice and reflection." Thesis, Northumbria University, 2018. http://nrl.northumbria.ac.uk/36241/.
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My Creative Writing thesis comprises a collection of uncanny short stories that explores social, psychological and physical impacts of advances in science and technology, and a critical-reflective exegesis. Using a research methodology that critically examines insights emerging from creative and reflective practice, the thesis as a whole addresses the question of how the short story can be used as a particularly appropriate mode to illuminate contemporary experiences of science and technology through the creation of uncanny affect. The exegesis offers a definition of contemporary uncanny fiction; the stories test a range of thematic, stylistic and formal strategies for achieving uncanny affect. The resulting creative work suggests a contemporary technological uncanny is one that develops and extends Freud’s conceptualisation of das Unheimliche. Chapter 1 establishes the theoretical background to my practice research, providing a historical overview of the uncanny as a phenomenon and literary mode. Chapter 2 draws on Gothic and posthuman studies and psychoanalysis, and short stories by China Miéville, Nicholas Royle and Ali Smith, to explore the implications of insights emerging from my short stories: notions of an ‘uncanny of the virtual gaze’ and the body as site of impact for science and technology characterise a technological uncanny particular to our age, and comprise an original contribution to dialogues and debates theorizing a contemporary uncanny. Chapter 3 applies these notions to the practice of creative writing, to investigate the impact of its location in the academy. Finally, Chapter 4 extends existing narratological theory to suggest how second person is a particularly uncanny narrative mode, and examines issues of form, voice, structure and sequence to contend that short fiction is an especially effective form for the creation of uncanny affect – at the level of the individual story, and the collection as a whole.
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Lai, Guolin. "Examining the effects of selected computer-based scaffolds on preservice teachers' levels of reflection as evidenced in their online journal writing." Atlanta, Ga. : Georgia State University, 2008. http://digitalarchive.gsu.edu/msit_diss/41/.
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Thesis (Ph. D.)--Georgia State University, 2008.Title from title page (Digital Archive@GSU, viewed June 4, 2010) Brendan D. Calandra, committee chair; Stephen W. Harmon, Carolyn Furlow, Douglas Williams, committee members. Includes bibliographical references (p. 211-233).
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Golden, Freida M. "Autobiographical writing as a reflection of adolescent voice and rural culture /." Search for this dissertation online, 2004. http://wwwlib.umi.com/cr/ksu/main.
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O'neill, Megan Elizabeth. "From Reflection to Reflexivity: Challenging Students' Conceptions of Writing, Self, and Society in the Community Writing Classroom." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/77360.
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This dissertation, "From Reflection to Reflexivity: Challenging Students' Conceptions of Writing, Self, and Society in the Community Writing Classroom," examines the disconnect that characterizes much of the discussion of reflective writing in community writing studies and argues for the potential of reflexivity as a concept to further develop the kinds of reflective writing assigned in community writing classrooms. Many practitioners and scholars view reflective writing as a potentially powerful tool that may help students learn challenging or abstract theories and practices from their own community writing experiences. With such potential, it can be disappointing when student reflective writing does not achieve teacher expectations of critical thinking and analysis, stopping before critical engagement and understanding is achieved. Instead, it often centers on students' personal feelings and motivations that shape or arise from their community experiences. This dissertation argues that one reason for such a disconnect between teacher expectations and actual student writing, comes from the word "reflection" itself. While a traditional understanding of reflective writing asks students to look back on their experiences, observations, feelings, and opinions, community writing teachers use the term "reflection" with qualifiers like "critical," "sustained," or "intellectually rich." In qualifying their expectations for reflective writing, teachers are in fact asking for something very different from reflection, namely, reflexivity. When reflexive thinking is presented to students as "qualified reflection" it loses the considerable theoretical grounding that makes it a particularly unique way of using experiences as the foundation for inquiry. Building on theories of epistemological reflexivity for researchers in the social sciences, this dissertation highlights the methodological reflexivity theorized and practiced by feminist researchers. Feminist reflexivity specifically affords researchers more nuanced ways of looking at issues of positionality, social transformation, and agency. Such strategies have the potential for moving student reflections from private writings toward writings that impact students' understandings of the rhetorical and theoretical issues that community writing hopes to illustrate. This combination of feminist reflexivity and community writing reflections can provide community writing theorists and practitioners with alternative ways to solve reflective writing's challenges.Ph. D.
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Fulton, Anthony Tate. ""Strands of Student Talk": Exploring Reflection in Writing-Intensive Courses Across the Curriculum." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1011.
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With the rise of the writing-to-learn (WTL) movement, studies on reflection and implementing reflective writing became key focal points in research on writing across the curriculum (WAC). Scholars from a wide range of disciplines have noted the benefits of implementing genres of writing that prompt students to look back and assess aspects of their own performance and understanding. Other inquiries examine if reflective writing impacts student performance, as well as analyze students' reflective processes and their perceptions of reflection. This investigation represents a continuation and expansion of these different research efforts on reflection across the curriculum. The goal of this work is to gain more knowledge about students' reflective processes and the language that they use to describe reflective thought and action by focusing on multiple, discipline-specific contexts. Through an exploratory study of four courses within two disciplines--English and History--at a large, public university, this work examines the reflective processes and perceptions of students and how their perceptions and processes align with their instructors' expectations. This study suggests that students and instructors in various disciplines have unique and sometimes divergent ways of using and talking about reflection, which presents implications for research on WAC and knowledge transfer. Aligning with the rich body of research in the field, this investigation uses reflection as both a subject of inquiry and a guiding action.
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Kinnings, Max. "A critical review of four novels : Hitman, The Fixer, Baptism and Sacrifice." Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/14807.
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In this critical review I will explore the aims and influences; themes, characterisation, genre and plot summaries; research impact, publication histories and critical reception of my four novels: Hitman, The Fixer, Baptism and Sacrifice. In addition, I will provide a commentary on the processes and methodology I employed in the writing of the four novels as well as a critical reflection on them. Published between 2000 and 2013, my books represent a body of work that is rooted within the British crime thriller genre. However, in the nature of the novels’ construction and target readerships, they also represent two distinct literary styles. The first two novels, Hitman and The Fixer, published in 2000 and 2001 respectively are satirical thrillers in which I experiment with genre with the intention of unsettling and confounding readers’ expectations while at the same time, testing the boundaries of what the crime fiction genre can sustain. In these two novels, I draw on a range of influences and traditions in literature, film and popular culture. The second two novels, Baptism and Sacrifice, published in 2012 and 2013 are more closely aligned to the accepted conventions of the thriller genre but are no less ambitious in their intention to explore new forms of plotting and characterisation. In their writing, I was influenced more by contemporary geo-politics, particularly surveillance, intelligence, cyber warfare and the terrorist attacks of 9/11 and 7/7 than I was by literature and film. The latter two books continue a theme of experimentation I began in the first two, combining disparate influences to create original fiction. Further reflection will be made on the part that these novels have played, and continue to play, within my ongoing body of work as a novelist, screenwriter and Creative Writing academic.
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Li, Wai-shing, and 李偉成. "A study of student teachers using journal writing as a tool for reflection." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956622.
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Li, Wai-shing. "A study of student teachers using journal writing as a tool for reflection." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671686.
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BIRD, LOIS BRIDGES. "THE REFLECTION OF PERSONAL EXPERIENCE IN THE WRITING OF PAPAGO INDIAN CHILDREN (ARIZONA)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188041.
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This is a study of the nature and extent of third grade Papago Indian children's use of personal experiences in their writing. It examines the reflection of their experiences as individuals with unique personalities and interests, their experiences as Papago Indians, their experiences as third grade school children, influenced by the curricular content of their conventional school experiences and such multi-media as books, newspapers, television and film, and finally, their experiences as young children with the ability to fantasize. The study examines the extent to which these children introduce personal experience into both assigned and unassigned writing, considering such variables as their control over the assignment, their knowledge of the content of the assignment. The study also investigates how developmental maturity and gender factors influence the reflection of real life experiences in the children's writing. The seventeen subjects, seven boys and ten girls, are Papago Indian students, either eight or nine years old, enrolled in a public elementary school on the reservation, and all members of the same third grade class. The main data base contains at least eight compositions from each subject for a total of two hundred and thirty-seven writing samples. It also includes retrospective interviews conducted by the researcher at the end of the school year with each subject providing evidence about how they developed their ideas for each piece they wrote, and the extent to which the people, places and events in their written compositions represent real-life experiences. The findings demonstrate that children do introduce personal experience into their writing, clearly revealing the many facets of their experiences such as the ethnic, the religious and the environmental. The extent to which the children's personal experience is reflected in their writing is not affected by the degree of control they exercise over the selection of the writing topic; rather, it is influenced by the function for which the children are writing and by the content of the topic they are writing about. The study raises questions about the relationship between developmental maturity and the ability to fantasize and reveals striking differences between male and female writers in the extent to which they utilize their real life experiences in their writing.
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Lind, Maja. "Reflektionssamtalets möjligheter och begränsningar : En undersökning om det stöttande reflektionssamtalet som skrivutvecklande metod inom Sfi-undervisning." Thesis, Södertörn University College, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3561.
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Writing is a critical element for many of the second language learners that I’ve encountered in my work as a Swedish teacher. Therefore, on the basis of Jerome Bruners theories of reflec-tion and learning, was the purpose with this study to examine the scaffolded structured reflec-tion conversation as a method for writing development. Bruner says that the knowledge be-comes deeper when we consciously reflect over it (Arfwedson 1992:110 f).
I have used a qualitative method where I let five students write a text in Swedish on the subject "application for internship". After that I held a conversation with each of the pupils. By asking them questions I wanted them to reflect on their writing process, and the language and content in their written texts. After this I let the students revise the texts, with the invita-tion to use the thoughts from the conversation.
By this I wanted to examine to which extent the five reflection conversations led to reflec-tion on the students' own writing, as well as on language and content in the texts. I also wanted to examine how the students changed their texts after the conversations and which factors can be interpreted as being significant for the outcome of the conversations.
The study has shown that the outcome of the scaffolded structured reflection conversa-tions is very much dependent on the students' respective inputs and focus of the talks. The results indicate that a person who enters the conversation with a focus on developing his/her writing in general is generally more inclined to reflect than a student who enters with a strong focus on the individual task. These results also finds support in earlier theories of reflection.
In accordance with previous research, this study also demonstrated that it is essential that the reflection is based on the individuals’ circumstances and experiences. I had before the conversations constructed a manual with questions, which I used in all conversations. The results show that only those students who during the conversation were within what Vygotskij calls the zone of proximal development, through my questions got the scaffolding that they needed to reflect.
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Moore, Copie D. "The effects of experiential learning with an emphasis on reflective writing on deep-level processing of agricultural leadership students." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-221.
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Genua, Jo Anne. "Relationship Between the Grading of Reflective Journals and Student Honesty in Reflective Journal Writing." Thesis, NSUWorks, 2019. https://nsuworks.nova.edu/hpd_con_stuetd/61.
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Background: Journal writing is often used to gauge student skills and knowledge. There is disagreement as to whether journals should be graded because students may embellish experiences or write what the instructor wants to read. If students are not engaged in honest reflection, the benefit of reflective practice is reduced. Purpose: The purpose of this correlational non-experimental study was to examine if a relationship exists between the grading of reflective journals and student honesty in reflective journal writing. Theoretical Framework: The theoretical framework for this study was based on Schӧn’s reflective practice theory. This theoretical framework is suitable as students participate in reflective journal writing learning from experience and response to the situation, scaffolding on previous knowledge with the application of new knowledge. Methods: The correlational, non-experimental study was conducted at five Midwestern U.S. pre-licensure nursing programs. Data were collected using an anonymous survey. The non-probability sampling technique was used to examine the existence of a relationship between the grading of reflective journals and student honesty in reflective journal writing. Results: Findings indicated that a significant relationship exists between the grading of reflective journals and student honesty. The relationship between reflective journal writing and embellishment was negative and non-significant. Conclusions: This study revealed that a relationship exists between graded reflective journals and study honesty in reflective journal writing. Nurse educators and policy makers need to assess the process of reflection which involves critical thinking and problem-solving instead of grading the written component; possibly, changing to a complete/incomplete grade.
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Xiao, Ting. "Pedagogical Beliefs and Practices through Guided Reflection: A Multiple-Case Study of ESL Writing Instructors." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406821489.
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Richmond, Kia Jane Neuleib Janice. "Reflections of/on the teacher emotions and disclosure in the writing classroom /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006626.
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Thesis (Ph. D.)--Illinois State University, 2001.Title from title page screen, viewed April 18, 2006. Dissertation Committee: Janice Neuleib (chair), Patricia Dunn, Julia Visor. Includes bibliographical references (leaves 282-292) and abstract. Also available in print.
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Collier, Diane. "Implementing early intervention in reading and writing in the primary grades, encouraging reflection and strategic thinking." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34171.pdf.
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Makhanya, Winfred Nonhle Zabathembu. "The personal experience essay in isiZulu as reflection of the writing competence of grade 12 learners." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52001.
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Thesis (M.A.)--Stellenbosch University, 2000.ENGLISH ABSTRACT: This study explores the application of various approaches to teaching communicative writing skills in senior phases of learning. The main aim is to investigate how these approaches are adopted to instil competence in the communicative writing skills of grade 12learners ofisiZulu first language. Various approaches to writing skills are discussed and explored in order to make suggestions to educators' effective ways of teaching and learning communicative writing skills. Assessment criteria for written work are also presented to guide educators on how the written work is assessed. In order to ensure that the communicative writing skills are taught and learned effectively up to norms required by the Department of Education; the approaches to teaching communicative writing skills are discussed in relation to both the critical outcomes and the specific outcomes for the learning field Languages, Literacy and Communication as specified in the Curriculum 2005 (1997). The idealized writing curriculum proposed by Grade and Kaplan (1996) is also presented in relation to the specific outcomes that need to be achieved in the Languages, Literacy and Communication learning field. The aim of presenting this writing curriculum is to enable the educators to teach communicative writing skills effectively and to be able to compete in the urban, technological, international world that requires competent writers. In order to investigate the needs and problems that appear to constitute obstacles in teaching and learning communicative writing skills effectively, survey interviews were conducted with the respective educators; and written reports were requested from the educators who were participating in facilitating the process of writing the IsiZulu essays of Grade 12 learners for analysis. In this study, these essays are analysed and assessed. The findings based on this research are presented explicitly to identify the obstacles that educators and learners experience during the writing practices. Recommendations are made as regards positive and constructive changes in the teaching and learning of the communication writing skills in the senior phases of learning in South Africa.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die toepassing van verskeie benaderings tot die onderrig van kommunikatiewe skryfvaardighede in die senior fase van leer. Die hoofdoelstelling van die studie is om In ondersoek te doen na hoe benaderings wat aanvaar word aanleiding kan gee tot die verwerwmg van taalvaardigheid, m die besonder, kommunikatiewe skryfvaardighede deur graad 12 eerstetaalleerders van isiZulu. Verskillende benaderings tot skryfvaardighede salondersoek word ten einde aanbevelings te maak oor doeltreffende wyses waarop onderwysers kommunikatiewe onderrig en leer kan bewerkstellig. Assesseringskriteria VIr skriftelike werk sal aangebied word ten einde taalonderrigpraktisyns riglyne te gee aangaande die assossering van kommunikatiewe skryfvaardighede. Ten einde te verseker dat kommunikatiewe skryfvaardighede doeltreffend onderrig en aangeleer word tot op die peil vereis deur die Departement van Onderwys, sal die benaderings tot die onderrig van kommunikatiewe skryfvaardighede bespreek word met betrekking tot sowel die kritieke uitkomste as die spesifieke uitkomste van die leerveld Tale, Geletterdheid en Kommunikasie, soos gespesifiseer in Kurrikulum 2005 (1997). Die voorgestelde skryfkurrikulum van Grabe en Kaplan (1976) salook bespreek word met betrekking tot die spesifieke uitkomste wat bereik moet word in die leerveld Tale, Geletterdheid en Kommunikasie. Die doelstelling van die bespreking van hierdie skrytkurrikulum is om onderwysers in staat te stelom kommunikatiewe skryfvaardighede doeltreffend te onderrig ten einde leerders in staat te stelom mededingend te wees in die huidige stedelike, tegnologiese, internasionale wêreld wat vaardige skrywers vereis. Ten einde die behoeftes en probleme te ondersoek wat hindernisse is in die doeltreffende onderrig en leer van kommunikatiewe taalvaardigheid, is onderhoude gereël met verskillende onderwysers, en skriftelike rapporte is aangevra van onderwysers wat deelgeneem het in die fasiliteringsproses van die skryf van isiZulu opstelle deur graad 12 leerders vir die doeleindes van die analises gedoen in hierdie studie. Die bevindinge gebaseer op die navorsing gedoen in hierdie studie word eksplisiet aangebied ten einde die hindernisse te identifiseer wat onderwys ervaar tydens die praktyk van skryfonderrig. Aanbevelings word gemaak rakende positiewe en konstruktiewe vernaderinge in die onderrig en leer van kommunikatiewe skryfvaardighede in die senior fase van leer in Suid- Afrika.
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Fongoqa, Nobatwa Virginia. "The personal perspective essay in Xhosa as reflection of the writing competence of grade 12 learners." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53143.
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Thesis (MA)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: This study explores a theoretical framework of language competence with reference to the teaching and learning of writing in Xhosa grade 12. The teaching of writing attempts to develop writing skills and to assist learners to see writing as a process involving various stages such as thinking, researching, planning, writing and re-writing. Furthermore, this study aims at demonstrating how to develop the learners to express themselves in a formally ordered way, as required in a given context for a specific purpose and audience. The study is strongly influenced by two approaches, one associated with the processes of writing, and the other called the genre approach, but the study also draws on a number of writing models. Examples of written essays by the learners of Xhosa in grade 12 are presented and analysed. This study examines four essays, each for which properties relating to the language competence component is analysed according to the questions posed by Grabe and Kaplan (1996). Writing is one of the most important communicative skills in life of the individual and it is an integral part of the school curriculum. This study concludes with some recommendations, which might help to solve certain problems relating to essay writing in the teaching of languages in Curriculum 2005 ..
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek 'n teoretiese raamwerk van taalvermoë met verwysing na die onderrig en aanleer van skryfvaardigheid in Xhosa vir graad 12 leerders. Die onderrig van skryfvaardigheid het as doelstelling die ontwikkeling van leerders se skryfvermoëns en die leiding van leerders om skryf te sien as 'n proses wat talle fases behels, soos nadenke, beplanning, navorsing, skryf en herskryf. Die studie poog voorts om aan te toon hoe leerders ontwikkel kan word om hulleself uit te druk in 'n formeelgevorderde wyse, soos vereis in 'n bepaalde konteks en vir 'n bepaalde gehoor. Die studie is sterk beïnvloed deur twee benaderings, een gekoppel aan die prosesse van skryf, en die ander, bekend as die genre-benadering, maar die studie betrek ook 'n aantal modelle van skryfvaardigheid. Voorbeelde van skriftelike stukke deur leerders van Xhosa eerste taal in graad 12 word ontleed. Die studie ondersoek vier opstelle, elke waarvoor eienskappe rakende die taalvaardigheidskomponent, ontleed word volgens vrae gestel deur Grabe en Kaplan (1996). Skryfvaardigheid is een van die belangrikste kommunikasievaardighede in die lewe van 'n individu, en dit vorm 'n integrale deel van die skoolkurrikulum. Die studie sluit af met 'n aantal aanbevelings wat 'n bydrae kan maak tot die oplos van bepaalde probleme rakende skryfwerk in taalonderrig in Kurrikulum 2005.
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Rahman, Junaidi Haji Abd. "Reflection on writing in portfolio assessment : a case study of EFL primary school pupils in Brunei Darussalam." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/3090/.
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This research focuses on the reflection practices of 45 young learners of English in Brunei Darussalam. The purpose of the research was to ascertain the feasibility of employing a reflection exercise, as a core component of a writing portfolio assessment procedure, in the context of Brunei Darussalam. The research adopted a case study approach which was specifically aimed at: a) examining the reflection criteria used by pupils; b) identifying any developmental pattern of reflection in the use of these criteria: and c) determining the correlation between writing performance and the pattern of progression in reflection. The findings of the study suggest that the pupils made use of a number of criteria which can be grouped into three categories according to the extent of their approximation to the concept of reflection and their focus on the writing pieces being reflected on. In terms of progression, it was found that a large number of pupils were considered mixed in their reflection, a third showed positive progression, while a small number failed to progress. The correlation between the pupils' writing performance and their progression in reflection was found to be significant, especially among female pupils. The implications of the findings, among others, are that: a) the concept of reflection within portfolio assessment is generally practicable among the young learners in the context of Brunei Darussalam; b) some evidence for positive progression in the use of the selection criteria categories essentially illustrates the pupils' ability to shift the focus of their reflection; c) the evidence to suggest the link between performance in writing and progression in reflection calls for more investigation possibly with the involvement of a larger population sampling. These implications are significant not only for the research community, where there is a clear lack of research of this kind with young learners or learners of English as a foreign language; but also for the Brunei Darussalam context where portfolio assessment is one new approach to assessment being recommended to schools.
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SANTOS, CLAUDETE DAFLON DOS. "THE TRAVEL AND WRITING REFLECTION ABOUT THE TRAVELS IMPORTANCE IN THE INTELLECTUAL GRADUATION AND PRODUCTION WRITER-TRAVELLERS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2002. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=3291@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIORO presente trabalho discute como o estudo das relações entre escrita e viagem pode ser um ponto de vista privilegiado para se pensar a formação e a produção intelectual de alguns escritores-viajantes brasileiros que viajaram entre o final do século XIX e as primeiras décadas do XX. Considerando-se a existência de diferentes modos de viajar e escrever, foi proposta a construção teórica de duas linhagens de viajantes cujas concepções de viagem, distintas entre si, teriam importante repercussão na escrita. Tratar-se-ia das linhagens de Nabuco e modernista. Na primeira, a admiração confessa pela cultura européia levava à travessia do Atlântico para, como intelectual e viajante, ratificar a supremacia cultural do Velho Mundo por meio do exercício de verificação. Na segunda, almejava-se a ruptura com o modelo cultural subserviente que prevalecia na época; para tanto, a verificação deu lugar à descoberta. Esse deslocamento do verificar para o descobrir estava atrelado ao propósito de se construir uma tradição cultural brasileira que justificaria a inclusão definitiva do Brasil no mapa do escritor-viajante.
This work discusses how the study of the relation between writing and travelling can be a privileged viewpoint to analyse the upbringing and the intellectual production of some Brazilian traveller-writers, who travelled in the late nineteenth-century and early twentieth. Taking into consideration the existence of different ways of travelling, this work deals with the theoretical proposition of two separate traveller-lineages, whose ideas about travelling,different from one another, were to achieve momentous repercussion in writing.These are Nabucos lineage and the modernists. In the former, the explicit preference for European culture would take their adepts both as intellectuals and travellers to cross the Atlantic in order to verify the cultural supremacy of the Old World; in the latter, they would break away from the subservient cultural model prevalent at that time; thus verification led to discovery. The path leading from verifying to discovering was subordinated to the purpose of creating a Brazilian cultural tradition that would justify the definitive inclusion of Brazil in the map of traveller- writers.
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Kramer, Tereza Joy. "GIVING STUDENTS THE REINS: TAKING ADVANTAGE OF SERVICE-LEARNING'S POTENTIAL AS A PEDAGOGY FOR TEACHING WRITING." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/480.
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Service-learning helps students experience the practical applications of learning to write well; it also offers opportunities for students to develop a sense of civic responsibility. Although service-learning is growing in popularity, this pedagogy is not prevalent in English departments. Additionally, service-learning courses across all disciplines typically do not empower students to make their own project decisions. Given these tendencies, it is useful to consider whether service-learning is an effective pedagogy for writing, whether students should be designing their own projects, and what writing instructors could do to facilitate students' growth as writers while completing projects in the community. This is a qualitative case study, incorporating quantitative data, of two technical writing courses. I reviewed the students' answers to surveys developed for this research, plus their course evaluations, individual reflective writing, and collaborative project documents, and then I compiled and collated the students' references to what they were learning and what they were struggling with. The references fall within the following themes: student decision-making; the role of the instructor; the rhetorical tenets of audience and purpose; service; collaboration with peers and community members; written expression; and professionalism and motivation. Relying upon the students' comments in regard to these themes, I suggest that service-learning can help students become invested in the outcome of their written expression, motivating them to learn how to address audience and purpose through strong writing. Students learn to work collaboratively and develop their own individual voices as they discover, reflect upon, and express their ideas and shared knowledge. Instructors should ask students to design their own projects, allowing them to engage with and learn how to contribute to the community: through self-directed experiential projects, students become more likely to understand the power of writing and to transfer their new knowledge to later situations. I conclude with a discussion of the need for targeted research and suggestions for teaching writing through community-based pedagogy to enhance civic engagement.
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Blau, Aimee E. "Composing 'An Experience': Experiential Aesthetics in First-Year Writing." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3209.
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Students often struggle to understand why the required writing course is important in their academic and non academic life. My project seeks to bring these two parts of students' lives together by urging writing teachers and students to consider a richer concept of the term "composition," one that includes the fundamental work of composing meaningful knowledge by assembling and reflecting on raw experiences. Dewey's term "an experience" clarifies how students constitute knowledge from their experiences, and Burke's methodological concept of form offers students a model for writing that accommodates that Deweyian sort of learning. Building off of these aesthetic theories, I suggest that significant learning experiences must be composed and organized through critical reflection.
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Eller, Kristin. "Scopophobia." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1131.
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[First paragraph of Preface]
I set out to write an essay three years ago that started with the line “I always find God in the bathroom—don’t ask me why,” which is entirely true and says so much while explaining so little. Within a page and a half I briefly introduced a scene, a memory,where I had sequestered myself in a toilet stall in the bathroom on my sorority’s dorm floor at Eastern Kentucky University. I mentioned the scenario—I was hiding from a serial rapist who, for some reason, decided I’d be a good target—in just a few paragraphs and moved on as if it had the paltry significance of last week’s soggy newspaper lying under the dog bowl. After all, I only wrote it because it was a required exercise in my first graduate writing class; I was going to write my thesis in fiction.
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Åkesdotter, Cecilia. "Does Writing Down Positive Self Talk – Self Reflection Affect Reaction Time? : A laboratory experiment with young Swedish athletes." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-2199.
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Syfte Syftet med studien är att undersöka om positivt Self-talk (ST) och självreflektion (SR) i form av att skriva i en träningsdagbok kan påverka reaktionstiden hos unga idrottare. Sker det förändringar i reaktionstid mellan första och andra gången testet genomförs? Är det en skillnad i hur stora förändringar som sker i reaktionstid när positivt self-talk gruppen och självreflektionsgruppen jämförs med en kontrollgrupp? Hur upplevde idrottarna uppgiften att skriva träningsdagbok? Metod Studien är ett randomiserat laboratorieexperiment och skillnader i reaktionstid kan enbart ses på gruppnivå. Deltagarna (n=29) bestod av både manliga och kvinnliga 16 åriga idrottare som randomiserades i två experimentgrupper och en kontrollgrupp. Kvinnor och män var jämt fördelade mellan grupperna. Först genomfördes två olika reaktionstest (Simple RT och 4choice RT) med hjälp av ett datorprogram för alla deltagare. Experimentgrupp 1 (EG 1) genomförde en intervention där de under en vecka fick skriva ned sitt eget positiva ST i samband med träning. Experimentgrupp 2 (EG2) två skrev under en vecka ner vad de kunde förbättra med sin träning och vilka konsekvenser dessa förändringar kunde leda till. Kontrollgruppen (CG) fick utöver sin träning skriva ner sitt TV-tittande som en placebo. Efter interventionen genomfördes ett eftertest av reaktionstid och en enkät delades ut där deltagarna fick svara på hur de upplevde dagboken och om de trodde den kunde ha effekt på deras prestation. Resultat Inom grupperna var det enbart EG 2 (de som tillämpade självreflektion) som hade en statistiskt signifikant förbättring av reaktionstid mellan det första och det andra testtillfället. Detta gällde både för Simple RT (p=0.028) och Choice RT (p=0.018). CG och EG 1 hade små förbättringar i RT mellan det första och andra testtillfället men inga som var statistiskt signifikanta. Gällande jämförelser mellan grupper fanns inga statistiskt säkerställda skillnader i förbättring mellan CG och EG 1. I EG 2 fanns ingen skillnad i förbättrad RT jämfört med CG i simple RT dock återfanns en statistiskt säkerställd skillnad i Choice RT där EG 2 hade en större förbättring jämfört med CG (p=0,003). Gällande hur grupperna upplevde interventionen med träningsdagböcker var resultaten relativt lika i de olika grupperna. Generellt upplevde grupperna att dagboken kunde ha en liten effekt på prestation samt att dagboksskrivandet i sig inte var så givande. Intressant var att de som skrev ner vad de såg på TV upplevde att detta kunde påverka deras prestation lika mycket som de som skrev ner positivt ST eller SR. Slutsats I självreflektionsgruppen hade en statistiskt signifikant förbättring skett både inom gruppen och jämfört med en kontrollgrupp. Inga signifikanta skillnader återfanns i positivt ST gruppen. Resultaten tolkas utifrån teorier som Self-determination, information processning och förmågan att fokusera uppmärksamheten. Styrkor och svagheter behandlas och slutsatsen är att fler upprepade studier behövs för att stärka och förstå sambandet mellan positivt ST och SR kopplat till reaktionstid. Ska denna typ av dagbok föras in i en klubb eller ett lag bör designen göras om så att den blir mer omtyckt av idrottarna.Aim The aim of this study is to evaluate if positive Self-talk (ST) or Self-Reflection (SR) by writing in a training diary can affect Reaction Time (RT) in young Swedish Athletes. Does reaction time change between the pre-test and the post-tests? Is there a difference in reaction time changes between groups when the positive ST group and the SR group are compared to the control group? How did the athletes experience the intervention? Experiment design This study is a randomized laboratory experiment. It is a between subjects design and therefore differences will only be seen on a group level. The participants N=29 were male and female 16 year old athletes. They were randomized in to two experiment groups (EG 1, EG 2) and a control group (CG), males and females were evenly distributed between groups. First two different (RT) tests were conducted with a computer program for all participants (Simple RT and 4Choice RT). After this an intervention of positive ST (EG1) or SR (EG2) was conducted with the use of training diaries for one week. The CG wrote down their habits of watching TV and this was used as a placebo. A re-test of RT was conducted after the completion of the intervention. After this an inquiry was handed to the participants to address their thoughts about using the diary and if they believed it could affect their performance. Results EG2 was the only group that provided a statistically significant decrease in RT time compared to the pre-test in both simple RT (p=0.028) and choice (p=0.018). No statistical significant differences in RT were found in EG1 or in the CG when comparing pre-and post tests of both simple and choice RT. Comparing between groups showed no statistical significant difference in improved RT between the CG and EG 1 in simple RT or in 4choice RT. A statistical significant difference in improved RT was found between CG and EG2 in choice RT (p=0.003) where the EG 2 had a statistical significant improvement in RT compared to the CG. Comparing simple RT no statistical significant differences was found between EG2 and CG. The three groups experienced using the diary in a similar way. In general they found the diary intervention somewhat giving and believed that the diary could have a little affect on performance. Interesting to notice is that the participators that wrote down their TV habits believed this could have the same impact on performance as the participators writing down positive ST or SR. Conclusions A connection was found between strategies of SR an RT. These results are analyzed regarding the theoretical framework provided by Self-determination theory, information processing and focus of attention. Strength and weakness is discussed and the conclusion is that more and reproduced studies are needed to determine the connection between interventions positive ST, SR and RT. If a training diary would be used in a team or a club some modifications should be done to make them more meaningful for the athletes.
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COSTA, GABRIELA GOMES DA SILVA. "WHAT TOUCHES THIS GENERATION TOUCH?: AN HYPERTEXTUAL REFLECTION ON NEW PRACTICES OF READING AND WRITING IN DIGITAL AGE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24761@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
As Novas Tecnologias da Informação e Comunicação (NTICs) estão incorporadas no cotidiano da geração digital Web 2.0, que, segundo especialistas, é a que mais lê e escreve, prática originalmente reconhecida por escrileitura. Esta pesquisa, no esforço de compreender o que toca essa geração touch, investiga, por meio de teóricos, filósofos e poetas, como também pela análise dos diários de bordo, pesquisa eletrônica e relatos casuais, como se dão as novas práticas de leitura e escrita de adolescentes situados na faixa etária de 11 a 14 anos, período em que se constata um crescente desinteresse pela leitura literária. Considerando a internet a convergência das mídias e o locus destas novas práticas, cujo núcleo é o hipertexto, o desafio se dá em observar o ato comunicativo neste ciberespaço, lugar de múltiplas e quase indistinguíveis falas, e averiguar como se dá a experiência com a literatura nesse contexto. A pluralidade de saberes que circulam fora da escola, que antes era a única legitimadora do saber, constitui um dos maiores desafios do mundo da comunicação à contemporaneidade. O estudo sobre os novos modos de ler e escrever é, sobretudo, uma proposta de reflexão sobre teoria e prática, nos conscientizando continuamente de que a transformação nos modos de circulação do saber é uma das mais profundas transformações que pode sofrer uma sociedade. Como diria o poeta, isso exige um estudo profundo, uma aprendizagem de desaprender.
The New Information and Communication Technologies (ICTs) are incorporated into the daily life of digital web 2.0 generation, which, according to experts, is the one that reads and writes more; a practice originally acknowledged as escrileitura/ writereading. In an effort to understand what touches this generation touch this research investigates, by means of theoreticians, philosophers and poets, as well as by the analysis of logbooks, electronic survey and casual reports, how the new practices ofwriting and reading of adolescents in the age range of 11 to 14; a period in which a growing lack of interest for literary reading is evident. If we consider the internet as the convergence of the medias and the locus of these new practices whose core is the hypertext, then the challenge is to observe the communicative act in this cyberspace; a place of multiple and almost indistinguishable speeches; and investigate how the experience with the literature happens in that context. The plurality of knowledge that circulates outside school, which was once the only authenticator of knowledge, constitutes one of the greatest challenges of the world of communication to contemporaneousness. The study on new ways of reading and writing is, above all, a proposal to reflection on its theory and practice, making us continually conscientious that the transformation in which knowledge circulates is one of the deepest transformation that a society can go through. As the poet would say: this requires an in-depth study, a learning of unlearning.
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Shumway, Anika. "Experiential Education in the Writing Classroom: Developing Habits for Citizenship." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/8910.
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As political polarity and social divisiveness increase in the United States, more organizations and scholars are calling on institutions of higher education to rise to the occasion and incorporate into their objectives the development of competent citizenship (The National Task Force). Writing classrooms are particularly suited to these kinds of objectives as writing already proposes relationships between rhetor and audience that have ethical dimensions and require mutual honesty, accountability, and respect (Duffy, "The Good Writer"). Additionally, the Framework for Success, a document that has become central to shaping the goals of writing classrooms, articulates habits of mind, like openness and engagement, that lend themselves to healthy, productive citizenship and civic interactions. However, the inherence of these qualities and potential in writing classrooms is not always recognized or actualized. Instructors need a reliable pedagogical framework to guide their objectives and choices so that students develop citizenship competencies through their writing experiences. The theory of experiential learning (EL) is one promising avenue for such a pedagogical method. This thesis explains keys to understanding EL theory and implementing them in traditional classrooms and details lived examples from two classrooms that illustrate how EL in practice can help students develop habits of mind that in turn contribute to citizenship competencies.
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Lor, Wing-suen, and 羅詠璇. "Studying the first-year students' experience of writing their reflection journals with the use of a web-based system." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944875.
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Harten, Michael D. "An evaluation of the effectiveness of written reflection to improve high school students' writing and metacognitive knowledge and strategies." Thesis, Boston University, 2014. https://hdl.handle.net/2144/11012.
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Thesis (Ed.D.)--Boston UniversityThis study analyzed three analytical essays and three metacognitive reflections written by 36 high school sophomores during one school year. After they had written analytical essays, students wrote reflections in which they described their writing process, explained what they did well, and identified two areas for improvement. The study focused on what students wrote in their reflections, the relationship between writing and metacognitive knowledge and strategies, and whether writing or metacognitive knowledge and/or strategies improved over time. After trained scorers holistically scored the essays, student reflections were analyzed for evidence of the three types of metacognitive knowledge: declarative, procedural, and conditional (Jacobs & Paris, 1987), as well as the metacognitive strategies of monitoring and self-correction (Baker & Brown, 1984). The study found that all three types of knowledge and both types of strategies were present in the majority of student reflections. There was a relationship between conditional knowledge and strategies, and self-correction did not occur without monitoring. In addition, there was a significant correlation between students' final essay scores and final metacognitive reflection. Student essay scores significantly improved over time, but their level of metacognition remained the same. These findings suggest that further research on metacognition and writing can build upon the rich base of research on metacognition and reading to develop future avenues for investigation, and that written metacognitive reflection may be an effective addition to writing instruction.
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Lor, Wing-suen. "Studying the first-year students' experience of writing their reflection journals with the use of a web-based system." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20350375.
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Boczkowski, Derek John Boczkowski. "Reflected and Refracted Literacy Practices across the First-Year Writing Classroom and the Writer's Studio." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1513787590799832.
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Le, Clercq Dianne. "Practicum as a context for host teachers' professional development through discourse and reflection." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36568/1/36568_Digitised%20Thesis.pdf.
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Practicum is perceived by both student teachers and practising teachers to be vitally important in the process oflearning to teach. However, as student enrolments into early childhood courses rise, there seems to be an almost corresponding fall in the number of early childhood teachers offering to accept student teachers for practicum. In beginning to investigate the reason for this critical situation, I found, besides the many legitimate calls on teachers' time, and the numerous stressors affecting their teaching, that there was also a critical shortage of professional development opportunities for early childhood teachers. The seed was thus sown - could practicum provide an opportunity for host teachers to learn and develop professionally? If this were possible, teachers might accept student teachers more readily.
Two main issues influenced and consequently determined the direction the study assumed. Firstly, that teachers should be worked 'with' rather than 'on' in research projects, and secondly, that professional development should be a personal journey of learning and growth. The study set out to describe and document the learning and growth which occurred for five early childhood teachers working in five diverse settings (child care, community kindergarten, State preschool, State primary school and an alternative setting), as they hosted a final year student teacher for practicum. While constructivist theory guided the study, Weissglass's (1991) model for educational change provided the framework for considering the possibility of practicum being an avenue for host teachers' professional development.
To ensure that the essence of the complex and dynamic interactions of practicum was captured, qualitative methodology was employed, as this allowed for maximum flexibility of data gathering techniques. Insight into host teachers' learning and growth was gained through the use of reflective journals, telephone conversations and focus group meetings. Knowledge and understanding gleaned through these processes were gathered and recorded as case studies.
All five host teachers gained professionally from the practicum experience, particularly from the professional dialogues which occurred, but also from maintaining a reflective journal. All four teachers working with children on a daily basis continued to regularly reflect on their teaching in written form. Furthermore, host teachers gained professionally from the discussions with the researcher and with the other host teachers (Focus Groups).
This study confirmed what the literature has been saying about both the relative isolation of early childhood teachers, and the need for relevant professional development opportunities. Practicum with a final year student teacher has the potential to reduce this isolation, and to stimulate learning and growth, particularly if the practicum experience is combined with an opportunity to meet with other host teachers. The establishment of local educative communities based on practicum will :further enhance host teachers' professional development. These learning communities, known as PINGs (Practicum Integrating Network Groups) will also provide the collegial networks, the need for which was identified in this study.
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Babaoglu, Serife. ""Vadå skribent? Jag är ingen skribent, jag gör bara uppgiften!" : En studie om en grupp gymnasielevers reflektioner kring sitt skrivande." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34779.
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This study is founded on my personal interest in Swedish as a language as well as a subject in the Swedish school system. The development of pupils in terms of the Swedish language has always interested me, in particular the writing development and what motivates pupils to write texts. During my time as a teacher, I have observed several key factors that contributes to the development of pupils’ writing skills; for example, the pursuit of a grade, demands from the teacher, or the interest in a specific genre. However, there are certainly an exceeding number of factors that affects pupils’ writing development. In addition, as a teacher I have encountered several difficulties present in pupils writing ability as well as their self-perception as writers. For example, during a writing exercise in Swedish 1, a course in upper secondary school, the pupils were learning how to paraphrase. The pupils were asked by me “What makes you into a good writer?”, with a surprised look the pupil said “Writer? I am not a writer? I am just doing the task”. Subsequently, it became clear to me that these pupils do not view themselves as writers. They might not feel that the texts are their own in which their personalities and experiences are present. Thus, I chose to conduct a writing project in the school which I work. The present study will analyse upper secondary school pupils’ self-reflections about their writing. This will be conducted by asking upper secondary school pupils at a school with a vehicular profile to read and write short stories as well as writing reading logs. The idea is that as the pupils were writing their short stories and writings their reading logs I would simultaneously collect and analyse their logs. In conclusion, the study will be based on the pupils’ reading logs. The purpose is to investigate the self-perception of pupils’ writing as they are writing and reflecting over their written production.
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Martin, Caitlin A. "Teaching for Transfer: Reflective Self-Assessment Strategies in the First-Year Composition Classroom." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1375294535.
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SILVA, LUCIA YANEZ. "THE BODY’S RUSTLE IN THE WORDS FLOW: A REFLECTION UPON THE RELATIONS BETWEEN BODY AND WRITING SUGGESTED BY JUAN DOMÍNGUEZ S WORK." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=17220@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOREste estudo propõe uma reflexão acerca das relações entre o corpo e a escrita na coreografia contemporânea a partir dos desdobramentos críticos sugeridos pela obra do artista espanhol Juan Domínguez. Os trabalhos intitulados Todos os bons espiões têm minha idade (2003) e The Application (2005) servem de ignição para esquadrinhar e problematizar esta equação, procurando exprimir a densidade desta questão. O primeiro capítulo examina distintos registros atrelados à prática coreográfica – desenhos, instruções, partituras, notações, e outros rascunhos afins –, assinalando a potência poética deste corpus para além da sua inerente função mnemônica e catalisadora, e expõe o debate crítico sobre a palavra escrita nas práticas artísticas contemporâneas. O segundo capítulo discute as relações entre as práticas coreográficas e a escrita pessoal – concebida, neste contexto, como um repertório que compreende as notas autobiográficas, as cartas, os diários, e outras narrativas análogas – examinando como a experiência cotidiana e a criação artística se afetam reciprocamente. O terceiro capítulo avalia algumas das abordagens do corpo verificadas no âmbito da dança, das ciências e da filosofia recente, evidenciando a emergência de uma perspectiva capaz de apreender o caráter intensivo do corpo e de pensar a escrita como uma prática sensível.
This study proposes a reflection on the relations between body and writing in contemporary choreography from the critical developments suggested by the work of Spanish artist Juan Domínguez. The pieces All good spies are my age (2003) and The Application (2005) provide a spark to probe and question this equation, in order to express the density of this issue. The first chapter examines different records tied to the chorographical practice – drawings, instructions, scores, notations, and other related outlines – stressing the power of this poetic corpus besides their catalyst and mnemonic innate functions, and outlines the critical debate about the written word in contemporary art. The second chapter discusses the relation between chorographical practices and personal writing – conceived, in this context, as a set that includes diaries, autobiographical notes, letters, and other related narratives – scrutinizing how the everyday experience and artistic creation are mutually affected. The third chapter reviews some of the available approaches of the body within dance field, sciences, and recent philosophy, highlighting the emergence of a perspective able to grasp the intensive nature of the body and to consider writing as a sensitive practice.
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Player, Glen J. "An investigation into a dramatic writing toolset for the creation of a new work of drama." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16394/1/Glen_Player_Thesis.pdf.
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In this exegesis I have attempted to formulate a primary toolset for dramatic writing that I can apply to create dramatic structure in plays, the chief example being my play Albatross (included herein). This toolset is contingent upon Aristotle's basic tenet of drama, that "tragedy is an imitation of an action" (2002: 10). This exegesis theorises that the work of modern writers on drama such as Spencer, Packard, Catron, Lamott, See, Hicks and many others, fundamentally accords with Aristotle on this point, such that the tools they espouse can collectively be considered a standard set for dramatic writing. Beyond this, my research has led me to believe that there is a primary subset of tools specific to creating dramatic structure. These tools, formulated from dramatic theory, best capture my own way of thinking about my writing practice. I divide them into two types: the first, tools of creation, comprise Theme and Values; Character and their Values; Characters and Action; Character Orchestration and Obstacles; and Event and Significant Change. The second, tools of evaluation, are Passivity; Stakes; and Premise. Together these eight tools have been responsible for creating dramatic structure in the play, Albatross.
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Player, Glen J. "An investigation into a dramatic writing toolset for the creation of a new work of drama." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16394/.
Full textAbstract:
In this exegesis I have attempted to formulate a primary toolset for dramatic writing that I can apply to create dramatic structure in plays, the chief example being my play Albatross (included herein). This toolset is contingent upon Aristotle's basic tenet of drama, that "tragedy is an imitation of an action" (2002: 10). This exegesis theorises that the work of modern writers on drama such as Spencer, Packard, Catron, Lamott, See, Hicks and many others, fundamentally accords with Aristotle on this point, such that the tools they espouse can collectively be considered a standard set for dramatic writing. Beyond this, my research has led me to believe that there is a primary subset of tools specific to creating dramatic structure. These tools, formulated from dramatic theory, best capture my own way of thinking about my writing practice. I divide them into two types: the first, tools of creation, comprise Theme and Values; Character and their Values; Characters and Action; Character Orchestration and Obstacles; and Event and Significant Change. The second, tools of evaluation, are Passivity; Stakes; and Premise. Together these eight tools have been responsible for creating dramatic structure in the play, Albatross.
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Lindgren, Eva. "Writing and revising : Didactic and Methodological Implications of Keystroke Logging." Doctoral thesis, Umeå : Institutionen för moderna språk, Umeå universitet, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-534.
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Dadurka, David T. "Metaphoric Competence as a Means to Meta-Cognitive Awareness in First-Year Composition." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5178.
Full textAbstract:
A growing body of writing research suggests college students' and teachers' conceptualizations of writing play an important role in learning to write and making the transition from secondary to post-secondary academic composition. First-year college writers are not blank slates; rather, they bring many assumptions and beliefs about academic writing to the first-year writing classroom from exposure to a wide range of literate practices throughout their lives. Metaphor acts as a way for scholars to trace students' as well as their instructors' assumptions and beliefs about writing. In this study, I contend that metaphor is a pathway to meta-cognitive awareness, mindfulness, and reflection. This multi-method descriptive study applies metaphor analysis to a corpus of more than a dozen first-year composition students' end-of-semester writing portfolios; the study also employs an auto-ethnographic approach to examining this author's texts composed as a graduate student and novice teacher. In several cases writing students in this study appeared to reconfigure their metaphors for writing and subsequently reconsider their assumptions about writing. My literature review and analysis suggests that metaphor remains an underutilized inventive and reflective strategy in composition pedagogy. Based on these results, I suggest that instructors consider how metaphoric competence might offer writers and writing instructors an alternate means for operationalizing key habits of mind such as meta-cognitive awareness, reflection, openness to learning, and creativity as recommended in the Framework for Success in Post-Secondary Writing. Ultimately, I argue that writers and teachers might benefit from adopting a more flexible attitude towards metaphor. As a rhetorical trope, metaphors are contextual and, thus, writers need to learn to mix, discard, create, and obscure metaphors as required by the situation.ID: 031001446; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed June 27, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 129-135).
M.A.
Masters
English
Arts and Humanities
English; Rhetoric and Composition
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Sutherland, Alexandra. "Writing, identity, and change : a narrative case study of the use of journals to promote reflexivity within a Drama Studies curriculum." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1004384.
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The study adopts a case study examination of three student reflective joumals written about class and field based applied Drama experiences over one year. The journals were written as part of a curriculum outcome to develop reflective practice, for one Drama Honours paper (Educational Drama and Theatre) at Rhodes University Drama Department, South Africa. Based on a narrative inquiry approach, the study documents the changes in identity, discourse, and representation of self and other, which emerge through the journal writing process. The research analyses how identities are constructed through reflective writing practices, and how these identities might relate to the arguments for the development of reflexivity. The development of reflexivity is seen as integral to contemporary educational policies associated with lifelong learning, and the skills required of graduates in South Africa's emerging democracy. These policies centre on means of preparing students for a world characterised by change and instability, or what Barnett (2000) has termed a "supercomplex world". The research findings suggest that journal writing within a Drama Studies curriculum, allows students to construct subjectivities which support Barnett's claim that "the main pedagogical task in a university is not that of the transmission of knowledge but of promoting forms of human being appropriate to the conditions of supercomplexity" (Barnett, 2000b: 164). In addition, the development of different writing genres within a Drama Studies curriculum allows students to develop disciplinarily relevant ways of discussing and researching artistic processes and products. A reflective journal is a potential site for students to interrogate and construct emerging identities which enable them to negotiate diversity, thus preparing them for their lives beyond the university.
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Riveros, Diegues Nicole Alejandra. "Gramática y escritura: hacia un vínculo consciente en las prácticas lingüísticas. Análisis del tratamiento gramatical en los dispositivos curriculares de Chile." Doctoral thesis, Universitat Autònoma de Barcelona, 2020. http://hdl.handle.net/10803/671300.
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En aquesta tesi s'analitza la relació entre la gramàtica i l'escriptura en el currículum educatiu de Xile. Concretament, l'estudi considera els Programes d'assignatura de Llengua i Literatura del primer tram de l'Educació mitjana, una selecció de llibres de text i els Estàndards orientadors per a les carreres de pedagogia, emanats el marc curricular vigent. La discussió teòrica presentada en aquesta investigació és concloent: l'ensenyament explícit i contextualitzada dels continguts gramaticals té un impacte positiu en el desenvolupament de la competència escrita.
D'acord amb aquesta perspectiva, l'anàlisi aplicada als dispositius curriculars demostra que, tot i que el currículum declara la importància de la reflexió metalingüística en el domini de l'escriptura, en efecte, la selecció i distribució dels directrius pedagògics (Objectius d'Aprenentatge , Indicadors d'Avaluació i Activitats suggerides), les discontinuïtats en la progressió d'habilitats i la superposició dels enfocaments lingüístics posicionen la gramàtica en un paper secundari i l'escriptura com una activitat reproductiva.
A més de l'anterior, s'aborda la manera en la qual futurs docents de Llengua representen l'ensenyament i l'exercitació de la gramàtica en l'Ensenyament Mig. Aquestes maneres d'interpretar els vincles de l'llenguatge permeten detectar les tensions que persisteixen en el model educatiu implementat a Xile i els desafiaments propis de la formació inicial docent com un espai propici per generar els canvis que demana l'aprenentatge escolar.
Finalment, s'intenta demostrar que, amb la incorporació a l'aula d'estratègies gramaticals contextualitzades, és possible generar pràctiques lingüístiques conscients, profundes i funcionals que contribueixin a la millora de l'autoregulació en el procés d'escriptura. Les estratègies analitzades constaten que hi ha aspectes de la llengua (en particular) i de la formació comunicativa (en general) que només poden ser explicats per mitjà de l'fonament que proveeix el contingut gramatical.
Amb tot l'anterior, aquesta tesi pretén ser una invitació a repensar la gramàtica en el currículum educatiu i a aprofitar el seu valor com a font de descobriment metalingüístic.En esta tesis se analiza la relación entre la gramática y la escritura en el currículo educativo de Chile. Concretamente, el estudio considera los Programas de asignatura de Lengua y Literatura del primer tramo de la Educación media, una selección de libros de texto y los Estándares orientadores para las carreras de pedagogía, emanados del marco curricular vigente. La discusión teórica presentada en esta investigación es concluyente: la enseñanza explícita y contextualizada de los contenidos gramaticales tiene un impacto positivo en el desarrollo de la competencia escrita. De acuerdo con esta perspectiva, el análisis aplicado a los dispositivos curriculares demuestra que, pese a que el currículo declara la importancia de la reflexión metalingüística en el dominio de la escritura, en efecto, la selección y distribución de los lineamientos pedagógicos (Objetivos de Aprendizaje, Indicadores de Evaluación y Actividades Sugeridas), las discontinuidades en la progresión de habilidades y la superposición de los enfoques lingüísticos posicionan la gramática en un rol secundario y la escritura como una actividad reproductiva. Además de lo anterior, se aborda la manera en la que futuros docentes de Lengua representan la enseñanza y la ejercitación de la gramática en la Enseñanza Media. Estos modos de interpretar los vínculos del lenguaje permiten detectar las tensiones que persisten en el modelo educativo implementado en Chile y los desafíos propios de la formación inicial docente como un espacio propicio para generar los cambios que demanda el aprendizaje escolar. Por último, se intenta demostrar que, con la incorporación en el aula de estrategias gramaticales contextualizadas, es posible generar prácticas lingüísticas conscientes, profundas y funcionales que contribuyan a la mejora de la autorregulación en el proceso de escritura. Las estrategias analizadas constatan que hay aspectos de la lengua (en particular) y de la formación comunicativa (en general) que solo pueden ser explicados por medio del fundamento que provee el contenido gramatical. Con todo lo anterior, esta tesis pretende ser una invitación a repensar la gramática en el currículo educativo y a aprovechar su valor como fuente de descubrimiento metalingüístico.
This thesis analyses the relationship between grammar and writing in the educational curriculum in Chile. Specifically, the study contemplates the Language and Literature Subject Program of the first part of High School, a selection of textbooks and the orientation Standards for teaching careers, stated in the current curriculum framework. The theoretical conclusion presented in this investigation is conclusive: the explicit and contextualized teaching of grammatical contents has a positive impact on the written competence development. According to this perspective, the analysis carried out on the curriculum devices, demonstrates that even though the curriculum states the importance of metalinguistic reflection on writing mastery, the selection and distribution of pedagogical guidelines (Learning Goals, Evaluation Indicators, and Suggested Activities), discontinuity on the abilities progression and linguistic approaches overlap, set grammar in a secondary role and writing as a reproductive activity. In addition to the above, the methods used by future Language Teachers to represent teaching and grammar exercising in High School are addressed. These interpretation methods of language links, allow a detection of the existent strains in the educational model implemented in Chile, and the inherent challenges on the initial teaching training as a favorable space for generating the changes demanded by school learning. Finally, it is attempted to prove that when contextualized grammatical strategies are incorporated in the classroom, it is possible to generate conscious, profound and functional linguistic strategies which contribute to a self-regulation improvement on the writing process. The analyzed strategies validate that there are language aspects (in particular) and communicative training (in general) that can only be explained through the foundations provided by the grammatical content. In addition to the foregoing, this thesis seeks to be an invitation to reformulate grammar on the educational curriculum and to embrace its value as a metalinguistic discovery source.
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Malmström, Martin. "Tillbaka till texten : derivativt skrivande i en svensk gymnasieklass." Licentiate thesis, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-7622.
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This licentiate thesis investigates fiction writing and reading in up- per secondary school in Sweden. Inspired by fanfiction I created a teaching project of derivative writing in which the students in a se- cond-year social science class wrote short stories derived from 20th century novels. They also gave peer response, both orally and in writing. Finally they wrote a reflective text about the project. The main purpose of the study is to describe and analyse the teaching project. The primary material is the students’ short sto- ries. Drawing from theories of intertextuality, most notably Genette’s transtextuality theory and fanfiction theories, I analyse how the students make use of the source text. Theories of narratology have been used to analyse techniques of storytelling, mainly characterization and focalization. In the analysis of the stu- dents’ written comments on each other’s texts I draw from re- sponse theories. The results show that the students tend to stay close to the source texts. The most common subgenre is refocalization, that is to change the perspective to one of the secondary characters’ view. Refocalization seems to be an efficient way of deepening the under- standing of the main character of the source text; in many of the students’ stories the protagonist functions as the focalized object. Which novel the students read plays an important part in how fo- calization is expressed, however. Short stories based on novels with complex focalization tend to be focalized in a variety of ways whereas stories based on novels with fixed focalization mostly fol- low the pattern of the source text. Reading the short stories and, not least, the reflective texts it becomes evident that the characters  are extremely important in this kind of literature, more so than semiotic theories of characters have acknowledged; the characters are more than merely functions. In the chapter about peer response I argue that many students write analyses of the text they are about to respond to rather than give advice about how to proceed. It is difficult to see if the response is of any help to the writer. Thus, I question whether peer response has any other effect than strength- ening the social bonds between the group members. The study shows that creative writing could very well be an in- tegral part of the education in Swedish in upper secondary school. Derivative writing may function as an alternative to traditional lit- erary analyses. Refocalizing is a way of seeing the story from a dif- ferent viewpoint, which could enhance the students’ sense of empa- thy. Questions of focalization might also lead to discussions of power. Furthermore, creative writing may make the students more attentive as writers. In the new syllabus Gy 11, however, the op- portunities for working with creative writing are, unfortunately, limited.
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Empell, Susan. "Hitta drivkraften i aktionsforskning - en studie om kollegial utveckling mot högre pedagogisk kvalitet i förskolan." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34653.
Full textAbstract:
Detta är en kvalitativ aktionsforskningsstudie utförd i förskolan. Studiens syfte är att bidra med kunskap genom ett praktiskt exempel visa hur pedagoger aktivt kan medverka till pedagogisk kvalitetsutveckling genom aktionsforskning. Metoden för undersökningen har främst följt Rönnermans (2012) aktionsforskningsprocess. I processen har reflektion, loggboksföring och filminspelning ingått. Ur pedagogernas reflektioner och resonemang hämtar studien sin empiri som sedan tolkas med stöd av Timperleys (2013) kunskapsbildande cykel, som använts som en teoretisk tolkningsram i studien. Studiens frågeställningar:•På vilka olika sätt upplever pedagoger i en förskola aktionsforskning som ett arbetssätt för ökat kvalitetsmedvetet arbetssätt?•Hur resonerar och reflekterar pedagogerna kring en egenvald frågeställning, med intention till att utveckla sin praktik? •På vilka sätt har föreliggande aktionsforskning lämnat spår av pedagogisk kvalitetsutveckling?Resultatet visar att aktionsforskningens huvudverktyg, kollegiala samtal med handledning och dokumentation, kan ha en motiverande effekt för pedagogerna. Kollegiala samtal ger pedagogerna en lust och positiv energi att vilja utveckla sin praktik mot en högre pedagogisk kvalitet. Hur tiden organiseras på förskolan är en avgörande faktor för en lyckad utvecklingsprocess. Detta visar sig ur flera perspektiv i studien; hur pedagogerna planerar för sina aktiviteter, hur reflektionstid är organiserat i förskolans utbildning, hur mycket tid som förskolechefen har för att delta i studien och vilken tid som är avsatt för kvalitetsarbete. Även pedagogerna själva upplever viss tidsbrist till de moment som ingår i aktionsforskningsprocessen. Slutsatserna i studien är att pedagogerna har upplevt aktionsforskning positiv för verksamhetsutveckling och att handledningen i processen visar sig vara av betydelse ur ett utvecklingsperspektiv. Den positiva motivation som pedagogerna får genom aktionsforskningens process kan sägas vara en drivkraft att vilja utveckla sin egen praktik.This is a qualitative action research study in preschool. The aim is to understand how preschool pedagogues can participate in school development in an active way using action research. The research method has followed Rönnermans’ (2012) steps for an action research process. Reflection, diary writing and filming are methods which are included in this process, and are also used in this study. The empirical data is collected from reflections and dialogues between the pedagogues and are analysed by Timperleys’ (2013) cyclic knowledge process wheel. This has been the theoretical frame for the study. The research questions in this study are:- to find out in which ways pedagogues experience action research as a way to reach higher quality awareness.- how pedagogues reflect upon an own research question, with intentions to develop their own practise.- in which ways this action research does leave prints of pedagogical quality development.The results indicate that the main tools in action research, collegial dialogues with mentoring and documentation, can be motivating for the pedagogues. The collegial dialogues give the pedagogues positive energy to develop their own practice towards higher quality. How the time is organized for a successful quality development turns out to be a crucial factor in the studied preschool viewed from several perspectives. Pedagogues’ time for reflection and for planning activities are difficult to organize for. It also seems difficult for the preschool director to participate in the action research meetings. The conclusions of the study are that action research process seems to give pedagogues positive energy and motivation for willing to develop the preschool education. In summary, this study indicates that pedagogues can find empowerment in action research to make pedagogical quality development successful.
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Stout, Andrea L. "Running on Rooftops : a novel and critical reflection on writing from an identity of expatriation with an examination of West-meets-East encounters and attitudes depicted in literature." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7323/.
Full textAbstract:
This thesis is in two parts: a creative work of fiction and a critical reflection on writing from an identity of expatriation. The creative work, a novel entitled Running on Rooftops, revolves around a fictitious community of expatriates living and working in China. As a new college graduate, Anne Henry, the novel’s protagonist and narrator, decides to spend a year teaching English in China. Twelve years later, though still unsure of how to make sense of the chain of events and encounters that left her with an X-shaped scar on her knee, she nevertheless tells the story, revealing how “just a year” can be anything but. The critical reflection, entitled Writing on Rooftops, explores the nature of expatriation as it relates to identity and writing, specifically in how West-meets-East encounters and attitudes are depicted in literature. In it, I examine the challenges and benefits of writing from an identity and mindset of expatriation as illustrated in the works of Western writers who themselves experienced and wrote from viewpoints of expatriation, particularly those Western writers who wrote of expatriation in China and Southeast Asia. The primary question addressed is how expatriation influences perception and how those perceptions among Western foreigners in China and Southeast Asia have been and can be reflected in literature. In the end, I argue that expatriation can be a valuable viewpoint to write from, offering new ways of seeing and describing our world, ourselves and the connections between the two.
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De, Cock Geneviève. "Le journal de bord, support de la réflexion sur la pratique professionnelle pour les futurs enseignants en stage." Université catholique de Louvain, 2007. http://edoc.bib.ucl.ac.be:81/ETD-db/collection/available/BelnUcetd-06252007-234323/.
Full textAbstract:
Pour favoriser la réflexion sur la pratique professionnelle, nous avons proposé à des futurs enseignants en stage d'utiliser un journal de bord au départ de consignes semi-structurées. Notre intention est d'identifier les traces de réflexion dans les journaux de bord et de différencier son utilisation par trois caractéristiques individuelles: l'anxiété, la perception d'efficacité personnelle et le rapport à l'écrit du futur enseignant. Notre thèse développe dans la partie théorique le premier chapitre sur le journal de bord parmi les dispositifs de formation favorisant la réflexion sur la pratique, le deuxième chapitre sur la notion de réflexion sur la pratique et plus particulièrement sur le modèle métacognitif de réflexion de McAlpine et ses collègues (1999, 2001) et le troisième chapitre sur les trois variables individuelles mesurées. La partie empirique développe la méthodologie utilisée, à savoir que cette recherche exploiratoire, visant l'induction d'hypothèses, décrit les trois étapes de la démarche d'analyse de contenus des journaux de bord(recueil, exploitation et transformation des données qualitatives avec traitement quantitatif)en lien avec les questions de recherche et explique la construction et la validation des trois quesitonnaires mesurant les caractéristiques individuelles. Cette partie s'achève par le chapitre des résultats et des discussions. Parmi les 96 futurs enseignants, 45 d'entre eux ont réalisé leur journal de bord. Différents contenus ont été identifiés dont de la réflexion sur la pratique. A partir du modèle de McAlpine et al., nous avons essentiellement trouvé des passages de description de l'action et des passages d'évaluation de l'action. Une typologie des journaux de bord et de la réflexion a été obtenue par une analyse en clusters. Au moyen de corrélations de Kendall, nous avons pu observé une relation positive entre le rapport à l'écrit de l'enseignant et l'appropriation du journal de bord et une relation négative entre la perception d'efficacité personnelle et le composant d'évaluation de l'action. Aucune relation n'a été obtenue avec la variable d'anxiété. POur conclure, de nouvelles hypothèses de recherche ont été formulées ainsi que les apports et les limites de cette recherche.