Дисертації з теми "Writing and Genre Studies"
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Donohue, James Peter Michael. "Genre-based literacy pedagogy : the nature and value of genre knowledge in teaching and learning writing on a university first year media studies course." Thesis, University of Bedfordshire, 2002. http://hdl.handle.net/10547/305484.
Повний текст джерелаPhill, Alexander Michael. "“BUT THAT’S NOT WRITING:” THE LITERACIES, COMMUNICATION AND COMPOSING PRACTICES OF CITY OF HEROES GAMERS." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1186841752.
Повний текст джерелаNyström, Catharina. "Gymnasisters skrivande : En studie av genre, textstruktur och sammanhang." Doctoral thesis, Uppsala universitet, Institutionen för nordiska språk, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:du-11019.
Повний текст джерелаCohen, Michelle Fern. "Style Made Visible: Reanimating Composition Studies Through Comics." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524132621451785.
Повний текст джерелаLi, Mengjun. "In the Name of A Love Story: Scholar-Beauty Novels and the Writing of Genre Fiction in Qing China (1644-1911)." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406132481.
Повний текст джерелаKulbaga, Theresa A. "Trans/national subjects genre, gender, and geopolitics in contemporary American autobiography /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1150386546.
Повний текст джерелаBenefiel, Hannah Elizabeth. "Let Me In!: An Examination of Two Guidebooks for Rhetoric and Composition Women & Their Entanglement in the Self-Help Genre." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1596216624888231.
Повний текст джерелаKlarqvist, Emma. ""Det är inte coolt att skriva långa och bra texter" : Hur lärare arbetar med skrivförmågan och skillnader mellan pojkar och flickor." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84613.
Повний текст джерелаOstuzzi, Silvia Maria Teresa. "Derrière la pensée : instants de ravissement dans l'écriture de Clarice Lispector." Thesis, Paris 8, 2015. http://www.theses.fr/2015PA080107/document.
Повний текст джерелаThe writing of Clarice Lispector is inhabited by a deep tension to rapture. This term, which may correspond to the Brazilian words êxtase, enlevo, is not common in the lexicon of Lispector; however, we chose to build a question observing the multiple occurrences of ecstatic figures which belong to her work. First, the rapture unfolds as a fracture in the temporality plan: it tears the opacity of the daily life, exposing the female protagonists of Lispector’s stories and novels to a different order of meaning and of reality, placing them outside the scope of understanding. The tension triggered by this rupture, the (des)encontro, leads the speech into a space that is, in Lispector’s terms, behind the thought. This work explores the possibility of addressing some of Clarice Lispector’s texts to highlight the range and depth of the tension which characterizes rapture, pursuing the highly non-thinking power of the writing of Clarice Lispector: its hieroglyphic character. In this perspective, the work of the Brazilian writer can be (re)thought as a struggle toward the not knowing, to which the writer refers in her text Água Viva (1973) as « thought behind the thought »
Aragão, Rodrigo Moura Lima de. "Modelos para a estruturação de artigos científicos: um estudo de instruções aos autores a introduções de artigos de revistas da Scientific Electronic Library Online do Brasil." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-22082012-101602/.
Повний текст джерелаThis dissertation deals with models for structuring scientific articles. Answers to the following questions are presented in its body: What are these models? Are there universal or preponderant models for writing scientific articles? Do predominant models exist in particular fields of knowledge? To what extent do real scientific articles correspond to models presented in instructions to authors of journals? Does the uniformity that arises from the adoption of a specific pattern for structuring scientific articles manifest itself within article sections? The answers given in the present text are based on findings obtained by means of: 1) the analysis of instructions to authors of journals of the Scientific Electronic Library Online of Brazil (SciELO Brazil) concerning models for structuring scientific articles, 2) the study of the equivalence between the general structure of a sample of scientific articles published in Portuguese in SciELO Brazil and the models presented in the instructions to authors of the journals to which these texts belong, and 3) the examination of the components of introductions of scientific articles that have general structure identical to the Introduction-Methods-Results-And-Discussion pattern, or to some variant of it, and that were published in Portuguese in SciELO Brazil. In addition to answers, research paths and findings, this dissertation contains an interpretation of results that takes into account materials that range from books and articles on scientific writing to basic works of particular branches of knowledge. Also, it contains an interpretation of results that focuses on the teaching of scientific writing.
Onandia, Beatriz. "Transfert culturels, traductions et adaptations féminines en France et en Espagne au siècle des Lumières." Thesis, Université de Lorraine, 2016. http://www.theses.fr/2016LORR0096/document.
Повний текст джерелаThe favourable reception in Spain of works by Madame de Genlis, Madame de Beaumont, Madame d’Épinay and Madame de Lambert constitutes an important chapter in the literary fortune that these authors came to achieve outside of France and particularly, in Spain during the period of Enlightenment. The pedagogical obsession of the Spanish Enlightenment scholars, women’s interest in reading and the development of publishing provoked a veritable avalanche of texts aimed at the education and schooling of women throughout the XVIII century, especially in the middle of the century at a time when a strong interest in translating foreign literary works was surfacing. Concurrent with this pedagogical interest taking place during the Enlightenment, the subject of education had become a beacon in the editorial production of the time. Consequently, the educational debates which had been taking place in France also began to become the subjects in Spanish educational circles a result of the various translations of French literary works. The pedagogic lens in the literary production of Marie Leprince de Beaumont, Stéphanie Félicité de Genlis, Louise d’Épinay and Madame de Lambert seduced a large number of Spanish Enlightenment intellectuals. The sensitivity of these French pedagogues on moral and religious matters translated perfectly to Spanish literary creations; it was a literature which respected traditional spiritual values at the same time as remaining open to the new concept of “sensitive virtue” This resurgence in female influence would go on to became apparent in the translations of French pedagogic literary works as a good number of these writings passed through the hands of women. Ana Muñoz, María Jacoba Castilla, María Romero Masegosa, Antonia de Río y Arnedo, Cayetana de la Cerda and so many others alternated between being translators and Spanish writers who gave a feminine perspective to the movement to emancipate and educate Spanish women. Notably, these women were responsible for the first Spanish versions of works by Madame de Lambert, Madame d’Épinay and Madame de Genlis. This research will analyse the transformation of these French pedagogical works: their first translations in Spain and how they influenced Spanish pedagogical literature, especially when produced by women. In doing so it will outline a number of specific traits which characterise hispanic female literary production
Björk, Oscar. "En trädgård, en boksamling och det väl valda ordet : genrepedagogik för skriftspråksutveckling hos framgångsrika respektive mindre framgångsrika skriftspråkare i gymnasiet." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-24066.
Повний текст джерелаBerggren, Jessica. "Learning from Giving Feedback : Insights from EFL Writing Classrooms in a Swedish Lower Secondary School." Licentiate thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-97608.
Повний текст джерелаSyftet med min licentiatuppsats är att beskriva tonåringar som kamratbedömare och undersöka möjliga fördelar med att ge feedback. Min studie genomfördes i två engelskklassrum i årskurs åtta i en svensk högstadieskola där eleverna arbetade med att skriva svarsbrev på engelska. Arbetsområdet inkluderade diskussioner om en gemensam kriterielista, träning i att ge feedback, kamratbedömning och skriftlig produktion av utkast och slutlig version av svarsbrevet. Material samlades in från flera olika källor: de texter som skrevs i klassrummet, ljud- och videoinspelningar, enkäter och intervjuer. Mina resultat visar att elevers eget skrivande kan gynnas genom att ge feedback. Genom att de fick ett läsarperspektiv på sitt skrivande ökade elevernas medvetenhet om genre och mottagare. Dessutom fungerade de brev som eleverna läste och gav feedback på som inspiration, vilket visades genom att de överförde disposition och strukturer, samt idéer och innehåll till sitt eget skrivande. Eleverna uttryckte själva att de förbättrade sin förmåga att självbedöma och rätta sina texter, vilket indikerar att det är möjligt att utveckla överförbara färdigheter genom att bedöma andras texter. Ett mindre antal elever överförde ord och grammatiska strukturer från sina kamraters texter, men överlag påverkades skrivandets mikronivå i mindre utsträckning än makronivån (organisation och innehåll). I sin roll som kamratbedömare kunde eleverna identifiera styrkor och svagheter i sina klasskamraters texter, men deras feedbackkommentarer innehöll relativt lite formativ information. Tidigare forskning inom området har främst utförts på högskole- och universitetsnivå och mina resultat bidrar till forskning om skrivande i främmande språk och kamratfeedback genom att visa att också högstadieelevers skrivande kan gynnas av att ge feedback.
Kathrada, A’icha Ashraf. "La poétique de la lettre au féminin selon Virginia Woolf et Marguerite Yourcenar." Thesis, Sorbonne Paris Cité, 2019. http://www.theses.fr/2019USPCA004.
Повний текст джерелаThe aim of this thesis is to explore the medium of letters as literary objects, using an endogenous perspective, and taking into account their relationship with the literary work. Through a comparative analysis, this thesis seeks to explore the links between a literary and an epistolary production, which create a feminine poetics of letter writing. Thus, the concepts of genre and gender are explored in the letters of Virginia Woolf (1882-1941) and those of Marguerite Yourcenar (1903-1987). Though they represent two major writers, not all of their letters have been studied. They reveal a concern for form and style, as well as for the feminine and the status of the woman writer. The letters echo the work of art of the two women writers despite their differences. The frontiers of literary genre are hence disregarded and this study considers the ambiguous nature of the letters, as an intermediate area, which runs along the literary work and disrupts it. Therefore, epistolary writing provides a form of poetics through the voice of the woman author and through the creative process that is involved. As a consequence, the study of the letters is threefold: first, it explores the way the woman of letters uses the epistolary genre to construct her identity. Second, it focuses on the method used in the letters, between the self and the other, between writing, reading and creating. Finally, it examines the letters as a space of style experimentation
Peters, Sofia. "”Fakta är att det är sant” : En kvalitativ studie om faktatextskrivande i undervisningen och förberedelsen inför det nationella ämnesprovet i svenska åk 3." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29255.
Повний текст джерелаLe, Bastard Gwenola. "« He don’t belong », la communauté impossible : les paradoxes de l'écriture dans l'oeuvre théâtrale de Eugène O'Neill." Thesis, Rennes 2, 2012. http://www.theses.fr/2012REN20061/document.
Повний текст джерелаEugene O’Neill’s drama is generally approached from heterogeneous perspectives: if there is a critical consensus concerning O’Neill’s canonical position in American theater, it is probably due to the critics’ tendency to neglect the early plays. This dissertation aims to reconstruct the link between the plays and the shifting contexts in which they were elaborated in order to highlight O’Neill’s aesthetics of contradiction fueled by an unsatisfied quest for belonging. Instead of positing that O’Neill’s achievement lies in the late plays, this study aims at evaluating the early plays, as they constitute the matrix of his writing. The quest for belonging runs through O’Neill’s plays, which also show a constant tension between avant-garde and commercial stage, individual and collective behavior. O’Neill’s plays are difficult to apprehend, as they are extremely heterogeneous. But as a whole, they appear directed, however, toward one single pursuit: the quest for belonging which characterizes the context of production as much as the writing. By considering the plays as a whole, unified by the impossible quest for a community, one may attempt a new approach to O’Neill’s works, as the contradictions inherent in the writing show how O’Neill’s body of work produces its own ambiguity and interest
Heeks, Richard James. "Discovery writing and genre." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/13802.
Повний текст джерелаHultenius, Frida, and Hanna Karlsson. "Struktur, stöttning och utmaning i skrivundervisning : En studie av genrepedagogiska arbetssätt i årskurs 2." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65670.
Повний текст джерелаAccording to the curriculum, teaching is supposed to have the result that pupils can express themselves in different forms of texts. The types of texts recommended for grades 1–3 are factual and narrative texts. The aim of the study is to investigate how teachers work with the teaching of writing through genre-pedagogical methods in grade two. The present study proceeds from a sociocultural perspective. It combines the methods of observations and interviews to collect empirical data in this field of study. The data was then analysed using the circle model and a model for support and challenge. The results of the study show that genre-pedagogical teaching about different types of texts benefit from starting in the earlier years of school. The study further showed that successful teaching requires a well-considered balance between cognitive challenge and support from surrounding people. Finally, it is observed that the teaching of writing through genre-pedagogical methods helps pupils to write more structured and well thought-out texts. The genre-pedagogical method helps all pupils in their development, regardless of the level of their knowledge.
McIntyre, Ruth Anne. "Memory, Place, and Desire in Late Medieval British Pilgrimage Narratives." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/english_diss/31.
Повний текст джерелаBarthelmebs-Raguin, Hélène. "De la construction des identités féminines : Regards sur la littérature francophone de 1950 à nos jours." Thesis, Mulhouse, 2012. http://www.theses.fr/2012MULH4472/document.
Повний текст джерелаThe study of different representations, whether at a social, body or linguistic level, leads us to question the very concept of identity in literature. That “portmanteau word” – “mot-valise” in the meaning set out by Jean Petitot-Cocorda – belongs to Patriarchy, which means that the notion of identity itself has been (culturally) constructed by men for men, and the very word identity belongs to the semantic and existentialist masculine world. When we try to define feminine/female identity, we are trapped by the language constructed by patriarchal culture: the notion of identity is relevant for the Masculine and cannot be autonomously applied to women, since it has not been thought out for them in the first place. Therefore we reach a deadlock, as it were, when seeking a fixed, universal identity of women. This thesis will explore the different prisms through which French-speaking female writers put women’s identities into words and set them into tension so as to rethink the very concept of identity. Such process started in the 1950s with the publication of Le Deuxième sexe (1949) by Simone de Beauvoir, which marked the beginning of anti-essentialist studies.In the panorama of the terminology used in Gender studies, our attention will focus on Women’s literature, which implies claiming the existence of specific women’s identities from a differentialist feminist viewpoint. Female writers belonging to that category tend to analyze how the Feminine is conveyed into words in the text, to embody it, through a peculiar aesthetic. Thus woman’s identity in literature is based on polysemy and plurality, leading to an “open” identity, inscribed “actively” in the text by women writers (themes, narrative structures, etc.) and “passively” (for example, through a feminine use of language, the presence of the female writer’s body in the text, etc.). We have to shift feminist perspectives in order to achieve a more comprehensive feminine definition, in which text and writer are indissociable.The female authors included in our corpus (Corinna S. Bille, Nina Bouraoui, Assia Djebar, Jacqueline Harpman, Anne Hébert, Alice Rivaz, Gabrielle Roy and Marguerite Yourcenar) strive to develop a real literary aesthetic which is at odds with a rule-complying social model. From that viewpoint, women are not reduced to their essence, that is to their biological sex. The Feminine, as it is considered by our authors, is the result of a process of reflection and self-exploration, involving traditional societal issues (as figured in the themes dealt with), as well as an innovative literary language, capable of going beyond the classical dichotomy between masculine and feminine.Therefore, the aim is no longer to take possession of the “language of the other”, but to find one’s own. Therefore, we are distant from the patriarchal archetype constructing, and pre-establishing, fixed identities for women’s existence and writing. As we will see, such identities are no longer inscribed in the tradition of the objects “women”: they try to forge a new object in their writing, and in so doing they end up redefining their genre. In order to make up for the lack of “identity landmarks”, they resort to specific feminine features (oral language, nature, sexuality, etc.) so as to reach a definition of a Whole. The aim is no longer to write like men or against men, but to write women out of the patriarchal language by introducing in their texts those feminine elements capable of building a multifaceted feminine identity
Tribble, Chris. "Writing difficult texts." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287113.
Повний текст джерелаHon, Yuk Ching Metis. "Genre awareness in children." Thesis, University of Liverpool, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366091.
Повний текст джерелаGavigan, William L. "Evaluation of genre-based grade 9 narrative writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/NQ41069.pdf.
Повний текст джерелаOlsson, Per, and Björn Svensson. "Genre writing in teaching materials in English B." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28269.
Повний текст джерелаAbrahams, Shathley Q. "Sedimentations : reading genre, reading across genre." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7815.
Повний текст джерелаThis thesis argues for, citing the example of four novels published at or near to the millennium, the establishment of antirely new genre. But implicit in this is an investigstion into what is meant by term 'genre'. Further the nature of these novels makes central the way in which these novels should be grouped over the grouping itself.
Olsson, Daniel, and Alice Vahlén. "Explicit Writing Instruction : A Genre-based Analysis for Developing Scaffolding for Diploma Project Writing." Thesis, Malmö universitet, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45622.
Повний текст джерелаDe, Bono Francesca. "Chinese American women's writing : the emergence of a genre." Thesis, Queen Mary, University of London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245439.
Повний текст джерелаMemari, Hanjani Alireza. "Peer review, collaborative revision, and genre in L2 writing." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14623.
Повний текст джерелаJohnson, Neil Howard. "Genre as Concept in Second Language Academic Writing Pedagogy." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193575.
Повний текст джерелаMeyer, Suzel. "Écrire l'histoire au féminin : autour de "The Years" de Virginia Woolf et des "Années" d'Annie Ernaux." Thesis, Strasbourg, 2020. http://www.theses.fr/2020STRAC022.
Повний текст джерелаThe Years (1937) by Virginia Woolf and Les Années (2008) by Annie Ernaux share a title and many other things in common : the aim of this work is to highlight them and show how they are connected to the feminine writing of history. The comparative study of these two texts, as well as other writings by these authors, opens ways of reflecting about the modes of writing that arise here. After a study of the forms and issues of this feminine writing, I identify literary strategies for « writing life », the common leitmotiv of these authors. The writing of history takes place at the crossroads of disciplines and literary genres, through the prism of gender, to offer another point of view on history. Between herstory, literary history and the writing of the self, the feminine writing of history is concerned with the question of feminist transmission, linking poetic and political questions. I will also identify the many woolfian inspirations and influences in Ernaux's writings
Phillips, Marilyn Eileen. "Classroom explorations of mathematical writing with nine- and ten-year-olds." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247053.
Повний текст джерелаHaas, Mark J. Neuleib Janice. "Conversations in context a genre-based pedagogy for academic writing /." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9721395.
Повний текст джерелаTitle from title page screen, viewed May 26, 2006. Dissertation Committee: Janice Neuleib (chair), Douglas Hesse, Dana Harrington. Includes bibliographical references (leaves 206-218) and abstract. Also available in print.
Chiu, Wing-shan Sharon, and 招詠珊. "The effectiveness of the genre approach to Chinese practical writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30503875.
Повний текст джерелаLu, Lu, and 卢鹿. "Metadiscourse and genre learning: English argumentative writing by Chinese undergraduates." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45996702.
Повний текст джерелаCoverley, Merlin. "The London project : towards a new genre of London writing." Thesis, Birkbeck (University of London), 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.667780.
Повний текст джерелаMcCarthy, Jessica E. Schubert. "Genre bending the work of American women's writing, 1860-1925 /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/j_mccarthy_042209.pdf.
Повний текст джерелаJogthong, Chalermsri. "Research article introductions in Thai genre analysis of academic writing /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2156.
Повний текст джерелаTitle from document title page. Document formatted into pages; contains viii, 106 p. : ill. Includes abstract. Includes bibliographical references (p. 91-96).
Warnes, Andrew. "Cooking and writing in African-American culture : representation, genre, ceremony." Thesis, University of Leeds, 2001. http://etheses.whiterose.ac.uk/2319/.
Повний текст джерела{275572}竞 and Jing Cai. "An integrated genre-based approach to scaffolding novice academic writers : genre awareness, academic lexical phrases and student uptake." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/198828.
Повний текст джерелаpublished_or_final_version
Education
Doctoral
Doctor of Philosophy
Johnson, Penelope Gail. "Contexts for writing : understanding the child's perspective." Thesis, Durham University, 1998. http://etheses.dur.ac.uk/4906/.
Повний текст джерелаAguiar, Andréa Pisan Soares. "Contribuindo para a compreensão da prática de copidesque: o gênero introdução de dissertação de mestrado." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/14193.
Повний текст джерелаConselho Nacional de Desenvolvimento Científico e Tecnológico
The processing of texts that will be public is an activity dating from the 3rd century b.C when the texts were produced by scribes in monasteries. Already in the 15th century, typographers, teachers and scholars began to carry out this work, obeying certain rules of standardization, hitherto non-existent. Currently, although the textual treatment stage is important, the presence of professionals to perform, namely, the proofreader and copyediting, is becoming less frequent in newspapers and publishers. It is common confusion in defining what is copyediting and what is proofreading. In copyediting, the professional performs textual complex interventions, which may change the structure of the text. In proofreading, the search for inaccuracies that have remained, as grammatical errors, as well as those related to the standardization of the text. In order to observe the changes suggested by copy writing and understand more comprehensively his acting, we selected as corpus texts belonging to the genre introduction of MSc dissertation, in the original and copyedited version. To achieve this goal, we were based on north-american genre studies, which Miller (2009a, 2009b, 2009c), Swales (1990, 2004), Bhatia (1993) and Bunton (1998, 2002); we take their methodological models to apply in this research, as well as, the studies of Bazerman (2006a, 2006b, 2007), for whom writing is "agency". Through this research it was possible to observe that the studies of genres, in particular those related to the rhetorical moves, can contribute greatly to the understanding and the improvement of copyediting
O tratamento de textos que irão a público é uma atividade que data do século III a.C. quando os textos eram produzidos por escribas nos monastérios. Já no século XV, tipógrafos, professores e eruditos passaram a exercer esse trabalho obedecendo a certas regras de padronização, até então inexistentes. Atualmente, embora a etapa de tratamento textual de uma obra seja importante, a presença dos profissionais que a realizam, a saber, o revisor e o copidesque, é cada vez menos frequente, quer nas redações de jornais, quer nas editoras. É comum a confusão ao se definir o que é copidescagem e o que é revisão. Na primeira etapa, o profissional realiza intervenções textuais complexas e profundas, que podem alterar a estrutura do texto. Na segunda, procede-se a busca por incorreções que tenham permanecido, como problemas relacionados a aspectos gramaticais e ortográficos, bem como aqueles relacionados à padronização do texto. A fim de observar as alterações sugeridas pelo copidesque e compreender de forma mais abrangente sua atuação, selecionamos como corpus textos pertencentes ao gênero introdução de dissertação de mestrado, na versão original e na versão que passou por copidescagem. Para alcançarmos esse objetivo, valemo-nos dos estudos de gênero, considerando a vertente norte-americana da qual fazem parte Miller (2009a, 2009b, 2009c), Swales (1990, 2004), Bhatia (1993) e Bunton (1998, 2002); dos últimos três, tomamos os respectivos modelos metodológicos para aplicar nesta pesquisa, consideramos, ainda, os estudos de Bazerman (2006a, 2006b, 2007), para quem a escrita está imbuída de agência . Por meio da investigação empreendida foi possível observar que os estudos de gêneros, em especial, os relacionados aos movimentos retóricos, podem contribuir sobremaneira para a compreensão e para o aprimoramento da prática de copidescagem
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Повний текст джерелаTitle from screen (viewed on February 1, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ulla Connor, Thomas Upton, Aye Nu Duerksen. Includes vitae. Includes bibliographical references (leaves 146-152).
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Повний текст джерелаBlackburn, 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.
Повний текст джерелаGlitz, Rudolph. "Writing the Victorians : the genre of the early twentieth-century family chronicle." Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422458.
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