Rozprawy doktorskie na temat „Assignment writing”
Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Assignment writing.
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 28 najlepszych rozpraw doktorskich naukowych na temat „Assignment writing”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
1
Fletcher, Margaret Anne, i n/a. "Undergraduate Assignment Writing: An Experiential Account". Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040625.165808.
Pełny tekst źródłaStreszczenie:
The purpose of this study was to examine assignment writing as a phenomenon of academic writing. This was done through exploring the experiential accounts of members of a university writing community. Their accounts described the community's perceptions and experiences of literacy practices needed to write assignments, of how students developed these practices, and, of what constituted success in the writing. A multi-method, embedded, case-study approach was used. Quantitative data were derived from first-year, second-year, and fourth-year respondents' perceptions and experiences related to assignment writing. A cross-sectional comparison of groups showed consistent year-level effects. Fourth-year students were more confident as writers than first-year and second-year students, and had less difficulty with declarative and procedural aspects of writing assignments. These findings were replicated in a repeated-measures study using a sub-group of first-year and fourth-year students. However, when students contextualised their responses by nominating a subject and referring to their completion of its written assignment, first-year students reported less difficulty with the declarative aspects while fourth-year students were more positive in the procedural aspects. Year-level effects were found for what they reported as helpful in acquiring declarative and procedural knowledge of writing. First-year students reported a wider range of sources as helpful than fourth-year students did, with two exceptions. More of the latter had found information gained in consultations helpful in understanding an assignment question. Additionally more had found friends helpful. Second-year students generally were more positive than first-year and fourth-year students about the usefulness of information in helping them understand an assignment question and in writing it in an academic genre. Knowing how to write predicted success more strongly and consistently than any other factor. Qualitative data informed findings from the quantitative analyses by providing experiential accounts about students' perceptions of themselves as assignment writers, their experiences when writing assignments, and how these experiences developed literacy practices that contributed to success. Additionally, qualitative data were collected from lecturers who convened first-year subjects and those who convened fourth-year subjects. The qualitative data indicated students' strong reference to experiences of writing and of seeking help. Both had shaped their self-perceptions as writers and these had changed over time. First-year students believed that knowing what lecturers wanted in writing assignments was an important factor in success. They described their efforts to access this information and to give lecturers what they thought was wanted. Fourth-year students recognised the same factor, but were more self-reliant in approaching an assignment task. The change to greater internal control appeared to be an outcome of encountering inconsistent and confusing information from external sources over their four years of writing assignments. For their part, lecturers of first-year students said that successful students knew what to write and how to write it. However, lecturers of fourth-year students believed knowing what to write should be subsumed by knowing how to write, and concentrated on the procedural aspect. They believed a coherent assignment resulted when students conceptualised subject matter in ways that enabled them to write academically. Findings in this study extend recent reconceptualisations of literacy as 'literacies' and socio-cultural, socio-cognitive theories about literacy as social practice. They demonstrate limitations of an apprenticeship model for acculturation and suggest a more agentic role for novice members in accounting for learning outcomes as students develop as assignment writers. The experiential accounts reported by members of the academic writing community described their shared and idiosyncratic perceptions of literacy practices and relations of these practices with success in assignment writing. Their descriptions enhance our understanding of the complexity and consequences of these experiences. They also account for why calls for the community to be more visible and explicit in sharing communal expectations of what is privileged and valued in academic assignment writing generally may not be a solution. Based on findings here, this is not a solution. Expectations need to be co-constructed within the community, among students, and lecturers within the context of the writing task. An outcome of understandings reported here is the development of a model from which factors, conditions and critical events that situate learning within a rhetorical conundrum may be described and predicted. This model offers a framework for members of a writing community to explicate individual experiences and expectations in ways that help everyone make sense of those critical events that contribute to a rhetorical conundrum and shape encultured knowledge.
2
Fletcher, Margaret Anne. "Undergraduate Assignment Writing: An Experiential Account". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365389.
Pełny tekst źródłaStreszczenie:
The purpose of this study was to examine assignment writing as a phenomenon of academic writing. This was done through exploring the experiential accounts of members of a university writing community. Their accounts described the community's perceptions and experiences of literacy practices needed to write assignments, of how students developed these practices, and, of what constituted success in the writing. A multi-method, embedded, case-study approach was used. Quantitative data were derived from first-year, second-year, and fourth-year respondents' perceptions and experiences related to assignment writing. A cross-sectional comparison of groups showed consistent year-level effects. Fourth-year students were more confident as writers than first-year and second-year students, and had less difficulty with declarative and procedural aspects of writing assignments. These findings were replicated in a repeated-measures study using a sub-group of first-year and fourth-year students. However, when students contextualised their responses by nominating a subject and referring to their completion of its written assignment, first-year students reported less difficulty with the declarative aspects while fourth-year students were more positive in the procedural aspects. Year-level effects were found for what they reported as helpful in acquiring declarative and procedural knowledge of writing. First-year students reported a wider range of sources as helpful than fourth-year students did, with two exceptions. More of the latter had found information gained in consultations helpful in understanding an assignment question. Additionally more had found friends helpful. Second-year students generally were more positive than first-year and fourth-year students about the usefulness of information in helping them understand an assignment question and in writing it in an academic genre. Knowing how to write predicted success more strongly and consistently than any other factor.
Qualitative data informed findings from the quantitative analyses by providing experiential accounts about students' perceptions of themselves as assignment writers, their experiences when writing assignments, and how these experiences developed literacy practices that contributed to success. Additionally, qualitative data were collected from lecturers who convened first-year subjects and those who convened fourth-year subjects. The qualitative data indicated students' strong reference to experiences of writing and of seeking help. Both had shaped their self-perceptions as writers and these had changed over time. First-year students believed that knowing what lecturers wanted in writing assignments was an important factor in success. They described their efforts to access this information and to give lecturers what they thought was wanted. Fourth-year students recognised the same factor, but were more self-reliant in approaching an assignment task. The change to greater internal control appeared to be an outcome of encountering inconsistent and confusing information from external sources over their four years of writing assignments. For their part, lecturers of first-year students said that successful students knew what to write and how to write it. However, lecturers of fourth-year students believed knowing what to write should be subsumed by knowing how to write, and concentrated on the procedural aspect. They believed a coherent assignment resulted when students conceptualised subject matter in ways that enabled them to write academically. Findings in this study extend recent reconceptualisations of literacy as 'literacies' and socio-cultural, socio-cognitive theories about literacy as social practice. They demonstrate limitations of an apprenticeship model for acculturation and suggest a more agentic role for novice members in accounting for learning outcomes as students develop as assignment writers. The experiential accounts reported by members of the academic writing community described their shared and idiosyncratic perceptions of literacy practices and relations of these practices with success in assignment writing. Their descriptions enhance our understanding of the complexity and consequences of these experiences. They also account for why calls for the community to be more visible and explicit in sharing communal expectations of what is privileged and valued in academic assignment writing generally may not be a solution. Based on findings here, this is not a solution. Expectations need to be co-constructed within the community, among students, and lecturers within the context of the writing task. An outcome of understandings reported here is the development of a model from which factors, conditions and critical events that situate learning within a rhetorical conundrum may be described and predicted. This model offers a framework for members of a writing community to explicate individual experiences and expectations in ways that help everyone make sense of those critical events that contribute to a rhetorical conundrum and shape encultured knowledge.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Full Text
3
Bhatt, Ibrar. "A sociomaterial account of assignment writing in Further Education classrooms". Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/8642/.
Pełny tekst źródłaStreszczenie:
This PhD research explores assignment writing tasks in three separate Further Education classroom contexts. I approach the assignments as practical controversies as learners navigate their way through a course of study. Specifically, I attend to the ecology of digital literacy practices which emerge through the completion of the assignments by problematising the impact of cyberspace on classroom activities, as the learners undertake their work assisted by whatever digital media are to hand. I argue that connectivity of the Internet and deployment of digital media in classrooms contribute to emergent sociomaterial assemblages, or ‘actor-networks’, exploration and elucidation of which are key to understanding the literacy practices which instantiate them. This research addresses what these new sociomaterial assemblages look like, and the types of digital literacy practices arising from them. Drawing on recent work in Literacy Studies and actor-network theory, I uncover the complex and close relationship between the personal/informal literacy practices of learners and the digital demands imposed by normative classroom culture and policies. More broadly, I show that an assignment is an ‘assemblage’ which is tied together by political and managerial decisions, economic imperatives, teachers’ aims and practices, learner habits of use, material artefacts and their properties, etc. All of these agencies shape a certain choreography of digital literacy practices arising during classroom tasks; practices which can instantiate a tension between a normative classroom dramaturgy and a more anarchic learner bricolage. Findings of this research will inform policies on digital learning and benefit educational practice through in depth accounts of the digital habits and practices of learners’ life worlds, and how they align with classroom assignment tasks. By understanding learner practices it is possible to better understand digital innovations in education, the extent to which learners embrace or avoid imposed technologies, and how such practices re-shape assignments as evolving pedagogic forms.
4
Brunette, Kathryn Elaine. "Adult ESL Writing Journals: A Case Study of Topic Assignment". PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4738.
Pełny tekst źródłaStreszczenie:
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.
5
Brundin, Amanda, i Sofie Cecilgård. "Alignment between writing assignments : Jämförelse mellan skrivuppgifter i nationella provet och läromedel i ämnet svenska för årskurs 1-3". Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34063.
Pełny tekst źródłaStreszczenie:
The aim of this study has been to examine if there is alignment between the national exam for writing in Swedish – ages 9 to10 – and main study materials for writing in Swedish intended for the school years leading up to the test. This study also aims to compare two different learning materials writing assignments with one another to find possible similarities and differences. The study focuses on writing assignments in one traditional (printed) textbook series and one digital study material. The material is analyzed according to Ivaničs theory about discourses of writing and learning to write. The results are compared to answer the following questions: In what way is there, or is there not, alignment – based on Ivanič’s theory of writing discourses– between the writing assignments in the national exam for ages 9 to 10, and the writing assignments found in printed and digital study materials? What are the similarities and the differences between the writing assignments in the printed and digital study materials based on Ivanič’s theory of writing discourses? The results show that there is some alignment between the writing assignments in the national exam and the study materials, however not a high one. The printed study material has a higher alignment than the digital one. The results also show that there are similarities between the writing assignments in the printed and the digital study materials. They both focus a lot on a skills and genre discourse. However, there are a lot of differences. The printed study material contains a process discourse while the digital study material does not. The printed material also contains more hybrids containing a combination of writing discourses.
6
Freed, Kristen. "Constructing a Narrative as a Means of Achieving Understanding". Marietta College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1147461272.
Pełny tekst źródła
7
Cheng, Fei-Wen. "The effects of rhetorical specification in writing assignments on EFL (English as a Foreign Language) writing". Thesis, Boston University, 2003. https://hdl.handle.net/2144/33424.
Pełny tekst źródłaStreszczenie:
Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The purpose of the present study was to investigate the influence of rhetorical specification in writing assignments on the writing performance of EFL students from above average universities in Taiwan. Rhetorical specification refers to the amount of information provided in the writing assignment with regard to the purpose of a composition, its topic, audience, and ways of presenting ideas. The research questions were (1) How do writing assignments with varying degrees of rhetorical specification affect the overall writing quality, the content, and the rhetorical structure? (2) How do writing assignments with varying degrees of rhetorical specification affect EFL writers with varying amounts of writing instruction? (3) How do writing assignments with varying amounts of rhetorical specification affect the use of Chinese writing features in EFL students' English texts? (4) How do students assess the usefulness of rhetorical specification? Participants were assumed to be at three levels of proficiency, ranging from basic to advanced: 60 Non-English major freshmen, 50 English major freshmen, and 57 English major juniors. Each participant composed two essays in response to two writing tasks: a writing assignment that contained specific information about topic, purpose, and audience, and a task that contained little rhetorical information. Repeated measures ANOVA, paired-samples T-tests, and Chi-square statistic were undertaken to examine the effects of prompt types on several writing features. Also, the researcher interviewed 12 participants to explore their evaluations of the rhetorical information. The findings of the study are: (1) EFL students across groups benefited from rhetorical specification with regard to content richness and effective rhetorical structure. (2) English junior students were the most successful in utilizing the rhetorical information to represent a developed rhetorical problem and to compose better texts. (3) Rhetorical specification enabled Chinese-speaking EFL students to conform to English writing norms with less transference of Chinese writing features. (4) Most students indicated that among the rhetorical elements, purpose specification was considered most valuable in composing more effective essays, although they also reported that addressing the purpose demands was a challenging task.
2031-01-01
8
Venters, Christopher Harry IV. "Using Writing Assignments to Promote Conceptual Knowledge Development in Engineering Statics". Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51206.
Pełny tekst źródłaStreszczenie:
Learning of threshold concepts in engineering science courses such as statics has traditionally been a difficult and critical juncture for engineering students. Research and other systematic efforts to improve the teaching of statics in recent years range widely, from development of courseware and assessment tools to experiential and other "hands-on" learning techniques. This dissertation reports the findings from a multi-year, dual-institution study investigating possible links between short writing assignments and conceptual knowledge development in statics courses. The theoretical framework of the study draws on elements from cognitive learning theory: expertise, procedural and conceptual knowledge development, and conceptual change. The way that students approach learning in statics with regard to procedural and conceptual knowledge is explored qualitatively, and the relationship between the writing assignments and conceptual knowledge development is examined using a mixed-methods approach. The results show that students approach learning in statics with varying emphasis placed on procedural and conceptual knowledge development and that a student's learning approach influences their perception of the written problems and the ways that they utilize them in learning. Thus, they provide evidence that the learning approach of students may be an important factor in the success of interventions designed to improve conceptual knowledge in statics. Increases in conceptual knowledge as a result of completing the written problems are also empirically supported though limited by problems with data collection. Areas for future work in light of these findings are identified.Ph. D.
9
Blackburn, Alison Carol. "Writing in Other People's Worlds: Two Students Repurposing Extracurricular Fan Fiction Writing to Fulfill Curricular Assignments". BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6394.
Pełny tekst źródłaStreszczenie:
Through interviews and writing sample analysis of two secondary students who are fan fiction writers, this article examines the tensions between curricular writing and extracurricular fan fiction writing. This study finds students have rich extracurricular writing lives, and they repurpose familiar practices from fan fiction writing for the classroom. This study further discusses the role of genre in effective repurposing. This study argues students who develop genre awareness repurpose their extracurricular writing more effectively to fulfill curricular assignments.
10
Knutson, Anna V. "“I Keep on Adding in Identities”: Experiential Knowledge in Academic Writing Assignments". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2963.
Pełny tekst źródła
11
Gere, Anna Ruggles, Anna V. Knutson, Naitnaphit Limlamai, Ryan McCarty i Emily Wilson. "A Tale of Two Prompts: New Perspectives on Writing-to-Learn Assignments". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3669.
Pełny tekst źródła
12
Gousseva-Goodwin, Julia V. "Collaborative writing assignments and on-line discussions in an advanced ESL composition class". Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284263.
Pełny tekst źródłaStreszczenie:
The purpose of this study was to evaluate the effects of collaborative computer-mediated projects on students' writing performance. The subjects of the study were 20 advanced English as a Second Language (ESL) composition students enrolled in an English 107 course at the University of Arizona in the Spring 1999 semester. The class met twice a week: once in a regular classroom, once in the College of Humanities Collaborative Learning Laboratory (COHlab). The study addressed three main research questions: (1) Does student participation in on-line synchronous discussions vary in different configurations of discussions and for different thinking styles? (2) Does writing performance vary between collaborative and independent tasks? (3) Is there a change in students' attitudes to collaborative assignments and to the use of computers in class from the beginning to the end of the semester? To answer the first question, the researcher analyzed the transcripts of on-line discussions and essays written collaboratively and independently. Discussions were conducted in different configurations (whole class vs. small group and anonymous vs. non-anonymous). To collect discussion data, an archive feature was used that provided complete transcripts of discussions, including students' names (or random numbers in anonymous discussions) and time when each comment was written. Repeated measures MANOVA and qualitative analyses were used to examine the data. The second question, investigating the difference in writing performance between independent and collaborative academic writing tasks, was addressed by (1) examining the results of textual analysis performed by the computer, and (2) examining the results of holistic evaluation conducted by ESL raters. Repeated measures MANOVA was used to analyze the data. To answer the third question, pre-semester and post-semester student surveys were used, as well as course evaluations. The students' thinking styles were measured using Sternberg's Thinking Styles Questionnaire. Qualitative analysis was used to examine the data. The results of the study indicated no difference in the discussion content, amount of communication, or interaction dynamics between the discussions of different configurations, or between the students with internal and external thinking styles. In terms of differences in writing performance between collaborative and independent essays, no difference was found by discrete-point computerized text analysis. However, ESL raters evaluated collaborative essays higher than independent ones. Finally, the results of the analysis of the students' attitudes indicated that, in general, the students' attitudes to the use of computers have improved over the course of the semester. This finding is important, as previous research has shown that positive attitudes lead to increased motivation, and increased motivation, in its turn, leads to more favorable learning outcomes in an L2 classroom.
13
Parsons, Cherie. "“I Feel Smarter When I Write”: The Academic Writing Experiences of Five College Women". Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271723319.
Pełny tekst źródła
14
Nunes, Matthew J. "The Theme System: Current-Traditionalism, Writing Assignments, and the Development of First-Year Composition". Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1425914712.
Pełny tekst źródła
15
Sellers, Charlotte P. "An analysis of writing assignments in selected history textbooks for grades seven and eleven". Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-171929/.
Pełny tekst źródła
16
Ahlsén, Emelie, i Nathalie Lundh. "Teaching Writing in Theory and Practice : A Study of Ways of Working with Writing in the 9th Grade". Thesis, Stockholm University, The Stockholm Institute of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7933.
Pełny tekst źródłaStreszczenie:
The main purpose of this study is to take a closer look at how teachers work with writing and to examine some theories on the teaching of writing. Five teachers in two schools are included in order to get an insight in teachers’ practical work with EFL writing. This has been done through classroom observations and interviews. The results show that all teachers seem to use aspects from several theories. The results also show that the teachers’ level of awareness of theories on teaching writing varies
17
Eriksson, Maria. "Feedback and Error Corrections : on Swedish Students' Written English Assignments". Thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-352.
Pełny tekst źródłaStreszczenie:
It is important to think about how to correct an essay and what the students should learn from it. My aim in this paper, is to look into what different researchers have said about feedback on written assignments and carry out a study of the kind of feedback that is actually used in secondary school today – and of what students and teachers think about it.
The results show that underlining is the marking technique mostly used in the secondary school where I did my investigation. This technique was also mostly preferred amongst the students. Two teachers were interviewed and both said that they used underlining because experience has shown that this marking technique is the most effective one. Furthermore, the results from the essays differed when analyzing errors corrected with complete underlining, partial underlining, crossing out and giving the right answer. One marking technique got good results when dealing with one kind of error, and worse in others. My conclusion is that teachers need to vary their marking technique depending on the specific kind of error.
Also, the results from a questionnaire showed that most of the students would like to get feedback on every written assignment. Not many of them said that they were already getting it, although this was what both teachers claimed. To conclude, there are many different ways to deal with marking and feedback. The key-word seems to be variation. As long as teachers vary their ways of dealing with marking and giving feedback, they will eventually find one or two that are most effective. Involving the students in this decision can also be a good idea, if they are interested.
18
Paxton, Moragh Isobel Jane. "Intertextuality in student writing : the intersection of the academic curriculum and student voices in first year economics assignments". Doctoral thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/10822.
Pełny tekst źródłaStreszczenie:
Includes bibliographical references (leaves 232-243).This is an interpretive qualitative study which uses linguisitic and intertextual analysis to examine student writing in a first year university economics course. The research has investigated the acquisition of the new academic discourse by drawing on Bakhtin's concept of intertextuality to consider new discourses, discourse models and literacy and learning practices that students draw on as they write their essays. Gee's theories of situated meanings and cultural models were used as tools for analysing the ways in which students draw on existing linguistic resources to access new discourses and to make sense of new concepts.
19
Hellborg, Åsa, i Emmelie Ödlund. "Introduktion av skrivuppgifter i år 3 : En fallstudie av två lärares sätt att arbeta med instruktioner". Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-56440.
Pełny tekst źródłaStreszczenie:
This is a case study that seeks to investigate how two teachers in grade 3 work with instructions to a written assignment in Swedish. The study is grounded in a sociocultural perspective on learning, and is based on observations in a classroom setting. The results show that the two teachers use different forms of mediating tools in their instructions. It was also found that the teachers use different speech acts in the instructions and that the instructions vary depending on which speech acts are included. Neither of the teachers made any adjustments to the collective instructions, instead they made individual adaptations outside the general instruction.
20
Johnson, Sarah Kate. "Connections in High School Writers: Affective Connections as a Writing Self-Efficacy Dimension". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8390.
Pełny tekst źródłaStreszczenie:
While scholars of writing self-efficacy (WSE) have long explored self-efficacy as multidimensional, not every crucial dimension of self-efficacy has been explored (Walker; Zumbrunn et al.; Bruning and Kauffman). Recently, scholars have called for new WSE dimensions so that scholars can better examine the contextual and relational factors of self-efficacy (Usher and Pajares 786). My thesis is one answer to this call. Using ideas from contemporary affect theory and data from an IRB-approved study on thirteen high school seniors in a language arts class, I theorize and explore a new dimension of WSE that I call affective connections. Affective connections are connections both intentional and unintentional between bodies/objects that to varying degrees stick to and influence other bodies/objects. By analyzing the study’s ethnographic data, I found that affective connections are a helpful dimension for exploring how relationships and contexts influence self-efficacy. In two particular types of affective connections—student connections to assignments and student connections to teachers—intense connections often, but not always, indicated high self-efficacy to complete tasks and skills successfully, present and generate ideas, and self-regulate. More intense connections also usually indicated less student apathy about self-efficacy tasks or skills. Yet affective connections also complicate self-efficacy. Strong connections are not inherently positive, and affective connections ultimately reveal the ever-shifting and sometimes contradictory nature of WSE. My study indicates that affective connections are an exciting, likely widely applicable dimension of self-efficacy that may bolster scholars’ understanding of self-efficacy as a highly relational and contextual concept.
21
Irvin, Barbara Bando. "A Content Analysis of the Writing Assignments Contained in the Four Basal Mathematics Textbook Series Adopted by the State of Texas". Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278719/.
Pełny tekst źródłaStreszczenie:
The purpose of this study was to identify and compare specific writing assignments provided in the four basal mathematics textbook series, grades six through eight, accepted by the state of Texas in 1990. The student and teachers' editions by each publisher were analyzed (1) for the total number and types of writing assignments provided, (2) to compare how the writing assignments compared with the four purposes of writing mandated in the English Language Arts Framework, Kindergarten through Grade 12 for the state of Texas, (3) to compare how the writing assignments compared with the recommendations for communication opportunities stated in the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics for grades five through eight, and (4) to compare the number and types of writing assignments among the four publishers. The total number of writing assignments varied among publishers ranging from 151 to 316 in the student editions and from 147 to 523 in the teacher's editions. The findings of this study indicate that from 80 to 98 percent of the writing assignments in the student editions and from 72 to 96 percent of the writing assignments in the teacher's editions corresponded to the Informative purpose of writing. Very few writing assignments were provided corresponding to the Literary, Expressive, and Persuasive purposes of writing. The writing assignments corresponding to the NCTM recommendations varied among publishers. Writing assignments dealing with modeling mathematical situations ranged from 14 to 66 percent in the student editions and from 24 to 39 percent in the teacher's editions. Writing assignments focusing on understanding and definitions ranged 15 to 61 percent in the student editions and from 31 to 53 percent in the teacher's editions. Writing assignments focusing on interpretation and application ranged from 5 to 29 percent in the student editions and from 10 to 15 percent in the teacher's editions.
22
Dwyer, Edward J., i J. Graham Disque. "Chicken Soup for the Portfolio". Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/2849.
Pełny tekst źródła
23
Wu, Yi-Ting, i 吳依庭. "Legal issues regarding films, television screenplay contract— centering on Judicial Judgements on Writing Assignment Contract in Taiwan and China". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/hsv9p4.
Pełny tekst źródłaStreszczenie:
碩士國立政治大學
法律科際整合研究所
107
Every film and television programme project begins with a screenplay. A production company would generally sign a “Screenplay Writing Assignment Contract” with a screenwriter to minimize a substantial risk of loss. Yet, production companies and screenwriters often have different understandings on when payment may be made or how to exercise the right of attribution; as a consequence, many contract disputes and litigations are to be dealt with. In recent years, the frequent exchanges and dialogues between Taiwan and mainland China increases cooperative opportunities for audiovisual industry professionals from two sides. However, the lack of supportive labor union and sufficient regulation has made screenwriters extremely vulnerable when facing contract disputes during the screenplay development process. Moreover, the legal issues concerning the screenplay agreements are still debatable in the judicial practice. This thesis will analyze the rationality of judicial judgments on film and TV screenplay writing assignment contract disputes both in Taiwan and in China, integrate cross-strait case articles, and discuss the common disputes regarding the definition of completed performance and attribution right. Ultimately, this thesis is intended to shed light on how to adjust contract provision in accordance with the judicial judgments for the production company and the screenwriter, so that each side could reach an agreement and create mutual beneficial outcomes.
24
Waye, Laurie. "Learning how to work with instructors of international EAL graduate students to better support their students' development of academic writing skills". Thesis, 2010. http://hdl.handle.net/1828/3000.
Pełny tekst źródłaStreszczenie:
As more students enter Canadian universities from different cultural and linguistic backgrounds, supporting the development and transition of their academic writing skills through assignment and feedback design has become very important. Many of these students and their instructors identify academic writing as one of the students’ biggest problems in a Western university or college (Robertson, Line, Jones & Thomas, 2000; Yang, 1994; Zhu & Flaitz, 2005). Yet there is little support available for the instructors who work with these students (Dedrick & Watson, 2002). This study focuses on my interactions with three instructors in graduate programs that have a high proportion of international students who use English as an additional language (EAL). By weaving together action research and case study research, three themes became apparent: the instructors saw no clear distinction between the needs of EAL students and those who have English as a first language; the instructors were unclear about how to teach writing in their discipline; and, the instructors felt frustrated and overburdened by their workload.
I also learned how I, as a researcher and an educational developer, can better interact with instructors to ensure support at the level of assignment and feedback design. The first lesson is when interacting with others it is necessary to identify the lens that represents one’s institutional and cultural lens. Because I did not adequately identify and interrogate my lens, I gave in to my colonial impulse to direct the study and the participants. The second lesson is the space in which we two instructors – the person from a given discipline and the person who is an educational developer – come together as a kind of “contact zone” (Pratt, 1998). I had hoped that the instructors and I would come together as a kind of Venn diagram, with our knowledge overlapping in a neutral and fruitful way, but I learned that the space where we come together is fraught and vulnerable for both the participants and the researcher. The third lesson is that relationships, which traditionally are not highly valued in our workplace in higher education, are extremely important in order to foster dialogue, continue conversations, and allow for the necessary revisiting and development of our work together. The main recommendation stemming from this study is workplace training for administrative staff who are in educational development positions.
This study is important because there is little previous research in this area. As more Learning and Teaching Centres emerge at Canadian institutions, we must learn how to work effectively with instructors to affect curricular and assignment change. We must also question whether the kind of support a member of a Learning and Teaching Centre can provide is enough to affect this change, or whether other models, such as the Scholarship of Teaching and Learning and faculty mentoring, are essential in the development of the understanding of how to better support the development of the academic writing skills of international EAL students.
25
Yang, Luxin. "Writing group-project assignments in commerce courses : case studies of Chinese-background ESL students at two Canadian universities /". 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442515&T=F.
Pełny tekst źródła
26
Nahas, Lauren Mitchell. "The student's experience of multimodal assignments : play, learning, and visual thinking". Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-12-6543.
Pełny tekst źródłaStreszczenie:
Much of current pedagogical discussion of the use of multimodal assignments in the writing classroom argues that one benefit of such assignments is that they foster student engagement, innovation, and creativity while simultaneously teaching writing and argumentation concepts. Although such discussions rarely use the term “play,” play theorists consider engagement, innovation, creativity, and learning to be central characteristics and outcomes of play. Thus, what many scholars view as a major outcome of multimodal assignments might most accurately be described as playful learning. In order to investigate the validity of claims that playful learning is a product of multimodal assignments, this dissertation reports on the results of a comparative case study of four different classrooms that used multimodal assignments. The objective of the study was to better understand the students’ experience of these assignments because the students’ perspective is only represented anecdotally in the literature. The study’s research questions asked: Do students find these assignments to be playful, creative, or engaging experiences? Do they view these assignments as related to and supportive of the more traditional goals of the course? And what role does the visual nature of these technologies have in the student’s experience of using them or in their pedagogical effectiveness? Each case was composed of a different writing course, a different assignment, and a different multimodal computer technology. The results of the study show that students generally did find these assignments both enjoyable and useful in terms of the learning goals of the course. Many students even went so far as to describe them as fun, indicating that for some students these were playful experiences in the traditional sense. However, comparison of the results of each case illustrates that the simple injection of a multimodal assignment into the classroom will not necessarily create a playful learning experience for students. The students’ experience is a complex phenomenon that is impacted by the structure of the assignment, whether or not they are provided a space for exploration and experimentation, their attitude towards the technology, and the characteristics of the technology.text
27
Venkatesh, Vivek. "Quantitative explorations of graduate learners' monitoring proficiencies and task understandings in the context of ill-structured writing assignments : from learner to work task as unit of analysis". Thesis, 2008. http://spectrum.library.concordia.ca/976104/1/NR45719.pdf.
Pełny tekst źródłaStreszczenie:
Research has debated the degree of domain generality of monitoring skills through the theoretical lens of self-regulated learning, largely in the context of studies involving college/undergraduate-level objective, multiple-choice tests. The present quantitative study sheds some much-needed light on the nature of monitoring skills in 39 adult learners tackling ill-structured writing tasks for a graduate-level e-learning theory course in the domain of educational technology. Performance prediction and confidence in predictions were collected through a theoretically-grounded self-assessment tool termed TAPE (Task Analyzer and Performance Evaluator). Monitoring proficiencies were calculated using the instructor's assessment of performance and the TAPE-related measures. Using "learner" as unit of analysis, repeated measures procedures reveal improvements in the instructor's assessment of performance but not in any monitoring proficiencies. While the task-generality of the monitoring skills of discrimination and bias is confirmed through correlational analyses, facets of their specificities stand out due to the absence of intra-monitoring measure correlations. Subsequently, using the 247 instances of the writing task as unit of analysis, parametric multiple regression procedures demonstrate that 39% of variance in individual essay performance is predicted by combined variances in absolute prediction accuracy, discrimination, performance prediction and self-assessment scores. In addition, non-parametric ordinal and multinomial regression procedures reveal that individual essay performance can be predicted from the monitoring measures of bias, prediction confidence and absolute prediction accuracy, as well as from the self-assessment scores. The dual levels of analyses allow not only the quantitative description of learners' content-specific calibration of performance on a writing task, but also contextualized, essay-specific insight into how individual performance on an instance of the writing task is influenced by measures of monitoring and task understanding. Results are interpreted in light of the novel procedures undertaken in calculating monitoring measures like bias using the theoretical notion of performance prediction capability. Findings are also discussed with respect to the "work task as unit of analysis" approach which enables not only the generalization to the tasks completed for the specific course described in this study, but also the interchangeability of the tasks when treating variables such as time, class session, individual student and gender as fixed effects in the various regression approaches adopted for analyses
28
Masureik-Berger, Arlene Roslyn. "Metacognitive strategies for learning disabled adolescents in specialised education". Diss., 2015. http://hdl.handle.net/10500/18159.
Pełny tekst źródłaStreszczenie:
Learning disabilities are a life-long problem for many individuals.
Besides the adjustments all adolescents experience in
life, learning disabled adolescents must contend with academic
problems at school which have a drastic effect on their selfesteem.
This becomes particularly evident when these pupils
face the demands of the secondary school syllabus where they
have to be able to concentrate, read for information, memorise
facts, answer questions and solve problems, and write
assignments. By the time learning disabled adolescents reach
secondary school they have already experienced so much failure
that they become passive towards their studies.
Teaching these pupils metacognitive learning strategies
covering these skills helps them to become more independent
learners. Through executive training procedures they are
assisted to become more involved in their studies, the promotion
of better self-regulation and self-monitoring is fostered,
and as their scores improve, so does their motivation and selfconceptEducational Studies
M.Ed. (Orthopedagogics)