Дисертації з теми "Creative writing schools"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 дисертацій для дослідження на тему "Creative writing schools".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
Kärn, Lina. "‘Creative Writing’: An Efficient Supplementary Tool for Teaching English at Swedish High Schools." Thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-117674.
Повний текст джерелаMurphy, Caroline. "Practice, pedagogy and policy : the influence of teachers' creative writing practice on pedagogy in schools." Thesis, Northumbria University, 2012. http://nrl.northumbria.ac.uk/13334/.
Повний текст джерелаKwan, Che-ying. "A school-based case study an evaluation of the implementation of the "British National Writing Project" in Chinese writing programme = Yi ge xiao ben de ge an yan jiu : Yingguo "Guo jia xie zuo ji hua" zai Zhong wen xie zuo jiao xue shi jian de cheng xiao ping gu /." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B31957900.
Повний текст джерелаMali-Jali, Nomfundo. "A genre-based approach to writing across the curriculum in isiXhosa in the Cape Peninsula schools." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1412.
Повний текст джерелаThis study aims to investigate properties of writing relating to genre-based literacy in isiXhosa as a first language (that is, as home language) for Grade eleven learners. The research investigates the problem of writing in isiXhosa at secondary school level, and the associated instruction, to grade eleven learners, whose first (home) language is isiXhosa. The educational context of these learners is such that the language of instruction in content subjects is English, which is as an additional language to these learners. Furthermore, they take English as a language subject. The learners’ home language is, however, only taught as a subject in this context. The language of instruction officially is English in all the content subjects, hence language proficiency problems in English are often encountered not only by the learners, but by educators as well. The genre-based theoretical framework and associated methodology is explored and employed in this study to establish the extent to which the isiXhosa first language learners are able to transfer the skills they have acquired in their first language, isiXhosa, to writing in the content subjects. Thus, the study has the following five main aims: (i) The study investigates the question of the extent to which high school learners can use their isiXhosa as their home language for the purpose of writing in their content subjects in a bilingual education system, where English as their second or additional language is the prescribed medium of instruction for content subjects; (ii) The study addresses the questions of how genre-based writing skills of learners with isiXhosa as home language are realized in their writing in the home language, isiXhosa as subject, assuming a genre-based approach to language learning and teaching; (iii) This study examines the writing of learners whose first (home) language is isiXhosa with regards to the extent to which they can transfer the genre-based writing skills they have acquired in writing in isiXhosa as language subject to writing in their content subjects; (iv) This study aims to determine the textlinguistic properties of writing in isiXhosa. Thus, the study will investigate genre-related concerns about the extent to which explicit genre-based instruction in isiXhosa will result in improving genre-based writing across the curriculum while enhancing the educational performance and achievement of learners; (v) This study explores the gap in knowledge and insights as regard the role of writing across the curriculum in isiXhosa as home language (first language), providing theoretically-motivated arguments for the importance of a strong focus on genre-pedagogy for African languages as language subjects, more generally.Therefore, this study aims to address the question of the role of writing in isiXhosa, as learners’ home language in a bilingual education in the learning and teaching context, a central point of concern in the South African education system. The methodology of this study entails the examination of three stages of the learners’ writing in isiXhosa, in both the biographical recount and the expository genres. The three stages are termed stage one, stage two and stage three, respectively, of the learners’ writing. For the purpose of data collection the writing in isiXhosa, two secondary schools in the Cape Peninsula, Bulumko Secondary School in Khayelitsha and Kayamandi Secondary School in Stellenbosch have been examined, focusing on the writing of the grade eleven learners. For all the three stages of writing in each secondary school a class of fourty grade 11 learners was instructed to write essays in isiXhosa on both the biographical recount genre and the expository genre. After the learners had written their essays the effectiveness of the essays was classified according to the levels of learners’ performance, for the purpose of analysis. In stage one, learners write the essay without being taught the genre-based properties of writing. In the stage two essay writing, the learners wrote the biographical recount and the expository essays after they have been taught the genre-based properties of writing. In the stage three essay writing, the learners applied the skills they have been taught in stage two regarding genre-based properties of writing. The teacher and learners brainstormed, discussed and exchanged views with each other on genre-based properties before the learners engaged in the writing in the third stage. As mentioned above, the stage one, two and three essays were categorised according to the learners’ performance, that is the good essays, the middle standard essays and the less or lower performance essays were classified for the purpose of the analysis. This study explores the genre-specific writing in isiXhosa by grade 11 learners with isiXhosa as first language, assuming as framework the genre properties by Feez and Joyce (1998), Grabe and Kaplan (1996), and Hyland (2005), the latter concerning metadiscourse. These models are discussed in chapter two and employed in chapter three for the analysis of both the biographical recount and the expository genres of grade eleven learners. Grabe and Kaplan’s (1996) linguistic and ethnographic construction of texts, the overall structure of texts and the generic move structures were examined in the content of the isiXhosa text. The parameters of the ethnography of writing, “Who writes what to whom, for what purpose, why, when, where and when and how?” posited by Grabe and Kaplan are also employed in this study in the analysis of the essays written in isiXhosa. In addition, the isiXhosa essays have been analysed with respect to Grabe and Kaplan’s (1996) components of information structuring under the writes parameter; topic sentence structure, topic continuity, topic structure analysis, topic-comment analysis, given-new relations, theme-rheme relations and focus-presupposition. In addition to the textlinguistic components of the write parameter, the writing in isiXhosa was analysed as regard the elements of text structure, which form part of the textuality and the structuralism of a text, as well as text cohesion, text coherence and the lexicon. In addition, the writing in isiXhosa was examined as regard Feez and Joyce’s (1998) overall design and language components of a biographical recount, including the three stages that reflect the rhetorical structure. The analysis of the isiXhosa essays has taken into account Hyland’s (2005) classification of metadiscourse according to two dimensions of interaction: the interactive dimension and the interactional dimension. The evaluative discussion invoked evidence from the analysis of the isiXhosa essays conducted in chapter three to demonstrate the view that, despite the variations in the three stages of both the learner’s expository and biographical recount essays, a steady progress and improvement from the stage 1 to the stage 2, and from the stage 2 to the stage 3 was evidenced. The findings of this study confirmed the effective realization and effective transfer of genre-based skills across the curriculum, in accordance with the objectives and aims stated for the study.
Schermbrucker, Ben Mathew. "Assessing the impact of an English for academic purposes course on the academic writing skills of English second language learners attending economically disadvantaged high schools : an interventionist case study." University of the Western Cape, 2016. http://hdl.handle.net/11394/5459.
Повний текст джерелаAcademic writing skills are vitally important for South African learners in both high school and tertiary contexts. The importance of such writing skills is even more pronounced for English Second Language (ESL) speakers, as such learners often attend low-performing schools (that inculcate poor levels of academic literacy), and also face the challenge of writing in a non-native language. This study is an attempt to understand how a specially designed English for Academic Purposes (EAP) course can improve the academic writing of bilingual, economically disadvantaged high-school South African learners. The study analysed the effects of the EAP course on Grade 11 learners from two 'nofees' high schools located in Khayeltisha and Delft. Over a seven-week period Grade 11 learners from these schools attended the EAP course twice a week (after school hours on their school premises) and submitted a total of fourteen written assignments (seven rough drafts, and seven final drafts). These assignments required the learners to formulate essay-like responses to literary and philosophical texts. The learners shaped their responses by making reference to structured classroom discussions (led by the EAP course instructor), as well as standardised notes and assignment instructions. The conceptual frameworks that guided this study were mapped using a variety of sources and materials. Whilst Hyland's (2005, 2006) influential writings on EAP helped the researcher situate the study's academic writing skill's course within an EAP paradigm, recent theoretical and empirical advancements in cognitive science (in particular by Tooby & Cosmides 1992; Gallistel 2000; Wagner &Wagner 2003) helped to justify the specifically 'modular' approach to academic writing skills that the course favoured. Finally, testimonies about the function of creative fiction (see Pessoa 2010; Kafka 2013; Barnes 2012; Pinker 2011) played an important part in shaping the EAP course's approach to text-orientated academic writing skills. Importantly, this study also aimed to describe and analyse various factors that threatened the implementation of the academic writing skills course. In relation to attrition – a phenomenon which clearly presented the single greatest threat to the intervention – Bandura's theoretical writings on the structure of agency (2006, 2005, 2004, 2001, 1998, 1997, 1994) provided a rich source of justification for many of the conclusions that the study derived about the underlying factors that drove the high dropout rate. Another key aim of this study was to transmit writing skills that would boost levels of learner preparedness for matric and first-year university. To establish a link between the course and the writing requirements of certain matric and university subjects, the researcher compared the contents of the writing skills course to the contents of these subjects. This comparative analysis relied heavily on matric and first-year university source material (i.e. exam papers, memorandums, marking rubrics, departmental handouts, etc.). In terms of its findings, the study discovered many striking parallels between the Grade 11 learners at Khayelitsha and Delft. Firstly, in both experimental groups, a preintervention writing task revealed that – prior to the EAP course's inception – the overwhelming majority of the learners were not in firm possession of virtually any of the writings skills the EAP course aimed to transmit. Secondly, in both groups, it was found that the EAP course significantly improved the learners' academic writing skills. Although this improvement was not especially visible in the learners' grade-based results for the EAP course (due, mainly, to absenteeism and resulting missed assignments), a thorough qualitative analysis of the learners' preintervention, early and late EAP assignments demonstrated that – by the end of the course – most of the learners had gained fairly high degrees of proficiency in a range of critically important academic writing skills. Thirdly, qualitative data – derived from observations and interviews – established that the high rates of attrition and absenteeism that plagued both experimental groups was chiefly due to a single cause: weak levels of agency. On the basis of this study's findings, a number of recommendations can be put forward. Firstly, the many parallels between the two experimental groups suggest that the EAP course designed by this study could achieve comparable results in other South African township schools. Secondly, due to the difficulties that this study encountered in relation to high absenteeism and attrition rates, it is recommended that future implementations of the EAP course adopt a number of measures to improve learners' perceptions of their self-efficacy. Finally, it is recommended that future versions of the EAP course could include a 'matric study skills module'.
Sasakawa Foundation
Blease, Bernita. "Exploring writing practices in two foundation phase rural multigrade classes." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1848.
Повний текст джерелаWriting in rural multigrade Foundation Phase schools is a largely negelected area for research and teacher development. Even those teaching multigrade classes are not sure how to approach it. There are almost no regulations or guidelines in PIRLS or government documents and reports. Nevertheless multigrade rural schooling is prevalant throughout South Africa. This gap between widespread practice and lack of theoretical acknowledgement or knowledge prompted this study. For the purposes of this study two rural multigrade Foundation Phase classes were selected in the Northern District of the Western Cape. This study answers one main question: What writing practices are being implemented in these two rural Foundation Phase multigrade classes? Two sub-questions are: How do the two Foundation Phase teachers teach writing skills to rural multigrade learners? What challenges do these two Foundation Phase teachers experience when teaching writing? Lack of research in this area required considerable time to consolidate an appropriate research methodology. To establish a scientific structure for this research certain theoretical approaches were adopted. Socio-cultural theories of learning, particularly focusing on Bronfenbrenner’s socio-ecological model, Vygotsky’s Zone of Proximal Development (ZPD) and social constructivism were used. Piaget’s developmental contributions add to this research project. Cambourne’s principles and strategies were invaluable in understanding constructivism in a language classroom. Because this was a pioneering research project it took over four years to complete analysis of data from the schools and link it to the theoretical framework. A qualitative interpretative case study research design was specifically formulated to provide an objective understanding of the research questions. The data were analysed qualitatively. Four themes emerged from sub-question one and include: the pedagogy of teaching writing in a multigrade class, the importance of creating a writing ethos in the classroom, elements of writing and supporting learners in the writing process. The following six themes were identified in answering sub-question two: teacher challenges, poor socio-economic backgrounds, writing support from the WCED, creating a writing ethos including discipline, parental literacy and learner challenges. In conclusion, this research indicates that multigrade education is, far from being a recalcitrant problem or cause for apology, useful as a template for curriculum development in many other areas of education. Multigrade education provides a realistic and flexible tool for meeting urgent educational problems.
Fayner, Thibault. "Transmettre l'art d'écrire pour le théâtre : les apprentissages de l'écriture théâtrale en France (1984-2015) : histoire, méthodes et enjeux." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20103.
Повний текст джерелаSince the 1980s playwrights have been requested to devise learning techniques in the art of dramatic writing for a variety of audiences in France. This new educational opportunity given to a writer interrogates both adopted pedagogic strategies and the contents of the knowledge transferred. Through a historic and sectoral approach, by supporting the bibliographic research with thirty interviews of teacher-writers our analysis will evaluate the cumulative construction of the teaching material and the evolution of the pedagogic measures taken between 1984 and 2015
Sulfasyah. "Investigating the implementation of the Indonesian KTSP (school-based curriculum) in the teaching of writing in year two." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/602.
Повний текст джерелаArderne, Mia. "Last gangster of the old school a novel." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/5950.
Повний текст джерелаConrad, Joan Andrée. "Archaeology; or, the school of resentment." FIU Digital Commons, 2002. http://digitalcommons.fiu.edu/etd/2426.
Повний текст джерелаKwan, Che-ying, and 關之英. "A school-based case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957900.
Повний текст джерелаLee, Meredith J. "Writing as cultural action : student writing at a bicultural school /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/9313.
Повний текст джерелаMoebius, Lucinda Eva. "Creating a Peer-Managed Writing Center for Secondary Schools." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1520.
Повний текст джерелаBurke, Roberta A. "The Influence of Rubrics on High School Students' Creative Writing Skills." Defiance College / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=def1281546270.
Повний текст джерелаDe, Lange Maryna Mariette. "The implementation of shared writing when teaching the writing process in the Intermediate Phase Afrikaans home language." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2569.
Повний текст джерелаSince 2012, the poor literacy levels of intermediate phase (IP) learners have been a concern for officials in the Western Cape Education Department (WCED). Responding to the literacy crisis, the WCED has implemented the South African Curriculum and Assessment Policy Statement (CAPS), along with various other literacy interventions, but in the West Coast District, IP learners’ writing skills remain poor. Focusing on the West Coast District, this thesis sheds light on the implementation of the writing-instruction practices prescribed by CAPS: specifically, the implementation of “shared writing” as a scaffolding method for teaching writing to learners. The thesis maps the theoretical and conceptual framework of the writing process, with an emphasis on shared writing. In particular, it discusses Vygotsky’s and Piaget’s ideas on social-cognitive development and scaffolding. The gradual release of responsibility (GRR) and balanced language approach (BLA) instruction models propose that a competent adult should interactively model the writing process to learners before group writing (practice) and independent writing (assessment) are attempted. While these stages of instruction are included in CAPS, this study investigated the extent of their implementation. Current literature in the field of writing instruction foregrounds the concepts of “thinking aloud” and “shared pen”, according to which the teacher and the learner co-compose a text, allowing learners to become competent writers. In this study, quantitative and qualitative research methods were used to describe and understand West Coast District IP Afrikaans Home Language (HL) teachers’ perceptions of their use of shared writing to teach the writing process. Data collection consisted of quantitative and qualitative questionnaires, as well as interviews, with results converted into percentages. Subsequent data analysis disclosed the patterns, strengths, and weaknesses experienced by IP Afrikaans HL teachers in the West Coast District. Current IP writing-instruction practices can provide the South African Department of Basic Education (DBE) with valuable insights into the implementation of shared writing, and of CAPS as a whole.
Goetchius, Kaitlin T. "Creative Nonfiction Thesis -"Becoming Normal"." ScholarWorks@UNO, 2017. https://scholarworks.uno.edu/td/2406.
Повний текст джерелаAlber, Rebecca. "Writing for Transformation| Teen Girls of Color and Critical Literacy in a Creative Writing Program." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10144143.
Повний текст джерелаThis qualitative study explored the experiences and insights of four alumnae from a girls’ after-school writing program and the program’s transformative impact on development of their literacy, their voice, and their confidence. The writing program, InkGirls (a pseudonym), was for girls of color ages 13 to 18 who lived in metropolitan Los Angeles. Participants attended high-density public schools located in low-income neighborhoods. Curriculum and instructional practices in such public schools have been critiqued as substandard, rote, and lacking opportunities for critical thinking and student voice (Darder, 2015). Gender bias in the classroom, and the lack of representation of women of color in instructional materials also have been legitimate concerns in U.S. public schooling (Sadker, Sadker, & Zittleman, 2009).
Using a theoretical framework of critical pedagogy (Freire, 2000) and critical feminist pedagogy (Weiler, 1988), this qualitative study investigated practices of critical literacy (Christensen, 2009) in the writing program that promoted development of literacy and voice and elevated the critical consciousness and social agency of the participants. The program’s elements of critical literacy included studying relatable texts, reading from critical perspectives, writing personal narratives, and completing social action projects in public readings for a live audience. The findings from the program’s curriculum and public readings, and the perceptions of the former participants pointed to critical literacy as an effective approach to literacy instruction and development of voice and agency
Albertson, Luann R. "A cognitive-behavioral intervention study : assessing the effects of strategy instruction on story writing /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7710.
Повний текст джерелаHamstra, Diane. "Designing and implementing a writing program in a public school system." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/438703.
Повний текст джерелаPoulsen, Christine. "Gender in secondary students' creative writing: Changes in representation over time." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/118187/2/Christine%20Poulsen%20Thesis.pdf.
Повний текст джерелаBezi, Nicole Allison. "Exploring creative writing in the middle school classroom via the effective use of multimedia." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2800.
Повний текст джерелаFarmer, Lisa Epps. "A study of an attempt to improve the reliability of teachers' holistic scores of elementary writing through in-house professional development." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002297.
Повний текст джерелаMidgette, Ekaterina. "The effects of comprehensive text structure strategy instruction on students' ability to revise persuasive essays." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 279 p, 2007. http://proquest.umi.com/pqdweb?did=1397899531&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Повний текст джерелаAllen, Denise Mildred. "Writing pedagogy of the news report genre across the intermediate phase in one school." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2134.
Повний текст джерелаWriting pedagogy of the News Report genre across the Intermediate Phase in one school. The low levels of writing proficiency that are experienced by students is a global phenomenon and South Africa is no exception (DBE, 2008; 2013). The NEEDU Report (2012) and Hendricks (2007, 2008) argue that insufficient extended writing takes place in South African classrooms, resulting in limited textual and linguistic progression across grades. According to Hendricks (2007, 2008) and Dornbrack and Dixon (2014) little research around writing pedagogy has been carried out in South Africa, particularly on how genres or text types are taught and extended across the grades. This research examines the teaching of the News Report genre across the Intermediate Phase in one school, the discourses and positioning of literacy by the three teachers and how these are translated into practice. This study is underpinned by the notion of literacy as a social practice which Street (2003) and Prinsloo (2013) propose is not merely a technical and neutral skill but that it occurs in social practice not only through formal schooling but within a social context which has a direct bearing on it. Themes that emerge from the semi-structured interviews conducted with the three teachers include inadequate information on writing in the CAPS documents, an “overloaded” writing curriculum, a lack of pre-service/ in-service training, gaps in espoused pedagogy and the impact of teachers’ writing histories on their conceptualization of writing and espoused pedagogy. Classroom observations of writing lessons on this genre reveal the dominance of a skills discourse by two of the teachers. However, the third teacher who clearly articulated her own writing history as being “fraught and contested” illustrates evidence of a socio cultural writing pedagogy which deeply engages her students (Ivanic, 2004).
Scanlan, Mary. "My story in a box: linking home and school to explore identity, creative writing and oracy." Thesis, University of Bristol, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492566.
Повний текст джерелаBrown, Susan Ann. "The effective use of journal writing in a fourth grade classroom, an inservice for elementary school teachers." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1073.
Повний текст джерелаShand, Jennifer. "From essay to resumé : a study of writing genre and discursive positioning in senior school English." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/465.
Повний текст джерелаGorney, Oscar K. "Ballers." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1525.
Повний текст джерелаHo, Weng Ian. "Writing, pedagogy and creative practice : the application of Howard Gardner's MI theory in the Macao high school classroom." Thesis, University of Macau, 2007. http://umaclib3.umac.mo/record=b1780820.
Повний текст джерелаAbdulla, Nabila. "The out of school literacy practices and semiotic resources of two grade 4 boys who excel at creative writing." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/24991.
Повний текст джерелаThorsten, Anja. "Perspektiv och problemlösning i berättelseskrivande : Vad elever behöver lära sig och hur det kan synliggöras i undervisningen." Licentiate thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Läs & skriv, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-24365.
Повний текст джерелаCraig, Patricia E. G. "A Study of the Effects of Writing Instruction Versus Writing and Reading Instruction on 10th Grade English Students." TopSCHOLAR®, 1988. http://digitalcommons.wku.edu/theses/1659.
Повний текст джерелаTooley, Sally Helene. "The Art in Teaching Writing." TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/83.
Повний текст джерелаMarks, Erelyne Lewis, Barbara Mabey Oliver, and Maureen Sugar Wolter. "A writing improvement and authentic assessment plan." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1442.
Повний текст джерелаFredericks, Elizabeth Joy. "Exploring Grade 3 teachers’ strategies in the teaching of writing literacy." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1847.
Повний текст джерелаIn this qualitative exploratory study the primary purpose was to examine the nature of teaching strategies employed by two Grade 3 teachers to teach writing literacy. The following research questions underpinned the study: i) What strategies are being implemented by Grade 3 teachers to develop literacy skills in their classes ii) How appropriate, relevant and potentially effective are these strategies in terms of the aspects of literacy they address and support? Interviews and video-observations of the teaching-learning process were the two methods of data collection. Through a constant interplay between what teachers do as they teach writing literacy and literature accounts of what constitutes good teaching of writing literacy, the study aimed to arrive at conclusions regarding the question on whether the teaching strategies were appropriate, relevant and have potential for effectiveness. Both the interview and observation data were analysed using the constant comparative method in order to arrive at conclusions regarding the two research questions. The study has revealed that though teaching happened in a piecemeal fashion, the teachers use a variety of good teaching strategies to develop literacy among their learners.
Webber, Kristin. "How Adolescents in an Alternative School Program Use Instructional Technology to Create Meaning While Reading and Writing." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365806315.
Повний текст джерелаGuillory, Bradley P. ""Two Thousand Hours" and Other Essays." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1682.
Повний текст джерелаInggårde, Karin. "Creativity and EFL Learning : An empirical study in a Swedish upper-secondary school." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24884.
Повний текст джерелаGhannage, Rosie Elias Khoury. "The uses of 'writing creatively' in the teaching of English as a foreign language to primary level school children in the Lebanon." Thesis, Nottingham Trent University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310847.
Повний текст джерелаJerling, P. A. (Petra Adriana). "Music therapy for second language English-speaking learners in an english-medium school : a case study." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/41587.
Повний текст джерелаDissertation (MMus)--University of Pretoria, 2013.
lmchunu2014
Music
unrestricted
De, Jager Nicholas. "Lord of the Flies as graphic novel: multimodal pedagogies for prescribed literature in high schools." Thesis, 2017. https://hdl.handle.net/10539/25455.
Повний текст джерелаIn this study, the affordances of a multimodal pedagogy for teaching the prescribed novel, Lord of the Flies, are investigated. The research site is a Grade 10 Visual Art classroom, with six learners serving as the core group. It involves a five-week teaching intervention, whereby participants are required to re-design or re-semiotise a particular scene from the novel into a comic book, or any multimodal narrative that includes both written and visual textual features. Participants’ works are analysed in terms of their modal features − size, shape, colour, contour, texture, written text and overall design − and their semiotic relationship to the original, print-based novel. Finally, the researcher determines which textrelated meanings or interpretations are gained, lost or transformed during this process of resemiotisation, and discusses the possible implications of these for classroom practice. This research may be described as classroom ethnography (Bloome, 2012) within the qualitative paradigm, offering an account of participants’ actions in a real-life, everyday context. Data is collected through ethnographic techniques such as field notes, diary entries, artefact collection and, most crucially, interviews which are conducted before and after the re-semiotisation process. To analyse this data, the researcher draws extensively from literature in the fields of multimodality and social semiotics, particularly the seminal works of Kress (1993; 2000; 2005), Newfield (2009; 2014) and The New London Group (1996). Emphasis is placed on how participants use semiotic resources − in this case, materials acquired in the classroom, from the internet or other domains − to re-shape written texts so that they become more meaningful and accessible for learning. Finally, the findings chapter presents the multimodal pedagogy as a useful outlet for learners’ “own desires, fantasies and interests in the semiotic chain” (Stein, 2003, p. 115). Since participants are positioned centrally within the semiotic space, they can become selfregulated and active agents of meaning making − discovering a canonical text’s themes, symbols, character relations or other sub-textual nuances in and through the visual mode. In the interests of continued research and application in the classroom, a label method is suggested to both track participants’ gains and losses in meaning − upon completion of the entire process − and to determine their level of engagement with the novel’s content. This involves presenting each learner’s artefacts visually, with several labels pointing to the features that speak back most clearly to the source text. Keywords: ● multimodal pedagogy ● social semiotics ● re-semiotisation ● chain of semiosis / meaning-making ● visual and written modes ● literature teaching and learning
LG2018
Nchabeleng, Matsee Raymond. "An exploration of challenges experienced by english first additional language learners in essay writing in a selected high school in Sekgosese West Circuit." Thesis, 2020. http://hdl.handle.net/10386/3463.
Повний текст джерелаIt is well known that essay writing is one of the lengthy assessment activities in the teaching and learning of English First Additional Language (FAL). This study focused on exploring the challenges faced by learners in English essay writing at Sekgosese West Circuit. The motive behind this research emanates from noticeable poor writing of English essays and related longer transactional writing by learners. This was accompanied by a rapid complain arising from teachers about the same writing incapacities which they find themselves confronted with daily. In view of this, the researcher saw it fit and academically worthy and investigated the causal causes of this challenge with a view to help the stakeholders in education in addressing this challenge going onward. The data for this study was collected from English FAL teachers and learners. The research is projected within phenomenological design under the interpretive paradigm. In view of this, the study was specifically qualitative where principal devices used to collect data were: semi-structured interviews, focus groups and document analysis. The findings of the study reveal that learners are experiencing challenges in spelling, diction, punctuation, paragraphing, syntax, lack of topical understanding, creativity, and coherence. When looking at the teachers, there is a limited time teach writing, they teach other skills more (literature) than writing because of personal preference. Teachers do not teach writing and there is no feedback given to learners upon completion of writing assessments. Some of these challenges are materializing because the learners do not engage in writing for leisure and teachers are not employing effective methods.
Schroeter, Gillian Lee. "The school production – to be or not to be?" Thesis, 2015. https://vuir.vu.edu.au/29732/.
Повний текст джерелаThomas, Peter. "Hypermedia storytelling in the middle years of schooling." Thesis, 2010. https://vuir.vu.edu.au/19406/.
Повний текст джерелаHo, Shan-Ting, and 何姍庭. "Collaborative Creative Writing Instruction in an Elementary School: From Read-and-draw to Writing." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/vxt93b.
Повний текст джерела中華大學
資訊管理學系碩士班
103
With the purpose of enhancing students’ competence of writing skills, the research introduces a collaborative creative writing instruction and approaches to discuss the effects of developing writing interests for sixth-grade students. The proposed approach consists of three stages. The first stage defines a teamwork collaboration of read-and-draw activities. The second stage contains picture writing and topic setting. The third stage assigns a team project of predefined writing composition. On the basis of action research, subjects from the author’s class are grouped for a nine-week writing teaching session; 18 classes in total. The pre-post test results of the rating scale are sequentially analyzed, along with pre-post test comparisons of attitude scaling, interviews with students and class observation for analysis. The findings are concluded as below. Through group discussion, students take their own initiatives to complete writing assignments, regarding their article styles and forms as more correctly formulated with coherence, fluency and less misspelling. During the teaching programs, it shows that writing tasks with literate information enhance writing motivation and enrich writing content. I thereby propose the writing teaching method illustrated throughout the paper not only strengthens the basic understanding of writing and students’ ability of thinking over the topic and forming writing conceptions, but also marks the advancement of Article Structure and Basic Skills, especially for underperforming students. In conclusion, the proposed three-stage writing method reinforces literacy instruction and acts as a bridging model for independent writing training, enhancing the writing performance and interest of six-grade students.
廖亦君. "The Effects of Creative Writing on Junior High School Second Grade Students’ Writing Attitude." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/49258524690247217466.
Повний текст джерела國立彰化師範大學
商業教育學系
99
Abstrart The purpose of the thesis is to explore the effects of student’s writing attitude and, then, to compare the gender difference of the creative writing instruction to the students of the 8th grade. The quasi-experimental study was used in this research. The 66 participants are the junior high school 8th grade students in Yunlin County. After the traditional composition instruction was used in the first two weeks, the creative thinking writing instruction was then used for four weeks: two classes hour in a week, which total took eight classes. All students took the evaluation sheet of writing attitude before and after the instruction was applied. After analyzed the data, the researcher discovered that: (1) Students’ writing attitude is significantly enhanced by the creative thinking writing instruction. (2) Girl students’ scores are higher than the boy students’, in terms of their writing significance and validity, writing interest, and writing attitude; whereas,there are no significant difference in terms of their writing affection and writing expectation between different student gender. (3) Almost 90% of the students feel that the creative thinking writing instruction is quite positive to their learning and hope that the composition classes will adopt this instruction. The thesis, based on the results, attempts to provide some suggestions for the school teachers. Keyword: creative thinking writing instruction, writing instruction, writing attitude
Chen, Chen-Ying, and 陳真穎. "The application of Creative Drama in Elementary School Writing Instruction." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/59007112863613198214.
Повний текст джерела國立臺北教育大學
課程與教學研究所
99
Creative drama has been popular for years in the United States and Europe. Many domestic and foreign empirical studies point out that creative drama teaching conduces student-center learning; it also promotes learning and teaching interaction. Moreover, it fosters learning efficiency and arouses positive learning attitude. Thus, the researcher applied creative drama activities in her half-year writing instruction to testify teaching efficiency by using action research method. The instruction was divided into three units, in which the object students were guided through observation, association and thinking processes. Then the students’ final writings were analyzed, explained, and discussed with peer teachers and professionals, in order to figure out the issues and problems of using creative drama in writing instruction. The results of the research are as follows: A. Creative drama teaching affects students’ writing ability in the following ways: 1. The ‘pictorial’ strategy of creative drama is positive to upgrade students’ writing ability. 2. The ‘contextual’ strategy of creative drama helps establish the contextual atmosphere of writing. 3. It enriches the content and increases the quantity of words of students’ writing. 4. It accelerates students’ speed of writing. 5. It promotes students’ writing quality. 6. It arouses students’ positive writing attitude. B. The researcher’s teaching reflections: 1. Teaching plans should be student-centered, and the activities should be arranged progressively. 2. The process of creative drama should be emphasized far more important than the result, and the activities should be focused on the learning contents. 3. Proper regulations and orders should be set up and complied with in order to smooth the process of the activities. 4. Ample time should be provided to students for thinking, discussion and sharing. 5. The school and community resources should be integrated to enrich the contents of teaching. 6. The researcher should keep on her professional growth and change.
Tsai, Jia-zhen, and 蔡佳真. "From Short Essay Writing to Novel Creating—The Transformation of Creative-thinking Composition in Senior Graders in Elementary School." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/8c83z4.
Повний текст джерела國立臺東大學
兒童文學研究所
97
Abstract This research presents the transformation of creative-thinking composition from short essay writing to novel writing in the selective cases, exploring the changing factors and the growths and benefits of them. The qualitative approach was adopted, targeting four seniors in an elementary school in Taitung City and analyzing the data collected from the activities in the creative-thinking composition which took place during two years, namely the 95th and 96th academic years. Based on the data analysis, the findings are as follows: First, the cases performed better in the mode of short essay writing after adopting the mode of novel creating with respect to the content and form, the quantity of production, the view point of narrating, the framework of composition, and the techniques of writing. Second, the mode of novel creating taken by the cases was a complete process of writing and this also reflected the maturity of the cases’ abstract thinking abilities. Third, the three change factors affecting the transformation of creative-thinking composition were keeping a habit of reading, developing strategies of appropriate guidance, and encouraging peer competition. Fourth, the novels created by the cases after the synthetic analysis consisted of the four essential elements of a novel— a specific theme, vivid characters, a reasonable plot, and proper dialogues. Fifth, the cases upgraded their techniques of writing, attitudes towards writing, and habits of writing, after the transformational process of writing. Sixth, the cases also benefited from the transformation of writing—gaining a way of releasing emotions, becoming reading carefully, and making a goal to become a creative writer.
Maa, Tzyy-Yuh, and 馬梓育. "Impacts of Creative Thinking Techniques on Elementary School Students’ English Writing." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/essf3w.
Повний текст джерела國立臺中教育大學
數位內容科技學系碩士在職專班
107
This study explores the impacts on students using creative thinking techniques inEnglish writing. Three creativie thinking techniques, adjustment to development,examples of habit, and propocative questioning, from Williams' Cognitive Affective Interaction Model (1970), were adopted to design the creative English writing course for the fifth graders. The study utilized a quasi-experimental approach to assess treatment effects in the nonequivalent control group design. Purposive sampling was used to select two classes, in total 44 fifth graders, to participate in this study. The control group took writing courses designed in traditional writing procedure (Shih,1999) while the experimental group took the creative writing course. The research instrument are CAP (Lin & Wang, 1994), self-edited creative writing test, and English writing test. The results of covariance analysis shows that the students get low grades in fluency, originality, and imagination, and those who get high grades in elaboration and curiosity requires more creative content training in the writing course. For those who get high grades in fluency, originality, and imagination, and the students who get low grades in elaboration and curiosity need more training on the writing form. Also, creative writing course causes significant difference in students' creative writing scores (F= 31.05*), yet it does not cause significant difference in students’ English writing scores (F= 0.16).
Cote, Jennifer Rounseville. "Killing realities, phantoms and darlings : the creative slayings of "Finishing school"." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-08-1903.
Повний текст джерелаtext