+publisher:"St. Cloud State University" +contributor:("Sharon Cogdill")

1. Martinson, Mara K. Blogging in Publishing: Best Practices for Establishing and Marketing Brands.

Degree: MA, English, 2017, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/96

► Abstract: The purpose of this research is to explore the world of blogging and how it can be used to market and establish a… (more)

Subjects/Keywords: Social Media; Blogging; Social Media Marketing; Virtual Communities; Internet Trolls

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APA (6^th Edition):

Martinson, M. K. (2017). Blogging in Publishing: Best Practices for Establishing and Marketing Brands. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/96

Chicago Manual of Style (16^th Edition):

Martinson, Mara K. “Blogging in Publishing: Best Practices for Establishing and Marketing Brands.” 2017. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/engl_etds/96.

MLA Handbook (7^th Edition):

Martinson, Mara K. “Blogging in Publishing: Best Practices for Establishing and Marketing Brands.” 2017. Web. 21 Jan 2021.

Vancouver:

Martinson MK. Blogging in Publishing: Best Practices for Establishing and Marketing Brands. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/engl_etds/96.

Council of Science Editors:

Martinson MK. Blogging in Publishing: Best Practices for Establishing and Marketing Brands. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/96

2. Stonehocker, Benjamin J. Implications for CALL: Teachers’ Perceptions and Use of CALL in the Classroom.

Degree: MA, English, 2017, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/101

► Abstract The goal of this study was to ascertain graduate students’ perceptions of technology use in language learning classroom. More specifically it sought to… (more)

Subjects/Keywords: CALL; CAI; Teacher Perceptions; Technology; Computer Assisted Language Learning; Technology use in the classroom

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APA (6^th Edition):

Stonehocker, B. J. (2017). Implications for CALL: Teachers’ Perceptions and Use of CALL in the Classroom. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/101

Chicago Manual of Style (16^th Edition):

Stonehocker, Benjamin J. “Implications for CALL: Teachers’ Perceptions and Use of CALL in the Classroom.” 2017. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/engl_etds/101.

MLA Handbook (7^th Edition):

Stonehocker, Benjamin J. “Implications for CALL: Teachers’ Perceptions and Use of CALL in the Classroom.” 2017. Web. 21 Jan 2021.

Vancouver:

Stonehocker BJ. Implications for CALL: Teachers’ Perceptions and Use of CALL in the Classroom. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/engl_etds/101.

Council of Science Editors:

Stonehocker BJ. Implications for CALL: Teachers’ Perceptions and Use of CALL in the Classroom. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/101

3. Chang, John. Situating the Voice of Rhetoric for College Writing: A Paulo Freire’s Reading of Adichie’s Speech on “The Danger of a Single Story”.

Degree: MA, English, 2018, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/122

► Many writing instructors use personal literacy narratives as a rhetorical site and an approach for teaching college writing in the context of definition argument.… (more)

Subjects/Keywords: Voice; Rhetoric; College Writing; Paulo Freire; Adichie; “The Danger of a Single Story”

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APA (6^th Edition):

Chang, J. (2018). Situating the Voice of Rhetoric for College Writing: A Paulo Freire’s Reading of Adichie’s Speech on “The Danger of a Single Story”. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/122

Chicago Manual of Style (16^th Edition):

Chang, John. “Situating the Voice of Rhetoric for College Writing: A Paulo Freire’s Reading of Adichie’s Speech on “The Danger of a Single Story”.” 2018. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/engl_etds/122.

MLA Handbook (7^th Edition):

Chang, John. “Situating the Voice of Rhetoric for College Writing: A Paulo Freire’s Reading of Adichie’s Speech on “The Danger of a Single Story”.” 2018. Web. 21 Jan 2021.

Vancouver:

Chang J. Situating the Voice of Rhetoric for College Writing: A Paulo Freire’s Reading of Adichie’s Speech on “The Danger of a Single Story”. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/engl_etds/122.

Council of Science Editors:

Chang J. Situating the Voice of Rhetoric for College Writing: A Paulo Freire’s Reading of Adichie’s Speech on “The Danger of a Single Story”. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/122

4. Kim, Hye Hyon. “Root of All Social Ill”: A Marxist Analysis of Poverty and the Labor of Writing in George Gissing’s New Grub Street.

Degree: MA, English, 2018, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/129

► This paper explores George Gissing’s New Grub Street (1891) and the four main characters: Alfred Yule, Edwin Reardon, Harold Biffen, and Jasper Milvain to… (more)

Subjects/Keywords: George Gissing; New Grub Street; Poverty; Writing labor; Karl Marx

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APA (6^th Edition):

Kim, H. H. (2018). “Root of All Social Ill”: A Marxist Analysis of Poverty and the Labor of Writing in George Gissing’s New Grub Street. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/129

Chicago Manual of Style (16^th Edition):

Kim, Hye Hyon. ““Root of All Social Ill”: A Marxist Analysis of Poverty and the Labor of Writing in George Gissing’s New Grub Street.” 2018. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/engl_etds/129.

MLA Handbook (7^th Edition):

Kim, Hye Hyon. ““Root of All Social Ill”: A Marxist Analysis of Poverty and the Labor of Writing in George Gissing’s New Grub Street.” 2018. Web. 21 Jan 2021.

Vancouver:

Kim HH. “Root of All Social Ill”: A Marxist Analysis of Poverty and the Labor of Writing in George Gissing’s New Grub Street. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/engl_etds/129.

Council of Science Editors:

Kim HH. “Root of All Social Ill”: A Marxist Analysis of Poverty and the Labor of Writing in George Gissing’s New Grub Street. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/129

5. Powers, James Ansbury. British Mercantile Mysticism: The Shipwreck by William Falconer (1762).

Degree: MA, English, 2018, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/130

► The title of this thesis, British Mercantile Mysticism, explores the relationship between the rising mercantile outlook among the newly evolving middle and merchant classes… (more)

Subjects/Keywords: Eighteenth-century; British; Mystic; Mercantile; Falconer Sea-poetry

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APA (6^th Edition):

Powers, J. A. (2018). British Mercantile Mysticism: The Shipwreck by William Falconer (1762). (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/130

Chicago Manual of Style (16^th Edition):

Powers, James Ansbury. “British Mercantile Mysticism: The Shipwreck by William Falconer (1762).” 2018. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/engl_etds/130.

MLA Handbook (7^th Edition):

Powers, James Ansbury. “British Mercantile Mysticism: The Shipwreck by William Falconer (1762).” 2018. Web. 21 Jan 2021.

Vancouver:

Powers JA. British Mercantile Mysticism: The Shipwreck by William Falconer (1762). [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/engl_etds/130.

Council of Science Editors:

Powers JA. British Mercantile Mysticism: The Shipwreck by William Falconer (1762). [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/130

6. Hayow, Faisal. Identity choice of Somali College Students.

Degree: MA, English, 2018, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/139

► Somali youth in the U.S. are introduced to a culture of racial division and an array of identity choices, and whatever trajectory they take… (more)

Subjects/Keywords: Somali; identity; Somali college students; Race and identity among Somali college students; ethnicity and language learning; East African

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APA (6^th Edition):

Hayow, F. (2018). Identity choice of Somali College Students. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/139

Chicago Manual of Style (16^th Edition):

Hayow, Faisal. “Identity choice of Somali College Students.” 2018. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/engl_etds/139.

MLA Handbook (7^th Edition):

Hayow, Faisal. “Identity choice of Somali College Students.” 2018. Web. 21 Jan 2021.

Vancouver:

Hayow F. Identity choice of Somali College Students. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/engl_etds/139.

Council of Science Editors:

Hayow F. Identity choice of Somali College Students. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/139

7. Stoll, Nathaniel. “... It does seem to be a fact”: Audience Knowledge and a Sociohistorical Approach to the Horrific Grotesque in Night of the Living Dead.

Degree: MA, English, 2018, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/125

► This is an essay synthesizing the sociohistorical Gothic theory of Jose Monleon and a theory of the grotesque developed by Edwards & Graulund, as… (more)

Subjects/Keywords: horror; zombies; monleon; romero; gothic; grotesque

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APA (6^th Edition):

Stoll, N. (2018). “... It does seem to be a fact”: Audience Knowledge and a Sociohistorical Approach to the Horrific Grotesque in Night of the Living Dead. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/125

Chicago Manual of Style (16^th Edition):

Stoll, Nathaniel. ““... It does seem to be a fact”: Audience Knowledge and a Sociohistorical Approach to the Horrific Grotesque in Night of the Living Dead.” 2018. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/engl_etds/125.

MLA Handbook (7^th Edition):

Stoll, Nathaniel. ““... It does seem to be a fact”: Audience Knowledge and a Sociohistorical Approach to the Horrific Grotesque in Night of the Living Dead.” 2018. Web. 21 Jan 2021.

Vancouver:

Stoll N. “... It does seem to be a fact”: Audience Knowledge and a Sociohistorical Approach to the Horrific Grotesque in Night of the Living Dead. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/engl_etds/125.

Council of Science Editors:

Stoll N. “... It does seem to be a fact”: Audience Knowledge and a Sociohistorical Approach to the Horrific Grotesque in Night of the Living Dead. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/125

8. Aljumaah, Thana. Examination of Saudi Students’ Social Network and Language Development: A Social Network Analysis of Saudi International Students and the Input Hypothesis.

Degree: MA, English, 2018, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/141

► The number of Saudi international students pursuing higher education in the United States has risen significantly over the past decade. Research indicates that people’s… (more)

Subjects/Keywords: L2; Social Network; SNA; Input Hypothesis.

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APA (6^th Edition):

Aljumaah, T. (2018). Examination of Saudi Students’ Social Network and Language Development: A Social Network Analysis of Saudi International Students and the Input Hypothesis. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/141

Chicago Manual of Style (16^th Edition):

Aljumaah, Thana. “Examination of Saudi Students’ Social Network and Language Development: A Social Network Analysis of Saudi International Students and the Input Hypothesis.” 2018. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/engl_etds/141.

MLA Handbook (7^th Edition):

Aljumaah, Thana. “Examination of Saudi Students’ Social Network and Language Development: A Social Network Analysis of Saudi International Students and the Input Hypothesis.” 2018. Web. 21 Jan 2021.

Vancouver:

Aljumaah T. Examination of Saudi Students’ Social Network and Language Development: A Social Network Analysis of Saudi International Students and the Input Hypothesis. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/engl_etds/141.

Council of Science Editors:

Aljumaah T. Examination of Saudi Students’ Social Network and Language Development: A Social Network Analysis of Saudi International Students and the Input Hypothesis. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/141

9. Ergen, Lauren Thoma. Social-Emotional Skills of Somali Students with Limited or Interrupted Formal Education.

Degree: MA, English, 2018, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/146

► This study examines the social-emotional skills of Somali students with limited or interrupted formal education (SLIFE). The participant group was Somali students, age eighteen… (more)

Subjects/Keywords: SLIFE; Social; Emotional; Somali; Secondary; Social-emotional

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APA (6^th Edition):

Ergen, L. T. (2018). Social-Emotional Skills of Somali Students with Limited or Interrupted Formal Education. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/146

Chicago Manual of Style (16^th Edition):

Ergen, Lauren Thoma. “Social-Emotional Skills of Somali Students with Limited or Interrupted Formal Education.” 2018. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/engl_etds/146.

MLA Handbook (7^th Edition):

Ergen, Lauren Thoma. “Social-Emotional Skills of Somali Students with Limited or Interrupted Formal Education.” 2018. Web. 21 Jan 2021.

Vancouver:

Ergen LT. Social-Emotional Skills of Somali Students with Limited or Interrupted Formal Education. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/engl_etds/146.

Council of Science Editors:

Ergen LT. Social-Emotional Skills of Somali Students with Limited or Interrupted Formal Education. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/146

10. Ahmed, Ahmed. The Experience of Somali SLIFE Late Comers Students in the Midwest of the United States.

Degree: MA, English, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/151

► Abstract This research examines the experience of Somali latecomer students with limited or interrupted formal education (SLIFE). SLIFE students are a subset of the… (more)

▼ Abstract This research examines the experience of Somali latecomer students with limited or interrupted formal education (SLIFE). SLIFE students are a subset of the larger group of English language learners (ELLs), who come to American schools with unique needs and often face socio-emotional challenges stemming from poverty, war, post-traumatic disorders (PTSD, family separation, language barriers and adapting to a new culture and environment. The participants of this study are Somali males and females who are currently living in the Midwest of the United States. The age of the participants is between 18 and 30 years old and are considered as having limited or interrupted formal education. Many of these SLIFE students experienced interrupted education while fleeing their home country due to instability and conflict. Thus, this study examines and analyzes the academic and non-academic experiences of SLIFE students who enter schools in the United States at a later age. The interviews compare and contrast the education they received in their home country to the one they received in the United States. This research adds valuable insight into the obstacles SLIFE students face as they are adapting to their new home and the factors that contribute to their success or failure in our educational system. For example, SLIFE students need various academic programs to help with their second language acquisition and master content knowledge which they are significantly behind their mainstream peers. They also need newcomer programs that support their social, mental health and economic situations while they are adjusting to their new homes and environment. Moreover, providing ample resources and opportunities would allow SLIFE students to succeed in the classroom and the real world. As a result, these discussions can help teachers, administrators, and policymakers determine how to accommodate best the growing population of SLIFE students in America public schools and how to best improve their education. Advisors/Committee Members: James Robinson, Kim Choonkyong, Sharon Cogdill.

Subjects/Keywords: SLIFE; ESL students; Limited education; Somali; SIFE

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APA (6^th Edition):

Ahmed, A. (2019). The Experience of Somali SLIFE Late Comers Students in the Midwest of the United States. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/151

Chicago Manual of Style (16^th Edition):

Ahmed, Ahmed. “The Experience of Somali SLIFE Late Comers Students in the Midwest of the United States.” 2019. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/engl_etds/151.

MLA Handbook (7^th Edition):

Ahmed, Ahmed. “The Experience of Somali SLIFE Late Comers Students in the Midwest of the United States.” 2019. Web. 21 Jan 2021.

Vancouver:

Ahmed A. The Experience of Somali SLIFE Late Comers Students in the Midwest of the United States. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/engl_etds/151.

Council of Science Editors:

Ahmed A. The Experience of Somali SLIFE Late Comers Students in the Midwest of the United States. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/engl_etds/151

11. Croteau, Ashley. Using Literature to Teach about Technology and Social Manipulation in Society.

Degree: MA, English, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/153

► This paper explores three dystopian novels: Fahrenheit 451 (1950) by Ray Bradbury, The Circle (2013) by Dave Eggers, and Tell the Machine Goodnight (2018)… (more)

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APA (6^th Edition):

Croteau, A. (2019). Using Literature to Teach about Technology and Social Manipulation in Society. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/153

Chicago Manual of Style (16^th Edition):

Croteau, Ashley. “Using Literature to Teach about Technology and Social Manipulation in Society.” 2019. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/engl_etds/153.

MLA Handbook (7^th Edition):

Croteau, Ashley. “Using Literature to Teach about Technology and Social Manipulation in Society.” 2019. Web. 21 Jan 2021.

Vancouver:

Croteau A. Using Literature to Teach about Technology and Social Manipulation in Society. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/engl_etds/153.

Council of Science Editors:

Croteau A. Using Literature to Teach about Technology and Social Manipulation in Society. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/engl_etds/153

12. Janckila, Brilynn. Boys Will Be Boys, Girls Will Be Not Like Other Girls: A Symbolic Convergence Theory Examination of “Other Girls”.

Degree: MA, English, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/154

► The fandoms of teenage girls have, historically, been ridiculed by the larger part of American society. The popular interests of teenage girls, such as… (more)

Subjects/Keywords: Symbolic Convergence Theory; Taylor Swift; Teenage Girls; Girlhood

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APA (6^th Edition):

Janckila, B. (2019). Boys Will Be Boys, Girls Will Be Not Like Other Girls: A Symbolic Convergence Theory Examination of “Other Girls”. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/154

Chicago Manual of Style (16^th Edition):

Janckila, Brilynn. “Boys Will Be Boys, Girls Will Be Not Like Other Girls: A Symbolic Convergence Theory Examination of “Other Girls”.” 2019. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/engl_etds/154.

MLA Handbook (7^th Edition):

Janckila, Brilynn. “Boys Will Be Boys, Girls Will Be Not Like Other Girls: A Symbolic Convergence Theory Examination of “Other Girls”.” 2019. Web. 21 Jan 2021.

Vancouver:

Janckila B. Boys Will Be Boys, Girls Will Be Not Like Other Girls: A Symbolic Convergence Theory Examination of “Other Girls”. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/engl_etds/154.

Council of Science Editors:

Janckila B. Boys Will Be Boys, Girls Will Be Not Like Other Girls: A Symbolic Convergence Theory Examination of “Other Girls”. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/engl_etds/154

13. Reese, Regina Mae. Graphic Organizers: One Strategy for Comprehending Sentences with Coordinating Conjunctions.

Degree: MA, English, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/tesl_etds/10

► Abstract This study examined whether participants enrolled in a university-based intensive English program in the upper Midwest would better comprehend English sentences containing coordinating… (more)

Subjects/Keywords: ESL; coordinating conjunctions; graphic organizers

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APA (6^th Edition):

Reese, R. M. (2019). Graphic Organizers: One Strategy for Comprehending Sentences with Coordinating Conjunctions. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/10

Chicago Manual of Style (16^th Edition):

Reese, Regina Mae. “Graphic Organizers: One Strategy for Comprehending Sentences with Coordinating Conjunctions.” 2019. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/tesl_etds/10.

MLA Handbook (7^th Edition):

Reese, Regina Mae. “Graphic Organizers: One Strategy for Comprehending Sentences with Coordinating Conjunctions.” 2019. Web. 21 Jan 2021.

Vancouver:

Reese RM. Graphic Organizers: One Strategy for Comprehending Sentences with Coordinating Conjunctions. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/tesl_etds/10.

Council of Science Editors:

Reese RM. Graphic Organizers: One Strategy for Comprehending Sentences with Coordinating Conjunctions. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/10

14. Badger, Jason. Graduate Assistant Corpus Literacy.

Degree: MA, English, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/tesl_etds/22

► This study investigated awareness of, use of, and experiences with linguistic corpora by current and former master’s in Teaching English as a Second Language… (more)

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APA (6^th Edition):

Badger, J. (2019). Graduate Assistant Corpus Literacy. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/22

Chicago Manual of Style (16^th Edition):

Badger, Jason. “Graduate Assistant Corpus Literacy.” 2019. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/tesl_etds/22.

MLA Handbook (7^th Edition):

Badger, Jason. “Graduate Assistant Corpus Literacy.” 2019. Web. 21 Jan 2021.

Vancouver:

Badger J. Graduate Assistant Corpus Literacy. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/tesl_etds/22.

Council of Science Editors:

Badger J. Graduate Assistant Corpus Literacy. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/22

15. Worwa, Whitney. How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners.

Degree: MA, English, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/tesl_etds/7

► Abstract Many second language learners struggle to understand and comprehend the spoken language. The amount of known vocabulary and the depth of understanding of… (more)

▼ Abstract Many second language learners struggle to understand and comprehend the spoken language. The amount of known vocabulary and the depth of understanding of known vocabulary can have an impact on listening comprehension. The focus of this study was the timing of explicit vocabulary instruction and the impact it has on listening comprehension of second language learners. The participants of this study were 24 elementary school age students studying English as a second language. Students had various home languages and levels of English proficiency. Each participant took part in 2 experimental conditions and 1 controlled condition. Each of these conditions altered the timing of vocabulary instruction. Condition 1 received explicit vocabulary instruction of target vocabulary before listening to a text. After the listening task, students completed a multiple-choice assessment that reflected their comprehension of the listening task. Condition 2 received vocabulary instruction after listening to a text. Once the listening task was complete, students took a multiple-choice assessment that reflected their comprehension of the listening task. Condition 3, or the control condition, received no vocabulary instruction before listening to a text and completing the assessment. However, target vocabulary was taught after the assessment was given to ensure students still received instruction on the target vocabulary. This study used a within-subjects design which eliminated the order effect. The results show no significant difference between vocabulary instruction that takes place before listening to a text and vocabulary instruction that takes place after listening to a text. However, the results of this study show a significant difference between vocabulary instruction and no vocabulary instruction at all. This indicates that teaching vocabulary, regardless of the timing, enhances student listening comprehension more than not explicitly teaching vocabulary at all. Based on the results of this study, teachers should explicitly teach vocabulary, in general, because it enhances listening comprehension in English language learners. Advisors/Committee Members: John Madden, Sharon Cogdill, Choonkyong Kim.

Subjects/Keywords: English learners; listening comprehension; vocabulary; young

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APA (6^th Edition):

Worwa, W. (2019). How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/7

Chicago Manual of Style (16^th Edition):

Worwa, Whitney. “How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners.” 2019. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/tesl_etds/7.

MLA Handbook (7^th Edition):

Worwa, Whitney. “How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners.” 2019. Web. 21 Jan 2021.

Vancouver:

Worwa W. How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/tesl_etds/7.

Council of Science Editors:

Worwa W. How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/7

16. JIANG, XUE. Chinese Student Perceptions on English Test Preparation Courses in China.

Degree: MA, English, 2020, St. Cloud State University

URL: https://repository.stcloudstate.edu/tesl_etds/27

► Because of high-stakes English language tests, Chinese students have strong desires to achieve success on tests, which contributes to enhancing the prosperity of the… (more)

Subjects/Keywords: high-stakes English tests; test preparation; test scores; student perceptions; Chinese students; English proficiency

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APA (6^th Edition):

JIANG, X. (2020). Chinese Student Perceptions on English Test Preparation Courses in China. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/27

Chicago Manual of Style (16^th Edition):

JIANG, XUE. “Chinese Student Perceptions on English Test Preparation Courses in China.” 2020. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/tesl_etds/27.

MLA Handbook (7^th Edition):

JIANG, XUE. “Chinese Student Perceptions on English Test Preparation Courses in China.” 2020. Web. 21 Jan 2021.

Vancouver:

JIANG X. Chinese Student Perceptions on English Test Preparation Courses in China. [Internet] [Masters thesis]. St. Cloud State University; 2020. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/tesl_etds/27.

Council of Science Editors:

JIANG X. Chinese Student Perceptions on English Test Preparation Courses in China. [Masters Thesis]. St. Cloud State University; 2020. Available from: https://repository.stcloudstate.edu/tesl_etds/27

17. Saunders, Jenna. Let’s Talk: A Study of Dialogic Feedback in a First-Year Composition Classroom.

Degree: MA, English, 2020, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/158

► Feedback is vital to first-year composition (FYC) students’ learning because students use feedback to gain an understanding of the progress they have made as… (more)

▼ Feedback is vital to first-year composition (FYC) students’ learning because students use feedback to gain an understanding of the progress they have made as academic writers and the steps they might take to further said progress. Academia has a long history of conversations on best feedback practices and continues to identify strengths and weaknesses of various feedback models. Dialogic feedback, a method of feedback in which the student actively participates in discussion with their instructor, emerges from these conversations as a feedback model that is potentially better for student learning. The dialogic feedback model merits further study, particularly in relation to how FYC students engage with and react to the dialogic feedback process. Exploring dialogic feedback from the perspective of FYC students is an important area of study, as the students’ actions during the process and feelings about the process offer insight into the effectiveness of the feedback model. Studying how FYC students engage with and react to a dialogic feedback model reveals that FYC students are capable of undertaking an active role in the feedback process, as they can successfully recognize and discuss important concerns in their own writings, if they are sufficiently prepared to engage in these conversations. The students’ active role also allows them to exercise self-regulation and agency, which develops both valuable skills. Furthermore, dialogic feedback makes students feel good about themselves and their writing, which is important, as a relationship exists between how students’ feel about the feedback given to them and whether they feel they belong at their educational institution. These FYC students value feedback models that evoke positive feelings and that offer them sufficient and timely feedback. This evidence suggests that dialogic feedback is an effective feedback model for FYC students. Advisors/Committee Members: Sharon Cogdill, Matthew Barton, Michael Dando.

Subjects/Keywords: dialogic feedback; first-year composition; feedback models; dialogic feedback models; academic writing

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APA (6^th Edition):

Saunders, J. (2020). Let’s Talk: A Study of Dialogic Feedback in a First-Year Composition Classroom. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/158

Chicago Manual of Style (16^th Edition):

Saunders, Jenna. “Let’s Talk: A Study of Dialogic Feedback in a First-Year Composition Classroom.” 2020. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/engl_etds/158.

MLA Handbook (7^th Edition):

Saunders, Jenna. “Let’s Talk: A Study of Dialogic Feedback in a First-Year Composition Classroom.” 2020. Web. 21 Jan 2021.

Vancouver:

Saunders J. Let’s Talk: A Study of Dialogic Feedback in a First-Year Composition Classroom. [Internet] [Masters thesis]. St. Cloud State University; 2020. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/engl_etds/158.

Council of Science Editors:

Saunders J. Let’s Talk: A Study of Dialogic Feedback in a First-Year Composition Classroom. [Masters Thesis]. St. Cloud State University; 2020. Available from: https://repository.stcloudstate.edu/engl_etds/158

18. Gagne, Amy A. Increasing Engagement and Retention: Teaching Classic Literature through the use of Geoinquiry.

Degree: English - Teacher Education: M.S., English, 2020, St. Cloud State University

URL: https://repository.stcloudstate.edu/eng_etds/2

► Traditionally taught texts in the average public-school classroom tend to include Of Mice and Men by John Steinbeck, “The Mask of the Red Death''… (more)

Subjects/Keywords: Geoinquiry; Classic; Literature; Coteach; Retention; Engagement

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APA (6^th Edition):

Gagne, A. A. (2020). Increasing Engagement and Retention: Teaching Classic Literature through the use of Geoinquiry. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/eng_etds/2

Chicago Manual of Style (16^th Edition):

Gagne, Amy A. “Increasing Engagement and Retention: Teaching Classic Literature through the use of Geoinquiry.” 2020. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/eng_etds/2.

MLA Handbook (7^th Edition):

Gagne, Amy A. “Increasing Engagement and Retention: Teaching Classic Literature through the use of Geoinquiry.” 2020. Web. 21 Jan 2021.

Vancouver:

Gagne AA. Increasing Engagement and Retention: Teaching Classic Literature through the use of Geoinquiry. [Internet] [Masters thesis]. St. Cloud State University; 2020. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/eng_etds/2.

Council of Science Editors:

Gagne AA. Increasing Engagement and Retention: Teaching Classic Literature through the use of Geoinquiry. [Masters Thesis]. St. Cloud State University; 2020. Available from: https://repository.stcloudstate.edu/eng_etds/2

19. Lawrence, Paul Samuel. The Rhetoric and Style of Rights of Nature Advocates.

Degree: MA, English, 2015, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/11

► As our postmodern subject position becomes increasingly apparent it is vital to examine the potential of polyvocal rhetorics, and to strive for an understanding… (more)

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APA (6^th Edition):

Lawrence, P. S. (2015). The Rhetoric and Style of Rights of Nature Advocates. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/11

Chicago Manual of Style (16^th Edition):

Lawrence, Paul Samuel. “The Rhetoric and Style of Rights of Nature Advocates.” 2015. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/engl_etds/11.

MLA Handbook (7^th Edition):

Lawrence, Paul Samuel. “The Rhetoric and Style of Rights of Nature Advocates.” 2015. Web. 21 Jan 2021.

Vancouver:

Lawrence PS. The Rhetoric and Style of Rights of Nature Advocates. [Internet] [Masters thesis]. St. Cloud State University; 2015. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/engl_etds/11.

Council of Science Editors:

Lawrence PS. The Rhetoric and Style of Rights of Nature Advocates. [Masters Thesis]. St. Cloud State University; 2015. Available from: https://repository.stcloudstate.edu/engl_etds/11

20. Lemmer, Stephanie M. Spectacular Violence: The Affective Registers of Black Bodies’ Matter.

Degree: MA, English, 2016, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/77

► This thesis functions parenthetically within and between several essays of James Baldwin’s: most notably, “Everybody’s Protest Novel” and “The Price of the Ticket.” Its… (more)

Subjects/Keywords: Affect; Sentimentality; Racism; Whiteness; Liberalism; Uncle Tom's Cabin

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APA (6^th Edition):

Lemmer, S. M. (2016). Spectacular Violence: The Affective Registers of Black Bodies’ Matter. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/77

Chicago Manual of Style (16^th Edition):

Lemmer, Stephanie M. “Spectacular Violence: The Affective Registers of Black Bodies’ Matter.” 2016. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/engl_etds/77.

MLA Handbook (7^th Edition):

Lemmer, Stephanie M. “Spectacular Violence: The Affective Registers of Black Bodies’ Matter.” 2016. Web. 21 Jan 2021.

Vancouver:

Lemmer SM. Spectacular Violence: The Affective Registers of Black Bodies’ Matter. [Internet] [Masters thesis]. St. Cloud State University; 2016. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/engl_etds/77.

Council of Science Editors:

Lemmer SM. Spectacular Violence: The Affective Registers of Black Bodies’ Matter. [Masters Thesis]. St. Cloud State University; 2016. Available from: https://repository.stcloudstate.edu/engl_etds/77

21. McCooley, Brian J. Ideological Interpretation and the Aesthetic Nature of Literature.

Degree: MA, English, 2017, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/87

► Recent literary theory has assumed that literary works are reflections of the dominant ideological thought present within culture. This thesis addresses the question of… (more)

▼ Recent literary theory has assumed that literary works are reflections of the dominant ideological thought present within culture. This thesis addresses the question of what role the aesthetic nature of a literary work plays in determining its own ideological meaning. Terry Eagleton claims that literature and literary theory have reinforced the dominant political modes of thought, as the aesthetic properties have merely masked this ideological function, and must be disregarded in order to reveal the true ideological nature contained within a work. Deriving his framework from Jaques Lacan, Slavoj Zizek argues that ideology is pervasive through all levels of culture, inseparable from fundamental understanding. He further reveals a divide between the Symbolic order which contains conceptualized understanding in language, and the Real which escapes such definition. Umberto Eco argues that interpretation must remain coherent with the totality of the work in order to avoid overinterpretation, which uses the work as an example of something external to itself. Alan Sinfield argues that literature reveals “faultlines” within a culture, and allows dissident views to engage with dominant ideologies. Mikhail Bakhtin’s view of dialogism suggests that any literary expression will contain multiple views or ideologies, including internally persuasive ones which can be contained within aesthetic expression, and external authoritative ones which remain detached from artistic nature. This thesis argues that defining a work of literature as a particular example of an ideological position disregards the aesthetic qualities it possesses and reduces it to an indistinguishable cultural artifact which is used as an example of culture without recognizing the unique experience that it provides as a narrative. Such attempts diminish the continuing possibilities of meaning that a work can generate through its ambiguous nature. Rather, the aesthetic qualities of literature allow it to provide multiple meanings which surpass reduction to a specific ideological position, even as it necessarily possesses ideological content. Final ideological conclusions are deferred, and interpretative freedom is provided for the reader to reach individual conclusions in the aesthetic space beyond Symbolic conceptualized thought which allows a remainder of meaning to escape ideology as a hint of the Real. Advisors/Committee Members: Judith Dorn, Sharon Cogdill, David Sebberson.

Subjects/Keywords: Aesthetics; Ideology; Interpretation; Zizek; Eagelton; Eco

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APA (6^th Edition):

McCooley, B. J. (2017). Ideological Interpretation and the Aesthetic Nature of Literature. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/87

Chicago Manual of Style (16^th Edition):

McCooley, Brian J. “Ideological Interpretation and the Aesthetic Nature of Literature.” 2017. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/engl_etds/87.

MLA Handbook (7^th Edition):

McCooley, Brian J. “Ideological Interpretation and the Aesthetic Nature of Literature.” 2017. Web. 21 Jan 2021.

Vancouver:

McCooley BJ. Ideological Interpretation and the Aesthetic Nature of Literature. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/engl_etds/87.

Council of Science Editors:

McCooley BJ. Ideological Interpretation and the Aesthetic Nature of Literature. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/87

22. Dickinson, Megan. She Can Do It: Messages of Female Empowerment in Lewis Carroll’s Alice in Wonderland and Roald Dahl’s Matilda.

Degree: MA, English, 2017, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/89

► This research evaluates notions of empowerment, agency, and feminization found in Lewis Carroll’s Alice in Wonderland and Roald Dahl’s Matilda. Current conversations about these… (more)

Subjects/Keywords: Alice in Wonderland; Matilda; Roald Dahl; Lewis Carroll; Feminism; Empowerment; Power

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APA (6^th Edition):

Dickinson, M. (2017). She Can Do It: Messages of Female Empowerment in Lewis Carroll’s Alice in Wonderland and Roald Dahl’s Matilda. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/89

Chicago Manual of Style (16^th Edition):

Dickinson, Megan. “She Can Do It: Messages of Female Empowerment in Lewis Carroll’s Alice in Wonderland and Roald Dahl’s Matilda.” 2017. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/engl_etds/89.

MLA Handbook (7^th Edition):

Dickinson, Megan. “She Can Do It: Messages of Female Empowerment in Lewis Carroll’s Alice in Wonderland and Roald Dahl’s Matilda.” 2017. Web. 21 Jan 2021.

Vancouver:

Dickinson M. She Can Do It: Messages of Female Empowerment in Lewis Carroll’s Alice in Wonderland and Roald Dahl’s Matilda. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/engl_etds/89.

Council of Science Editors:

Dickinson M. She Can Do It: Messages of Female Empowerment in Lewis Carroll’s Alice in Wonderland and Roald Dahl’s Matilda. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/89

23. Cotner, Jon. Picasso Baby: Hearing JAY-Z through the Ears of Gramsci or How Language has the Power to Effect Change.

Degree: MA, English, 2020, St. Cloud State University

URL: https://repository.stcloudstate.edu/eng_etds/3

► Language was a pivotal element in the life of Italian Antonio Gramsci and his ability to harness its power made him one of the… (more)

Subjects/Keywords: Gramsci; hegemony; JAY-Z; language; culture; Marxism; rap music

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APA (6^th Edition):

Cotner, J. (2020). Picasso Baby: Hearing JAY-Z through the Ears of Gramsci or How Language has the Power to Effect Change. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/eng_etds/3

Chicago Manual of Style (16^th Edition):

Cotner, Jon. “Picasso Baby: Hearing JAY-Z through the Ears of Gramsci or How Language has the Power to Effect Change.” 2020. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/eng_etds/3.

MLA Handbook (7^th Edition):

Cotner, Jon. “Picasso Baby: Hearing JAY-Z through the Ears of Gramsci or How Language has the Power to Effect Change.” 2020. Web. 21 Jan 2021.

Vancouver:

Cotner J. Picasso Baby: Hearing JAY-Z through the Ears of Gramsci or How Language has the Power to Effect Change. [Internet] [Masters thesis]. St. Cloud State University; 2020. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/eng_etds/3.

Council of Science Editors:

Cotner J. Picasso Baby: Hearing JAY-Z through the Ears of Gramsci or How Language has the Power to Effect Change. [Masters Thesis]. St. Cloud State University; 2020. Available from: https://repository.stcloudstate.edu/eng_etds/3

24. Heilig, Leah Louise. Signal Boost!: Hashtags as Performative Writing and Social Action.

Degree: MA, English, 2015, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/18

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APA (6^th Edition):

Heilig, L. L. (2015). Signal Boost!: Hashtags as Performative Writing and Social Action. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/18

Chicago Manual of Style (16^th Edition):

Heilig, Leah Louise. “Signal Boost!: Hashtags as Performative Writing and Social Action.” 2015. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/engl_etds/18.

MLA Handbook (7^th Edition):

Heilig, Leah Louise. “Signal Boost!: Hashtags as Performative Writing and Social Action.” 2015. Web. 21 Jan 2021.

Vancouver:

Heilig LL. Signal Boost!: Hashtags as Performative Writing and Social Action. [Internet] [Masters thesis]. St. Cloud State University; 2015. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/engl_etds/18.

Council of Science Editors:

Heilig LL. Signal Boost!: Hashtags as Performative Writing and Social Action. [Masters Thesis]. St. Cloud State University; 2015. Available from: https://repository.stcloudstate.edu/engl_etds/18

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Open Access Theses and Dissertations