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Degree: MA  Dates: Last 2 Years

You searched for subject:( Accounting Study AND teaching Higher ). Showing records 1 – 26 of 26 total matches.

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Stellenbosch University

1. Lotter, Risha Shalome Jedidiah. A study of multilingual Extended Degree Programme (EDP) students: The construction of voice through metadiscourse markers in written texts.

Degree: MA, General Linguistics, 2018, Stellenbosch University

ENGLISH ABSTRACT: Higher Education has become increasingly diverse, and this is especially true in South Africa where universities have adapted to allow for more equitable… (more)

Subjects/Keywords: Discourse analysis; Education, Higher  – Aims and objects; Written language  – Communication; English language rhetoric  – Study and teaching; Multilingualism; Continuing education  – Students; Academic writing  – Study and teaching; UCTD

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APA (6th Edition):

Lotter, R. S. J. (2018). A study of multilingual Extended Degree Programme (EDP) students: The construction of voice through metadiscourse markers in written texts. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/103647

Chicago Manual of Style (16th Edition):

Lotter, Risha Shalome Jedidiah. “A study of multilingual Extended Degree Programme (EDP) students: The construction of voice through metadiscourse markers in written texts.” 2018. Masters Thesis, Stellenbosch University. Accessed November 13, 2019. http://hdl.handle.net/10019.1/103647.

MLA Handbook (7th Edition):

Lotter, Risha Shalome Jedidiah. “A study of multilingual Extended Degree Programme (EDP) students: The construction of voice through metadiscourse markers in written texts.” 2018. Web. 13 Nov 2019.

Vancouver:

Lotter RSJ. A study of multilingual Extended Degree Programme (EDP) students: The construction of voice through metadiscourse markers in written texts. [Internet] [Masters thesis]. Stellenbosch University; 2018. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10019.1/103647.

Council of Science Editors:

Lotter RSJ. A study of multilingual Extended Degree Programme (EDP) students: The construction of voice through metadiscourse markers in written texts. [Masters Thesis]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/103647


Florida State University

2. Duan, Yiran. Life Histories of Four Chinese and Taiwanese Immigrants in Tallahassee, Florida.

Degree: MA, Anthropology, 2018, Florida State University

This thesis explores the life stories of four Chinese and Taiwanese immigrants in Tallahassee by collecting detailed narratives. There are three aspects that this thesis… (more)

Subjects/Keywords: Study and teaching

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APA (6th Edition):

Duan, Y. (2018). Life Histories of Four Chinese and Taiwanese Immigrants in Tallahassee, Florida. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/2018_Sp_Duan_fsu_0071N_14603 ;

Chicago Manual of Style (16th Edition):

Duan, Yiran. “Life Histories of Four Chinese and Taiwanese Immigrants in Tallahassee, Florida.” 2018. Masters Thesis, Florida State University. Accessed November 13, 2019. http://purl.flvc.org/fsu/fd/2018_Sp_Duan_fsu_0071N_14603 ;.

MLA Handbook (7th Edition):

Duan, Yiran. “Life Histories of Four Chinese and Taiwanese Immigrants in Tallahassee, Florida.” 2018. Web. 13 Nov 2019.

Vancouver:

Duan Y. Life Histories of Four Chinese and Taiwanese Immigrants in Tallahassee, Florida. [Internet] [Masters thesis]. Florida State University; 2018. [cited 2019 Nov 13]. Available from: http://purl.flvc.org/fsu/fd/2018_Sp_Duan_fsu_0071N_14603 ;.

Council of Science Editors:

Duan Y. Life Histories of Four Chinese and Taiwanese Immigrants in Tallahassee, Florida. [Masters Thesis]. Florida State University; 2018. Available from: http://purl.flvc.org/fsu/fd/2018_Sp_Duan_fsu_0071N_14603 ;


Stellenbosch University

3. Crous, Mikhaila. South African Space(s) and Belonging(s). A critical analysis of Max Annas’ thriller Die Mauer in consideration of teaching German as a Foreign Language (GFL) within South African Tertiary Education.

Degree: MA, 2018, Stellenbosch University

ENGLISH ABSTRACT : South African Space(s) and Belonging(s). A critical analysis of Max Annas’ thriller Die Mauer in consideration of teaching German as a Foreign… (more)

Subjects/Keywords: Space in literature; UCTD; Annas, Max, 1963-; German literature  – 21st century  – History and criticism; German language  – Study and teaching  – Foreign speakers; Education  – Study and teaching (Higher)  – South Africa; South Africa  – In literature

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APA (6th Edition):

Crous, M. (2018). South African Space(s) and Belonging(s). A critical analysis of Max Annas’ thriller Die Mauer in consideration of teaching German as a Foreign Language (GFL) within South African Tertiary Education. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/103469

Chicago Manual of Style (16th Edition):

Crous, Mikhaila. “South African Space(s) and Belonging(s). A critical analysis of Max Annas’ thriller Die Mauer in consideration of teaching German as a Foreign Language (GFL) within South African Tertiary Education.” 2018. Masters Thesis, Stellenbosch University. Accessed November 13, 2019. http://hdl.handle.net/10019.1/103469.

MLA Handbook (7th Edition):

Crous, Mikhaila. “South African Space(s) and Belonging(s). A critical analysis of Max Annas’ thriller Die Mauer in consideration of teaching German as a Foreign Language (GFL) within South African Tertiary Education.” 2018. Web. 13 Nov 2019.

Vancouver:

Crous M. South African Space(s) and Belonging(s). A critical analysis of Max Annas’ thriller Die Mauer in consideration of teaching German as a Foreign Language (GFL) within South African Tertiary Education. [Internet] [Masters thesis]. Stellenbosch University; 2018. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10019.1/103469.

Council of Science Editors:

Crous M. South African Space(s) and Belonging(s). A critical analysis of Max Annas’ thriller Die Mauer in consideration of teaching German as a Foreign Language (GFL) within South African Tertiary Education. [Masters Thesis]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/103469


Texas State University – San Marcos

4. Day, Cooper. Reflection's Role in Transfer: An Analysis of Threshold Concepts in Student Reflections.

Degree: MA, Rhetoric and Composition, 2018, Texas State University – San Marcos

No abstract prepared. Advisors/Committee Members: Leake, Eric (advisor), Pimentel, Octavio (committee member), Jackson, Rebecca (committee member).

Subjects/Keywords: Reflection; Reiteration; Parroting; Threshold Concepts; Transfer; English language – Rhetoric – Study and teaching; Critical thinking – Study and teaching (Higher); Reflective learning

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APA (6th Edition):

Day, C. (2018). Reflection's Role in Transfer: An Analysis of Threshold Concepts in Student Reflections. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7375

Chicago Manual of Style (16th Edition):

Day, Cooper. “Reflection's Role in Transfer: An Analysis of Threshold Concepts in Student Reflections.” 2018. Masters Thesis, Texas State University – San Marcos. Accessed November 13, 2019. https://digital.library.txstate.edu/handle/10877/7375.

MLA Handbook (7th Edition):

Day, Cooper. “Reflection's Role in Transfer: An Analysis of Threshold Concepts in Student Reflections.” 2018. Web. 13 Nov 2019.

Vancouver:

Day C. Reflection's Role in Transfer: An Analysis of Threshold Concepts in Student Reflections. [Internet] [Masters thesis]. Texas State University – San Marcos; 2018. [cited 2019 Nov 13]. Available from: https://digital.library.txstate.edu/handle/10877/7375.

Council of Science Editors:

Day C. Reflection's Role in Transfer: An Analysis of Threshold Concepts in Student Reflections. [Masters Thesis]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7375


Florida State University

5. Burnside, Timothy. Saccharine Terrorism: Norman Vincent Peale, Guideposts, and the Politics of Positive Thinking.

Degree: MA, Religion, 2018, Florida State University

This project elucidates how gendered notions of prosperity and labor within postwar Christianity provided highly saleable and successful modes, models, and technologies of self-production aimed… (more)

Subjects/Keywords: Religion; History; Study and teaching

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APA (6th Edition):

Burnside, T. (2018). Saccharine Terrorism: Norman Vincent Peale, Guideposts, and the Politics of Positive Thinking. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/2018_Sp_Burnside_fsu_0071N_14564 ;

Chicago Manual of Style (16th Edition):

Burnside, Timothy. “Saccharine Terrorism: Norman Vincent Peale, Guideposts, and the Politics of Positive Thinking.” 2018. Masters Thesis, Florida State University. Accessed November 13, 2019. http://purl.flvc.org/fsu/fd/2018_Sp_Burnside_fsu_0071N_14564 ;.

MLA Handbook (7th Edition):

Burnside, Timothy. “Saccharine Terrorism: Norman Vincent Peale, Guideposts, and the Politics of Positive Thinking.” 2018. Web. 13 Nov 2019.

Vancouver:

Burnside T. Saccharine Terrorism: Norman Vincent Peale, Guideposts, and the Politics of Positive Thinking. [Internet] [Masters thesis]. Florida State University; 2018. [cited 2019 Nov 13]. Available from: http://purl.flvc.org/fsu/fd/2018_Sp_Burnside_fsu_0071N_14564 ;.

Council of Science Editors:

Burnside T. Saccharine Terrorism: Norman Vincent Peale, Guideposts, and the Politics of Positive Thinking. [Masters Thesis]. Florida State University; 2018. Available from: http://purl.flvc.org/fsu/fd/2018_Sp_Burnside_fsu_0071N_14564 ;


Florida State University

6. Pryor, Caroline M. Alexander Pushkin and Gannibal: A Self Reclamation.

Degree: MA, Modern Languages and Linguistics, 2018, Florida State University

Alexander Pushkin, the father of Modern Russian literature, has influenced every great contemporary Russian writer. His timeless poetry and insightful prose solidify him as a… (more)

Subjects/Keywords: Study and teaching; Ethnology; Study and teaching; History

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APA (6th Edition):

Pryor, C. M. (2018). Alexander Pushkin and Gannibal: A Self Reclamation. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/2018_Sp_Pryor_fsu_0071N_14550 ;

Chicago Manual of Style (16th Edition):

Pryor, Caroline M. “Alexander Pushkin and Gannibal: A Self Reclamation.” 2018. Masters Thesis, Florida State University. Accessed November 13, 2019. http://purl.flvc.org/fsu/fd/2018_Sp_Pryor_fsu_0071N_14550 ;.

MLA Handbook (7th Edition):

Pryor, Caroline M. “Alexander Pushkin and Gannibal: A Self Reclamation.” 2018. Web. 13 Nov 2019.

Vancouver:

Pryor CM. Alexander Pushkin and Gannibal: A Self Reclamation. [Internet] [Masters thesis]. Florida State University; 2018. [cited 2019 Nov 13]. Available from: http://purl.flvc.org/fsu/fd/2018_Sp_Pryor_fsu_0071N_14550 ;.

Council of Science Editors:

Pryor CM. Alexander Pushkin and Gannibal: A Self Reclamation. [Masters Thesis]. Florida State University; 2018. Available from: http://purl.flvc.org/fsu/fd/2018_Sp_Pryor_fsu_0071N_14550 ;


Rutgers University

7. Pitt, Jessica A. A critique of current pedagogical practice: teaching writing in secondary education.

Degree: MA, High school, 2019, Rutgers University

 This paper explores grading student compositions as an undemocratic and unethical practice that is detrimental to their growth as writers, particularly stunting their ability to… (more)

Subjects/Keywords: English; Writing  – Study and teaching (Secondary); Education—Study and teaching (Secondary)

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APA (6th Edition):

Pitt, J. A. (2019). A critique of current pedagogical practice: teaching writing in secondary education. (Masters Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/60864/

Chicago Manual of Style (16th Edition):

Pitt, Jessica A. “A critique of current pedagogical practice: teaching writing in secondary education.” 2019. Masters Thesis, Rutgers University. Accessed November 13, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/60864/.

MLA Handbook (7th Edition):

Pitt, Jessica A. “A critique of current pedagogical practice: teaching writing in secondary education.” 2019. Web. 13 Nov 2019.

Vancouver:

Pitt JA. A critique of current pedagogical practice: teaching writing in secondary education. [Internet] [Masters thesis]. Rutgers University; 2019. [cited 2019 Nov 13]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/60864/.

Council of Science Editors:

Pitt JA. A critique of current pedagogical practice: teaching writing in secondary education. [Masters Thesis]. Rutgers University; 2019. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/60864/


Stellenbosch University

8. Nel, Monet. Student voice and agency in master's thesis writing in a second language context: Beyond the use of pronouns.

Degree: MA, General Linguistics, 2017, Stellenbosch University

ENGLISH ABSTRACT: This thesis investigates the multimodal construction of voice and agency in master's theses within the South African context. I argue that voice is… (more)

Subjects/Keywords: Dissertations, Academic  – Authorship; Academic writing; English language  – Study and teaching  – Foreign speakers; Multilingualism and literature; Language and languages  – Study and teaching; Rhetoric  – Study and teaching; Second language acquisition; UCTD

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APA (6th Edition):

Nel, M. (2017). Student voice and agency in master's thesis writing in a second language context: Beyond the use of pronouns. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/102901

Chicago Manual of Style (16th Edition):

Nel, Monet. “Student voice and agency in master's thesis writing in a second language context: Beyond the use of pronouns.” 2017. Masters Thesis, Stellenbosch University. Accessed November 13, 2019. http://hdl.handle.net/10019.1/102901.

MLA Handbook (7th Edition):

Nel, Monet. “Student voice and agency in master's thesis writing in a second language context: Beyond the use of pronouns.” 2017. Web. 13 Nov 2019.

Vancouver:

Nel M. Student voice and agency in master's thesis writing in a second language context: Beyond the use of pronouns. [Internet] [Masters thesis]. Stellenbosch University; 2017. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10019.1/102901.

Council of Science Editors:

Nel M. Student voice and agency in master's thesis writing in a second language context: Beyond the use of pronouns. [Masters Thesis]. Stellenbosch University; 2017. Available from: http://hdl.handle.net/10019.1/102901


Florida State University

9. Kent, Kimberly A. Recognizing the 'Learned Lady' in the English Upper Class, 1750-1860.

Degree: MA, History, 2018, Florida State University

Class is one of the most frequently invoked analytic categories used in the study of British history. Yet, as recognized by scholar Eileen Boris, "class… (more)

Subjects/Keywords: History; Gender expression; Gender identity; Study and teaching

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APA (6th Edition):

Kent, K. A. (2018). Recognizing the 'Learned Lady' in the English Upper Class, 1750-1860. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/2018_Fall_Kent_fsu_0071N_14543 ;

Chicago Manual of Style (16th Edition):

Kent, Kimberly A. “Recognizing the 'Learned Lady' in the English Upper Class, 1750-1860.” 2018. Masters Thesis, Florida State University. Accessed November 13, 2019. http://purl.flvc.org/fsu/fd/2018_Fall_Kent_fsu_0071N_14543 ;.

MLA Handbook (7th Edition):

Kent, Kimberly A. “Recognizing the 'Learned Lady' in the English Upper Class, 1750-1860.” 2018. Web. 13 Nov 2019.

Vancouver:

Kent KA. Recognizing the 'Learned Lady' in the English Upper Class, 1750-1860. [Internet] [Masters thesis]. Florida State University; 2018. [cited 2019 Nov 13]. Available from: http://purl.flvc.org/fsu/fd/2018_Fall_Kent_fsu_0071N_14543 ;.

Council of Science Editors:

Kent KA. Recognizing the 'Learned Lady' in the English Upper Class, 1750-1860. [Masters Thesis]. Florida State University; 2018. Available from: http://purl.flvc.org/fsu/fd/2018_Fall_Kent_fsu_0071N_14543 ;


Stellenbosch University

10. Hahnfeld, Andrea. Eine Didaktisierung zum Einsatz im literaturwissenschaftlich orientierten DaF-Unterricht an der Universität Stellenbosch am Beispiel von Wolfgang Herrndorfs "Tschick".

Degree: MA, Modern Foreign Languages, 2018, Stellenbosch University

ENGLISH ABSTRACT: The application of blended learning is currently required by many institutions. Especially in the field of content and language integrated learning at universities,… (more)

Subjects/Keywords: Blended learning; Herrndorf, Wolfgang, 1965-2013; Herrndorf, Wolfgang, 1965-2013  – Tschick  – Criticism and interpretation; German literature  – 21st century  – Study and teaching; Language and languages  – Study and teaching; UCTD

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APA (6th Edition):

Hahnfeld, A. (2018). Eine Didaktisierung zum Einsatz im literaturwissenschaftlich orientierten DaF-Unterricht an der Universität Stellenbosch am Beispiel von Wolfgang Herrndorfs "Tschick". (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/104825

Chicago Manual of Style (16th Edition):

Hahnfeld, Andrea. “Eine Didaktisierung zum Einsatz im literaturwissenschaftlich orientierten DaF-Unterricht an der Universität Stellenbosch am Beispiel von Wolfgang Herrndorfs "Tschick".” 2018. Masters Thesis, Stellenbosch University. Accessed November 13, 2019. http://hdl.handle.net/10019.1/104825.

MLA Handbook (7th Edition):

Hahnfeld, Andrea. “Eine Didaktisierung zum Einsatz im literaturwissenschaftlich orientierten DaF-Unterricht an der Universität Stellenbosch am Beispiel von Wolfgang Herrndorfs "Tschick".” 2018. Web. 13 Nov 2019.

Vancouver:

Hahnfeld A. Eine Didaktisierung zum Einsatz im literaturwissenschaftlich orientierten DaF-Unterricht an der Universität Stellenbosch am Beispiel von Wolfgang Herrndorfs "Tschick". [Internet] [Masters thesis]. Stellenbosch University; 2018. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10019.1/104825.

Council of Science Editors:

Hahnfeld A. Eine Didaktisierung zum Einsatz im literaturwissenschaftlich orientierten DaF-Unterricht an der Universität Stellenbosch am Beispiel von Wolfgang Herrndorfs "Tschick". [Masters Thesis]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/104825


Stellenbosch University

11. Stromvig, Hlobsile. The functions of teacher code switching in classrooms, and teachers’ perceptions towards this practice : a case study of siSwati-English interactions in a semi-urban high school in Eswatini.

Degree: MA, General Linguistics, 2018, Stellenbosch University

ENGLISH ABSTRACT: The aim of the study is to investigate the occurrence and functions of teacher code switching in classrooms, in a semi-urban school in… (more)

Subjects/Keywords: Linguistics; Code switching (Linguistics); Bilingualism  – Swaziland; siSwati-English interactions; English language  – Study and teaching; UCTD

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APA (6th Edition):

Stromvig, H. (2018). The functions of teacher code switching in classrooms, and teachers’ perceptions towards this practice : a case study of siSwati-English interactions in a semi-urban high school in Eswatini. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/105024

Chicago Manual of Style (16th Edition):

Stromvig, Hlobsile. “The functions of teacher code switching in classrooms, and teachers’ perceptions towards this practice : a case study of siSwati-English interactions in a semi-urban high school in Eswatini.” 2018. Masters Thesis, Stellenbosch University. Accessed November 13, 2019. http://hdl.handle.net/10019.1/105024.

MLA Handbook (7th Edition):

Stromvig, Hlobsile. “The functions of teacher code switching in classrooms, and teachers’ perceptions towards this practice : a case study of siSwati-English interactions in a semi-urban high school in Eswatini.” 2018. Web. 13 Nov 2019.

Vancouver:

Stromvig H. The functions of teacher code switching in classrooms, and teachers’ perceptions towards this practice : a case study of siSwati-English interactions in a semi-urban high school in Eswatini. [Internet] [Masters thesis]. Stellenbosch University; 2018. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10019.1/105024.

Council of Science Editors:

Stromvig H. The functions of teacher code switching in classrooms, and teachers’ perceptions towards this practice : a case study of siSwati-English interactions in a semi-urban high school in Eswatini. [Masters Thesis]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/105024


Florida State University

12. Wirsansky, Danielle. Doing a Real Job: The Evolution in Women's Roles in British Society through the Lens of Female Spies, 1914-1945.

Degree: MA, History, 2018, Florida State University

The first half of the twentieth century was in many ways a watershed era for women and their role in British society. The world wars… (more)

Subjects/Keywords: History; Gender expression; Gender identity; Holocaust, Jewish (1939-1945); Study and teaching

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APA (6th Edition):

Wirsansky, D. (2018). Doing a Real Job: The Evolution in Women's Roles in British Society through the Lens of Female Spies, 1914-1945. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/2018_Sp_Wirsansky_fsu_0071N_14327 ;

Chicago Manual of Style (16th Edition):

Wirsansky, Danielle. “Doing a Real Job: The Evolution in Women's Roles in British Society through the Lens of Female Spies, 1914-1945.” 2018. Masters Thesis, Florida State University. Accessed November 13, 2019. http://purl.flvc.org/fsu/fd/2018_Sp_Wirsansky_fsu_0071N_14327 ;.

MLA Handbook (7th Edition):

Wirsansky, Danielle. “Doing a Real Job: The Evolution in Women's Roles in British Society through the Lens of Female Spies, 1914-1945.” 2018. Web. 13 Nov 2019.

Vancouver:

Wirsansky D. Doing a Real Job: The Evolution in Women's Roles in British Society through the Lens of Female Spies, 1914-1945. [Internet] [Masters thesis]. Florida State University; 2018. [cited 2019 Nov 13]. Available from: http://purl.flvc.org/fsu/fd/2018_Sp_Wirsansky_fsu_0071N_14327 ;.

Council of Science Editors:

Wirsansky D. Doing a Real Job: The Evolution in Women's Roles in British Society through the Lens of Female Spies, 1914-1945. [Masters Thesis]. Florida State University; 2018. Available from: http://purl.flvc.org/fsu/fd/2018_Sp_Wirsansky_fsu_0071N_14327 ;


Stellenbosch University

13. Groenewald, Karin. Zu Lernmotivationen fur Deutsch im sudafrikanischen Kontext am Beispiel einer Fallstudie : Stellenbosch.

Degree: MA, Modern Foreign Languages, 2019, Stellenbosch University

ENGLISH ABSTRACT: The following thesis focuses on the identification of tendencies in the motivation for learning German as a foreign language in South Africa, and… (more)

Subjects/Keywords: German language  – Study and teaching  – Foreign speakers; Motivations for learning German in South Africa; German teaching in Stellenbosch; UCTD; Deutsch als Fremdsprache

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APA (6th Edition):

Groenewald, K. (2019). Zu Lernmotivationen fur Deutsch im sudafrikanischen Kontext am Beispiel einer Fallstudie : Stellenbosch. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/105925

Chicago Manual of Style (16th Edition):

Groenewald, Karin. “Zu Lernmotivationen fur Deutsch im sudafrikanischen Kontext am Beispiel einer Fallstudie : Stellenbosch.” 2019. Masters Thesis, Stellenbosch University. Accessed November 13, 2019. http://hdl.handle.net/10019.1/105925.

MLA Handbook (7th Edition):

Groenewald, Karin. “Zu Lernmotivationen fur Deutsch im sudafrikanischen Kontext am Beispiel einer Fallstudie : Stellenbosch.” 2019. Web. 13 Nov 2019.

Vancouver:

Groenewald K. Zu Lernmotivationen fur Deutsch im sudafrikanischen Kontext am Beispiel einer Fallstudie : Stellenbosch. [Internet] [Masters thesis]. Stellenbosch University; 2019. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10019.1/105925.

Council of Science Editors:

Groenewald K. Zu Lernmotivationen fur Deutsch im sudafrikanischen Kontext am Beispiel einer Fallstudie : Stellenbosch. [Masters Thesis]. Stellenbosch University; 2019. Available from: http://hdl.handle.net/10019.1/105925


Stellenbosch University

14. Van Stryp, Jackie Etta. The effect of multilingual glossaries of meta-cognitive verbs on improving assessment performance: a case study at a South African university of technology.

Degree: MA, General Linguistics, 2018, Stellenbosch University

ENGLISH ABSTRACT: This study was conducted to determine whether first-year students at a university of technology would benefit from the use of multilingual glossaries of… (more)

Subjects/Keywords: Multilingual glossaries; Metacognition; Verb; English language  – Verb; College students  – Rating of; Learning  – Evaluation; English language  – Study and teaching  – Foreign learners; UCTD

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APA (6th Edition):

Van Stryp, J. E. (2018). The effect of multilingual glossaries of meta-cognitive verbs on improving assessment performance: a case study at a South African university of technology. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/105007

Chicago Manual of Style (16th Edition):

Van Stryp, Jackie Etta. “The effect of multilingual glossaries of meta-cognitive verbs on improving assessment performance: a case study at a South African university of technology.” 2018. Masters Thesis, Stellenbosch University. Accessed November 13, 2019. http://hdl.handle.net/10019.1/105007.

MLA Handbook (7th Edition):

Van Stryp, Jackie Etta. “The effect of multilingual glossaries of meta-cognitive verbs on improving assessment performance: a case study at a South African university of technology.” 2018. Web. 13 Nov 2019.

Vancouver:

Van Stryp JE. The effect of multilingual glossaries of meta-cognitive verbs on improving assessment performance: a case study at a South African university of technology. [Internet] [Masters thesis]. Stellenbosch University; 2018. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10019.1/105007.

Council of Science Editors:

Van Stryp JE. The effect of multilingual glossaries of meta-cognitive verbs on improving assessment performance: a case study at a South African university of technology. [Masters Thesis]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/105007


Portland State University

15. Takizawa, Kumiko. Stance-taking: JFL Learners and Benefactive Verbs.

Degree: MA, World Languages and Literatures, 2018, Portland State University

  This study explores how JFL learners take a benefactive stance in Japanese. As Jaffe (2009) observes, stance-taking "plays a complex role with respect to… (more)

Subjects/Keywords: Grammar; Comparative and general  – Benefactive constructions; Japanese language  – Study and teaching  – English speakers; Japanese Studies; Linguistics

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APA (6th Edition):

Takizawa, K. (2018). Stance-taking: JFL Learners and Benefactive Verbs. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4481

Chicago Manual of Style (16th Edition):

Takizawa, Kumiko. “Stance-taking: JFL Learners and Benefactive Verbs.” 2018. Masters Thesis, Portland State University. Accessed November 13, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4481.

MLA Handbook (7th Edition):

Takizawa, Kumiko. “Stance-taking: JFL Learners and Benefactive Verbs.” 2018. Web. 13 Nov 2019.

Vancouver:

Takizawa K. Stance-taking: JFL Learners and Benefactive Verbs. [Internet] [Masters thesis]. Portland State University; 2018. [cited 2019 Nov 13]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4481.

Council of Science Editors:

Takizawa K. Stance-taking: JFL Learners and Benefactive Verbs. [Masters Thesis]. Portland State University; 2018. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4481


Portland State University

16. Moe, Cailey Catherine. Multilingualism and Multiculturalism: Opinions from Spanish-Speaking English Learners from Mexico, Central America, and South America.

Degree: MA, Applied Linguistics, 2017, Portland State University

  Within the population of adult English-language learners in the United States, the largest portion is comprised of Spanish speakers from Mexico and Central and… (more)

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers; Identity (Psychology); Multilingualism; Applied Linguistics; First and Second Language Acquisition

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APA (6th Edition):

Moe, C. C. (2017). Multilingualism and Multiculturalism: Opinions from Spanish-Speaking English Learners from Mexico, Central America, and South America. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4059

Chicago Manual of Style (16th Edition):

Moe, Cailey Catherine. “Multilingualism and Multiculturalism: Opinions from Spanish-Speaking English Learners from Mexico, Central America, and South America.” 2017. Masters Thesis, Portland State University. Accessed November 13, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4059.

MLA Handbook (7th Edition):

Moe, Cailey Catherine. “Multilingualism and Multiculturalism: Opinions from Spanish-Speaking English Learners from Mexico, Central America, and South America.” 2017. Web. 13 Nov 2019.

Vancouver:

Moe CC. Multilingualism and Multiculturalism: Opinions from Spanish-Speaking English Learners from Mexico, Central America, and South America. [Internet] [Masters thesis]. Portland State University; 2017. [cited 2019 Nov 13]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4059.

Council of Science Editors:

Moe CC. Multilingualism and Multiculturalism: Opinions from Spanish-Speaking English Learners from Mexico, Central America, and South America. [Masters Thesis]. Portland State University; 2017. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4059


Western Washington University

17. Allmand, Chloe. You Know?: Decoding ‘Knowing’ in the English Professor/Student Relationship.

Degree: MA, English, 2018, Western Washington University

  This project uses a grounded theory methodology to study what university professors mean when they talk about “getting to know students.” Eight tenure-track and… (more)

Subjects/Keywords: English Language and Literature; English teachers – Methodology; Teacher-student relationships – Methodology; English – Study and teaching – Methodology; masters theses

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APA (6th Edition):

Allmand, C. (2018). You Know?: Decoding ‘Knowing’ in the English Professor/Student Relationship. (Masters Thesis). Western Washington University. Retrieved from https://cedar.wwu.edu/wwuet/689

Chicago Manual of Style (16th Edition):

Allmand, Chloe. “You Know?: Decoding ‘Knowing’ in the English Professor/Student Relationship.” 2018. Masters Thesis, Western Washington University. Accessed November 13, 2019. https://cedar.wwu.edu/wwuet/689.

MLA Handbook (7th Edition):

Allmand, Chloe. “You Know?: Decoding ‘Knowing’ in the English Professor/Student Relationship.” 2018. Web. 13 Nov 2019.

Vancouver:

Allmand C. You Know?: Decoding ‘Knowing’ in the English Professor/Student Relationship. [Internet] [Masters thesis]. Western Washington University; 2018. [cited 2019 Nov 13]. Available from: https://cedar.wwu.edu/wwuet/689.

Council of Science Editors:

Allmand C. You Know?: Decoding ‘Knowing’ in the English Professor/Student Relationship. [Masters Thesis]. Western Washington University; 2018. Available from: https://cedar.wwu.edu/wwuet/689


Texas State University – San Marcos

18. Gray, Kaila Paloma. Parasocial Relationships: Examining Viewers' Connections with Characters in Television Series.

Degree: MA, Mass Communication, 2018, Texas State University – San Marcos

 The purpose of this study was to compare participants’ parasocial relationships (PSRs) with characters in scripted television series and celebrities in reality television series and… (more)

Subjects/Keywords: Parasocial relationships; Television series; Popular culture – Study and teaching; Mass media – Social aspects; Performing arts – Psychological aspects

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APA (6th Edition):

Gray, K. P. (2018). Parasocial Relationships: Examining Viewers' Connections with Characters in Television Series. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7884

Chicago Manual of Style (16th Edition):

Gray, Kaila Paloma. “Parasocial Relationships: Examining Viewers' Connections with Characters in Television Series.” 2018. Masters Thesis, Texas State University – San Marcos. Accessed November 13, 2019. https://digital.library.txstate.edu/handle/10877/7884.

MLA Handbook (7th Edition):

Gray, Kaila Paloma. “Parasocial Relationships: Examining Viewers' Connections with Characters in Television Series.” 2018. Web. 13 Nov 2019.

Vancouver:

Gray KP. Parasocial Relationships: Examining Viewers' Connections with Characters in Television Series. [Internet] [Masters thesis]. Texas State University – San Marcos; 2018. [cited 2019 Nov 13]. Available from: https://digital.library.txstate.edu/handle/10877/7884.

Council of Science Editors:

Gray KP. Parasocial Relationships: Examining Viewers' Connections with Characters in Television Series. [Masters Thesis]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7884


Stellenbosch University

19. Sato, Maiko. Investment in learning Japanese as a foreign language: A case study of multilingual adults in South Africa.

Degree: MA, General Linguistics, 2018, Stellenbosch University

ENGLISH ABSTRACT: Over the last three decades, the number of Japanese language learners in the world have increased, while the number of learners in the… (more)

Subjects/Keywords: Japanese language  – Study and teaching  – Foreign speakers; Japanese language  – Textbooks for foreign speakers; Intercultural communication; Communication  – Textbooks for foreign speakers; Communication models  – Cross cultural studies; Multilingualism  – Adult education; UCTD

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APA (6th Edition):

Sato, M. (2018). Investment in learning Japanese as a foreign language: A case study of multilingual adults in South Africa. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/103761

Chicago Manual of Style (16th Edition):

Sato, Maiko. “Investment in learning Japanese as a foreign language: A case study of multilingual adults in South Africa.” 2018. Masters Thesis, Stellenbosch University. Accessed November 13, 2019. http://hdl.handle.net/10019.1/103761.

MLA Handbook (7th Edition):

Sato, Maiko. “Investment in learning Japanese as a foreign language: A case study of multilingual adults in South Africa.” 2018. Web. 13 Nov 2019.

Vancouver:

Sato M. Investment in learning Japanese as a foreign language: A case study of multilingual adults in South Africa. [Internet] [Masters thesis]. Stellenbosch University; 2018. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10019.1/103761.

Council of Science Editors:

Sato M. Investment in learning Japanese as a foreign language: A case study of multilingual adults in South Africa. [Masters Thesis]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/103761


Stellenbosch University

20. Raban, Mukhtar. The implementation of blended learning in an English communication course for first-year university engineering students - a case study.

Degree: MA, Modern Foreign Languages, 2018, Stellenbosch University

ENGLISH ABSTRACTS: Engineering qualifications in South Africa are required to include an English communication module or course that equips students with the necessary academic and… (more)

Subjects/Keywords: English for Academic Purposes (EAP); Flipped learning; Blended learning; English communication course  – Student experiences; Education  – Study and teaching; Language and education; UCTD

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APA (6th Edition):

Raban, M. (2018). The implementation of blended learning in an English communication course for first-year university engineering students - a case study. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/104955

Chicago Manual of Style (16th Edition):

Raban, Mukhtar. “The implementation of blended learning in an English communication course for first-year university engineering students - a case study.” 2018. Masters Thesis, Stellenbosch University. Accessed November 13, 2019. http://hdl.handle.net/10019.1/104955.

MLA Handbook (7th Edition):

Raban, Mukhtar. “The implementation of blended learning in an English communication course for first-year university engineering students - a case study.” 2018. Web. 13 Nov 2019.

Vancouver:

Raban M. The implementation of blended learning in an English communication course for first-year university engineering students - a case study. [Internet] [Masters thesis]. Stellenbosch University; 2018. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10019.1/104955.

Council of Science Editors:

Raban M. The implementation of blended learning in an English communication course for first-year university engineering students - a case study. [Masters Thesis]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/104955


Stellenbosch University

21. Van Wyk, Mizan. Zugehörigkeit trotz Ortlosigkeit. Eine kulturwissenschaftliche Betrachtung des Jugendromans Dazwischen : Ich von Julya Rabinowich. Mit einem Didaktisierungsvorschlag.

Degree: MA, Modern Foreign Languages, 2018, Stellenbosch University

ENGLISH ABSTRACT: Dazwischen: Ich (2016) is a young-adult novel, set in a German-speaking country, which follows the experiences of Madina, a refugee teenage girl, and… (more)

Subjects/Keywords: Rabinowich, Julya, 1970-  – Criticism and interpretation; Dazwischen : Ich  – Criticism and interpretation; German literature  – 21st century  – History and criticism; Literature  – Study and teaching; UCTD

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APA (6th Edition):

Van Wyk, M. (2018). Zugehörigkeit trotz Ortlosigkeit. Eine kulturwissenschaftliche Betrachtung des Jugendromans Dazwischen : Ich von Julya Rabinowich. Mit einem Didaktisierungsvorschlag. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/104802

Chicago Manual of Style (16th Edition):

Van Wyk, Mizan. “Zugehörigkeit trotz Ortlosigkeit. Eine kulturwissenschaftliche Betrachtung des Jugendromans Dazwischen : Ich von Julya Rabinowich. Mit einem Didaktisierungsvorschlag.” 2018. Masters Thesis, Stellenbosch University. Accessed November 13, 2019. http://hdl.handle.net/10019.1/104802.

MLA Handbook (7th Edition):

Van Wyk, Mizan. “Zugehörigkeit trotz Ortlosigkeit. Eine kulturwissenschaftliche Betrachtung des Jugendromans Dazwischen : Ich von Julya Rabinowich. Mit einem Didaktisierungsvorschlag.” 2018. Web. 13 Nov 2019.

Vancouver:

Van Wyk M. Zugehörigkeit trotz Ortlosigkeit. Eine kulturwissenschaftliche Betrachtung des Jugendromans Dazwischen : Ich von Julya Rabinowich. Mit einem Didaktisierungsvorschlag. [Internet] [Masters thesis]. Stellenbosch University; 2018. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10019.1/104802.

Council of Science Editors:

Van Wyk M. Zugehörigkeit trotz Ortlosigkeit. Eine kulturwissenschaftliche Betrachtung des Jugendromans Dazwischen : Ich von Julya Rabinowich. Mit einem Didaktisierungsvorschlag. [Masters Thesis]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/104802


Portland State University

22. Alasfour, Aisha Saud. Grammatical Errors by Arabic ESL Students: an Investigation of L1 Transfer through Error Analysis.

Degree: MA, Applied Linguistics, 2018, Portland State University

  This study investigated the effect of first language (L1) transfer on Arabic ESL learners' acquisition of the relative clauses, the passive voice and the… (more)

Subjects/Keywords: Language transfer (Language learning); Comparative and general grammar; English language  – Grammar  – Study and teaching  – Foreign speakers; Arabic language; Applied Linguistics; First and Second Language Acquisition

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APA (6th Edition):

Alasfour, A. S. (2018). Grammatical Errors by Arabic ESL Students: an Investigation of L1 Transfer through Error Analysis. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4551

Chicago Manual of Style (16th Edition):

Alasfour, Aisha Saud. “Grammatical Errors by Arabic ESL Students: an Investigation of L1 Transfer through Error Analysis.” 2018. Masters Thesis, Portland State University. Accessed November 13, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4551.

MLA Handbook (7th Edition):

Alasfour, Aisha Saud. “Grammatical Errors by Arabic ESL Students: an Investigation of L1 Transfer through Error Analysis.” 2018. Web. 13 Nov 2019.

Vancouver:

Alasfour AS. Grammatical Errors by Arabic ESL Students: an Investigation of L1 Transfer through Error Analysis. [Internet] [Masters thesis]. Portland State University; 2018. [cited 2019 Nov 13]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4551.

Council of Science Editors:

Alasfour AS. Grammatical Errors by Arabic ESL Students: an Investigation of L1 Transfer through Error Analysis. [Masters Thesis]. Portland State University; 2018. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4551


Texas State University – San Marcos

23. Ekstrom, Carol. Non-Word Repetition and Vocabulary in Adolescents who are Blind.

Degree: MA, Communication Disorders, 2018, Texas State University – San Marcos

 When compared with their sighted peers, prior research on individuals who are blind has indicated strong working memory, as measured by digit span tests, and… (more)

Subjects/Keywords: Blind; Digit span; Non-word repetition; Working memory; Phonological memory; Vocabulary; Language arts (Secondary); English language – Study and teaching (Secondary); Children with visual disabilities; Short-term memory; Language acquisition

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APA (6th Edition):

Ekstrom, C. (2018). Non-Word Repetition and Vocabulary in Adolescents who are Blind. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7466

Chicago Manual of Style (16th Edition):

Ekstrom, Carol. “Non-Word Repetition and Vocabulary in Adolescents who are Blind.” 2018. Masters Thesis, Texas State University – San Marcos. Accessed November 13, 2019. https://digital.library.txstate.edu/handle/10877/7466.

MLA Handbook (7th Edition):

Ekstrom, Carol. “Non-Word Repetition and Vocabulary in Adolescents who are Blind.” 2018. Web. 13 Nov 2019.

Vancouver:

Ekstrom C. Non-Word Repetition and Vocabulary in Adolescents who are Blind. [Internet] [Masters thesis]. Texas State University – San Marcos; 2018. [cited 2019 Nov 13]. Available from: https://digital.library.txstate.edu/handle/10877/7466.

Council of Science Editors:

Ekstrom C. Non-Word Repetition and Vocabulary in Adolescents who are Blind. [Masters Thesis]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7466


Massey University

24. Jones, Madeline Rose. Impressions from the wild : a thematic analysis of adolescents' experience on Project K's Wilderness Adventure.

Degree: MA, Psychology, 2018, Massey University

 Positive youth development (PYD) programmes empower adolescents by developing youth resources and strengths in order to meet their significant potential. Project K is a PYD… (more)

Subjects/Keywords: Wilderness survival; Study and teaching; New Zealand; Outdoor recreation; Outdoor education; Youth development; Achievement motivation in youth; Youth; Psychology; Graeme Dingle Foundation

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APA (6th Edition):

Jones, M. R. (2018). Impressions from the wild : a thematic analysis of adolescents' experience on Project K's Wilderness Adventure. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/14998

Chicago Manual of Style (16th Edition):

Jones, Madeline Rose. “Impressions from the wild : a thematic analysis of adolescents' experience on Project K's Wilderness Adventure.” 2018. Masters Thesis, Massey University. Accessed November 13, 2019. http://hdl.handle.net/10179/14998.

MLA Handbook (7th Edition):

Jones, Madeline Rose. “Impressions from the wild : a thematic analysis of adolescents' experience on Project K's Wilderness Adventure.” 2018. Web. 13 Nov 2019.

Vancouver:

Jones MR. Impressions from the wild : a thematic analysis of adolescents' experience on Project K's Wilderness Adventure. [Internet] [Masters thesis]. Massey University; 2018. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10179/14998.

Council of Science Editors:

Jones MR. Impressions from the wild : a thematic analysis of adolescents' experience on Project K's Wilderness Adventure. [Masters Thesis]. Massey University; 2018. Available from: http://hdl.handle.net/10179/14998


Stellenbosch University

25. Bruns, Nicola Jo. South African journalism graduates’ preparedness for newsroom ethics: views of early-career journalists at News24, Eyewitness News and Independent Online.

Degree: MA, Journalism, 2019, Stellenbosch University

ENGLISH ABSTRACT: Several changes to the media landscape have highlighted how journalists need not only be wary of sources and the content that they share… (more)

Subjects/Keywords: Journalistic ethics  – South Africa; Mass media  – Moral and ethical aspects  – South Africa; Reporters and reporting  – Moral and ethical aspects  – South Africa; Journalism, Educational  – South Africa; Educational journalism  – South Africa; Journalism  – Study and teaching  – South Africa; Social perception  – Journalists  – South Africa; UCTD

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APA (6th Edition):

Bruns, N. J. (2019). South African journalism graduates’ preparedness for newsroom ethics: views of early-career journalists at News24, Eyewitness News and Independent Online. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/105759

Chicago Manual of Style (16th Edition):

Bruns, Nicola Jo. “South African journalism graduates’ preparedness for newsroom ethics: views of early-career journalists at News24, Eyewitness News and Independent Online.” 2019. Masters Thesis, Stellenbosch University. Accessed November 13, 2019. http://hdl.handle.net/10019.1/105759.

MLA Handbook (7th Edition):

Bruns, Nicola Jo. “South African journalism graduates’ preparedness for newsroom ethics: views of early-career journalists at News24, Eyewitness News and Independent Online.” 2019. Web. 13 Nov 2019.

Vancouver:

Bruns NJ. South African journalism graduates’ preparedness for newsroom ethics: views of early-career journalists at News24, Eyewitness News and Independent Online. [Internet] [Masters thesis]. Stellenbosch University; 2019. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10019.1/105759.

Council of Science Editors:

Bruns NJ. South African journalism graduates’ preparedness for newsroom ethics: views of early-career journalists at News24, Eyewitness News and Independent Online. [Masters Thesis]. Stellenbosch University; 2019. Available from: http://hdl.handle.net/10019.1/105759


Texas State University – San Marcos

26. Rybarski, Emily. Service Learning in the Writing Classroom: The Role Intergenerational Partnerships Play in Developing Community Writers.

Degree: MA, Rhetoric and Composition, 2018, Texas State University – San Marcos

No abstract prepared. Advisors/Committee Members: Jackson, Rebecca (advisor), Wilson, Nancy (advisor), Leake, Eric (advisor).

Subjects/Keywords: Intergenerational; Community Service; Process Pedagogy; Service Learning; Elder Studies; Rhetoric and Composition; Writing Studies; Service learning; English language – Rhetoric – Study and teaching

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APA (6th Edition):

Rybarski, E. (2018). Service Learning in the Writing Classroom: The Role Intergenerational Partnerships Play in Developing Community Writers. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7376

Chicago Manual of Style (16th Edition):

Rybarski, Emily. “Service Learning in the Writing Classroom: The Role Intergenerational Partnerships Play in Developing Community Writers.” 2018. Masters Thesis, Texas State University – San Marcos. Accessed November 13, 2019. https://digital.library.txstate.edu/handle/10877/7376.

MLA Handbook (7th Edition):

Rybarski, Emily. “Service Learning in the Writing Classroom: The Role Intergenerational Partnerships Play in Developing Community Writers.” 2018. Web. 13 Nov 2019.

Vancouver:

Rybarski E. Service Learning in the Writing Classroom: The Role Intergenerational Partnerships Play in Developing Community Writers. [Internet] [Masters thesis]. Texas State University – San Marcos; 2018. [cited 2019 Nov 13]. Available from: https://digital.library.txstate.edu/handle/10877/7376.

Council of Science Editors:

Rybarski E. Service Learning in the Writing Classroom: The Role Intergenerational Partnerships Play in Developing Community Writers. [Masters Thesis]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7376

.