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Writing

Theses/Dissertations

2012

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Articles 1 - 17 of 17

Full-Text Articles in Education

Use Of Computer Technologies In Supporting 3rd Graders' Literacy Development, Nicole M. Pensgen Dec 2012

Use Of Computer Technologies In Supporting 3rd Graders' Literacy Development, Nicole M. Pensgen

Education and Human Development Master's Theses

Over the past decade school districts across the country have been trying to find ways to incorporate technology into the classroom. With the new initiatives of state and federal lawmakers, the push for this integration is greater now more than ever. As teachers across the nation try to fulfill this requirement, they are looking for ways to do this throughout the school day. Some of the ways educators are incorporating technology into their instruction is through the use of Internet websites and program software. While websites and programs seem like a wonderful idea to engage students in daily learning, there ...


Dual Processing And Discourse Space: Exploring Fifth Grade Students' Language, Reasoning, And Understanding Through Writing, Sae Yeol Yoon Dec 2012

Dual Processing And Discourse Space: Exploring Fifth Grade Students' Language, Reasoning, And Understanding Through Writing, Sae Yeol Yoon

Theses and Dissertations

The purpose of this study was to explore the development of students' understanding through writing while immersed in an environment where there was a strong emphasis on a language-based argument inquiry approach. Additionally, this study explored students' spoken discourse to gain a better understanding of what role(s) talking plays in the development of understanding through writing. Finally, the study proposed a new concept of Discourse Space, which enabled researchers to improve their understanding of the characteristics of the development of student cognition through writing, and of the roles talking plays in cognitive development through writing.

This study was guided ...


Seeing Again: Revision In The Grade Three Classroom, Jacqueline S. Ehrhardt Sep 2012

Seeing Again: Revision In The Grade Three Classroom, Jacqueline S. Ehrhardt

Electronic Thesis and Dissertation Repository

To gain some insight on the phenomenon of revision within the primary classroom my thesis research explored the place revision has within the grade three classroom from the perspectives of the teacher and the students. This case study design involves two grade three teachers and 12 third grade students. Three research strategies were employed throughout the duration of research: 1) semi-structured interviews with the teacher and five students to understand their interpretations and intentions of revision in general as well as revision within a particular writing activity; 2) classroom observations of writing instruction and writing activities following the process of ...


Not You/Like You, With You: Toward A Praxis Of Love, Learning, And Liberation In Teaching Efl Writing — On Zombies, De-Colonial Feminisms, And Freire In Efl Contact Zones, Jessmaya Morales Aug 2012

Not You/Like You, With You: Toward A Praxis Of Love, Learning, And Liberation In Teaching Efl Writing — On Zombies, De-Colonial Feminisms, And Freire In Efl Contact Zones, Jessmaya Morales

MA TESOL Collection

This paper explores EFL writing as a critical contact zone in which identity and subjectivity are found, denied, contested, de/constructed and occupied. The author opens with an account of a dream, utilized as a metaphor to examine EFL learning through the analytical lens of Paulo Freire’s Pedagogy of the Oppressed. The paper’s first section is a self-reflexive discussion of Freire’s pedagogy and why his unambiguous analyses of power, subjectivity, and the “banking system of education” are vital to the field of ELT. In the second section, the author discusses subjectivity, identity, and intersectionality as rooted in ...


On The Same Page: The Experience Of Instructors And Students As They Give And Receive Written Feedback In Higher Education, Michele Heide Williams Aug 2012

On The Same Page: The Experience Of Instructors And Students As They Give And Receive Written Feedback In Higher Education, Michele Heide Williams

Doctoral Dissertations

Academic writing in higher education remains a chief means of assessing student understanding, making instructor response to student writing an important way of providing summative and formative feedback for students. Writing and response offer insights into the ways in which students construct understanding within disciplinary contexts and the ways in which instructors facilitate those efforts. The present study explores two aspects of writing in higher education:1) the experience of faculty members who require and respond to writing from students, and 2) the experience of students as recipients of instructor responses to their academic writing. To explore the experience of ...


Students’ Strategies For Writing Arguments From Online Sources Of Information, Lori C. Kirkpatrick Jun 2012

Students’ Strategies For Writing Arguments From Online Sources Of Information, Lori C. Kirkpatrick

Electronic Thesis and Dissertation Repository

This study builds on previous work on writing (e.g., Bereiter & Scardamalia, 1987; Hayes & Flower, 1980) and writing from sources (e.g., Spivey, 1997). Its purpose was to investigate processes and strategies for writing from online sources of information. High-achieving Grade 12 students were recorded as they researched on the Internet and wrote arguments about cosmetics testing on animals. Data included think aloud protocols, video recordings of participants and computer screens, writing products, and interviews. Data was analyzed using narrative summaries and cross-case comparisons. A coding scheme was developed and applied, in order to establish interrater reliability.

Writers used one of three overall processes: 1) Writers alternated between researching online and structuring content into an outline, and then drafted a text; 2) Writers researched online, writing notes and a separate outline, and then drafted a text, drawing on both documents; 3) Writers drafted the text and their research while drafting. Each process was comprised of sub-ordinate strategies and operations.

Two contributions of this work are discussed. First, the strategies of participants were similar in that they demonstrated translations between content and rhetorical problem spaces (cf. Bereiter & Scardamalia, 1987). These translations occurred during researching, as well as drafting and reviewing, and were apparent through students’ Internet activity. Second, participants constructed different task environments (cf. Hayes & Flower, 1980) and used different strategies; all were adapted to the affordances and constraints of the Internet, the electronic writing medium, and internal cognition. Final sections address writing instruction ...


Integrating Social Emotional Learning With English Language Arts: Creating Relevancy To Reading And Writing, Claire E. Bateman May 2012

Integrating Social Emotional Learning With English Language Arts: Creating Relevancy To Reading And Writing, Claire E. Bateman

Education and Human Development Master's Theses

In an era of ever-increasing demand for student achievement, with regard to standardized test scores and the No Child Left Behind Act of 2001, and research conducted over the past two decades which has shown a direct correlation between the impact of social and emotional learning and academic performance, consideration of intentional approaches to curriculum development and implementation which incorporate aspects of social and emotional learning is warranted. Since literature offers an opportunity to discuss characters' pro- or anti-social behaviors and skills, as well as the way in which their feelings motivate their actions, the study of literature, and the ...


Scaffolding Improvement In Writing Instruction An Action Research Project, Kristine W. Miller May 2012

Scaffolding Improvement In Writing Instruction An Action Research Project, Kristine W. Miller

All Graduate Plan B and other Reports

Research has demonstrated students may improve their writing ability when cognitive strategies are demonstrated for them in clear and explicit ways as they observe and participate in writing events directed by knowledgeable writers, particularly when these events are followed by opportunities for independent writing. Carefully crafted scaffolding with abundant amounts of oral interaction such as that in Read’s IMSCI model that includes inquiry, modeling, shared writing, collaboration and independent writing, can give students the needed support to develop skills essential to quality writing. An informational genre unit was developed with seven specific lesson plans focusing on the five elements ...


Elementary Teachers' Responses To The Adoption Of A Published Writing Curriculum, Thomas Scott Davis May 2012

Elementary Teachers' Responses To The Adoption Of A Published Writing Curriculum, Thomas Scott Davis

Theses and Dissertations

Previous research indicates that the implementation of a new curriculum is affected by several factors, including teachers' orientations toward the role or purpose of curriculum, differences in individual teachers' practices and beliefs, and aspects of the implementation of a published writing program, Being a Writer, in their school district. Data sources included transcripts of interviews with the focal teachers and district administrators, classroom observation field notes of writing instruction, and related documentation including the Being a Writer program. Results indicated that teachers' beliefs about how children learn to write, the district expectations for classroom implementation of curriculum, and the teachers ...


In Search Of The Blue Note: Un/Folding Imagination In Adolescent Literacy, Wendy Lee Caszatt-Allen May 2012

In Search Of The Blue Note: Un/Folding Imagination In Adolescent Literacy, Wendy Lee Caszatt-Allen

Theses and Dissertations

Adolescent literacy learning centered in processes of imagination is marginalized and neglected within the saturated climate of standardized assessment. This arts-based qualitative study uncovers imagination as an active presence central to making meaning in a middle school language arts class involved in a writing experience inspired by the history of jazz. Learning filtered through the creative processes of writing reveals imagination as an interiorized action in adolescent literacy development. I ground this research in sociocultural perspectives of literacy (Vygotsky, 1978, 1986) engaged in aesthetic paradigms of learning. From this perspective, I investigate how middle school student writers participating in individual ...


Improving Academic Writing Skills Among Undergraduates At A Hispanic Serving University In South Texas With Cooperative Learning, Scaffolded Instruction, And Formative Feedback, Lori Wells Apr 2012

Improving Academic Writing Skills Among Undergraduates At A Hispanic Serving University In South Texas With Cooperative Learning, Scaffolded Instruction, And Formative Feedback, Lori Wells

UTB/UTPA Electronic Theses and Dissertations

Three teaching strategies: scaffolded instruction, cooperative learning, and formative feedback were analyzed to determine their effectiveness in improving academic writing skills among undergraduates at a Hispanic serving university in south Texas. Hispanic youth in the United States are graduating from high school and college at significantly lower rates than students from all other ethnic backgrounds. This mixed methods study was conducted during the spring semester of 2011. Forty-six students from two education classes participated. Data from a pre and post test survey, writing samples, and interviews were analyzed. Positive gains were seen in all areas of academic writing, but larger ...


The Process Approach As Writing Instruction In Efl (English As A Foreign Language) Classrooms, Gregory D. Vanderpyl Jan 2012

The Process Approach As Writing Instruction In Efl (English As A Foreign Language) Classrooms, Gregory D. Vanderpyl

MA TESOL Collection

Firstly, this paper will provide a brief historical account of the process approach to writing and follow with a working definition of process approach to be utilized throughout this Independent Professional Project. At present, much evidence points to the benefits to using the process approach as writing instruction, but the reality is that more studies are still needed. Therefore, it is imperative that teachers participate in generating ideas and fortify the cache of available knowledge. The author has experimented with the process approach as writing instruction in two greatly varying contexts and has found the process approach effective on several ...


Down The Rabbit Hole: A Look At Integrating Classic Literature Into A Secondary Mathematics Curriculum, Adam E. Sokol Jan 2012

Down The Rabbit Hole: A Look At Integrating Classic Literature Into A Secondary Mathematics Curriculum, Adam E. Sokol

Education and Human Development Master's Theses

The importance of mathematics and reading is paramount to the advancement of civilization. Research has shown that mathematics and reading, along with writing, have a strong correlation. The new Common Core State Standards (CCSS) in mathematics stress the importance of applying mathematical concepts to other subjects and real life. Interestingly, the mathematics and English curriculums have some objectives in common. Classic literature provides a unique context for mathematical concepts to be applied. Using classic literature to teach mathematics could allow students to engage in mathematics and literature more deeply. Example lessons and worksheets supported by research allow teachers to another ...


Self-Made Writer: A Grounded Theory Investigation Of Writing Development Without Writing Instruction In A Charlotte Mason Home School, Jennifer C. Spencer Jan 2012

Self-Made Writer: A Grounded Theory Investigation Of Writing Development Without Writing Instruction In A Charlotte Mason Home School, Jennifer C. Spencer

Education Dissertations and Projects

The aim of this study was to explore how one adult who learned at home under the holistic methods of Charlotte Mason developed as a writer when this model eschews direct instruction in composition. The participant in the study developed exemplary writing skills despite the fact that the teaching methods of the parent did not conform to state standards, nor even to techniques typically accepted as best practices by such organizations as the International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC). As states across the nation are adopting and implementing the Common Core ...


Fixing Mechanics: A Study In Cross-Curricular Use Of Rubrics To Grade Writing, Jeanette Martin Miller Jan 2012

Fixing Mechanics: A Study In Cross-Curricular Use Of Rubrics To Grade Writing, Jeanette Martin Miller

LSU Master's Theses

Teachers who assign and grade writing sometimes use rubrics to assist in this process. A rubric usually consists of a set of rules, guidelines, or criteria that must be met for students to obtain a passing grade. Rubrics are intended to take the subjectivity out of grading writing and to give feedback to the student for further improvement. Because even English teachers disagree about the use of rubrics to grade writing, and the criteria that is most important within the rubrics, hearing from teachers in other subject areas could help all teachers better understand how to grade writing assignments. This ...


Engaging And Enacting Writing In First-Year Composition: Re-Imagining Student Self-Efficacy In Writing, Mary L. Tripp Jan 2012

Engaging And Enacting Writing In First-Year Composition: Re-Imagining Student Self-Efficacy In Writing, Mary L. Tripp

Electronic Theses and Dissertations

According to educational theory, learning to write necessitates self-belief that one is capable of performing required tasks. This belief is called self-efficacy, a component of human agency. Students who enter First-Year Composition (FYC), are often unaware of the writing challenges that lie ahead, and many educational psychologists posit that self-efficacy beliefs are the most important factor in meeting these writing challenges. While socio-cognitive theory shapes views of self-efficacy in education literature, to date, measures of self-efficacy in writing have focused only on the individual cognitive beliefs as they influence writing performance outcomes. However, current research in writing studies as well ...


Writing Across Institutions: Studying The Curricular And Extracurricular Journeys Of Latina/O Students Transitioning From High School To College, Todd Ruecker Jan 2012

Writing Across Institutions: Studying The Curricular And Extracurricular Journeys Of Latina/O Students Transitioning From High School To College, Todd Ruecker

Open Access Theses & Dissertations

This dissertation is based on a year and a half multi-institutional study of seven Mexican American students transitioning from high school to a community college or a university. It explores the differences between high school, community college, and university literacy environments, focusing on the following: the impact of standardized testing at the high school level, the role of rhetoric and composition disciplinary expertise in shaping first-year composition (FYC) curricula, writing in the disciplines, and the digital divide between institutions. Seven case studies examine students' literacy experiences across institutions as well as both challenges and sources of support in and beyond ...