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You searched for +publisher:"University of Arkansas" +contributor:("David Jolliffe"). Showing records 1 – 20 of 20 total matches.

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University of Arkansas

1. Holland, Sarah N. Designing Place-sensitive Professional Development: A Critical Ethnography of Teaching and Learning Argumentative Writing.

Degree: PhD, 2016, University of Arkansas

  The purpose of this dissertation was to investigate the experiences of teachers participating in a two-year professional development program designed by the National Writing… (more)

Subjects/Keywords: Language; literature and linguistics; Education; Argumentative writing; Critical ethnography; National writing project; Professional development; Rhetoric; Secondary Education and Teaching

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APA (6th Edition):

Holland, S. N. (2016). Designing Place-sensitive Professional Development: A Critical Ethnography of Teaching and Learning Argumentative Writing. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1724

Chicago Manual of Style (16th Edition):

Holland, Sarah N. “Designing Place-sensitive Professional Development: A Critical Ethnography of Teaching and Learning Argumentative Writing.” 2016. Doctoral Dissertation, University of Arkansas. Accessed July 23, 2019. https://scholarworks.uark.edu/etd/1724.

MLA Handbook (7th Edition):

Holland, Sarah N. “Designing Place-sensitive Professional Development: A Critical Ethnography of Teaching and Learning Argumentative Writing.” 2016. Web. 23 Jul 2019.

Vancouver:

Holland SN. Designing Place-sensitive Professional Development: A Critical Ethnography of Teaching and Learning Argumentative Writing. [Internet] [Doctoral dissertation]. University of Arkansas; 2016. [cited 2019 Jul 23]. Available from: https://scholarworks.uark.edu/etd/1724.

Council of Science Editors:

Holland SN. Designing Place-sensitive Professional Development: A Critical Ethnography of Teaching and Learning Argumentative Writing. [Doctoral Dissertation]. University of Arkansas; 2016. Available from: https://scholarworks.uark.edu/etd/1724


University of Arkansas

2. West, Sara Elyse. The Challenge of Anonymous and Ephemeral Social Media: Reflective Research Methodologies & Student-User Composing Practices.

Degree: PhD, 2018, University of Arkansas

  This project seeks to provide a framework for navigating anonymous and ephemeral research spaces to theorize student-user composing practices on these social media platforms.… (more)

Subjects/Keywords: Anonymity; Communication; Composition; Ephemerality; Social Media; Communication Technology and New Media; Social Media

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APA (6th Edition):

West, S. E. (2018). The Challenge of Anonymous and Ephemeral Social Media: Reflective Research Methodologies & Student-User Composing Practices. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2676

Chicago Manual of Style (16th Edition):

West, Sara Elyse. “The Challenge of Anonymous and Ephemeral Social Media: Reflective Research Methodologies & Student-User Composing Practices.” 2018. Doctoral Dissertation, University of Arkansas. Accessed July 23, 2019. https://scholarworks.uark.edu/etd/2676.

MLA Handbook (7th Edition):

West, Sara Elyse. “The Challenge of Anonymous and Ephemeral Social Media: Reflective Research Methodologies & Student-User Composing Practices.” 2018. Web. 23 Jul 2019.

Vancouver:

West SE. The Challenge of Anonymous and Ephemeral Social Media: Reflective Research Methodologies & Student-User Composing Practices. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Jul 23]. Available from: https://scholarworks.uark.edu/etd/2676.

Council of Science Editors:

West SE. The Challenge of Anonymous and Ephemeral Social Media: Reflective Research Methodologies & Student-User Composing Practices. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2676


University of Arkansas

3. Green, Jonathan Montgomery. Best Practice: Bringing the Elements of Effective Practice to the College Writing Classroom.

Degree: PhD, 2018, University of Arkansas

  Studies of college writing students suggest that many students associate writing ability with innate talent rather than sustained, deliberate practice. As a result, these… (more)

Subjects/Keywords: Composition; Pedagogy; Practice; Rhetoric; Other Rhetoric and Composition

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APA (6th Edition):

Green, J. M. (2018). Best Practice: Bringing the Elements of Effective Practice to the College Writing Classroom. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2727

Chicago Manual of Style (16th Edition):

Green, Jonathan Montgomery. “Best Practice: Bringing the Elements of Effective Practice to the College Writing Classroom.” 2018. Doctoral Dissertation, University of Arkansas. Accessed July 23, 2019. https://scholarworks.uark.edu/etd/2727.

MLA Handbook (7th Edition):

Green, Jonathan Montgomery. “Best Practice: Bringing the Elements of Effective Practice to the College Writing Classroom.” 2018. Web. 23 Jul 2019.

Vancouver:

Green JM. Best Practice: Bringing the Elements of Effective Practice to the College Writing Classroom. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Jul 23]. Available from: https://scholarworks.uark.edu/etd/2727.

Council of Science Editors:

Green JM. Best Practice: Bringing the Elements of Effective Practice to the College Writing Classroom. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2727


University of Arkansas

4. LaCrue, Michel C. Establishing Influence and Authority in Ancient Civilizations and Modern Politics: The Rhetoric of Oracles and the Oracular Maneuvers of Political Action Committees.

Degree: MA, 2018, University of Arkansas

  While most animals communicate in order to convey environmental information such as danger or where food is located, humans have evolved and developed an… (more)

Subjects/Keywords: Language; Oracles; Political Action Committees; Comparative Politics; Speech and Rhetorical Studies

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APA (6th Edition):

LaCrue, M. C. (2018). Establishing Influence and Authority in Ancient Civilizations and Modern Politics: The Rhetoric of Oracles and the Oracular Maneuvers of Political Action Committees. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2858

Chicago Manual of Style (16th Edition):

LaCrue, Michel C. “Establishing Influence and Authority in Ancient Civilizations and Modern Politics: The Rhetoric of Oracles and the Oracular Maneuvers of Political Action Committees.” 2018. Masters Thesis, University of Arkansas. Accessed July 23, 2019. https://scholarworks.uark.edu/etd/2858.

MLA Handbook (7th Edition):

LaCrue, Michel C. “Establishing Influence and Authority in Ancient Civilizations and Modern Politics: The Rhetoric of Oracles and the Oracular Maneuvers of Political Action Committees.” 2018. Web. 23 Jul 2019.

Vancouver:

LaCrue MC. Establishing Influence and Authority in Ancient Civilizations and Modern Politics: The Rhetoric of Oracles and the Oracular Maneuvers of Political Action Committees. [Internet] [Masters thesis]. University of Arkansas; 2018. [cited 2019 Jul 23]. Available from: https://scholarworks.uark.edu/etd/2858.

Council of Science Editors:

LaCrue MC. Establishing Influence and Authority in Ancient Civilizations and Modern Politics: The Rhetoric of Oracles and the Oracular Maneuvers of Political Action Committees. [Masters Thesis]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2858


University of Arkansas

5. Leigh, Mary K. The Cultural Crime of Femininity: Advocating for Viable and Successful Womanhood in Charles Dickens and George Eliot.

Degree: PhD, 2014, University of Arkansas

  Mid-century Victorian England creates an environment for women in which they are expected to adhere strictly to a socially inculcated view of gender and… (more)

Subjects/Keywords: Gender; Panopticon; Victorian; Women's Studies

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APA (6th Edition):

Leigh, M. K. (2014). The Cultural Crime of Femininity: Advocating for Viable and Successful Womanhood in Charles Dickens and George Eliot. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2094

Chicago Manual of Style (16th Edition):

Leigh, Mary K. “The Cultural Crime of Femininity: Advocating for Viable and Successful Womanhood in Charles Dickens and George Eliot.” 2014. Doctoral Dissertation, University of Arkansas. Accessed July 23, 2019. https://scholarworks.uark.edu/etd/2094.

MLA Handbook (7th Edition):

Leigh, Mary K. “The Cultural Crime of Femininity: Advocating for Viable and Successful Womanhood in Charles Dickens and George Eliot.” 2014. Web. 23 Jul 2019.

Vancouver:

Leigh MK. The Cultural Crime of Femininity: Advocating for Viable and Successful Womanhood in Charles Dickens and George Eliot. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2019 Jul 23]. Available from: https://scholarworks.uark.edu/etd/2094.

Council of Science Editors:

Leigh MK. The Cultural Crime of Femininity: Advocating for Viable and Successful Womanhood in Charles Dickens and George Eliot. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: https://scholarworks.uark.edu/etd/2094


University of Arkansas

6. Smith, Katie Michelle. Transitioning to Writing about Writing: A Consideration of the Metawriting Teaching Approach at the University of Arkansas.

Degree: MA, 2014, University of Arkansas

  This thesis uses case studies of six Teaching Assistants and Instructors to analyze the curricular and pedagogical shift from a writing-through-literature model to the… (more)

Subjects/Keywords: Composition; First-Year Composition; Metawriting; Pedagogy; Teaching Assistants; Writing; Curriculum and Instruction; Educational Methods; Higher Education

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APA (6th Edition):

Smith, K. M. (2014). Transitioning to Writing about Writing: A Consideration of the Metawriting Teaching Approach at the University of Arkansas. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2197

Chicago Manual of Style (16th Edition):

Smith, Katie Michelle. “Transitioning to Writing about Writing: A Consideration of the Metawriting Teaching Approach at the University of Arkansas.” 2014. Masters Thesis, University of Arkansas. Accessed July 23, 2019. https://scholarworks.uark.edu/etd/2197.

MLA Handbook (7th Edition):

Smith, Katie Michelle. “Transitioning to Writing about Writing: A Consideration of the Metawriting Teaching Approach at the University of Arkansas.” 2014. Web. 23 Jul 2019.

Vancouver:

Smith KM. Transitioning to Writing about Writing: A Consideration of the Metawriting Teaching Approach at the University of Arkansas. [Internet] [Masters thesis]. University of Arkansas; 2014. [cited 2019 Jul 23]. Available from: https://scholarworks.uark.edu/etd/2197.

Council of Science Editors:

Smith KM. Transitioning to Writing about Writing: A Consideration of the Metawriting Teaching Approach at the University of Arkansas. [Masters Thesis]. University of Arkansas; 2014. Available from: https://scholarworks.uark.edu/etd/2197


University of Arkansas

7. Vammen, Elizabeth Katherine. A Melting Pot of Voices: Public Discourse and the Latino Immigrant Experience in the United States.

Degree: MA, 2014, University of Arkansas

  This study examines the discourses surrounding the immigrant experience in the United States to reconcile first-hand accounts of Latino immigrant experiences with the discourse… (more)

Subjects/Keywords: Analysis; Discourse; Immigrant; Latino; Political; Rhetoric; American Politics; Latina/o Studies; Social Influence and Political Communication

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APA (6th Edition):

Vammen, E. K. (2014). A Melting Pot of Voices: Public Discourse and the Latino Immigrant Experience in the United States. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2198

Chicago Manual of Style (16th Edition):

Vammen, Elizabeth Katherine. “A Melting Pot of Voices: Public Discourse and the Latino Immigrant Experience in the United States.” 2014. Masters Thesis, University of Arkansas. Accessed July 23, 2019. https://scholarworks.uark.edu/etd/2198.

MLA Handbook (7th Edition):

Vammen, Elizabeth Katherine. “A Melting Pot of Voices: Public Discourse and the Latino Immigrant Experience in the United States.” 2014. Web. 23 Jul 2019.

Vancouver:

Vammen EK. A Melting Pot of Voices: Public Discourse and the Latino Immigrant Experience in the United States. [Internet] [Masters thesis]. University of Arkansas; 2014. [cited 2019 Jul 23]. Available from: https://scholarworks.uark.edu/etd/2198.

Council of Science Editors:

Vammen EK. A Melting Pot of Voices: Public Discourse and the Latino Immigrant Experience in the United States. [Masters Thesis]. University of Arkansas; 2014. Available from: https://scholarworks.uark.edu/etd/2198


University of Arkansas

8. Dicks, Laura Leighann. The Influence of Literacy on the Lives of Twentieth Century Southern Female Minority Figures.

Degree: MA, 2014, University of Arkansas

  The American South has long been a region associated with myth and fantasy; in popular culture especially, the region is consistently tied to skewed… (more)

Subjects/Keywords: African American; Discourse; Literacy; Literature; Reading; Writing; African American Studies; American Literature; Literature in English, North America, Ethnic and Cultural Minority; Women's Studies

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APA (6th Edition):

Dicks, L. L. (2014). The Influence of Literacy on the Lives of Twentieth Century Southern Female Minority Figures. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2225

Chicago Manual of Style (16th Edition):

Dicks, Laura Leighann. “The Influence of Literacy on the Lives of Twentieth Century Southern Female Minority Figures.” 2014. Masters Thesis, University of Arkansas. Accessed July 23, 2019. https://scholarworks.uark.edu/etd/2225.

MLA Handbook (7th Edition):

Dicks, Laura Leighann. “The Influence of Literacy on the Lives of Twentieth Century Southern Female Minority Figures.” 2014. Web. 23 Jul 2019.

Vancouver:

Dicks LL. The Influence of Literacy on the Lives of Twentieth Century Southern Female Minority Figures. [Internet] [Masters thesis]. University of Arkansas; 2014. [cited 2019 Jul 23]. Available from: https://scholarworks.uark.edu/etd/2225.

Council of Science Editors:

Dicks LL. The Influence of Literacy on the Lives of Twentieth Century Southern Female Minority Figures. [Masters Thesis]. University of Arkansas; 2014. Available from: https://scholarworks.uark.edu/etd/2225


University of Arkansas

9. Tangman, Stephanie. Wayward Women, Macho Men: Linguistic Construction of Gender Binaries in Yxta Maya Murray's Locas and Denise Chavez's Loving Pedro Infante.

Degree: MA, 2017, University of Arkansas

  Language labels and defines in order to enhance meaning and communication, but through these labels and definitions speakers are also conditioned to associate certain… (more)

Subjects/Keywords: Binary; Chicana Literature; Gender; American Literature; Chicana/o Studies; Literature in English, North America, Ethnic and Cultural Minority

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APA (6th Edition):

Tangman, S. (2017). Wayward Women, Macho Men: Linguistic Construction of Gender Binaries in Yxta Maya Murray's Locas and Denise Chavez's Loving Pedro Infante. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2392

Chicago Manual of Style (16th Edition):

Tangman, Stephanie. “Wayward Women, Macho Men: Linguistic Construction of Gender Binaries in Yxta Maya Murray's Locas and Denise Chavez's Loving Pedro Infante.” 2017. Masters Thesis, University of Arkansas. Accessed July 23, 2019. https://scholarworks.uark.edu/etd/2392.

MLA Handbook (7th Edition):

Tangman, Stephanie. “Wayward Women, Macho Men: Linguistic Construction of Gender Binaries in Yxta Maya Murray's Locas and Denise Chavez's Loving Pedro Infante.” 2017. Web. 23 Jul 2019.

Vancouver:

Tangman S. Wayward Women, Macho Men: Linguistic Construction of Gender Binaries in Yxta Maya Murray's Locas and Denise Chavez's Loving Pedro Infante. [Internet] [Masters thesis]. University of Arkansas; 2017. [cited 2019 Jul 23]. Available from: https://scholarworks.uark.edu/etd/2392.

Council of Science Editors:

Tangman S. Wayward Women, Macho Men: Linguistic Construction of Gender Binaries in Yxta Maya Murray's Locas and Denise Chavez's Loving Pedro Infante. [Masters Thesis]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/2392


University of Arkansas

10. Scholz, Morgan Lindsay. Curricular Analysis of the University of Arkansas Composition I Pilot Course: ENGL 1013, Community Ethnography.

Degree: MA, 2017, University of Arkansas

  This thesis analyzes a new first-year writing course that is under consideration for implementation as the standard Composition I course at the University of… (more)

Subjects/Keywords: Composition; Ethnography; FYC; Higher Education; Higher Education Administration; Technical and Professional Writing

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APA (6th Edition):

Scholz, M. L. (2017). Curricular Analysis of the University of Arkansas Composition I Pilot Course: ENGL 1013, Community Ethnography. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2459

Chicago Manual of Style (16th Edition):

Scholz, Morgan Lindsay. “Curricular Analysis of the University of Arkansas Composition I Pilot Course: ENGL 1013, Community Ethnography.” 2017. Masters Thesis, University of Arkansas. Accessed July 23, 2019. https://scholarworks.uark.edu/etd/2459.

MLA Handbook (7th Edition):

Scholz, Morgan Lindsay. “Curricular Analysis of the University of Arkansas Composition I Pilot Course: ENGL 1013, Community Ethnography.” 2017. Web. 23 Jul 2019.

Vancouver:

Scholz ML. Curricular Analysis of the University of Arkansas Composition I Pilot Course: ENGL 1013, Community Ethnography. [Internet] [Masters thesis]. University of Arkansas; 2017. [cited 2019 Jul 23]. Available from: https://scholarworks.uark.edu/etd/2459.

Council of Science Editors:

Scholz ML. Curricular Analysis of the University of Arkansas Composition I Pilot Course: ENGL 1013, Community Ethnography. [Masters Thesis]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/2459


University of Arkansas

11. Weeks, Taylor. Understanding Discourse Transition.

Degree: MA, 2017, University of Arkansas

This work is intended to explore and analyze the process of transition from one discourse to another different discourse. Advisors/Committee Members: David Jolliffe, Patrick Slattery, Joshua Smith.

Subjects/Keywords: Military and Veterans Studies; Speech and Rhetorical Studies

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APA (6th Edition):

Weeks, T. (2017). Understanding Discourse Transition. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2461

Chicago Manual of Style (16th Edition):

Weeks, Taylor. “Understanding Discourse Transition.” 2017. Masters Thesis, University of Arkansas. Accessed July 23, 2019. https://scholarworks.uark.edu/etd/2461.

MLA Handbook (7th Edition):

Weeks, Taylor. “Understanding Discourse Transition.” 2017. Web. 23 Jul 2019.

Vancouver:

Weeks T. Understanding Discourse Transition. [Internet] [Masters thesis]. University of Arkansas; 2017. [cited 2019 Jul 23]. Available from: https://scholarworks.uark.edu/etd/2461.

Council of Science Editors:

Weeks T. Understanding Discourse Transition. [Masters Thesis]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/2461


University of Arkansas

12. Hoffmann, Christine. Early Modern Evil Genius: Hyperconformity and Objectivity in Sixteenth and Seventeenth-Century English Literature.

Degree: PhD, 2011, University of Arkansas

  This dissertation studies the response among early modern and postmodern audiences to the experience of information overload, and suggests that the most appealing response… (more)

Subjects/Keywords: Jean Baudrillard; Early modern; Hyperconformity; Information overload; Objectivity; Renaissance; Rhetoric and composition; Literature in English, British Isles; Modern Literature; Rhetoric

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APA (6th Edition):

Hoffmann, C. (2011). Early Modern Evil Genius: Hyperconformity and Objectivity in Sixteenth and Seventeenth-Century English Literature. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/69

Chicago Manual of Style (16th Edition):

Hoffmann, Christine. “Early Modern Evil Genius: Hyperconformity and Objectivity in Sixteenth and Seventeenth-Century English Literature.” 2011. Doctoral Dissertation, University of Arkansas. Accessed July 23, 2019. https://scholarworks.uark.edu/etd/69.

MLA Handbook (7th Edition):

Hoffmann, Christine. “Early Modern Evil Genius: Hyperconformity and Objectivity in Sixteenth and Seventeenth-Century English Literature.” 2011. Web. 23 Jul 2019.

Vancouver:

Hoffmann C. Early Modern Evil Genius: Hyperconformity and Objectivity in Sixteenth and Seventeenth-Century English Literature. [Internet] [Doctoral dissertation]. University of Arkansas; 2011. [cited 2019 Jul 23]. Available from: https://scholarworks.uark.edu/etd/69.

Council of Science Editors:

Hoffmann C. Early Modern Evil Genius: Hyperconformity and Objectivity in Sixteenth and Seventeenth-Century English Literature. [Doctoral Dissertation]. University of Arkansas; 2011. Available from: https://scholarworks.uark.edu/etd/69


University of Arkansas

13. Al-Amrani, Gamil Mohammed. Multiple Literacies, Fragmented Identities: Arab Students at American Universities.

Degree: PhD, 2011, University of Arkansas

  This dissertation is a combination of ethnography and case study which describes the Social and cultural context of literacy acquisition among Arab students at… (more)

Subjects/Keywords: Education; Arab students; Cultural literacy; English as a second language; Language acquisition; Literacy; Multiculturalism; Near Eastern Languages and Societies; Reading and Language; Rhetoric

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APA (6th Edition):

Al-Amrani, G. M. (2011). Multiple Literacies, Fragmented Identities: Arab Students at American Universities. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/117

Chicago Manual of Style (16th Edition):

Al-Amrani, Gamil Mohammed. “Multiple Literacies, Fragmented Identities: Arab Students at American Universities.” 2011. Doctoral Dissertation, University of Arkansas. Accessed July 23, 2019. https://scholarworks.uark.edu/etd/117.

MLA Handbook (7th Edition):

Al-Amrani, Gamil Mohammed. “Multiple Literacies, Fragmented Identities: Arab Students at American Universities.” 2011. Web. 23 Jul 2019.

Vancouver:

Al-Amrani GM. Multiple Literacies, Fragmented Identities: Arab Students at American Universities. [Internet] [Doctoral dissertation]. University of Arkansas; 2011. [cited 2019 Jul 23]. Available from: https://scholarworks.uark.edu/etd/117.

Council of Science Editors:

Al-Amrani GM. Multiple Literacies, Fragmented Identities: Arab Students at American Universities. [Doctoral Dissertation]. University of Arkansas; 2011. Available from: https://scholarworks.uark.edu/etd/117


University of Arkansas

14. Stueart, Katie Colleen. A Proposal for a Writing Center and a Peer Tutor Training Course at Fayetteville High School.

Degree: MA, 2012, University of Arkansas

  The following thesis is a proposal to begin a writing center at Fayetteville High School. The first part of the thesis document describes the… (more)

Subjects/Keywords: Education; Peer tutor; Proposal; Writing center; Children's and Young Adult Literature; Secondary Education and Teaching

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APA (6th Edition):

Stueart, K. C. (2012). A Proposal for a Writing Center and a Peer Tutor Training Course at Fayetteville High School. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/285

Chicago Manual of Style (16th Edition):

Stueart, Katie Colleen. “A Proposal for a Writing Center and a Peer Tutor Training Course at Fayetteville High School.” 2012. Masters Thesis, University of Arkansas. Accessed July 23, 2019. https://scholarworks.uark.edu/etd/285.

MLA Handbook (7th Edition):

Stueart, Katie Colleen. “A Proposal for a Writing Center and a Peer Tutor Training Course at Fayetteville High School.” 2012. Web. 23 Jul 2019.

Vancouver:

Stueart KC. A Proposal for a Writing Center and a Peer Tutor Training Course at Fayetteville High School. [Internet] [Masters thesis]. University of Arkansas; 2012. [cited 2019 Jul 23]. Available from: https://scholarworks.uark.edu/etd/285.

Council of Science Editors:

Stueart KC. A Proposal for a Writing Center and a Peer Tutor Training Course at Fayetteville High School. [Masters Thesis]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/285


University of Arkansas

15. Seawright, Leslie Eames. The Literacy Practices of Law Enforcement.

Degree: PhD, 2012, University of Arkansas

  This dissertation investigates police report writing at the Jackson Police Department in Northwest Arkansas. It presents three primary research questions which are addressed through… (more)

Subjects/Keywords: Social Sciences; Discourse analysis; Law enforcement; Literacy practices; Police literacy; Police report writing; Police reports; Police training; Law Enforcement and Corrections; Legal Ethics and Professional Responsibility; Legal Writing and Research

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APA (6th Edition):

Seawright, L. E. (2012). The Literacy Practices of Law Enforcement. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/295

Chicago Manual of Style (16th Edition):

Seawright, Leslie Eames. “The Literacy Practices of Law Enforcement.” 2012. Doctoral Dissertation, University of Arkansas. Accessed July 23, 2019. https://scholarworks.uark.edu/etd/295.

MLA Handbook (7th Edition):

Seawright, Leslie Eames. “The Literacy Practices of Law Enforcement.” 2012. Web. 23 Jul 2019.

Vancouver:

Seawright LE. The Literacy Practices of Law Enforcement. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Jul 23]. Available from: https://scholarworks.uark.edu/etd/295.

Council of Science Editors:

Seawright LE. The Literacy Practices of Law Enforcement. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/295


University of Arkansas

16. Holland, Sarah Nicole. Creating and Maintaining a Community Literacy Project in Northwest Arkansas.

Degree: MA, 2012, University of Arkansas

  The purpose of this research is to examine both logistical and curricular strategies employed by students and staff working with the "Razorback Writers" project… (more)

Subjects/Keywords: Education; Educational Assessment, Evaluation, and Research; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Holland, S. N. (2012). Creating and Maintaining a Community Literacy Project in Northwest Arkansas. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/413

Chicago Manual of Style (16th Edition):

Holland, Sarah Nicole. “Creating and Maintaining a Community Literacy Project in Northwest Arkansas.” 2012. Masters Thesis, University of Arkansas. Accessed July 23, 2019. https://scholarworks.uark.edu/etd/413.

MLA Handbook (7th Edition):

Holland, Sarah Nicole. “Creating and Maintaining a Community Literacy Project in Northwest Arkansas.” 2012. Web. 23 Jul 2019.

Vancouver:

Holland SN. Creating and Maintaining a Community Literacy Project in Northwest Arkansas. [Internet] [Masters thesis]. University of Arkansas; 2012. [cited 2019 Jul 23]. Available from: https://scholarworks.uark.edu/etd/413.

Council of Science Editors:

Holland SN. Creating and Maintaining a Community Literacy Project in Northwest Arkansas. [Masters Thesis]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/413


University of Arkansas

17. Hodges, Amy. Performing Literacy: How Women Read the World in the Late Eighteenth-Century British Novel.

Degree: PhD, 2012, University of Arkansas

  This dissertation explores the intersection of sensibility, Social identity, and literacy practices among representations of women readers in four late eighteenth-century British novels. Through… (more)

Subjects/Keywords: Social sciences; Education; Jane Austen; British literature; Frances Burney; Maria Edgeworth; Eighteenth century; Charlotte Lennox; Literacy; Novel; Pedagogy; Women readers; Literature in English, British Isles; Reading and Language; Women's Studies

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APA (6th Edition):

Hodges, A. (2012). Performing Literacy: How Women Read the World in the Late Eighteenth-Century British Novel. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/523

Chicago Manual of Style (16th Edition):

Hodges, Amy. “Performing Literacy: How Women Read the World in the Late Eighteenth-Century British Novel.” 2012. Doctoral Dissertation, University of Arkansas. Accessed July 23, 2019. https://scholarworks.uark.edu/etd/523.

MLA Handbook (7th Edition):

Hodges, Amy. “Performing Literacy: How Women Read the World in the Late Eighteenth-Century British Novel.” 2012. Web. 23 Jul 2019.

Vancouver:

Hodges A. Performing Literacy: How Women Read the World in the Late Eighteenth-Century British Novel. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Jul 23]. Available from: https://scholarworks.uark.edu/etd/523.

Council of Science Editors:

Hodges A. Performing Literacy: How Women Read the World in the Late Eighteenth-Century British Novel. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/523


University of Arkansas

18. Griffith, Robert Andrew. Wayfaring Strangers: A Case Study of Rural Developmental Writers in the Missouri Ozarks.

Degree: PhD, 2012, University of Arkansas

  This dissertation describes a year-long ethnographic study of rural basic writers in the Missouri Ozarks. Using Richard Hofstadter's concept of "anti-intellectualism" as a theoretical… (more)

Subjects/Keywords: Social sciences; Education; Composition; Developmental; Ethnography; Missouri; Ozarks; Rural education; Educational Assessment, Evaluation, and Research; Higher Education

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APA (6th Edition):

Griffith, R. A. (2012). Wayfaring Strangers: A Case Study of Rural Developmental Writers in the Missouri Ozarks. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/539

Chicago Manual of Style (16th Edition):

Griffith, Robert Andrew. “Wayfaring Strangers: A Case Study of Rural Developmental Writers in the Missouri Ozarks.” 2012. Doctoral Dissertation, University of Arkansas. Accessed July 23, 2019. https://scholarworks.uark.edu/etd/539.

MLA Handbook (7th Edition):

Griffith, Robert Andrew. “Wayfaring Strangers: A Case Study of Rural Developmental Writers in the Missouri Ozarks.” 2012. Web. 23 Jul 2019.

Vancouver:

Griffith RA. Wayfaring Strangers: A Case Study of Rural Developmental Writers in the Missouri Ozarks. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Jul 23]. Available from: https://scholarworks.uark.edu/etd/539.

Council of Science Editors:

Griffith RA. Wayfaring Strangers: A Case Study of Rural Developmental Writers in the Missouri Ozarks. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/539


University of Arkansas

19. Ayres, Jackson. After Orwell: Totalitarian Fears and the English Political Novel, 1950-2010.

Degree: PhD, 2013, University of Arkansas

  After Orwell: Totalitarian Fears and the English Political Novel, 1950-2010 gives a coherent account of the English political novel after World War II, a… (more)

Subjects/Keywords: Nineteen Eighty-Four; George Orwell; Political novels; Postwar literature; Literature in English, British Isles; Modern Literature

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APA (6th Edition):

Ayres, J. (2013). After Orwell: Totalitarian Fears and the English Political Novel, 1950-2010. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/740

Chicago Manual of Style (16th Edition):

Ayres, Jackson. “After Orwell: Totalitarian Fears and the English Political Novel, 1950-2010.” 2013. Doctoral Dissertation, University of Arkansas. Accessed July 23, 2019. https://scholarworks.uark.edu/etd/740.

MLA Handbook (7th Edition):

Ayres, Jackson. “After Orwell: Totalitarian Fears and the English Political Novel, 1950-2010.” 2013. Web. 23 Jul 2019.

Vancouver:

Ayres J. After Orwell: Totalitarian Fears and the English Political Novel, 1950-2010. [Internet] [Doctoral dissertation]. University of Arkansas; 2013. [cited 2019 Jul 23]. Available from: https://scholarworks.uark.edu/etd/740.

Council of Science Editors:

Ayres J. After Orwell: Totalitarian Fears and the English Political Novel, 1950-2010. [Doctoral Dissertation]. University of Arkansas; 2013. Available from: https://scholarworks.uark.edu/etd/740


University of Arkansas

20. Baldwin, Evelyn. Reading and Religion: Reconciling Diverse Reading Patterns and the First Year Composition Classroom.

Degree: PhD, 2013, University of Arkansas

  While tolerance is the supposed standard of the first-year composition classroom, the writing patterns and argumentation skills of self-identified Christian students often frustrate teachers… (more)

Subjects/Keywords: Education; Composition; Reading patterns; Young adult literature; Higher Education and Teaching; Rhetoric and Composition; Secondary Education and Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Baldwin, E. (2013). Reading and Religion: Reconciling Diverse Reading Patterns and the First Year Composition Classroom. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/752

Chicago Manual of Style (16th Edition):

Baldwin, Evelyn. “Reading and Religion: Reconciling Diverse Reading Patterns and the First Year Composition Classroom.” 2013. Doctoral Dissertation, University of Arkansas. Accessed July 23, 2019. https://scholarworks.uark.edu/etd/752.

MLA Handbook (7th Edition):

Baldwin, Evelyn. “Reading and Religion: Reconciling Diverse Reading Patterns and the First Year Composition Classroom.” 2013. Web. 23 Jul 2019.

Vancouver:

Baldwin E. Reading and Religion: Reconciling Diverse Reading Patterns and the First Year Composition Classroom. [Internet] [Doctoral dissertation]. University of Arkansas; 2013. [cited 2019 Jul 23]. Available from: https://scholarworks.uark.edu/etd/752.

Council of Science Editors:

Baldwin E. Reading and Religion: Reconciling Diverse Reading Patterns and the First Year Composition Classroom. [Doctoral Dissertation]. University of Arkansas; 2013. Available from: https://scholarworks.uark.edu/etd/752

.