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1
Mohamed, Hashim Issa. "Academic writing as social practice: a critical discourse analysis of student writing in higher education in Tanzania". Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&.
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This thesis was a critical analysis of students academic second language writing at Sokoine University of Agriculture. Student writing in English as a second language in higher education has excited much interest in the English as a Second Language writing research and discussion in Tanzania. The interest was motivated by frequent criticisms from examiners regarding students literacy performance in the English as a Second Language writing in the post primary and higher education where the language of instruction is English as is configured in the Tanzanian language policy.
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Noonkhan, Khampee. "EFL writing development among Thai university students : "do students benefit from the explicit inclusion of discourse structure to develop their writing?"". Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/367119/.
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The objectives of this study are to assist Thai university students to develop their writing by using a teaching approach that focuses on the introduction of discourse within a genre approach based on the teaching and learning cycle of Feez (1998). This approach is considered suitable for an approach to teaching writing focused on discourse, because its design requires English language teachers to consider the importance of the whole text. It allows students to view texts as a whole, not in separated sentences, especially when they organise and connect ideas during writing. The study draws on both qualitative and quantitative approaches. The quantitative approach concentrates on the development of the students‟ writing by comparing the mean scores from the initial and final writings of students. Forty students were requested to complete four writing assignment during the course. The data were analysed by employing a pair sample t-test to compare initial and final scores. The iii qualitative approach deals with how peer feedback helps promote reader awareness and the attitudes of students and teachers. The qualitative data were gathered by various instruments, such as questionnaires, interviews, students‟ reflective writing, peer feedback, and so on. The results of the study revealed that: 1) students can perform better in writing ability, demonstrated from the overall scores. There is significant difference (p<.05) between the overall mean score in the final assignment and the initial assignment; 2) students are concerned about how to provide sufficient information for the readers. They understand the role of the writer, which is to provide more information for the readers, and are aware of the role of the reader; 3) the use of peer feedback is beneficial for students, and it also promotes student awareness of the sense of audience; 4) The attitudes of the students and teachers were positive towards teaching that focused on discourse structure. The students found that it was useful for them, because they realised how to connect and organise cohesive text; 5) most of the teachers noted that it was beneficial to be introduced to the way of teaching writing through approach focusing on discourse structure. 6. The modified version of Feez‟ cycle of teaching and learning is beneficial and support students to improve their writing through the course. 7. Portfolio assessment is an effective measure that helps students gauge their progress and allows them to see their writing improves in later drafts. 8. Students‟ reflective writing helps them promote their awareness of readers during the course.
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Hudson, Lizel Sandra Ann. "Enhancing academic writing competence in radiography education". Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/1554.
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Thesis (MTech (Radiography))--Cape Peninsula University of Technology, 2011This thesis records a study undertaken by a radiography lecturer at a satellite campus of a University of Technology (UoT) in the Western Cape Province of South Africa. The study investigated the academic writing practices of first year Radiation Science learners and focused on an intervention to assist learners to enhance their academic writing competence. Three research questions were addressed: 1. What did radiography learners perceive to be the factors that enabled and constrained their academic writing competence during the first year of academic study?; 2. What were the 2010 first year learners’ perceptions of the changes in their academic writing following an academic writing intervention?; and 3. According to the 2010 first year lecturers, how did the academic writing of the learners change following the intervention? To answer these questions, the research comprised two qualitative approaches: firstly a case study approach, to gain an in-depth understanding of learner writing in radiography; then the insights gained allowed for the design of an appropriate academic writing intervention, carried out in two action research spirals. Thereafter the intervention was evaluated for its impact on learners’ writing competence. The findings and interpretations from this study culminated in a forward looking model that is recommended for use by radiography educators to enhance first year learners’ academic writing competence. The model reflects a zone for the optimal enhancement of academic writing competence for entry-level learners. This ‘zone’ is created in the region of overlap of three contributing factors: collaborative guidance and support, peer mentoring and technology. The model also represents applicable underlying theories (critical theory, constructivism, and academic literacies theory) which provide the theoretical framework for enhanced academic writing competence.
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Micek, Timothy A. Steffensen Margaret S. "Effects of dedicated reading on ESL writing". Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510426.
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Thesis (D.A.)--Illinois State University, 1994.Title from title page screen, viewed March 28, 2006. Dissertation Committee: Margaret S. Steffensen (chair), Bruce W. Hawkins, Sandra M. Metts, David L. Tucker. Includes bibliographical references (leaves 179-184) and abstract. Also available in print.
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Withrow, Mark H. Hesse Douglas Dean. "Enhancing students' relationship with language instructional strategies for teaching reading and writing /". Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9115232.
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Thesis (D.A.)--Illinois State University, 1990.Title from title page screen, viewed December 1, 2005. Dissertation Committee: Douglas D. Hesse (chair), Glenn A. Grever, Ronald J. Fortune, Janice Neuleib, Fay F. Bowren. Includes bibliographical references (leaves 209-218) and abstract. Also available in print.
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Moglen, Daniel Justin. "Social Environments, Writing Support Networks, and Academic Writing| A Study of First Year International Graduate Students". Thesis, University of California, Davis, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264425.
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This dissertation is an inquiry into the social experiences of first year international graduate students, and how those social experiences inform their academic writing development. Drawing from the sociocognitive perspective (Atkinson, 2002; Lantolf, 2000), this study recognizes that the university is social in nature, and language learning occurs in the mind, body, and world (Atkinson et al., 2007). The international graduate students in this study were recruited from the first quarter academic writing class in fall 2014 (n=113), and were surveyed at four time points throughout the academic year. The dissertation focuses on four students, Luiza from Brazil, Camila from Chile, Q from Korea, and Kira from China as illustrative examples of the social environments that students have as well as trajectories of writing development. The focal students participated in three interviews throughout the year and written texts were also collected at three time points (at the end of the fall, winter, and spring quarters). Findings from the students’ social environments suggest that students tend to gravitate towards co-nationals in social settings. In terms of receiving writing support, students in the study relied primarily of colleagues and friends, followed by professors. Writing tutors and family members were sought out the least for writing support. Peers tended to be more accessible and approachable than professors, while professors were rated as more helpful than peers. In terms of the writing development of the students, this study focuses on clausal, phrasal, and lexical complexity. Findings from the textual analysis portion suggest that the writing of the focal students became more complex based on these measurements. In particular, students generally scored higher on the number of modifiers per noun phrase measure throughout the year, suggesting that their noun phrases were becoming more complex, although there were some deviations to this pattern. Also, students used more words from the academic word list and field specific jargon throughout the year. The implications of this study are relevant to writing professors, STEM professors, international student services, and the university as a whole.
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Evans, Michelle J. "Writing in English as a foreign language within higher education in Vietnam : an investigation of the genres, writing processes and perceptions of ten Vietnamese students". Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/103502/.
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Increasing numbers of Vietnamese students write in English as a foreign language for university and employment purposes. This research study explored the writing of ten higher education students in Hanoi and Ho Chi Minh City. In the first of its kind in Vietnam, the study establishes the types of writing or genres, in English, that participants had undertaken over their life course. Although participants reported a significant standardisation of genres at lower levels of education, they had been expected to produce a wider range of genres at either undergraduate or MA level, or for employment purposes. This included the need to write for research, science and business purposes. Participants were generally ill-prepared to take on these writing challenges. The findings indicate that a form of genre needs-analysis and genre pedagogy at undergraduate level could be implemented to support English language teachers and students to scaffold writing activities and to help prepare graduates for the type of writing expected of them within MA-level courses and employment. The participants valued assignments and writing that helped them to develop their thinking; they appreciated learning to write in a way that would be useful for employment and academic study and were motivated by gaining high scores and receiving positive feedback from teachers. Having the opportunity to write about familiar topics in a more creative way was also highly regarded. Participants felt they had experienced challenges when they first engaged in critical thinking, when they had to brainstorm for ideas and when they wrote introductions. During writing activities, participants positioned themselves and their arguments as Vietnamese citizens with a sense of pride and loyalty to their national identity. Participants were audience aware and used only material that would be deemed socially and politically correct within Vietnam. Many features of the sociocultural context played a role in the genres participants had written, the writing processes they engaged in and their perceptions of writing activities. The prevalence of English as a lingua franca and international research-writing conventions were evident. Traditional teaching approaches and grammar-based assessment and testing practices within Vietnam also featured significantly in participant’s experiences of writing in English. These structural forces, as well as other historical, cultural and political realities presented themselves more evidently than personal or idiographic in the writing experiences and writing processes of the participants.
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Capps, John S. "Revising English 01 : the creation of a developmental reading and writing course /". Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164549/.
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Murray, Sean. "Composition incorporated turbo capitalism, higher education, and the teaching of writing /". Diss., Online access via UMI:, 2007.
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Poverjuc, Oxana. "A longitudinal case study of students’ perceptions of academic writing and of themselves as academic writers : the writing experiences of five students who spoke English as an additional language". Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/34608/.
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This thesis explores how students who spoke English as an additional language (EAL) learned to write in a new discourse community, the difficulties they encountered and the changes that occurred in their perceptions of academic writing and of themselves as academic writers. The existing literature reported that learning to write disciplinary assignments is an interactional and dynamic process, encompassing not only writing and reading but also social interactions occurring among novice and more experienced members of the discourse community. Nevertheless, previous studies suggested that HE institutions still tend to hold narrow views on academic writing and to provide little attention to its teaching. Essentially, many studies are limited because they have examined how isolated factors (i.e. tutor written feedback or use of guidelines) impacted on student writing, overlooking the complexity of interactions that can come into play and influence student writing. This research adopted a longitudinal case study to investigate in-depth the writing experiences of five EAL students. To conduct this exploratory project, I employed constructivist and interpretivist approaches and multiple methods such as selfcompletion questionnaire, semi-structured interviews and analysis of tutors‘ feedback sheets and handbooks. This project suggests that indeed learning to write in HE was an active and dynamic process, encompassing interactions with members of the discourse community (tutors, peers and teacher-assistants), with the training system (taught module courses, writing assignments, academic writing class, CELTE support) and with institutional artefacts (samples of previously written work, published guidelines and assessment criteria). Despite a number of literacy practices designed to make the departmental conventions and expectations transparent, there was a level of invisibility of the conventions students were expected to adopt in their writing. As a result, students‘ writing experiences were fraught with tensions and conflicts that influenced their perceptions of academic writing and of themselves as academic writers.
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Hill, Patricia Ann. "Making writing invisible : a study into the complexities of standard written English acquisition in Higher Education". Thesis, University of Huddersfield, 2008. http://eprints.hud.ac.uk/id/eprint/8119/.
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Higher education in the UK has changed from a system catering for an elite, to one which aims to improve the potential of over 40% of young people (Clark, 2003). Whilst not rejecting the idea of education for its own sake, this thesis suggests that one of the purposes of this mass higher education is to fit students for employment. It maintains that for students studying English and Media, this purpose includes the ability to produce Standard Written English. It examines the complexities involved in producing English and Media graduates who have this competence and explores the power relationships involved in teaching and assessing writing. The theories of Bourdieu are used to give a perspective on the use of Standard Written English as an important aspect of cultural capital which distinguishes members of the educated discourse community. Using written work and interview data from fifteen English and Media undergraduates at one university, plus written tutor feedback and comments, it considers the reasons why students might not meet the criteria set. It challenges the notion that because spelling, punctuation and grammar are ‘surface features’, achieving competence in using them is easy or relatively unimportant. In firmly rejecting the ‘student deficit’ approach, this thesis maintains that there is a need to openly acknowledge different literacies, their social consequences and the complexities involved in changing writing habits. This acknowledgement then necessitates a curriculum which includes genuine opportunities and encouragement to acquire a valuable asset. It is suggested that in doing so, the UK higher education system can move a step further away from its elitist, gatekeeping function and closer to delivering meaningful qualifications and relevant expertise to those students whose employment prospects are linked to written communication.
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Gillam, Kenneth M. Neuleib Janice. "Toward an ecology of revision a revision model of chaos and cooperation /". Normal, Ill. : Illinois State University, 2005. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196646.
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Thesis (Ph. D.)--Illinois State University, 2005.Title from title page screen, viewed September 25, 2006. Dissertation Committee: Janice Neuleib (chair), Bob Broad, Claire Lamonica. Includes bibliographical references (leaves 221-233) and abstract. Also available in print.
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Hamilton, Cassidy. "Addressing the Argument Writing Needs of English Learners in Seventh Grade". Otterbein University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1592233444019553.
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Hollis-Turner, Shairn Lorena. "Higher education business writing practices in office management and technology programmes and in related workplaces". Thesis, [S.l. : s.n.], 2008. http://dk.cput.ac.za/cgi/viewcontent.cgi?article=1072&context=td_cput.
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Cummings, Victor. "Speech and writing : an analysis of expository texts composed by native and non-native speakers of English at the City University of New York /". Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10938783.
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Suwaed, Hameda H. Kh M. "Teachers' cognition and classroom teaching practice : an investigation of teaching English writing at the university level in Libya". Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2963/.
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This thesis has grown out of interest in teaching practice at the university level in Libya. It aims to investigate writing teachers’ cognition about teaching writing in English language. These issues are investigated in this thesis and are preceded by explanation of the learning and teaching context in Libya, and a theoretical framework drawing on definitions of cognition, teachers’ knowledge and approaches to teaching writing that might help to understand the connection between the participants’ theoretical knowledge and their teaching practice. Educational, cultural, and personal views of teaching emerge as essential areas of investigation for understanding the teaching practice as well as the vision of teaching that teachers have developed over years of teaching experience. The findings are generated from a mixture of interviews, classroom observation, and workshops. The findings show that although the participants share many background features of the teaching contexts, they have different views about the actual practice of teaching writing. These views can be categorised into three broad groups. The first group focuses on form and micro skills of writing. The second group balances form with content. The third group focuses more on fluency and writing extended pieces of writing. In addition, the findings show that the writing teachers in the three selected Libyan universities largely depend on their own self development and informal learning to deal with challenges such as inconsistent syllabus, students’ mixed level and large class sizes. Furthermore, the findings of the study make a contribution in relation to exploring the ways in which professional development can be introduced by a trial of two workshops. Most importantly, the workshops show that teachers’ willingness to broaden their knowledge of teaching motivates them to seek opportunities for shared professional development.
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Kurdali, Bader. "Across-disciplinary variations in the writing of EFL students at university level : a systemic functional perspective". Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/4144/.
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This research investigates the writing of EFL university students at the English department of a major university in Syria. Using Systemic Functional Linguistics as an analytical framework, the study applies Thematic analysis to students’ exam essays across two disciplines: language and literature, with the aim of exploring the differences in the language choices that students make in meeting the relevant disciplinary requirements. Another aspect of the study is to analyse student writing across different academic level with a view to identifying the nature of students’ developing writing maturity. Based on the assumption of an existing strong connection between the text and the broader context, the research investigates the possible influence of other contextual factors including the essay questions, model essays from the textbooks, and teacher’s views and perceptions. The findings from Thematic analysis point to the importance of interpersonal meaning in understanding this across-disciplinary variation in terms of building the argument and answering the essay question. The research shows potential pedagogical benefits in raising students’ awareness to the important function of different linguistic choices, particularly those with Thematic positions, in achieving the purpose of the text.
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Bradway-Hesse, Becky Harris Charles B. "Rhetoric, belles lettres, and the emergence of writing programs in the American university". Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924344.
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Thesis (Ph. D.)--Illinois State University, 1998.Title from title page screen, viewed July 13, 2006. Dissertation Committee: Charles Harris (chair), Ronald Fortune, Curtis White. Includes bibliographical references (leaves 304-316) and abstract. Also available in print.
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Antlitz, Susan E. Kalmbach James Robert. "Building textual spaces MOO writing in the first year composition classroom /". Normal, Ill. Illinois State University, 2005. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196643.
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Thesis (Ph. D.)--Illinois State University, 2005.Title from title page screen, viewed September 22, 2006. Dissertation Committee: James Kalmbach (chair), Ron Fortune, Doug Hesse. Includes bibliographical references (leaves 156-160) and abstract. Also available in print.
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Bir, Elizabeth A. "Teaching matters pedagogical ideologies and success in the basic writing classroom /". Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1510Bir/umi-uncg-1510.pdf.
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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.Title from PDF t.p. (viewed Mar. 11, 2008). Directed by Nancy A. Myers; submitted to the Dept. of English. Includes bibliographical references (p. 176-186).
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Alghamdi, Fatimah M. A. "Computer assisted tracking of university student writing in English as a foreign language". Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/169815/.
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The study tracked development along university levels in writing in English as a foreign language of students of two disciplines: English Language and Literature, and Computer Science. Informed by the cognitive process theory of writing, other theoretical accounts of development in writing and findings of relevant literature, the study set out to test hypothesized development in fluency, revision behaviour, writers‟ awareness and concerns and text quality in the writing of university students. Moreover, the study aimed to find out if students from the two majors demonstrate different developmental patterns in terms of these variables; and if variation in text quality can be related to writing process and awareness. The study utilized a computer logging program (ScriptLog) as the main recording, observing and playback research tool; elicited responses to immediate recall questions; and obtained independent text assessment. It also employed stimulated recall procedure to get a closer look at a small proportion of individual writing sessions. Quantitative data analysis revealed that along the university levels English majors demonstrated systematic development in their writing process and product, with progressively increased fluency, higher-level and more global revision orientation, and better awareness of the demands of task and audience. They also exhibited considerable and consistent improvement in text quality. Computer Science students, on the other hand, displayed a different pattern. In their fourth level there was a notable increase in the rate of production and the proportion of conceptual revisions, but a significant decrease in text quality compared with their three-semester juniors. In their eighth semester, they demonstrated improvement but remained in a lesser position than their English-major peers in fluency measures and text quality. These findings assert the significance of formal L2 knowledge in assisting automatic access to the mental linguistic repertoire and reducing concerns over local and surface-level linguistic details; and they stress the importance of continued formal facilitation of L2. In addition, a number of participants attended individual writing sessions wherein their writing activity was followed by stimulated recall interviews. A close investigation of participants‟ reports of their writing strategies and concerns asserts the trends found in the quantitative analysis. However the qualitative inquiry offers more insight into the development of university students. It appears that the tertiary academic experience has in the long run benefited both groups of writers. Senior participants of both majors were able to take authority of their texts. They acted less at surface and local levels and more at conceptual and global levels, moving information around and changing larger chunks of text in order to minimize ambiguity and respond to the demands of audience. They showed consideration and utilization of content knowledge they had acquired in their subject area.
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Geary, Michael Patrick. "Constructing conceptualizations of English academic writing within an EFL context : streams of influence at a Taiwan university". Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/2379/.
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The thesis draws upon in-depth research into the question of how English Academic Writing (EAW) is conceptualized at a Department of Applied English in a Taiwanese university. A qualitative research approach was taken within a social constructionism framework. Administrators, teachers, and students, were interviewed to explore the impact each of these three streams of influence has on the construction of the idea of EAW within this particular EFL context. These influences add to the mixture forming the conceptualization of EAW with a knock on effect to curriculum planning, teaching pedagogy, and the academic texts students produce. Administrators' design of a writing program and teachers' conceptualizations of EAW have implications for students' experience in learning to write and their own conceptualizations of what EAW is. Excerpts from interviews with teachers across the writing programme reveal how teachers do not share a coherent approach to teaching writing and yet have the understanding that they are conforming to a standardized conception of EAW. This research has important implications for curriculum design and lesson planning in EAW and EFL teacher training. Administrators need to implement a writing program with clear mutual goals as conceptualizations of EAW in an EFL context may be particularly fragile and lack consistency. Further implications of this research touch upon the training EFL teachers receive in graduate programs abroad which contribute to molding their conceptualizations of EAW. This research also points to the importance for administrators, teachers, and students to share a common language with which to discuss EAW issues.
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Farida, Nevin. "A textual and contextual study of English language and literature essays : the case of First Year English Department students' writing in Dhaka University, Bangladesh". Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/1109/.
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This research examines English language and literature essays written by First Year students of the English Department at Dhaka University (Bangladesh) using multi-method genre analysis. The first method used was text analysis. Essay topics were analysed from the two contexts to identify their topic fields and main rhetorical functions. This helped develop the two models to analyse the structure of essays: an Exposition-Discussion model and a Description-Recount model. Then, a total of 100 essays from the two contexts were analysed on the basis of Move-strategy structure to see what structural patterns the essays possessed, what tactical choices the students took to express the moves and what was presented in terms of content matter within those moves. The second method was a questionnaire that was distributed to students in the department to discover their perceptions of the writing tasks given. And the third method was interviews conducted with teachers and students of the department to find out about their perceptions of student writing. This, then, is a genre-based study which draws both on written data and on interaction with community members. The multi-method approach to genre analysis revealed that students of the English Department write three different kinds of essays, Description-Recount language essays, Exposition-Discussion language essays and Exposition-Discussion literature essays. The study further revealed that although students wrote these different kinds of essays, they were unable to make connections between their language essay writing tasks and literature ones because of the disciplinary variations. Moreover, the literature essays were found to be much more challenging to write than the language ones. In the light of this, the need for a fourth type of essay writing is identified. This research contributes to the fields of applied linguistics and education in several ways. Firstly, the models developed not only give insights into the generic structure of the essays students write in the English Department at Dhaka University, but they could also function as a starting point for other researchers working with similar texts. Secondly, the analyses of the high and low grade essays explain how some features of writing are more highly valued than others in this context. Thirdly, the study has pedagogical implications that can benefit students and teachers who would use genre based approach to teaching language and literature essay writing. Fourthly, this research demonstrates a multi-method approach to genre analysis which brings out complementary and sometimes contradictory perspectives on the same written products. Fifthly, it can help university planners and policy makers to consider the relationship between main discipline courses and support courses and minimise any gaps. Finally, it can raise awareness among the global applied linguistics community about the kind of student writing produced in contexts such as the English Department of Dhaka University.
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Khan, Rubina. "An evaluation of the writing component of the higher secondary English syllabus in Bangladesh". Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/36399/.
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This evaluation study sets out to investigate the effectiveness of the writing component of the Higher Secondary Certificate (HSC) English syllabus in Bangladesh. The aims of the research were (i) to discover the needs and problems of students with regard to writing; and the purposes for which they need to communicate in writing in English; (ii) to identify their strengths and weaknesses in different aspects of writing; (iii) to gather perceptions of teachers and students on the writing process and to compare these with actual classroom practice with a view to characterising the approach to the teaching of writing in the Bangladeshi HSC context; (iv) to collect views on the syllabus and textbook and to determine if there was a match between student needs and the syllabus; and (v) to suggest recommendations for improving writing skills in the classroom. This thesis is divided into nine chapters. Chapter 1 sets the context of the study by presenting its objectives, significance and research questions. A brief account of the history of the Revised English Syllabus is also presented. Chapters 2 and 3 contain reviews of the literature relevant to the field of writing and evaluation. Chapter 2 examines writing as 'composing' and 'text' and the different approaches to writing pedagogy. Findings from a couple of studies on the implementation of the process approach in different contexts are also presented. Chapter 3 explores the different approaches to evaluation and provides the framework for this evaluation study. The design features and the procedures employed in the study are given in chapter 4. To achieve methodological triangulation a series of instruments was used as well as data collected from a range of stakeholders. For the purposes of this study a marking scheme was designed to analyse the writing samples of students. Chapters 5 to 7 present and analyse the data. More specifically chapter 5 deals with the analysis of findings about the writing process, i.e. the collation of perceptions and the actual practice of writing in class. Chapter 6 examines the purposes, needs and problems of learners with regard to writing and also concentrates on the evaluation of the HSC writing syllabus. The analysis of students' Writing Tasks and the Examination Compositions are dealt with in chapter 7. Chapter 8 focuses on the discussion of the findings, followed by recommendations. In addition, a discussion on the socio-cultural appropriateness of borrowing western methodologies for local contexts is also highlighted. Finally, a summary of the main results from the empirical evaluation study and their implications are presented in chapter 9. The limitations of the study are also acknowledged in this last chapter. The findings of the study revealed a disparity between students needs and what the HSC writing syllabus contains, and its actual implementation in the classroom. The teachers adopted an approach to writing which was overridingly form-focused and hence, product oriented. They performed roles which were traditional e.g. the teacher as purveyor of knowledge and evaluator. Teachers lack training in areas specific to the development of writing skills and are unaware of recent developments in writing approaches. There was no evidence in this study of promoting or encouraging the strategies of skilled writers in the classes observed. This study has contributed to the documentation of curriculum evaluation studies in the context of Bangladesh, as well as frameworks for the assessment of writing skills for use in this context. An awareness has been raised about the hindering and helpful factors in bringing about change and general caution is suggested in the making of foreign methodologies appropriate to the local Bangladeshi situation. Based on the findings of this study, recommendations are also made in relation to curriculum development and pedagogy.
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Jarunthawatchai, Wisut. "A process-genre approach to teaching second language writing : theoretical perspective and implementation in a Thai university setting". Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/349425/.
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Haoucha, Malika. "The effects of a feedback-based instruction programme on developing EFL writing and revision skills of first year Moroccan university students". Thesis, University of Warwick, 2005. http://wrap.warwick.ac.uk/1187/.
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The stimulus for this study was problems I encountered in my teaching of academic writing to first year undergraduates majoring in English at a Moroccan university. Their problems ranged from sentence, to paragraph to essay levels. Added to that was my realization that the teaching of writing is mainly product-oriented and that practice is far from theory. Students are expected to produce good writing, but the means for helping them attain the required writing standards are not clearly identified or provided. A focus on narrative writing seems not to serve the purpose of training students to make their voices heard in argumentative writing. Reliance on lecturing as a means of teaching writing robs the writing class of an appealing social environment. These problems combined with a personal desire to improve my teaching by researching my professional practice against the insights of theory; all these factors gathered to stimulate me to undertake the present research. This project is based on the teaching of a writing programme I developed based on my previous experience as a writing teacher and on student need. In its progressive teaching of writing the programme follows a process approach; however, the product perspective is also important. Students are exposed to three types of feedback on multiple-draft writing: self-monitored feedback using annotations; peer feedback; and teacher written feedback and taped commentary. The aim is to encourage them to experience writing as an interactive process, from the pre-writing activities through the actual writing and revising to the writing of a final draft, rather than as a monotonous solitary activity performed under exam pressure. Using a case study approach this qualitative inquiry looks into the extent to which students make use of the different types of feedback in their revisions, their attitudes to the feedback procedures, and whether text quality improves over the drafts during the course period. For this purpose various data collection tools have been used. These include questionnaires, in-depth interviews, students' writings, audio-taped recordings of student peer feedback sessions, teacher written and taped comments, and student diaries. In line with previous research, the present study has shown that self-monitored feedback using annotations can help identify problematic areas in writing, but it has also added that annotations can unveil students' perceptions of what constitutes good writing. Moreover, the study has demonstrated that peer feedback activities are not only helpful in terms of encouraging revision but that they have other cognitive, linguistic and affective benefits. Finally, there is strong evidence that teacher written feedback is still considered by students to be a major source of help and that they do take it into consideration in their revisions. In addition, teacher taped commentary, a type of feedback which has received little attention in the literature, is an effective means of commenting on content and organisation and focusing student revision on these areas. Students have also appreciated it and acknowledged its cognitive, linguistic, affective, and practical benefits. Furthermore, the study has shown that although students' writings have not systematically, and regularly, improved from first to second drafts, i. e. after revision following peer feedback, there is a tendency for improvement from second to third drafts. i. e. after revision following teacher feedback. On the whole, improvement in text quality varied from one student to another and also from one draft to another for the same student. The main implications are that the one-draft writing tendency in the context of the study should give way to multiple-draft writing. The motivating force of revision can be promoted and enhanced through the use of different types of feedback on separate drafts. More importantly; however, the writing class should cater for student need by making use of motivational instructional and feedback activities.
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Li, YiLi 1964. "Using task-based e-mail activities in developing academic writing skills in English as a Second Language". Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282750.
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This study investigated the efficacy of using e-mail in the form of a class mailing list to help ESL students practice and develop academic writing skills beyond the spatial and time limits of a writing classroom. In this study, e-mail writing tasks of different purposes, audiences and task structures were integrated into a process-oriented freshman ESL writing class. The subjects of this study were 22 ESL students in a freshman composition course. In an ex post facto design (Hatch & Lazaraton, 1991), this study involved within-subject repeated measures of data collected from different e-mail writing tasks over the course of a semester. Data analysis included (1) computerized text analysis focusing on the linguistic and textual features of written discourses at the levels of syntactic complexity, lexical richness, textual cohesion and grammatical accuracy; (2) holistic and analytical assessments by ESL raters focusing on the overall rhetorical features and quality of writing. The results indicated that there were syntactic, lexical, textual and grammatical differences in ESL students' writing performance on e-mail writing tasks of different rhetorical purposes, and there was also variation between e-mail tasks involving an interactive audience and those involving an non-interactive audience, and between structured versus non-structured e-mail tasks. In particular, in e-mail tasks in which an interactive audience was present, students tended to produce texts that were linguistically more complex. Besides, students wrote with a higher level of syntactic and lexical complexity in the non-structured e-mail tasks than in the structured ones, indicating more sophisticated use of language when the student were given more freedom and control of the learning activities. The results also showed obvious tradeoff effects between linguistic complexity and accuracy, i.e. while students produced texts that were linguistically more complex, there was less attention to grammatical accuracy. Furthermore, the results suggested that motivation, attitude, and anxiety had some significant contributions to the variation in ESL students' writing performance while they composed in an electronic mode.
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M-Afrika, Andile Ernest. "Walls and remembrance". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011940.
Texto completoResumen
This is a story of a quest that begins on a wall of history at a cemetery where Steve Biko was buried. The main character is the writer, who is partly the author, partly a fictionalised everyman. He is on a journey of self-discovery, while at the same time questioning contemporary South Africa.
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Ntabajyana, Sylvestre. "Planting season". Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1002014.
Texto completoResumen
In this thesis I present a collection of semi-narrative poems about a rural Africa that is a place of folk-lore and tradition, but also a place of otherworldly, almost grotesque, incident. My characters are, similarly, range in type, from buskers, to guards, school-children, paupers and tycoons. Through the work a place that is both familiar and unknown, common-place and mysterious, emerge.
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Yeo, Inung. "Effective writing instruction for English-as-a-foreign-language university students in Korea". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2300.
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Beginning with an analysis of current problems in English education in South Korea, this project is intended to suggest various ways to implement effective English education, especially for writing instruction. The project is designed for students who have low English proficiency in South Korean colleges and universities.
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Song, Sun Yung. "Non-native English Speaking Doctoral Students' Writing for Publication in English: A Sociopolitically-oriented Multiple Case Study". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1388489335.
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Littleton, Brenda Jean. "College-level reading and writing: Considering curriculum from a postmodern perspective". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2912.
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This project presents qualitative investigations into the relation of science systems to education systems, and suggests post modern constructs as models of systemic change, with application toward reading and writing literacy for the college-level adult learning.
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Preciado, Linda Joyce. "Writing inside the caja: Constructing pasos in English composition studies". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2577.
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In this thesis, I examine the resistance, privileges, and costs of Chicana textual identity issues in an academic arena that, by design, fragments voice and dictates choice. The scarcity in research of Chicana identity through mixed-language writing in composition depicts an existing chasm between academic demographics and university sentiments. Educational institutions that neglect to investigate, engage, and participate in textual identity perpetuate accepted pensamiento. Therefore, insight to Chicana thought, culture, and educational experiences may assist and inform the teaching dominant culture, not to separate, but to conjoin information with experience for those seeking diversity.
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Abdul-Rahman, Seham Sassi. "An investigation into the English academic writing strategies employed by students of HE in the NE of England : with particular reference to their nationalities and gender". Thesis, University of Sunderland, 2011. http://sure.sunderland.ac.uk/3521/.
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The research compared native (NSE) and non-native (NNSE) learners' academic writing strategies in higher education (HE), where natives are learners who were born and educated in Britain, and non-native participants are nationals of Mainland China and Libya. This comparison was made in order to determine similarities/differences in strategies employed by the three groups (British, Libyans, and Chinese) as well as to provide possible explanations for the findings. The study also explored a further effect, namely gender. This research utilized a mixture of quantitative (structured questionnaire) and qualitative (semi-structured interviews) approaches. The results of the first stage of this study were primarily based on a questionnaire completed by 302 HE students. This examined patterns and variations among NSE and NNSE academic writing use, finding important differences between these groups in terms of their nativeness, nationality, gender, age, qualification, length of residence in the UK, IELTS score, and subject area. The second stage focused on semi-structured interviews with twelve British, Libyan and Mainland Chinese students (four of each). These presented a more complex picture of NSE and NNSE problems in academic writing and the strategies used to overcome them as it looked not only for what they used, but also how and why certain strategies were employed. Interestingly, these findings indicated that even on the occasions when NSE and NNSE use a similar strategy they tend to approach it differently. The study deepens our understanding of the issues associated with writing strategy use in both L1 and L2 HE students and shows that very little may be assumed in cross-cultural research. Despite some variations, there is a general tendency for all three groups to adopt similar writing strategies. Moreover, the individual variations, cultural and educational background are more significant in accounting for the use of the writing strategies than the actual differences in writing by gender, nativeness and nationality. There are clear lessons to be learnt about the informal and unguided way that most participants, regardless of nativeness, nationality and gender, seem to learn how to write. They use a variety of sources as a model, including other students‘ assignments, and samples of varying standards would help them differentiate between good and bad writing. As efficient academic writing cannot be assumed, there needs to be a concerted effort by EAP teachers to improve their methods of promoting more effective writing. I believe that current methods are inadequate, and suggest two more integrated or holistic approaches. These approaches seek to reduce prevarication in writing and are referred to as the ‗sink‘ approach and the ‗shuttling‘ approach. The ‗sink‘ approach involves pouring down whatever thoughts come to mind. Some of these will be included in the final version, while others may be discarded (down the sink)! ‗Shuttling‘, which is particularly prevalent in the NNSE, refers to using a variety of sources and is a useful method of assimilating information. This may take place after the commencement of writing, where more inspiration is required, though conversely, ‗shuttling‘ could take place before the commencement of writing. The outcomes of this research, therefore, are important in informing pedagogy on the one hand for two countries where the learning of English has become an important educational requirement and on the other for a country where teaching English is a growth industry.
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Almerfors, Håkan. "A corpus linguistic investigation into patterns of engagement in academic writing in Swedish and English higher education settings". Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-40345.
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Over the last few decades, the interpersonal dimensions of academic writing have received growing attention in the field of applied linguistics. As an important concept in academic writing, engagement has been a topic of interest to reveal how writers interact with readers to, for example, guide reasoning through arguments and to abide by conventions of politeness. Previous research has suggested that the higher students’ academic level is, the more similar their use of engagement elements in writing will be. Previous research has also suggested that for non-native speakers, cultural factors as well as interlanguage, influence how engagement features are used in written English. The primary aim of this study was to investigate which engagement patterns could be found in L1 Swedish and L1 English students’ academic writing in English, with the focus on linguistics as a subject. Using the methods of corpus linguistics, this project also strove to identify the ways patterns of engagement differed between L1 Swedish and L1 English students, and in what ways patterns of engagement varied between the students at B-levels and C-levels in written English of linguistics studies. The data for the study came from SUSEC, which is a corpus of written English that consists of texts collected at Stockholm University in Sweden and at King’s College in England. In line with previous research, the results indicate that the L1 Swedish students use more elements of engagement than the L1 English students. Results also suggest that C-level students use fewer reader pronouns than B-level students, and that Swedish C-level students use more directives than Swedish B-level students. Overall, the comparison of students with two different first languages revealed several differences on how engagement is used, which can serve to inform future research on academic writing.
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Jung, Miso. "When English as a Second Language students meet text-responsible writing". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2906.
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This thesis follows two international freshman students in an English composition class at California State University, San Bernardino. The results indicate that the students generally experienced feeling challenged and overwhelmed about the unfamiliar topic, but detailed assignment guidelines played a key role for students to progress in understanding the assignment.
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Crain, Patricia Ann. "Crumpled hearts". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1015676.
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A middle-aged woman, living in Johannesburg, has an experience which catapults her into changing her life. In the process of confronting her alcoholism, she realizes how patterns of addiction extend to other areas of her life and tries to make sense of the tragic events that have occurred. Her world becomes a different place as she questions everything that she has been taught about relationships, religion, race and her place in society. In the search for answers she uncovers stories about the lives of her parents, grandparents, relatives, friends and acquaintances. Embarking on a journey of discovery and rediscovery through her experiences and those of others, she explores the ways in which the things that she thought she knew defined her behaviour and expression of herself.
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Dyantyi, Mbongisi Orlean. "A bone fragment". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1015677.
Texto completoResumen
This novella presents three characters, each occupying a different sphere of reality. One is a ‘living dead’ who is forced to return to the land of the living for his continued existence. The other is a young woman who, having lost the will to live, must find a purpose if she is to continue living. The third is a young man who dwells more in the inner than the external world. Their lives intersect through the scripture known as ‘a fragment of a bone.’
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Van, der Nest Megan. "Silence, like breathing". Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1015246.
Texto completoResumen
In this collection of free verse lyric poems I have drawn inspiration from childhood memories, as well as from the natural world and encounters with the people around me. Each poem focuses on a small moment, presenting an emotive portrait of a memory or an experience. These small moments lead, cumulatively, to deeper insights into myself and the world around me. The collection is divided into four seasons, in part because the work is strongly influenced by the natural world, but also because the progression of the seasons mirrors something of the personal journey reflected in the poems.
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Zhang, Qing. "Academic writing in English and Chinese : case studies of senior college students". Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063193.
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This dissertation reports the findings of a comparative case study of English and Chinese academic writing with respect to the use of composing strategies, the patterns of written discourse organization, and questionnaire responses regarding educational background and attitudes toward writing.The subjects were eighteen traditional senior college students -- nine native speakers of English and nine native speakers of Chinese. Each subject was asked to write two essays on given topics with the think-aloud protocol method. While the protocol data showed that the composing strategies used by the American and Chinese subjects were similar, the American subjects used most of the strategies more frequently than the Chinese subjects did and there was a lack of group consistency in the use of these strategies among the subjects in the Chinese group. The written data, which were analyzed by means of Coe's (1988) discourse matrix method, showed that, contrary to prior claims, Chinese writing is not indirect in idea development in comparison to English writing. The questionnaire responses indicated that the subjects' composing performance was consonant with their instructors' methods of teaching writing and the curricula set up for teaching writing. Based on these findings, implications for contrastive research and EFL/ESL teaching are discussed and suggestions for further contrastive studies of English and Chinese writing are made.Department of English
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Sanders, George. "The impact of peer tutoring on students' achievement in mathematics, reading and writing in higher education". Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04012009-181204.
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McKenna, Sioux. "A critical investigation into discourses that construct academic literacy at the Durban Institute of Technology". Thesis, Link to this resource, 2004. http://eprints.ru.ac.za/771/.
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Blankenship, Angella Sorokina Getsi Lucia Cordell. "Voice beyond self a theory and pedagogy of polyphonic expression in writing /". Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924342.
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Thesis (Ph. D.)--Illinois State University, 1998.Title from title page screen, viewed July 12, 2006. Dissertation Committee: Lucia C. Getsi (chair), James Elledge, William Woodson. Includes bibliographical references (leaves 196-200) and abstract. Also available in print.
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Brunette, Kathryn Elaine. "Adult ESL Writing Journals: A Case Study of Topic Assignment". PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4738.
Texto completoResumen
Over the past ten years, the use of student writing journals has become increasingly widespread in the TESOL field. Such journals serve a wide variety of purposes: a cultural diary, a free writing exercise, a forum for reaction or comment on readings or classroom discussions, in addition to a form of teacher/student dialogue. The main purpose of this study has been to determine the relationship of topic assignment to the quantity and quality of resulting entries. The data, 144 journal entries generated by ten adult ESL students over a period of ten weeks, were measured for length, in terms of total words and total number of T-units, and quality as assessed by the Jacobs profile (1981) which considers the following areas: content, organization, vocabulary, language use and mechanics. In addition, student reactions to instructor comments and attitudes toward journal keeping were explored in an end of term questionnaire. It was found that, on a group level, the assignment of four specified topic types (A. Topics relating to class lectures and discussions, B. Topics relating class discussions to the students' respective cultures, C. Topics relating to class or personal experiences and D. No topic assignment) did not appear to have any relationship with either the quality or quantity of writing. However, on an individual level, topic assignment did seem to have a relationship with the quantity of writing and in some cases, the quality as well. In considering student reaction to instructor comments, all students reported reading instructor comments, but rarely responded to them. When considering topic assignment, 74% of the students stated preferring an assigned topic, yet 60% actually wrote more when given a free choice of topic. Also, on the individual level, students stated a variety of topic type preferences that roughly corresponded with an increase in entry length. Finally, students seemed to have a positive attitude toward journal keeping as 80% stated they would like to keep a journal next term.
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Hoy, Cheryl A. "The Adult Learner in the Online Writing Course". Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1268940771.
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Beyers, Marike. "How to open the door". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011502.
Texto completoResumen
A collection of mostly lyrical poems. The poems explore moments of experience and thought relating to longing and belonging, in terms of relations, memory and place. The poems are mostly short and intense. Silence and implied meanings are often as important as what is said; shadows are evoked to recall substance. Though short, the poems are not tightly closed – on the contrary, meanings proliferate in the process of exploration
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Vivier, Lincky Elmé. "One leg at a time". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1012945.
Texto completoResumen
This collection of poems explores the boundaries between certainty and uncertainty, between the desire for meaning and the destabilisation of meaning. The content encompasses everyday life, love and loss, and the ambiguities are reflected in the forms used, so that, for instance, the linear continuity of narrative and the musicality of the lyric may be juxtaposed with the fragmented and imagistic leaps of the associative poem.
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Bila, Freddy Vonani. "Grieving forests". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1020880.
Texto completoResumen
This is a collection of village narrative poems mainly set in rural Limpopo that searches into the complexity of the past and how historical events impact on the present. Although the poems are imagined along the Marxist dialectic, they’re fresh imaginative creations featuring a strong element of surprise, spiritual mysticism, experimenting with form, delving into unknown poetic avenues, creating new music, exploring new sounds and taking risks. The long and intense poem, Ancestral wealth, which is a tribute to the poet’s father, reflects on death and its impact through the effective application of various stylistic elements and poetic devices, thus immortalising the life of a rural South African. Overall the poems, including retrospective and experimental ones, condemn the free market economic system and all that it seems to necessitate: the degradation of ecology, indifference to human suffering and the alienation of vulnerable social groups.
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Bamjee, Saaleha. "My grandmother breaks her hip". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1020881.
Texto completoResumen
A collection of narrative and confessional poems. The poems are mostly short, cinematic, physical, imagistic: moments in time. They explore the poet’s own life, body, memories, and family relationships, and the tensions between power, duty, love and faith. Several poems concern the navigation of meaning and belonging in a time when international urban culture often clashes with tradition.
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Cartwright, Robert Oliver. "Third crime unlucky". Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1015729.
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This is a contemporary mystery novel set in the Eastern Cape. A town’s airstrip, situated between the golf club and the military base, acts as host to the local flying club and an active skydiving school. An amateur investigator uses unorthodox methods and the help of friends to find the cause of aeroplane fires and sabotage. His investigations lead him via geological research and insurance reports into contact with members of the aviation, property development and military fields.