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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 29 lipca 2024

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1

Eagleton, Maya Blair. "Hypermedia composition in a seventh grade language arts classroom". Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284031.

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This microethnographic study describes what happened when a small group of 12- and 13-year olds were given the opportunity to compose with hypermedia in their language arts class. Drawing from semiotic, sociocultural, constructivist, transactional and holistic theories, the researcher interpreted the meanings the students and their language arts teacher ascribed to the creation of a student-run online magazine. The researcher investigated the kinds of things that the seventh graders in this study value, what the webzine project meant to the student editors, what processes are involved in the creation of a webzine, how hypermedia literacy functions as a language form, how the hypermedia design project impacted the language arts curriculum, and the roles that computers can play in the classroom. Hypermedia is a multi-symbolic semiotic language form that is still in the process of evolving. Hypermedia literacy requires transmediation, among print literacies, oral literacies, visual literacies, computer literacies and hypertext literacies. Becoming fluent in hypermedia involves orchestrating the various elements (cueing systems) of hypermedia and flexibly applying this knowledge within a variety of hypermedia genres. The webzine project was a positive experience for the seventh graders in this study because it met their affective needs to be active, to learn new things, to have new experiences, to feel motivated and interested, to be social, to have freedom, to feel proud and to have a sense of audience. It also stimulated the cognitive processes of generating ideas, collaborating, problem solving, representing concepts and monitoring their own learning. It is suggested that hypermedia design projects cannot be fully integrated into the language arts curriculum unless the district and/or the classroom teacher has made a paradigmatic shift from a transmission model to a constructivist philosophy of education. Successful integration of hypermedia composition in the curriculum is also related to the students' and the teachers' perception of the potential roles of computers. Based on the results of this study and others, the author concludes that junior high language arts students should be given invitations to compose with hypermedia whenever feasible, but that educators should not dismiss the challenges associated with such an undertaking.

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2

McConnell, Rodney K. "The pedagogy of testing a case study of writing instruction in Texas /". Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1232419301&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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3

Locke, David. "Syswrite : theory-based writing analysis /". Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7847.

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4

Woodall, Billy Ray. "Language-switching in second language writing /". Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7545.

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5

Ostergaard, Lori Alden Neuleib Janice. "Composition in the Illinois State Normal University and Illinois high schools 1892-1921 /". Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251813371&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1178893688&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on May 11, 2007. Dissertation Committee: Janice W. Neuleib (chair), Douglas D. Hesse, Julie M. Jung. Includes bibliographical references (leaves 171-184) and abstract. Also available in print.

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6

Denecker, Christine. "Toward seamless transition? Dual enrollment and the composition classroom /". Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1194187966.

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7

Marzell, TerryLee Hutton. "Constructing experiential learning in the language arts classroom". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2013.

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Recent research in educational practice has identified and emphasized the value of connecting school curriculum to the personal experiences of the students; but to be effective, learners must possess a collection of baseline experiences the teacher can connect new learnings to. If the baseline experiences are lacking, the instructor could choose to create a classroom experience upon which to build additional learnings.

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8

Alsup, Janet. ""We weren't on the same wavelength at all" : negotiating authority in the writing class /". free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974606.

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9

Martindale, Teresa Lynn. "How three secondary students made sense of writing strategies /". Connect to title online (ProQuest), 2008. http://proquest.umi.com/pqdweb?did=1678702871&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ed. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 94-98). Also available online in in ProQuest, free to University of Oregon users.

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10

Harms, Aaron A. "First-year composition and writing center usage". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4933.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 27, 2008) Includes bibliographical references.

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11

Schulz, Fawn M. "A critical discourse analysis of current composition theory use in IRA/NCTE standards for the English language arts, Ohio middle school English language arts standards and Ohio state writing assessments". University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595859435945569.

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12

O'Donnell, Tennyson Lawrence. "Intertextuality and the rhetorical construction of Hawai'i: Examining text and context relationships through 'The Journals of M. Leopoldina Burns'". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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13

Senecal, Lynn. "The idea structure of students' written stories in Grades 3, 4, and 5". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0019/NQ44577.pdf.

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14

Campbell, Jennifer Riley Walters Frank. "Long strange trip mapping popular culture in composition /". Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/CAMPBELL_JENNIFER_10.pdf.

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15

Hawkins, Marty Ford. "Spellling through writing : a qualitative study of instructional strategies to promote developmental spelling /". free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115554.

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16

Boutwell, Ashli Hamilton Whyte Alyson Isabel. "Gains in achievement with access to three types of scripted activities on elaboration in a freshman composition class". Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Fall%20Dissertations/BOUTWELL_ASHLI_31.pdf.

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17

Zhu, Xinhua. "A study on the development of superstructure of narrative text written by primary school pupils in four cities of China = Zhong guo si ge cheng shi xiao xue sheng ji xu wen pian zhang de shang ceng jie gou de fa zhan yan jiu /". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23295922.

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18

Young, Linda Sue. "House of mirrors : reflection and composition /". Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9373.

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19

Mowrer, Cathy S. "Self-assessment and gender considerations in utilizing the CAFÉ (complexity, accuracy, fluency, evaluation) to assess student word writing abilities /". View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220614.

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20

Evans, Ashley. "Expanding Composition Pedagogies| A New Rhetoric from Social Media". Thesis, The University of Wisconsin - Milwaukee, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690922.

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Traditionally, the field of rhetoric and composition has valued long-form essay writing, which requires students to engage patiently and at length with revision. In contrast, students today spend much time outside of school producing fast-paced and short posts for social media. This dissertation argues that students’ social media interactions provide them nuanced, dialogic, and complex rhetorical understandings about writing—but that students need help developing discursive processes to support transfer of their social media knowledge to other writing contexts, including long-form academic writing. Drawing from two semesters of in-class study, I construct for first-year composition classrooms a pedagogy that embraces and cultivates the rhetorical knowledge students gain from social media; I demonstrate how students can analyze, reflect on, and transfer this knowledge to academic contexts. Citing students’ social media and academic writing, I draw from students’ intuitive understandings of the rhetorical concepts medium, context, audience, ethos, and purpose to illustrate how these concepts can productively shift and expand in FYC instruction. To situate this pedagogy within contemporary practices, I analyze leading FYC textbooks and highlight how textbook pedagogies can acknowledge and foreground students’ expanded rhetorical understandings of social media for richer composing processes in all media and for all contexts, digital and non-digital.

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21

Fox, Christine M. "Writing across cultures : contrastive rhetoric and a writing center study of one student's journey /". View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3141842.

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22

Wavering, Kelly Rose. "Learning limitations of the on-line composition process". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/655.

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23

Lannin, Amy A. "Freewriting for fluency and flow in eighth and ninth grade reading classes". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4762.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 15, 2008) Vita. Includes bibliographical references.

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24

McCurrie, Matthew Kilian Neuleib Janice. "Crossing boundaries a case study in composition and general education /". Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064484.

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Thesis (Ph. D.)--Illinois State University, 2001.
Title from title page screen, viewed April 4, 2006. Dissertation Committee: Janice Neuleib (chair), Julie Jung, Kenneth Lindblom. Includes bibliographical references (leaves 161-167) and abstract. Also available in print.

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25

Burgess, Linda Kathryn. "The Sufi teaching story and contemporary approaches to composition". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1533.

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26

Powers, Jennifer Ann. ""Designing" in the 21st century English language arts classroom processes and influences in creating multimodal video narratives /". [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1194639677.

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Thesis (Ph.D.)--Kent State University, 2007.
Title from PDF t.p. (viewed Mar. 31, 2008). Advisor: David Bruce. Keywords: multiliteracies, multi-modal literacies, language arts education, secondary education, video composition. Includes survey instrument. Includes bibliographical references (p. 169-179).

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27

Hahn, Christopher. "Using extensive feedback to improve writing skills within a social studies context /". Full text available online, 2008. http://www.lib.rowan.edu/find/theses.

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28

Thomas, Brennan. "Composition studies and teaching anxiety a pilot study of teaching groups and discipline- and program-specific triggers /". Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1151207488.

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29

Hinojosa, Manuel Matthew. "Teaching Outre Literature Rhetorically in First-Year Composition". Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1189%5F1%5Fm.pdf&type=application/pdf.

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30

Georgecink, Susan Hrach. "Practices of writing : early modern metaphors of literacy and the function of composition, past and present /". Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/9389.

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31

Hussey, Marianne M. "Supporting emergent writing in the kindergarten classroom". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1126.

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32

Hollis, Elizabeth Mary Roozen Kevin Roger. "The things they carried conception of writing transfer in composition studies /". Auburn, Ala, 2009. http://hdl.handle.net/10415/1832.

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33

Wolcott, Bruce Stephen. "Constructing critical readers and writers through the teaching of irony in the composition classroom". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1983.

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The construction of critically literate students must be paramount among goals in the freshman composition classroom. The approach for constructing critical readers positioned in this thesis employs conceptualizing both the complexity of a text and the importance of comprehending the context within which a text is both read and written. It utilizes the rhetorical feature of irony.

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34

Johanek, Cynthia L. "A contextualist research paradigm for rhetoric and composition". Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115713.

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The unresolved nineteenth-century debate--"is rhetoric an art or a science?"--hashindered our attempt to establish an inclusive research paradigm for rhetoric and composition. The newly dominant paradigm is quickly narrowing to prefer the qualitative designs that suit our literary ideals, relieve our math and statistics anxiety, and fulfill political ideologies. Such qualitative work has given us great insight into the mind of the researcher, a stronger voice to the individual, and a powerful tool for groups traditionally oppressed by our field.At the same time, however, our field needs quantitative research that examines the scope of certain issues or that tests the effectiveness of solutions to problems, and we should remain prepared to understand such research from other fields. But the quantitative/qualitative division in composition cannot be healed through "methodological pluralism" or by examining the epistemologies governing those methodological choices.A Contextualist Theory of Epistemic Justification (Annis, 1978) provides a new lens through which we may recontextualize the competing epistemologies our field has outlined, providing a new decision-making framework through which we may appreciate the intersection of research issues (issue/question, purpose, method, and publication) and rhetorical issues (writer, audience, and subject) that form the varied contexts for our work: contexts highlighted in a matrix of questions representing a Contextualist Research Paradigm for Rhetoric and Composition.To illustrate such a paradigm, Eileen Oliver's (1995) "The Writing Quality of Seventh, Ninth, and Eleventh Graders, and College Freshmen: Does Rhetorical Specification in Writing Prompts Make a Difference?" is reprinted with an interview with Oliver, in which she detailed the context for her study. To further demonstrate a Contextualist Paradigm at work, my own study--"Red Ink / Blue Ink: Does it Really Make a Difference?"--responds to the largely untested anecdotal evidence that discourages writing teachers' use of red pens.A Contextualist Research Paradigm is necessary for composition to heal the artificial divisions between qualitative and quantitative research, to direct our attention fully to context rather than politics, form, and numbers, and to conduct not only the research we like, but also the research we and our students need.
Department of English

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35

Paquette, Paige Fuller Whyte Alyson Isabel. "Virtual academic community online education instructors' social presence in association with freshman composition students' critical thinking and argumentation /". Auburn, Ala, 2009. http://hdl.handle.net/10415/1826.

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36

Nagle, Colleen M. "Five-step writing process: A project for grades two through six". CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/379.

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37

Skidmore, Loretta Lynnette Rickert. "The value of using a writing process within the classroom". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/644.

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38

Hart, Gwendolyn A. "Composing Metaphors: Metaphors for Writing in the Composition Classroom". View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371472.

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39

Miller, Robert John. "An innovative approach to grammar instruction in the high school language arts classroom". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3131.

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The purpose of this study was to compare the effects on student writing of two separate approaches to teaching grammar - one traditional, and one non-traditional. Over the course of four weeks, the writing abilities of two high school English classes, similar in composition and academic skill, were compared.

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40

Filsinger, Judy Ann. "Literary criticism, composition, and "passing theory": Conflicts and connections". CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/963.

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41

Martinez, Laura. "Transfer within FYC tracing the operalization of writing-related knowledge and concepts in composition". Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4978.

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This study traces the transfer of writing-related knowledge and concepts from the composition classroom into the writing assignments composed by students within the same course. Working in a first-year-composition classroom taught through a writing-about-writing curriculum, the researcher observed students as they navigated from the initial learning of concepts such as rhetorical situations, writing processes, and discourse communities, into an application of these concepts in various writing assignments, including rhetorical analyses and discourse community profiles. By analyzing a composition instructor's objectives for her assignments and observing the interaction between students and their instructor in a single composition course for the duration of one semester, the researcher traced how students operationalized knowledge from the classroom and applied it in their own writing. After tracing this operalization through interviews with the instructor, observation of class activities and analysis of assignment sheets and student papers, the researcher proposes that instructors may encourage transfer within their composition classrooms by adequately presenting assignment objectives to students, and by allowing sufficient scaffolding of writing tasks. In this way, the researcher explains that students may be able to understand the objectives of their writing assignments in a way that may encourage them to apply the knowledge they learned in the classroom to the writing tasks assigned by their instructor.
ID: 029809951; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 76-77).
M.A.
Masters
English
Arts and Humanities

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42

Arrigucci, Annette Christine. "Student performance with and attitudes toward electronic distributed assessment in first-year composition classes". To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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43

Shotthafer, Susan M. "Motivating underachieving students to write". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1053.

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44

Cole, Pamela Burress. "Portfolio talk in a sixth-grade writing workshop /". This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164840/.

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45

McNely, Brian Jeremy. "Un/commonplaces redirecting research and curricula in rhetoric and writing studies /". To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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46

Holliway, David R. "It looks like a goose : composing for the informational needs of readers /". Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7713.

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47

Diercks, Barbara Ann. "Curriculum-based measurement in written expression at the secondary level". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003diercksb.pdf.

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48

Arredondo, Daniel. "Style: A new perspective on Kate Chopin". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2786.

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Uses Edward Corbett's theory of style to help define Chopin's style and expose her rhetorical strategies (sentence and paragraph length, diction, tropes, scheme, etc.) in the short story "The Story of an Hour ." Examines the controversy over using literature to teach composition and provides an analysis of the reasons for and against using literature in composition classes. Finally, defends the use of literature in writing classrooms.

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49

Lemelin, Nathalie. "A study of eight culturally and linguistically diverse secondary students' perceptions of first and second language writing instruction and second language learning". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ43902.pdf.

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50

Baharian, Mehr Claire. "Inventional procedures : how important are they for the freshman composition student". Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9899.

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