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You searched for subject:( Finance Personal Study AND teaching Higher ). Showing records 1 – 30 of 263 total matches.

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1. Alfaifi, Kadia Mohammad. Using board games to teach physics.

Degree: Education, 2013, Eastern Washington University

  "This was an exploratory study that examined how board games affect students' motivation and learning of content about science (Physics). Quasi-Experiment research was used… (more)

Subjects/Keywords: Physics – Study and teaching (Higher); Physics – Study and teaching – Games; Educational games; Board games; Education

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

APA (6th Edition):

Alfaifi, K. M. (2013). Using board games to teach physics. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/169

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Alfaifi, Kadia Mohammad. “Using board games to teach physics.” 2013. Thesis, Eastern Washington University. Accessed August 25, 2019. http://dc.ewu.edu/theses/169.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Alfaifi, Kadia Mohammad. “Using board games to teach physics.” 2013. Web. 25 Aug 2019.

Vancouver:

Alfaifi KM. Using board games to teach physics. [Internet] [Thesis]. Eastern Washington University; 2013. [cited 2019 Aug 25]. Available from: http://dc.ewu.edu/theses/169.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alfaifi KM. Using board games to teach physics. [Thesis]. Eastern Washington University; 2013. Available from: http://dc.ewu.edu/theses/169

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Pullen, Amber D. Identifying as author: exploring the pedagogical basis for assisting diverse students to discover their identities through creatively defined literacy narratives.

Degree: MA, English, 2016, Eastern Washington University

 This thesis explores the current discourse surrounding the redefinition of concepts such as text and authorship in the field of composition studies. Drawing from scholarship… (more)

Subjects/Keywords: English language – Composition and exercises – Study and teaching – Northwest; Pacific; English language – Study and teaching (Higher) – Northwest; Pacific; Creative nonfiction – Study and teaching (Higher) – Northwest; Pacific; Essays – Authorship – Study and teaching (Higher) – Northwest; Pacific; Academic writing – Study and teaching (Higher) – Northwest; Pacific

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APA (6th Edition):

Pullen, A. D. (2016). Identifying as author: exploring the pedagogical basis for assisting diverse students to discover their identities through creatively defined literacy narratives. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/388

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pullen, Amber D. “Identifying as author: exploring the pedagogical basis for assisting diverse students to discover their identities through creatively defined literacy narratives.” 2016. Thesis, Eastern Washington University. Accessed August 25, 2019. http://dc.ewu.edu/theses/388.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pullen, Amber D. “Identifying as author: exploring the pedagogical basis for assisting diverse students to discover their identities through creatively defined literacy narratives.” 2016. Web. 25 Aug 2019.

Vancouver:

Pullen AD. Identifying as author: exploring the pedagogical basis for assisting diverse students to discover their identities through creatively defined literacy narratives. [Internet] [Thesis]. Eastern Washington University; 2016. [cited 2019 Aug 25]. Available from: http://dc.ewu.edu/theses/388.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pullen AD. Identifying as author: exploring the pedagogical basis for assisting diverse students to discover their identities through creatively defined literacy narratives. [Thesis]. Eastern Washington University; 2016. Available from: http://dc.ewu.edu/theses/388

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. De Paula, Sony Nicole. Increasing multimedia literacy in composition for multilingual writers: a case study of art analysis.

Degree: MA, English, 2016, Eastern Washington University

 "This multiple case study/critical ethnography/autoethnography was done in two composition classes for multilingual writers at EWU in order to explore ways to foster multimodal literacies… (more)

Subjects/Keywords: Media literacy – Study and teaching – Washington (State) – Cheney; Visual literacy – Study and teaching – Washington (State) – Cheney; Art appreciation – Study and teaching – Washington (State) – Cheney; English language – Study and teaching (Higher) – Foreign speakers; English language – Study and teaching (Higher) – Washington (State) – Cheney; Teaching – Aids and devices; Art appreciation – Study and teaching; English language – Study and teaching (Higher); English language – Study and teaching (Higher) – Foreign speakers; Media literacy – Study and teaching; Teaching – Aids and devices; Visual literacy – Study and teaching

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APA (6th Edition):

De Paula, S. N. (2016). Increasing multimedia literacy in composition for multilingual writers: a case study of art analysis. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/392

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

De Paula, Sony Nicole. “Increasing multimedia literacy in composition for multilingual writers: a case study of art analysis.” 2016. Thesis, Eastern Washington University. Accessed August 25, 2019. http://dc.ewu.edu/theses/392.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

De Paula, Sony Nicole. “Increasing multimedia literacy in composition for multilingual writers: a case study of art analysis.” 2016. Web. 25 Aug 2019.

Vancouver:

De Paula SN. Increasing multimedia literacy in composition for multilingual writers: a case study of art analysis. [Internet] [Thesis]. Eastern Washington University; 2016. [cited 2019 Aug 25]. Available from: http://dc.ewu.edu/theses/392.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

De Paula SN. Increasing multimedia literacy in composition for multilingual writers: a case study of art analysis. [Thesis]. Eastern Washington University; 2016. Available from: http://dc.ewu.edu/theses/392

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. Copley, Andrew J. College-level ELLs in two English composition courses: the transition from ESL to the mainstream.

Degree: MA, English, 2016, Eastern Washington University

 "This study will analyze patterns' in ESL student academic behavior particularly related to classroom learning during their transition between English 101 and English 201. The… (more)

Subjects/Keywords: Case studies; English language – Study and teaching (Higher) – Foreign speakers – Case studies; English language – Study and teaching (Higher) – Northwest; Pacific; Action research in education; Action research in education; English language – Study and teaching (Higher); English language – Study and teaching (Higher) – Foreign speakers

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APA (6th Edition):

Copley, A. J. (2016). College-level ELLs in two English composition courses: the transition from ESL to the mainstream. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/345

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Copley, Andrew J. “College-level ELLs in two English composition courses: the transition from ESL to the mainstream.” 2016. Thesis, Eastern Washington University. Accessed August 25, 2019. http://dc.ewu.edu/theses/345.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Copley, Andrew J. “College-level ELLs in two English composition courses: the transition from ESL to the mainstream.” 2016. Web. 25 Aug 2019.

Vancouver:

Copley AJ. College-level ELLs in two English composition courses: the transition from ESL to the mainstream. [Internet] [Thesis]. Eastern Washington University; 2016. [cited 2019 Aug 25]. Available from: http://dc.ewu.edu/theses/345.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Copley AJ. College-level ELLs in two English composition courses: the transition from ESL to the mainstream. [Thesis]. Eastern Washington University; 2016. Available from: http://dc.ewu.edu/theses/345

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Lacey, Peter M. Poetry in translation to teach ESL composition at the college level.

Degree: MA, English, 2013, Eastern Washington University

  "This thesis records the L1 to English poetry translations and subsequent self- reflections on the translation process by college level ESL composition students. It… (more)

Subjects/Keywords: English language – Study and teaching (Higher) – Foreign speakers; English language – Study and teaching (Higher) – Washington (State) – Cheney; Poetry – Translating; Diaries – Authorship; Bilingual, Multilingual, and Multicultural Education; English Language and Literature

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APA (6th Edition):

Lacey, P. M. (2013). Poetry in translation to teach ESL composition at the college level. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/88

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lacey, Peter M. “Poetry in translation to teach ESL composition at the college level.” 2013. Thesis, Eastern Washington University. Accessed August 25, 2019. http://dc.ewu.edu/theses/88.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lacey, Peter M. “Poetry in translation to teach ESL composition at the college level.” 2013. Web. 25 Aug 2019.

Vancouver:

Lacey PM. Poetry in translation to teach ESL composition at the college level. [Internet] [Thesis]. Eastern Washington University; 2013. [cited 2019 Aug 25]. Available from: http://dc.ewu.edu/theses/88.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lacey PM. Poetry in translation to teach ESL composition at the college level. [Thesis]. Eastern Washington University; 2013. Available from: http://dc.ewu.edu/theses/88

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Hawkins, Jennifer. Games for vocabulary enrichment: teaching multilingual writers at the college level.

Degree: MA, English, 2016, Eastern Washington University

  "This study explores the effectiveness of the game activity, Taboo, to teach ESL vocabulary in a college-level EAP course. It is mixed-methods research, including… (more)

Subjects/Keywords: Case studies; Games; English language – Study and teaching (Higher) – Foreign speakers – Case studies; English language – Composition and exercises – Study and teaching (Higher) – Washington (State) – Cheney; English language – Study and teaching (Higher) – Foreign speakers – Games; Educational games; Action research in education – Washington (State) – Cheney; Action research in education; Educational games; English language – Composition and exercises – Study and teaching (Higher); English language – Study and teaching (Higher) – Foreign speakers

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APA (6th Edition):

Hawkins, J. (2016). Games for vocabulary enrichment: teaching multilingual writers at the college level. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/353

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hawkins, Jennifer. “Games for vocabulary enrichment: teaching multilingual writers at the college level.” 2016. Thesis, Eastern Washington University. Accessed August 25, 2019. http://dc.ewu.edu/theses/353.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hawkins, Jennifer. “Games for vocabulary enrichment: teaching multilingual writers at the college level.” 2016. Web. 25 Aug 2019.

Vancouver:

Hawkins J. Games for vocabulary enrichment: teaching multilingual writers at the college level. [Internet] [Thesis]. Eastern Washington University; 2016. [cited 2019 Aug 25]. Available from: http://dc.ewu.edu/theses/353.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hawkins J. Games for vocabulary enrichment: teaching multilingual writers at the college level. [Thesis]. Eastern Washington University; 2016. Available from: http://dc.ewu.edu/theses/353

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. Hansen, Kelly G. Teaching the biography of Laura Ingalls Wilder: fostering a media literacy approach for multilingual writers.

Degree: MA, English, 2015, Eastern Washington University

 "In creating this thesis, the culmination of writings from teaching English composition to multilingual writers, contributed to my research. This action research study focuses on… (more)

Subjects/Keywords: Stone; Tanya Lee. – Laura Ingalls Wilder: a photographic story of a life; Wilder; Laura Ingalls;  – 1867-1957 – Study and teaching (Higher); English language – Study and teaching (Higher) – Foreign speakers; English language – Study and teaching (Higher) – Washington (State) – Cheney; Media literacy; Teaching – Aids and devices; Diaries – Authorship; Bilingual, Multilingual, and Multicultural Education; English Language and Literature

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APA (6th Edition):

Hansen, K. G. (2015). Teaching the biography of Laura Ingalls Wilder: fostering a media literacy approach for multilingual writers. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/289

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hansen, Kelly G. “Teaching the biography of Laura Ingalls Wilder: fostering a media literacy approach for multilingual writers.” 2015. Thesis, Eastern Washington University. Accessed August 25, 2019. http://dc.ewu.edu/theses/289.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hansen, Kelly G. “Teaching the biography of Laura Ingalls Wilder: fostering a media literacy approach for multilingual writers.” 2015. Web. 25 Aug 2019.

Vancouver:

Hansen KG. Teaching the biography of Laura Ingalls Wilder: fostering a media literacy approach for multilingual writers. [Internet] [Thesis]. Eastern Washington University; 2015. [cited 2019 Aug 25]. Available from: http://dc.ewu.edu/theses/289.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hansen KG. Teaching the biography of Laura Ingalls Wilder: fostering a media literacy approach for multilingual writers. [Thesis]. Eastern Washington University; 2015. Available from: http://dc.ewu.edu/theses/289

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. Bertrand, Benjamin J. Peer editing in composition for multilingual writers at the college level.

Degree: MA, English, 2013, Eastern Washington University

  "The goal of the present study was to investigate the effectiveness of a guided peer editing activity for multilingual college freshman. This was an… (more)

Subjects/Keywords: English language – Composition and exercises – Evaluation; English language – Composition and exercises – Study and teaching (Higher) – Foreign speakers; English language – Study and teaching (Higher) – Foreign speakers – Evaluation; Editing; Bilingual, Multilingual, and Multicultural Education; English Language and Literature

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

APA (6th Edition):

Bertrand, B. J. (2013). Peer editing in composition for multilingual writers at the college level. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/87

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bertrand, Benjamin J. “Peer editing in composition for multilingual writers at the college level.” 2013. Thesis, Eastern Washington University. Accessed August 25, 2019. http://dc.ewu.edu/theses/87.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bertrand, Benjamin J. “Peer editing in composition for multilingual writers at the college level.” 2013. Web. 25 Aug 2019.

Vancouver:

Bertrand BJ. Peer editing in composition for multilingual writers at the college level. [Internet] [Thesis]. Eastern Washington University; 2013. [cited 2019 Aug 25]. Available from: http://dc.ewu.edu/theses/87.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bertrand BJ. Peer editing in composition for multilingual writers at the college level. [Thesis]. Eastern Washington University; 2013. Available from: http://dc.ewu.edu/theses/87

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Flynn, Courtney A. Effects of a 10-week mental skills training intervention infused into a pre-existing English composition course.

Degree: Physical Education, Health and Recreation, 2016, Eastern Washington University

 "Academic performance is a complex phenomenon that is shaped by a wide variety of factors which extend beyond the traditional notions of academic skills and… (more)

Subjects/Keywords: College students – Washington (State) – Cheney – Psychology; English language – Study and teaching (Higher) – Washington (State) – Cheney; Motivation in education; Academic achievement; Sports – Psychological aspects; Academic achievement; College students – Psychology; English language – Study and teaching (Higher); Motivation in education; Sports – Psychological aspects

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APA (6th Edition):

Flynn, C. A. (2016). Effects of a 10-week mental skills training intervention infused into a pre-existing English composition course. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/377

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Flynn, Courtney A. “Effects of a 10-week mental skills training intervention infused into a pre-existing English composition course.” 2016. Thesis, Eastern Washington University. Accessed August 25, 2019. http://dc.ewu.edu/theses/377.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Flynn, Courtney A. “Effects of a 10-week mental skills training intervention infused into a pre-existing English composition course.” 2016. Web. 25 Aug 2019.

Vancouver:

Flynn CA. Effects of a 10-week mental skills training intervention infused into a pre-existing English composition course. [Internet] [Thesis]. Eastern Washington University; 2016. [cited 2019 Aug 25]. Available from: http://dc.ewu.edu/theses/377.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Flynn CA. Effects of a 10-week mental skills training intervention infused into a pre-existing English composition course. [Thesis]. Eastern Washington University; 2016. Available from: http://dc.ewu.edu/theses/377

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. McCurdy, Bergen Lorraine. The benefits of intercultural interactions: a position paper on the effects of study abroad and intercultural competence on pre-service and active teachers of ESL.

Degree: MA, English, 2012, Eastern Washington University

  "This thesis discusses a potential connection between immersion programs, second language acquisition, intercultural awareness, and the pre-service English as a Second Language instructors' ability… (more)

Subjects/Keywords: English language – Study and teaching (Higher) – Foreign speakers; Cultural competence; Second language acquisition; Foreign study; Bilingual, Multilingual, and Multicultural Education; English Language and Literature

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

APA (6th Edition):

McCurdy, B. L. (2012). The benefits of intercultural interactions: a position paper on the effects of study abroad and intercultural competence on pre-service and active teachers of ESL. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/33

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McCurdy, Bergen Lorraine. “The benefits of intercultural interactions: a position paper on the effects of study abroad and intercultural competence on pre-service and active teachers of ESL.” 2012. Thesis, Eastern Washington University. Accessed August 25, 2019. http://dc.ewu.edu/theses/33.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McCurdy, Bergen Lorraine. “The benefits of intercultural interactions: a position paper on the effects of study abroad and intercultural competence on pre-service and active teachers of ESL.” 2012. Web. 25 Aug 2019.

Vancouver:

McCurdy BL. The benefits of intercultural interactions: a position paper on the effects of study abroad and intercultural competence on pre-service and active teachers of ESL. [Internet] [Thesis]. Eastern Washington University; 2012. [cited 2019 Aug 25]. Available from: http://dc.ewu.edu/theses/33.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McCurdy BL. The benefits of intercultural interactions: a position paper on the effects of study abroad and intercultural competence on pre-service and active teachers of ESL. [Thesis]. Eastern Washington University; 2012. Available from: http://dc.ewu.edu/theses/33

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – San Bernardino

11. Wood, Robert Glenn. Points of conflict: Where the high school and university writing communities differ.

Degree: MAin English Composition, English, 1990, California State University – San Bernardino

Subjects/Keywords: English language  – Study and teaching (Higher); English language  – Study and teaching (Secondary); English language  – Composition and exercises  – Study and teaching; Rhetoric and Composition

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APA (6th Edition):

Wood, R. G. (1990). Points of conflict: Where the high school and university writing communities differ. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/568

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wood, Robert Glenn. “Points of conflict: Where the high school and university writing communities differ.” 1990. Thesis, California State University – San Bernardino. Accessed August 25, 2019. http://scholarworks.lib.csusb.edu/etd-project/568.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wood, Robert Glenn. “Points of conflict: Where the high school and university writing communities differ.” 1990. Web. 25 Aug 2019.

Vancouver:

Wood RG. Points of conflict: Where the high school and university writing communities differ. [Internet] [Thesis]. California State University – San Bernardino; 1990. [cited 2019 Aug 25]. Available from: http://scholarworks.lib.csusb.edu/etd-project/568.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wood RG. Points of conflict: Where the high school and university writing communities differ. [Thesis]. California State University – San Bernardino; 1990. Available from: http://scholarworks.lib.csusb.edu/etd-project/568

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – San Bernardino

12. Holiday, Judith Miriam. Evolving outcomes of the outcomes statement.

Degree: MAin English Composition, English, 2006, California State University – San Bernardino

 This thesis rhetorically analyzes the Outcomes Statement (OS) developed by "The Outcomes Collective" (a group of writing program administrators) for First-Year Composition. The OS was… (more)

Subjects/Keywords: English language Rhetoric Study and teaching; Report writing Study and teaching (Higher); Rhetoric and Composition

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APA (6th Edition):

Holiday, J. M. (2006). Evolving outcomes of the outcomes statement. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2966

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Holiday, Judith Miriam. “Evolving outcomes of the outcomes statement.” 2006. Thesis, California State University – San Bernardino. Accessed August 25, 2019. https://scholarworks.lib.csusb.edu/etd-project/2966.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Holiday, Judith Miriam. “Evolving outcomes of the outcomes statement.” 2006. Web. 25 Aug 2019.

Vancouver:

Holiday JM. Evolving outcomes of the outcomes statement. [Internet] [Thesis]. California State University – San Bernardino; 2006. [cited 2019 Aug 25]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2966.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Holiday JM. Evolving outcomes of the outcomes statement. [Thesis]. California State University – San Bernardino; 2006. Available from: https://scholarworks.lib.csusb.edu/etd-project/2966

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Alanazi, Munirab Abdullah. Using electronic writing to promote students' writing.

Degree: Education, 2013, Eastern Washington University

  "The purpose of this study was to promote students' writing by using electronic writing (e-writing) tools. Formal writing can lack the use of imagination… (more)

Subjects/Keywords: English language – Composition and exercises – Study and teaching (Higher) – Computer-assisted instruction; College students – Writing – Attitudes; Internet in education; Online social networks; Social media; Education

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APA (6th Edition):

Alanazi, M. A. (2013). Using electronic writing to promote students' writing. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/116

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Alanazi, Munirab Abdullah. “Using electronic writing to promote students' writing.” 2013. Thesis, Eastern Washington University. Accessed August 25, 2019. http://dc.ewu.edu/theses/116.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Alanazi, Munirab Abdullah. “Using electronic writing to promote students' writing.” 2013. Web. 25 Aug 2019.

Vancouver:

Alanazi MA. Using electronic writing to promote students' writing. [Internet] [Thesis]. Eastern Washington University; 2013. [cited 2019 Aug 25]. Available from: http://dc.ewu.edu/theses/116.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alanazi MA. Using electronic writing to promote students' writing. [Thesis]. Eastern Washington University; 2013. Available from: http://dc.ewu.edu/theses/116

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – San Bernardino

14. Manners, Tyler Paul. Rhetorical alternatives of free verse: A spatial perspective.

Degree: MAin English Composition, English, 1990, California State University – San Bernardino

Subjects/Keywords: Free verse; English language  – Versification; English language  – Study and teaching (Higher); Rhetoric

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

APA (6th Edition):

Manners, T. P. (1990). Rhetorical alternatives of free verse: A spatial perspective. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/572

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Manners, Tyler Paul. “Rhetorical alternatives of free verse: A spatial perspective.” 1990. Thesis, California State University – San Bernardino. Accessed August 25, 2019. http://scholarworks.lib.csusb.edu/etd-project/572.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Manners, Tyler Paul. “Rhetorical alternatives of free verse: A spatial perspective.” 1990. Web. 25 Aug 2019.

Vancouver:

Manners TP. Rhetorical alternatives of free verse: A spatial perspective. [Internet] [Thesis]. California State University – San Bernardino; 1990. [cited 2019 Aug 25]. Available from: http://scholarworks.lib.csusb.edu/etd-project/572.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Manners TP. Rhetorical alternatives of free verse: A spatial perspective. [Thesis]. California State University – San Bernardino; 1990. Available from: http://scholarworks.lib.csusb.edu/etd-project/572

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – San Bernardino

15. Walker, Catherine Livesay. Visual learning through Hypermedia.

Degree: MAin Education, Education, 1996, California State University – San Bernardino

Subjects/Keywords: Visual learning; Hypermedia; Geology  – Study and teaching (Higher); Computer-assisted instruction; Educational Methods

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APA (6th Edition):

Walker, C. L. (1996). Visual learning through Hypermedia. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1148

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Walker, Catherine Livesay. “Visual learning through Hypermedia.” 1996. Thesis, California State University – San Bernardino. Accessed August 25, 2019. http://scholarworks.lib.csusb.edu/etd-project/1148.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Walker, Catherine Livesay. “Visual learning through Hypermedia.” 1996. Web. 25 Aug 2019.

Vancouver:

Walker CL. Visual learning through Hypermedia. [Internet] [Thesis]. California State University – San Bernardino; 1996. [cited 2019 Aug 25]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1148.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Walker CL. Visual learning through Hypermedia. [Thesis]. California State University – San Bernardino; 1996. Available from: http://scholarworks.lib.csusb.edu/etd-project/1148

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


New Jersey Institute of Technology

16. Bhaumik, Aniraban. Introduction to pollution prevention concepts in freshman chemistry through simulations and hypermidia.

Degree: MSin Chemical Engineering - (M.S.), Chemical Engineering, Chemistry and Environmental Science, 1997, New Jersey Institute of Technology

  As citizens of the 20th century, a key issue we all are aware of is degradation of the environment. In the interest of teaching(more)

Subjects/Keywords: Pollution.; Chemistry – Study and teaching (Higher).; Chemical engineering – Simulation methods.; Chemical Engineering

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APA (6th Edition):

Bhaumik, A. (1997). Introduction to pollution prevention concepts in freshman chemistry through simulations and hypermidia. (Thesis). New Jersey Institute of Technology. Retrieved from https://digitalcommons.njit.edu/theses/916

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bhaumik, Aniraban. “Introduction to pollution prevention concepts in freshman chemistry through simulations and hypermidia.” 1997. Thesis, New Jersey Institute of Technology. Accessed August 25, 2019. https://digitalcommons.njit.edu/theses/916.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bhaumik, Aniraban. “Introduction to pollution prevention concepts in freshman chemistry through simulations and hypermidia.” 1997. Web. 25 Aug 2019.

Vancouver:

Bhaumik A. Introduction to pollution prevention concepts in freshman chemistry through simulations and hypermidia. [Internet] [Thesis]. New Jersey Institute of Technology; 1997. [cited 2019 Aug 25]. Available from: https://digitalcommons.njit.edu/theses/916.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bhaumik A. Introduction to pollution prevention concepts in freshman chemistry through simulations and hypermidia. [Thesis]. New Jersey Institute of Technology; 1997. Available from: https://digitalcommons.njit.edu/theses/916

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – San Bernardino

17. Owen, Teresa Nanette. Responding to personal issues in personal/experiential essays.

Degree: MAin English Composition, English, 1994, California State University – San Bernardino

Subjects/Keywords: English language  – Rhetoric  – Study and teaching (Higher); English language  – Style  – Study and teaching (Higher); College readers; Pain  – Psychological aspects; Authorship  – Psychological aspects; Rhetoric and Composition

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

APA (6th Edition):

Owen, T. N. (1994). Responding to personal issues in personal/experiential essays. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/956

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Owen, Teresa Nanette. “Responding to personal issues in personal/experiential essays.” 1994. Thesis, California State University – San Bernardino. Accessed August 25, 2019. http://scholarworks.lib.csusb.edu/etd-project/956.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Owen, Teresa Nanette. “Responding to personal issues in personal/experiential essays.” 1994. Web. 25 Aug 2019.

Vancouver:

Owen TN. Responding to personal issues in personal/experiential essays. [Internet] [Thesis]. California State University – San Bernardino; 1994. [cited 2019 Aug 25]. Available from: http://scholarworks.lib.csusb.edu/etd-project/956.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Owen TN. Responding to personal issues in personal/experiential essays. [Thesis]. California State University – San Bernardino; 1994. Available from: http://scholarworks.lib.csusb.edu/etd-project/956

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – San Bernardino

18. Conrad, Paul Jefferson. Analysis of PSP-like processes for software engineering.

Degree: MSin Computer Science, School of Computer Science and Engineering, 2006, California State University – San Bernardino

The purpose of this thesis is to provide the California State University, San Bernardino, Department of Computer Science with an analysis and recommended solution to improving the software development process. Advisors/Committee Members: Botting, Richard, Gomez, Ernesto, Schubert, Keith.

Subjects/Keywords: Software engineering Study and teaching (Higher); Computer software Evaluation; Computer software Development; Computer software Development; Computer software Evaluation; Software engineering Study and teaching (Higher); Software Engineering

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APA (6th Edition):

Conrad, P. J. (2006). Analysis of PSP-like processes for software engineering. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2962

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Conrad, Paul Jefferson. “Analysis of PSP-like processes for software engineering.” 2006. Thesis, California State University – San Bernardino. Accessed August 25, 2019. https://scholarworks.lib.csusb.edu/etd-project/2962.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Conrad, Paul Jefferson. “Analysis of PSP-like processes for software engineering.” 2006. Web. 25 Aug 2019.

Vancouver:

Conrad PJ. Analysis of PSP-like processes for software engineering. [Internet] [Thesis]. California State University – San Bernardino; 2006. [cited 2019 Aug 25]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2962.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Conrad PJ. Analysis of PSP-like processes for software engineering. [Thesis]. California State University – San Bernardino; 2006. Available from: https://scholarworks.lib.csusb.edu/etd-project/2962

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – San Bernardino

19. Wilson, Craig Steven. Using a computer negotiations simulation to improve the writing of English language learners in a specially designed academic instruction in English world history class.

Degree: MAin Interdisciplinary Studies, Interdisciplinary Studies, 1998, California State University – San Bernardino

Subjects/Keywords: Computer simulation  – Study and teaching (Higher)  – Interactive multimedia; World history  – Software; English language  – Study and teaching  – Foreign speakers; Composition (Language arts); History  – Study and teaching (Higher); Instructional Media Design

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

APA (6th Edition):

Wilson, C. S. (1998). Using a computer negotiations simulation to improve the writing of English language learners in a specially designed academic instruction in English world history class. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1672

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wilson, Craig Steven. “Using a computer negotiations simulation to improve the writing of English language learners in a specially designed academic instruction in English world history class.” 1998. Thesis, California State University – San Bernardino. Accessed August 25, 2019. http://scholarworks.lib.csusb.edu/etd-project/1672.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wilson, Craig Steven. “Using a computer negotiations simulation to improve the writing of English language learners in a specially designed academic instruction in English world history class.” 1998. Web. 25 Aug 2019.

Vancouver:

Wilson CS. Using a computer negotiations simulation to improve the writing of English language learners in a specially designed academic instruction in English world history class. [Internet] [Thesis]. California State University – San Bernardino; 1998. [cited 2019 Aug 25]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1672.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wilson CS. Using a computer negotiations simulation to improve the writing of English language learners in a specially designed academic instruction in English world history class. [Thesis]. California State University – San Bernardino; 1998. Available from: http://scholarworks.lib.csusb.edu/etd-project/1672

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – San Bernardino

20. Anderson, Jonathan Barney. Critical thinking and ideology: A study of composition's secondary curricula.

Degree: MAin English Composition, English, 2002, California State University – San Bernardino

In 1992 Maxine Hairston "Diversity, Ideology, and Teaching Writing" claimed that instead of teaching writing and critical thinking skills, First year Composition (FYC) instructors were instead using their classrooms as coercive political platforms that were detrimental to students' educational needs.

Subjects/Keywords: Critical thinking  – Study and teaching (Higher); Ideology in literature; English language  – Composition and exercise; Rhetoric  – Criticism; Creative thinking  – Study and teaching (Higher); English language  – Rhetoric  – Study and teaching (Higher); Critical thinking  – Study and teaching; Education; Rhetoric and Composition

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APA (6th Edition):

Anderson, J. B. (2002). Critical thinking and ideology: A study of composition's secondary curricula. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2094

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Anderson, Jonathan Barney. “Critical thinking and ideology: A study of composition's secondary curricula.” 2002. Thesis, California State University – San Bernardino. Accessed August 25, 2019. http://scholarworks.lib.csusb.edu/etd-project/2094.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Anderson, Jonathan Barney. “Critical thinking and ideology: A study of composition's secondary curricula.” 2002. Web. 25 Aug 2019.

Vancouver:

Anderson JB. Critical thinking and ideology: A study of composition's secondary curricula. [Internet] [Thesis]. California State University – San Bernardino; 2002. [cited 2019 Aug 25]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2094.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Anderson JB. Critical thinking and ideology: A study of composition's secondary curricula. [Thesis]. California State University – San Bernardino; 2002. Available from: http://scholarworks.lib.csusb.edu/etd-project/2094

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – San Bernardino

21. Jung, Miso. When English as a Second Language students meet text-responsible writing.

Degree: MAin English Composition, English, 2005, California State University – San Bernardino

 This thesis follows two international freshman students in an English composition class at California State University, San Bernardino. The results indicate that the students generally… (more)

Subjects/Keywords: English language Study and teaching (Higher) Foreign speakers; English language Rhetoric Study and teaching (Higher) Foreign speakers; Academic writing Study and teaching; Second language acquisition; Academic writing Study and teaching; English language Rhetoric Study and teaching (Higher) Foreign speakers; English language Study and teaching (Higher) Foreign speakers; Second language acquisition.; Education; First and Second Language Acquisition; Rhetoric and Composition

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

APA (6th Edition):

Jung, M. (2005). When English as a Second Language students meet text-responsible writing. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2906

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jung, Miso. “When English as a Second Language students meet text-responsible writing.” 2005. Thesis, California State University – San Bernardino. Accessed August 25, 2019. https://scholarworks.lib.csusb.edu/etd-project/2906.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jung, Miso. “When English as a Second Language students meet text-responsible writing.” 2005. Web. 25 Aug 2019.

Vancouver:

Jung M. When English as a Second Language students meet text-responsible writing. [Internet] [Thesis]. California State University – San Bernardino; 2005. [cited 2019 Aug 25]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2906.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jung M. When English as a Second Language students meet text-responsible writing. [Thesis]. California State University – San Bernardino; 2005. Available from: https://scholarworks.lib.csusb.edu/etd-project/2906

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – San Bernardino

22. Fisher, Janis Linch Banks. English writing placement assessment: Implications for at-risk learners.

Degree: MAin English Composition, English, 2001, California State University – San Bernardino

This thesis reviews literature regarding English writing placement assessment and its impact on at-risk (under-prepared) college students.

Subjects/Keywords: English language Rhetoric Study and teaching (Higher); English language Writing Study and teaching (Higher); English language Examinations; English language Composition and exercises Ability testing; English language Composition and exercises Study and teaching Evaluation; Composition (Language arts) Evaluation; Composition (Language arts) Evaluation; English language; English language Composition and exercises Ability testing; English language Composition and exercises Study and teaching Evaluation; English language Rhetoric Study and teaching (Higher); English language Writing Study and teaching (Higher); Rhetoric and Composition

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

APA (6th Edition):

Fisher, J. L. B. (2001). English writing placement assessment: Implications for at-risk learners. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/3022

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fisher, Janis Linch Banks. “English writing placement assessment: Implications for at-risk learners.” 2001. Thesis, California State University – San Bernardino. Accessed August 25, 2019. https://scholarworks.lib.csusb.edu/etd-project/3022.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fisher, Janis Linch Banks. “English writing placement assessment: Implications for at-risk learners.” 2001. Web. 25 Aug 2019.

Vancouver:

Fisher JLB. English writing placement assessment: Implications for at-risk learners. [Internet] [Thesis]. California State University – San Bernardino; 2001. [cited 2019 Aug 25]. Available from: https://scholarworks.lib.csusb.edu/etd-project/3022.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fisher JLB. English writing placement assessment: Implications for at-risk learners. [Thesis]. California State University – San Bernardino; 2001. Available from: https://scholarworks.lib.csusb.edu/etd-project/3022

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – San Bernardino

23. Fisher, Janis Linch Banks. English writing placement assessment: Implications for at-risk learners.

Degree: MAin English Composition, English, 2001, California State University – San Bernardino

This thesis reviews literature regarding English writing placement assessment and its impact on at-risk (under-prepared) college students.

Subjects/Keywords: English language Rhetoric Study and teaching (Higher); English language Writing Study and teaching (Higher); English language Examinations; English language Composition and exercises Ability testing; English language Composition and exercises Study and teaching Evaluation; Composition (Language arts) Evaluation; Composition (Language arts) Evaluation; English language; English language Composition and exercises Ability testing; English language Composition and exercises Study and teaching Evaluation; English language Rhetoric Study and teaching (Higher); English language Writing Study and teaching (Higher); Rhetoric and Composition

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APA (6th Edition):

Fisher, J. L. B. (2001). English writing placement assessment: Implications for at-risk learners. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/3154

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fisher, Janis Linch Banks. “English writing placement assessment: Implications for at-risk learners.” 2001. Thesis, California State University – San Bernardino. Accessed August 25, 2019. https://scholarworks.lib.csusb.edu/etd-project/3154.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fisher, Janis Linch Banks. “English writing placement assessment: Implications for at-risk learners.” 2001. Web. 25 Aug 2019.

Vancouver:

Fisher JLB. English writing placement assessment: Implications for at-risk learners. [Internet] [Thesis]. California State University – San Bernardino; 2001. [cited 2019 Aug 25]. Available from: https://scholarworks.lib.csusb.edu/etd-project/3154.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fisher JLB. English writing placement assessment: Implications for at-risk learners. [Thesis]. California State University – San Bernardino; 2001. Available from: https://scholarworks.lib.csusb.edu/etd-project/3154

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – San Bernardino

24. Enoch, Clara Louise. The writing center as a Burkean parlor: The influence of gender and the dual engines of power: collaboration and conflict.

Degree: MAin English Composition, English, 2006, California State University – San Bernardino

 This thesis examines writing centers and offers suggestions for tutor training that might help realize the ideal of the writing center as a Burkean parlor,… (more)

Subjects/Keywords: Writing centers; Sex role in literature; Tutors and tutoring; Resource programs (Education) Management; English language Rhetoric Study and teaching; Report writing Study and teaching (Higher); English language Rhetoric Study and teaching; Report writing Study and teaching (Higher); Resource programs (Education) Management; Sex role in literature; Tutors and tutoring; Writing centers.; Rhetoric and Composition

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APA (6th Edition):

Enoch, C. L. (2006). The writing center as a Burkean parlor: The influence of gender and the dual engines of power: collaboration and conflict. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2996

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Enoch, Clara Louise. “The writing center as a Burkean parlor: The influence of gender and the dual engines of power: collaboration and conflict.” 2006. Thesis, California State University – San Bernardino. Accessed August 25, 2019. https://scholarworks.lib.csusb.edu/etd-project/2996.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Enoch, Clara Louise. “The writing center as a Burkean parlor: The influence of gender and the dual engines of power: collaboration and conflict.” 2006. Web. 25 Aug 2019.

Vancouver:

Enoch CL. The writing center as a Burkean parlor: The influence of gender and the dual engines of power: collaboration and conflict. [Internet] [Thesis]. California State University – San Bernardino; 2006. [cited 2019 Aug 25]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2996.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Enoch CL. The writing center as a Burkean parlor: The influence of gender and the dual engines of power: collaboration and conflict. [Thesis]. California State University – San Bernardino; 2006. Available from: https://scholarworks.lib.csusb.edu/etd-project/2996

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Asiri, Nada Yousef. English as a second language learners and spelling performance in university multilingual writers.

Degree: MA, English, 2012, Eastern Washington University

Subjects/Keywords: English language – Study and teaching (Higher) – Foreign speakers; English language – Orthography and spelling – Study and teaching (Higher) – Foreign speakers; Bilingual, Multilingual, and Multicultural Education; English Language and Literature

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

APA (6th Edition):

Asiri, N. Y. (2012). English as a second language learners and spelling performance in university multilingual writers. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/18

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Asiri, Nada Yousef. “English as a second language learners and spelling performance in university multilingual writers.” 2012. Thesis, Eastern Washington University. Accessed August 25, 2019. http://dc.ewu.edu/theses/18.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Asiri, Nada Yousef. “English as a second language learners and spelling performance in university multilingual writers.” 2012. Web. 25 Aug 2019.

Vancouver:

Asiri NY. English as a second language learners and spelling performance in university multilingual writers. [Internet] [Thesis]. Eastern Washington University; 2012. [cited 2019 Aug 25]. Available from: http://dc.ewu.edu/theses/18.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Asiri NY. English as a second language learners and spelling performance in university multilingual writers. [Thesis]. Eastern Washington University; 2012. Available from: http://dc.ewu.edu/theses/18

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – San Bernardino

26. Cecil, Margaret Celia. Professional writing: How California State University, San Bernardino's Master of Arts in English Composition can prepare graduates for careers in the public sector.

Degree: MAin English Composition, English, 2004, California State University – San Bernardino

 This thesis explores the need for a professional writing track in the Master of Arts in English composition program at California State UnIversity, San Bernardino.… (more)

Subjects/Keywords: California State University San Bernardino Department of English; English language  – Style; English language  – Study and teaching (Higher); Writing  – Evaluation; Critical thinking  – Composition; Composition (Language arts); English language  – Study and teaching (Higher)  – Foreign speakers; Rhetoric and Composition

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

APA (6th Edition):

Cecil, M. C. (2004). Professional writing: How California State University, San Bernardino's Master of Arts in English Composition can prepare graduates for careers in the public sector. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2774

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cecil, Margaret Celia. “Professional writing: How California State University, San Bernardino's Master of Arts in English Composition can prepare graduates for careers in the public sector.” 2004. Thesis, California State University – San Bernardino. Accessed August 25, 2019. https://scholarworks.lib.csusb.edu/etd-project/2774.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cecil, Margaret Celia. “Professional writing: How California State University, San Bernardino's Master of Arts in English Composition can prepare graduates for careers in the public sector.” 2004. Web. 25 Aug 2019.

Vancouver:

Cecil MC. Professional writing: How California State University, San Bernardino's Master of Arts in English Composition can prepare graduates for careers in the public sector. [Internet] [Thesis]. California State University – San Bernardino; 2004. [cited 2019 Aug 25]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2774.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cecil MC. Professional writing: How California State University, San Bernardino's Master of Arts in English Composition can prepare graduates for careers in the public sector. [Thesis]. California State University – San Bernardino; 2004. Available from: https://scholarworks.lib.csusb.edu/etd-project/2774

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – San Bernardino

27. Baptiste, David Augustine. Extroversion and introversion as factors affecting adult English-as-a-second-language learners.

Degree: MAin Education, Education, 2005, California State University – San Bernardino

The purpose of this research is to investigate if there is a significant difference in literacy skills between Level-Two extroverts and introverts after three years of English instruction at the community-college level.

Subjects/Keywords: English language Study and teaching (Higher) Foreign speakers; English language; Extraversion; Introversion; Literacy; Learning; Psychology of; English language; English language Study and teaching (Higher) Foreign speakers; Extraversion; Introversion; Learning; Psychology of; Literacy.; Bilingual, Multilingual, and Multicultural Education

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

APA (6th Edition):

Baptiste, D. A. (2005). Extroversion and introversion as factors affecting adult English-as-a-second-language learners. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2914

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Baptiste, David Augustine. “Extroversion and introversion as factors affecting adult English-as-a-second-language learners.” 2005. Thesis, California State University – San Bernardino. Accessed August 25, 2019. https://scholarworks.lib.csusb.edu/etd-project/2914.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Baptiste, David Augustine. “Extroversion and introversion as factors affecting adult English-as-a-second-language learners.” 2005. Web. 25 Aug 2019.

Vancouver:

Baptiste DA. Extroversion and introversion as factors affecting adult English-as-a-second-language learners. [Internet] [Thesis]. California State University – San Bernardino; 2005. [cited 2019 Aug 25]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2914.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Baptiste DA. Extroversion and introversion as factors affecting adult English-as-a-second-language learners. [Thesis]. California State University – San Bernardino; 2005. Available from: https://scholarworks.lib.csusb.edu/etd-project/2914

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – San Bernardino

28. Kucia-Stauder, Kristin Marie. Stimulating intrinsic motivation: Brain-based pedagogy for the second-language writing classroom.

Degree: MAin English Composition, English, 2006, California State University – San Bernardino

 Examines how the cognitive and biological perspectives of Intrinsic Motivation (IM) could collaboratively engage second language (L2) students in the university writing classroom. Brain-structures and… (more)

Subjects/Keywords: Motivation in education; Composition (Language arts) Study and teaching (Higher); Intrinsic motivation; Second language acquisition; Composition (Language arts) Study and teaching (Higher); Intrinsic motivation; Motivation in education; Second language acquisition.; Rhetoric and Composition

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

APA (6th Edition):

Kucia-Stauder, K. M. (2006). Stimulating intrinsic motivation: Brain-based pedagogy for the second-language writing classroom. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/3010

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kucia-Stauder, Kristin Marie. “Stimulating intrinsic motivation: Brain-based pedagogy for the second-language writing classroom.” 2006. Thesis, California State University – San Bernardino. Accessed August 25, 2019. https://scholarworks.lib.csusb.edu/etd-project/3010.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kucia-Stauder, Kristin Marie. “Stimulating intrinsic motivation: Brain-based pedagogy for the second-language writing classroom.” 2006. Web. 25 Aug 2019.

Vancouver:

Kucia-Stauder KM. Stimulating intrinsic motivation: Brain-based pedagogy for the second-language writing classroom. [Internet] [Thesis]. California State University – San Bernardino; 2006. [cited 2019 Aug 25]. Available from: https://scholarworks.lib.csusb.edu/etd-project/3010.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kucia-Stauder KM. Stimulating intrinsic motivation: Brain-based pedagogy for the second-language writing classroom. [Thesis]. California State University – San Bernardino; 2006. Available from: https://scholarworks.lib.csusb.edu/etd-project/3010

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – San Bernardino

29. Sarkisian, Aram Paul. The knowledge and skills of freshman writers.

Degree: MAin English Composition, English, 2003, California State University – San Bernardino

This research identifies what proficient writers know and do by the end of their freshman year in college and raises the kind of questions that improve the articulation of English instruction.

Subjects/Keywords: Rhetoric; English language  – Composition and exercises; Composition (Language arts); Written communication; Academic writing  – Study and teaching (Higher); Higher Education; Rhetoric and Composition

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

APA (6th Edition):

Sarkisian, A. P. (2003). The knowledge and skills of freshman writers. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2424

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sarkisian, Aram Paul. “The knowledge and skills of freshman writers.” 2003. Thesis, California State University – San Bernardino. Accessed August 25, 2019. http://scholarworks.lib.csusb.edu/etd-project/2424.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sarkisian, Aram Paul. “The knowledge and skills of freshman writers.” 2003. Web. 25 Aug 2019.

Vancouver:

Sarkisian AP. The knowledge and skills of freshman writers. [Internet] [Thesis]. California State University – San Bernardino; 2003. [cited 2019 Aug 25]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2424.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sarkisian AP. The knowledge and skills of freshman writers. [Thesis]. California State University – San Bernardino; 2003. Available from: http://scholarworks.lib.csusb.edu/etd-project/2424

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – San Bernardino

30. Preciado, Linda Joyce. Writing inside the caja: Constructing pasos in English composition studies.

Degree: MAin English Composition, English, 2004, California State University – San Bernardino

 In this thesis, I examine the resistance, privileges, and costs of Chicana textual identity issues in an academic arena that, by design, fragments voice and… (more)

Subjects/Keywords: English language  – Rhetoric  – Social aspects  – Spanish speakers; English language  – Study and teaching (Higher)  – Spanish speakers; Academic writing  – Study and teaching  – Spanish speakers; Mexican Americans  – Education; Mexican Americans  – Ethnic identity; Written communication  – Study and teaching (Higher)  – Spanish speakers; Mexican Americans  – Cultural assimilation; Bilingual, Multilingual, and Multicultural Education

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

APA (6th Edition):

Preciado, L. J. (2004). Writing inside the caja: Constructing pasos in English composition studies. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2577

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Preciado, Linda Joyce. “Writing inside the caja: Constructing pasos in English composition studies.” 2004. Thesis, California State University – San Bernardino. Accessed August 25, 2019. http://scholarworks.lib.csusb.edu/etd-project/2577.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Preciado, Linda Joyce. “Writing inside the caja: Constructing pasos in English composition studies.” 2004. Web. 25 Aug 2019.

Vancouver:

Preciado LJ. Writing inside the caja: Constructing pasos in English composition studies. [Internet] [Thesis]. California State University – San Bernardino; 2004. [cited 2019 Aug 25]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2577.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Preciado LJ. Writing inside the caja: Constructing pasos in English composition studies. [Thesis]. California State University – San Bernardino; 2004. Available from: http://scholarworks.lib.csusb.edu/etd-project/2577

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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