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Narrative Explorations Into The Professional Development Of Lecturers Teaching Higher Education In English Further Education Colleges, Rebecca Turner, Tony Brown, Andrew Edwards-Jones, Julie Hughes, Alison Banks, Janet Bardsley, Yvette Bryan, Claire Gray, Amanda Isaac, Judith Mann, Maureen Mason, Liz Mckenzie, Julie Osborn, Martin Rowe, Mark Stone, Rachel Wilkinson

Plymouth Institute of Education

The diversification of settings in which higher education is delivered has resulted in a growing proportion of lecturers entering teaching from professional backgrounds. This is a challenging transition as lecturers are rarely given the space to consider the implications of this move on their identities and practice styles. Writing is recognised as a powerful methodology through which individuals can make sense of experiences and conceptualise them in light of historical, theoretical and social perspectives. In this paper we consider the experiences of 10 college lecturers who used writing to explore this transition as part of a professional development initiative to …

Towards A Constructivist Grammar Curriculum For The United States, Tyler Crafts Jennings

Graduate Student Independent Studies

The author argues that educators must forge an alternative method to teaching grammar: the explicit, constructivist teaching of grammar within the meaningful context of a writing curriculum.

The Effects Of Listening Comprehension On English Language Learners Writing Performance While Taking Notes, Juary De Brito

Master’s Theses and Projects

The main goal of this investigation is to examine the effects of listening comprehension on English Language Learners` (ELLs) writing performance while taking notes. A total of 30 ELLs were administered a questionnaire in order to find out the difficulties they face when taking notes. The results indicates that student face various difficulties when taking notes, citing speech rate and different range of accent as the main problems. It was concluded that during the note taking process students could perform better if they were exposed first to any teaching materials like a power point or a hand out to improve …

Monitoring The Writing Progress Of English Learners In The Secondary Setting, Susan C. Ellis

School of Education and Leadership Student Capstone Theses and Dissertations

This capstone is a literature review that centers on two research questions: what are researchers saying about using progress monitoring in writing, particularly that of secondary school English learners (ELs), and what tools are available for monitoring the writing progress of these students? An investigation of the uniqueness of EL writers was conducted prior to designing a systematic literature review for this capstone. An exhaustive search for studies that addressed the research questions was conducted, resulting in three studies that met the reliable and valid criteria established for this literature review. Each of the studies examined the reliability and validity …

An Investigatory Study Of Relationships Among Selected Theoretical Components Of Letter-Writing Fluency, Pamela C. Reutzel

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Research that shows the need for letter-writing fluency as a foundation for being able to attend to higher-level thinking skills in writing calls for more research as to what the components of letter-writing fluency actually are and how they are related to writing efficiency. To study the components of letter-writing fluency, four assessments were used to evaluate 49 kindergarten students’ letter writing abilities. These assessments were made in December of their kindergarten year. The first assessed subskill was letter-naming fluency (LNF), which has previously been shown to be predictive of reading ability. The other two subskills that were assessed focus …

Cognitive Function And The Administration Of A Writing Strategy Compendium Incorporating Autobiographical Recall And Art, Jonnie Sue Cleveland

Dissertations

The ability to write is vital in many academic areas (U.S. Department of Education, 2011). Roughly 70 percent of U. S. students in a representative sampling during 2010 (grades 8 and 12) scored only at the Basic (fractional grasp of prerequisite information and abilities) level and below (U.S. Department of Education, 2011).

Fifty-four percent of students in the eighth grade and 52 percent of students in the twelfth grade in the United States scored at the Basic level. Another 20 percent of students in the eight grade and 21percent of students in the twelfth grade scored below the Basic level. …

Writing & Linguistics News, Georgia Southern University

Writing & Linguistics News (2012-2022)

• GSWP travels to D.C. to discuss importance of writing

Writing & Linguistics News, Georgia Southern University

Writing & Linguistics News (2012-2022)

• Senior reading RESCHEDULED

Writing & Linguistics News, Georgia Southern University

Writing & Linguistics News (2012-2022)

• Writing & Linguistics annual senior reading

Writing & Linguistics News, Georgia Southern University

Writing & Linguistics News (2012-2022)

• 2015 Student Success in Writing Conference
• Noah Blaustein (Georgia Poetry Circuit poet) campus visit & reading

The George-Anne, Georgia Southern University

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Writing & Linguistics News, Georgia Southern University

Writing & Linguistics News (2012-2022)

• 2015 Roy F. Powell Creative Writing Awards announced

Beyond “Giver-Receiver” Relationships: Facilitating An Interactive Revision Process, Elena Shvidko

Journal of Response to Writing

Research has shown that in order to facilitate the development of students’ writing, teachers need to cultivate principles of effective feedback. However, revision is a joint process, and for the maximum effectiveness of this process, there should be more than just a giver-receiver relationship with the teacher giving the information and the student receiving it. Instead, students should be actively involved in the revision process by reflecting on and analyzing their own writing and meaningfully responding to teacher feedback. This teaching article describes a technique—Letter to the Reviewer—that facilitates collaboration between the teacher and the student. A Letter to the …

The Journal Of Response To Writing: A Response To A Professional Need, K. James Hartshorn, Norman W. Evans

Journal of Response to Writing

In a conversation with an editor of the Journal of Second Language Writing, the question was asked, “What is the most popular topic of submitted manuscripts to the Journal?” The response was as decisive as it was quick, “That’s easy. Feedback or response to writing is by far the most commonly submitted topic.” That brief exchange triggered a number of questions that needed answers. First and foremost among those questions is, if response to writing is such a popular topic, might there be a need within our profession for another venue for such scholarship? Though the Journal of Second Language …

Writing About Aj Pop B'Atz': Bruce Grindal And The Transformation Of Ethnographic Writing, Sarah Ashley Kistler

Faculty Publications

The works of Bruce Grindal teach us many things about anthropology’s humanistic tradition. With examples such as Redneck Girl and “Postmodernism as Seen by the Boys at Downhome Auto Repair,” Bruce Grindal demonstrated how we can creatively engage our ethnographic writing to reflect lived experiences. In this article, I examine Bruce’s influence on my ethnographic writing and collaborative research in the Maya community of San Juan Chamelco, Guatemala. Since 2006, I have worked collectively with a group of Chamelqueños to investigate the story of their local hero, Aj Pop B’atz’. In the sixteenth century, Aj Pop B’atz’ welcomed Spanish invaders …

The Impact Of Formative Feedback On Student Motivation To Write In Eighth Grade English Courses, Dayna Nielsen

All Graduate Theses, Dissertations, and Other Capstone Projects

This study examined the impact of feedback on student motivation to write in eighth grade English courses, specifically during a persuasive essay unit. A literature review was conducted to determine the characteristics of effective feedback and when it should be delivered to students. The findings from the literature review were used to develop the experimental context for the study to find out how feedback can impact motivation. A mixed-method approach was used to gather both quantitative and qualitative data through the use of a survey administered after varying types and levels of feedback were provided to participating students. The study …

Revival Of The Fittest: A Return To Writer Subjectivity In Composition, Ashley Mcclary

Theses and Dissertations

Writing can be unpleasant. And most examples of good writing start from early attempts to identify a partial understanding of complex, complicated concepts that emanated from a willingness to be honest and open and smart about the surrounding world. The inception of a good text—especially when paired with the strength to fulfill an incessant, ridiculous desire to tell a truth—can produce an affected writing sample, one of purpose and presence. In the field of Composition, when instructors ask students to write and suggest they do it well, it is easy to overlook the demand that students take new risks in …

Think-Aloud Protocol Of Esl Undergraduates In Writing / Fong Seok Ching, Seok Ching Fong

Student Works (2010-2019)

This study investigates the cognitive processes of five Chinese ESL undergraduates from University of Malaya (UM) by using Think-Aloud Protocols (TAPs) as the main research tool. The participants of this study are Band Three achievers in Malaysian University English Test (MUET) and they are required to write formal and informal letters on different assigned time slots. Apart from TAPs, data are also collected through interview and questionnaires from the participants to triangulate the results of study. The data findings obtained have successfully answered the research questions and achieved the objectives of the study, i.e. (i) to identify the thought processes …

Misuse Of English Morphology In Writing Among Tesl Students / Nur Ilyani Binti Idris, Nur Ilyani Idris

Student Works (2010-2019)

This paper studies about the misuse of English Morphology in Teaching English as a Second Language (TESL) students’ writing from KPTMKL. This study is design to find out the morphological errors in students’ writing using the Surface Strategy Taxonomy proposed by Dulay (1982). There are three objectives of the study; firstly is to identify the types of morphological errors used by TESL students in journal writing such as omission, addition, miss formation or miss ordering, secondly is to examine the most dominant type of morphological errors in journal writing, and finally to analyze the interference of the mother tongue resulting …

The Modernist Novel In Its Contemporaneity, Pamela L. Caughie

English: Faculty Publications and Other Works

Through the writings of Gertrude Stein, Virginia Woolf, and Nella Larsen, this chapter considers the temporality of the now, the modernist novel in its contemporaneity, to show how the ambient environment of daily life takes shape in, and shapes, the modernist novel.

Musicking New Orleans Street Musicians: A Methodology For Writing About Music, Savannah Cadi Rose Ganster

LSU Doctoral Dissertations

This project argues for the use of performative writing as a methodology for writing about musical performances. An analysis of recent scholarship on music and musical performances written by performance studies scholars supports the use of performative writing in texts that address musical performances. In order to further this methodological claim, this study uses performative writing to document both historical and present day accounts of musical performances of street musicians in New Orleans. Utilizing Foucault’s theories on and Roach’s model of genealogy, Bruner’s notion of reflexive ethnography, and Small’s concept of musicking, I theorize, on a meta-methodological level, that performative …

The Role Of The Interruption In Young Adult Epistolary Novels, Betty J. Herzhauser

USF Tampa Graduate Theses and Dissertations

Within the genre of young adult literature, a growing trend is the use of epistolary messages through electronic methods between characters. These messages are set apart from the formal text of the narrative of the novel creating a break in the text features and layout of the page. Epistolary texts require a more sophisticated reading method and level of interpretation because the epistolary style blends multiple voices and points of view into the plot, creating complicated narration. The reader must navigate the narrator’s path in order to extract meaning from the text. In this hermeneutic study, I examined the text …

Overcoming Literacy Barriers Through Interventions: A Mixed Methods Study, Cynthia Whitfield Owens

Theses and Dissertations

A convergent parallel mixed methods study was conducted to examine the effect of multiple layers of writing instruction for accelerating the literacy achievement of at-risk kindergarten students. Participants included 33 teachers and 151 kindergarten students from 9 schools. The effects of Treatment 2 Group (whole class, small-group writing instruction in the classroom, and Interactive Writing Intervention) and Treatment 1 Group (whole class and small-group writing instruction in the classroom) were compared to a Control Group (whole-class instruction). Additionally, a case study design with constant comparative analysis was used to examine the practices and instructional decisions of two expert intervention teachers …

Improvising In The Writing Classroom: How Improvisational Acting Transforms Invention In Social And Collaborative Contexts, Lauren Esposito

Stony Brook Theses and Dissertations Collection, 2006-2020 (closed to submissions)

When mapped onto writing classrooms, improvisational acting provides students with an emphasis on communal ways of knowing that are not restricted to print alone. Improvisational theater promotes the use of multiple literacies, such as kinesthetic, visual, spatial, and aural intelligences, which supplement conventional print-based strategies in writing instruction. Through speaking, listening, and moving, students collectively produce a text--an improvised performance--that stems from the spontaneous interactions and multiple perspectives of an ensemble. In " Improvising in the Writing Classroom: How Improvisational Acting Transforms Invention in Social and Collaborative Contexts," I argue that employing improv techniques and principles in writing pedagogies advances …

Libyan Graduate Students Encounter English-Writing Difficulties While Attending U.S. Universities, Abdelsalam A. Mustafa El Raggas

All-Inclusive List of Electronic Theses and Dissertations

This study investigated the writing difficulties that Libyan graduate students encounter while attending universities in the United States. Libyan graduate students have difficulties in writing effective paragraphs and essays. Most of their academic writing tasks have numerous grammatical errors and their writing style appears elementary-like. The main purpose of this study was to diagnose writing issues such as grammar, unity, style, diction, and language interference that the students encounter and find solutions for existing problems. A mixed-methods approach was employed in this study. One hundred Libyan graduate students studying at U.S. universities were sought as participants. Data were collected by …

Writing & Linguistics News, Georgia Southern University

Writing & Linguistics News (2012-2022)

• Burning Swamp reading & Brannen Creative Writing Award ceremony

Writing At School: Test-Prep Writing And Digital Storytelling, Patricia A. Jacobs Phd, Danling Fu Phd

Teaching/Writing: The Journal of Writing Teacher Education

This article presents a study on two students’ from nonmainstream and working class backgrounds writing experiences in two different writing situations: writing for test preparation and writing for digital stories. The students’ writing behaviors, processes and products in these two settings are contrasted. The differences of the students’ writing experiences in this classroom during a four-month period suggest that it may be our teaching that trails behind the time rather than students from diverse backgrounds trailing behind in their school learning. The research findings point out that a test-driven teaching approach tends to limit students’ ability as learners and in …

The Unicorn Newsletter Fall 2014, Stephanie Nunley

English Department Publications

No abstract provided.

Capitalizing On Social And Transactional Learning To Challenge First-Grade Readers, Amanda Meyer, Roland K. Schendel

Reading Horizons: A Journal of Literacy and Language Arts

A classroom teacher capitalizes on social learning and reader response theories to challenge her accelerated first-grade readers by implementing literature circles. The aim of this action research was to identify a clear view of how to use literature circles with first-graders and what might be accomplished. Three constructs emerged from the interviews and observations that support the potential for using literature circles with primary students including: engagement and independence, reading benefits, and writing improvement. With respect to social learning and reader response theories, literature circles were found to be possible, practical, and beneficial for supporting the literacy perceptions and practices …

An Investigation Of The Role Of Guided Reading In Proficient First Grade Reader's In-School Writing, Jolene Reed

Language, Literacy, and Sociocultural Studies ETDs

This participant observation research study explored relationships between the role of guided reading and in-school writing of three proficient first-grade literacy learners during the first eight months of the 2007-08 school-year. Portraits of each student as a literacy learner were developed through case studies. Those individual case studies were then analyzed for themes in a cross-case analysis. Data were collected regarding text encountered during the guided reading sessions that occurred in the classroom and also in the form of writing artifacts produced by the three students during the writing workshop portion of their school day. Additional data collected included student …