Thèses sur le sujet « "writing, higher education, English" »
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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&.
Texte intégralNoonkhan, 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/.
Texte intégralHudson, 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.
Texte intégralThis 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.
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.
Texte intégralTitle 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.
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.
Texte intégralTitle 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.
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.
Texte intégralThis 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.
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/.
Texte intégralCapps, 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/.
Texte intégralMurray, Sean. « Composition incorporated turbo capitalism, higher education, and the teaching of writing / ». Diss., Online access via UMI:, 2007.
Trouver le texte intégralPoverjuc, 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/.
Texte intégralHill, 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/.
Texte intégralGillam, 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.
Texte intégralTitle 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.
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.
Texte intégralHollis-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.
Texte intégralCummings, 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.
Texte intégralSuwaed, 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/.
Texte intégralKurdali, 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/.
Texte intégralBradway-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.
Texte intégralTitle 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.
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.
Texte intégralTitle 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.
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.
Texte intégralTitle 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).
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/.
Texte intégralGeary, 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/.
Texte intégralFarida, 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/.
Texte intégralKhan, 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/.
Texte intégralJarunthawatchai, 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/.
Texte intégralHaoucha, 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/.
Texte intégralLi, 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.
Texte intégralM-Afrika, Andile Ernest. « Walls and remembrance ». Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011940.
Texte intégralNtabajyana, Sylvestre. « Planting season ». Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1002014.
Texte intégralYeo, 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.
Texte intégralSong, 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.
Texte intégralLittleton, Brenda Jean. « College-level reading and writing : Considering curriculum from a postmodern perspective ». CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2912.
Texte intégralPreciado, Linda Joyce. « Writing inside the caja : Constructing pasos in English composition studies ». CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2577.
Texte intégralAbdul-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/.
Texte intégralAlmerfors, 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.
Texte intégralJung, Miso. « When English as a Second Language students meet text-responsible writing ». CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2906.
Texte intégralCrain, Patricia Ann. « Crumpled hearts ». Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1015676.
Texte intégralDyantyi, Mbongisi Orlean. « A bone fragment ». Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1015677.
Texte intégralVan, der Nest Megan. « Silence, like breathing ». Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1015246.
Texte intégralZhang, Qing. « Academic writing in English and Chinese : case studies of senior college students ». Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063193.
Texte intégralDepartment of English
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.
Texte intégralMcKenna, 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/.
Texte intégralBlankenship, 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.
Texte intégralTitle 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.
Brunette, Kathryn Elaine. « Adult ESL Writing Journals : A Case Study of Topic Assignment ». PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4738.
Texte intégralHoy, 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.
Texte intégralBeyers, Marike. « How to open the door ». Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011502.
Texte intégralVivier, Lincky Elmé. « One leg at a time ». Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1012945.
Texte intégralBila, Freddy Vonani. « Grieving forests ». Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1020880.
Texte intégralBamjee, Saaleha. « My grandmother breaks her hip ». Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1020881.
Texte intégralCartwright, Robert Oliver. « Third crime unlucky ». Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1015729.
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