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Dept: English

You searched for subject:( Physics Study AND teaching Secondary ). Showing records 1 – 30 of 196 total matches.

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University of New South Wales

1. Coffin, Caroline. History as Discourse: Construals of Time, Cause and Appraisal.

Degree: English, 2000, University of New South Wales

 This thesis is concerned with making explicit the role that language plays in apprenticing social subjects into different social or 'discourse' communities. It focuses specifically… (more)

Subjects/Keywords: Historiography; Discourse analysis; History; Study and teaching; Secondary level

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APA (6th Edition):

Coffin, C. (2000). History as Discourse: Construals of Time, Cause and Appraisal. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/17810 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:456/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Coffin, Caroline. “History as Discourse: Construals of Time, Cause and Appraisal.” 2000. Doctoral Dissertation, University of New South Wales. Accessed September 22, 2019. http://handle.unsw.edu.au/1959.4/17810 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:456/SOURCE02?view=true.

MLA Handbook (7th Edition):

Coffin, Caroline. “History as Discourse: Construals of Time, Cause and Appraisal.” 2000. Web. 22 Sep 2019.

Vancouver:

Coffin C. History as Discourse: Construals of Time, Cause and Appraisal. [Internet] [Doctoral dissertation]. University of New South Wales; 2000. [cited 2019 Sep 22]. Available from: http://handle.unsw.edu.au/1959.4/17810 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:456/SOURCE02?view=true.

Council of Science Editors:

Coffin C. History as Discourse: Construals of Time, Cause and Appraisal. [Doctoral Dissertation]. University of New South Wales; 2000. Available from: http://handle.unsw.edu.au/1959.4/17810 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:456/SOURCE02?view=true


California State University – San Bernardino

2. Brown, Stanley Wayne. Using poetry and metaphor to learn across the curriculum.

Degree: MAin English Composition, English, 1999, California State University – San Bernardino

Subjects/Keywords: Poetry  – Study and teaching (Secondary); Language arts; Metaphor  – Study and teaching; Abstraction  – Study and teaching; Curriculum and Instruction

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APA (6th Edition):

Brown, S. W. (1999). Using poetry and metaphor to learn across the curriculum. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1534

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):

Brown, Stanley Wayne. “Using poetry and metaphor to learn across the curriculum.” 1999. Thesis, California State University – San Bernardino. Accessed September 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/1534.

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

MLA Handbook (7th Edition):

Brown, Stanley Wayne. “Using poetry and metaphor to learn across the curriculum.” 1999. Web. 22 Sep 2019.

Vancouver:

Brown SW. Using poetry and metaphor to learn across the curriculum. [Internet] [Thesis]. California State University – San Bernardino; 1999. [cited 2019 Sep 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1534.

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

Council of Science Editors:

Brown SW. Using poetry and metaphor to learn across the curriculum. [Thesis]. California State University – San Bernardino; 1999. Available from: http://scholarworks.lib.csusb.edu/etd-project/1534

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


California State University – San Bernardino

3. 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 September 22, 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. 22 Sep 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 Sep 22]. 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

4. Valentijn, Eva Yvonne. Defining and coaching revision.

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

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

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APA (6th Edition):

Valentijn, E. Y. (1990). Defining and coaching revision. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/558

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):

Valentijn, Eva Yvonne. “Defining and coaching revision.” 1990. Thesis, California State University – San Bernardino. Accessed September 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/558.

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

MLA Handbook (7th Edition):

Valentijn, Eva Yvonne. “Defining and coaching revision.” 1990. Web. 22 Sep 2019.

Vancouver:

Valentijn EY. Defining and coaching revision. [Internet] [Thesis]. California State University – San Bernardino; 1990. [cited 2019 Sep 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/558.

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

Council of Science Editors:

Valentijn EY. Defining and coaching revision. [Thesis]. California State University – San Bernardino; 1990. Available from: http://scholarworks.lib.csusb.edu/etd-project/558

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


University of KwaZulu-Natal

5. [No author]. Joseph Conrad's Victory : a case study of the primary text, selected critical commentary, Natal Senior Certificate English first language examination questions and a selection of candidates' examination responses in 1990, with suggested developments in pedagogical practice.

Degree: English, 1995, University of KwaZulu-Natal

No abstract available.

Subjects/Keywords: Conrad, Joseph. Victory.; English.; English Literature – Study and teaching (Secondary) – KwaZulu-Natal.

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APA (6th Edition):

author], [. (1995). Joseph Conrad's Victory : a case study of the primary text, selected critical commentary, Natal Senior Certificate English first language examination questions and a selection of candidates' examination responses in 1990, with suggested developments in pedagogical practice. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/8621

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):

author], [No. “Joseph Conrad's Victory : a case study of the primary text, selected critical commentary, Natal Senior Certificate English first language examination questions and a selection of candidates' examination responses in 1990, with suggested developments in pedagogical practice. ” 1995. Thesis, University of KwaZulu-Natal. Accessed September 22, 2019. http://hdl.handle.net/10413/8621.

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

MLA Handbook (7th Edition):

author], [No. “Joseph Conrad's Victory : a case study of the primary text, selected critical commentary, Natal Senior Certificate English first language examination questions and a selection of candidates' examination responses in 1990, with suggested developments in pedagogical practice. ” 1995. Web. 22 Sep 2019.

Vancouver:

author] [. Joseph Conrad's Victory : a case study of the primary text, selected critical commentary, Natal Senior Certificate English first language examination questions and a selection of candidates' examination responses in 1990, with suggested developments in pedagogical practice. [Internet] [Thesis]. University of KwaZulu-Natal; 1995. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10413/8621.

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

Council of Science Editors:

author] [. Joseph Conrad's Victory : a case study of the primary text, selected critical commentary, Natal Senior Certificate English first language examination questions and a selection of candidates' examination responses in 1990, with suggested developments in pedagogical practice. [Thesis]. University of KwaZulu-Natal; 1995. Available from: http://hdl.handle.net/10413/8621

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

6. Divelbiss, John D. Re-viewing the canon : using film and critical pedagogy in the standards-based classroom.

Degree: MA, English, 2014, Oregon State University

 This thesis analyzes the efficacy of emancipatory (critical) pedagogical practices in an educational climate of standards-based reform. Using two films noir of the blacklist era –… (more)

Subjects/Keywords: Critical Pedagogy; Literature  – Study and teaching (Secondary)  – United States

…reveals 21st century-like concern with both personal and cultural complexity. The teaching… …oversight) becomes most visible in the secondary school classroom. Recent public educational… …intensive study of Hollywood blacklist-era films (films directly connected to the… …Giroux, et. al. This case study involves two classrooms, two teachers, as well as a blend of… …for relevance. Even the very acronym—STEM—used to define these “essential fields of study… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Divelbiss, J. D. (2014). Re-viewing the canon : using film and critical pedagogy in the standards-based classroom. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/48560

Chicago Manual of Style (16th Edition):

Divelbiss, John D. “Re-viewing the canon : using film and critical pedagogy in the standards-based classroom.” 2014. Masters Thesis, Oregon State University. Accessed September 22, 2019. http://hdl.handle.net/1957/48560.

MLA Handbook (7th Edition):

Divelbiss, John D. “Re-viewing the canon : using film and critical pedagogy in the standards-based classroom.” 2014. Web. 22 Sep 2019.

Vancouver:

Divelbiss JD. Re-viewing the canon : using film and critical pedagogy in the standards-based classroom. [Internet] [Masters thesis]. Oregon State University; 2014. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1957/48560.

Council of Science Editors:

Divelbiss JD. Re-viewing the canon : using film and critical pedagogy in the standards-based classroom. [Masters Thesis]. Oregon State University; 2014. Available from: http://hdl.handle.net/1957/48560


California State University – Sacramento

7. Gardner, George Robert. Guiding the language experiences of adolescent slow learners – a survey of representative writings.

Degree: MA, English, 2017, California State University – Sacramento

Part of a retrospective digitization project. Advisors/Committee Members: Reeve, Richard H..

Subjects/Keywords: English language – Study and teaching (Secondary); Children with mental disabilities – Education.

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APA (6th Edition):

Gardner, G. R. (2017). Guiding the language experiences of adolescent slow learners – a survey of representative writings. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/193805

Chicago Manual of Style (16th Edition):

Gardner, George Robert. “Guiding the language experiences of adolescent slow learners – a survey of representative writings.” 2017. Masters Thesis, California State University – Sacramento. Accessed September 22, 2019. http://hdl.handle.net/10211.3/193805.

MLA Handbook (7th Edition):

Gardner, George Robert. “Guiding the language experiences of adolescent slow learners – a survey of representative writings.” 2017. Web. 22 Sep 2019.

Vancouver:

Gardner GR. Guiding the language experiences of adolescent slow learners – a survey of representative writings. [Internet] [Masters thesis]. California State University – Sacramento; 2017. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10211.3/193805.

Council of Science Editors:

Gardner GR. Guiding the language experiences of adolescent slow learners – a survey of representative writings. [Masters Thesis]. California State University – Sacramento; 2017. Available from: http://hdl.handle.net/10211.3/193805


Florida State University

8. Keaton, Megan K. "I Kinda Just Messed with It": Investigating Students' Resources for Learning Digital Composing Technologies Outside of Class.

Degree: PhD, English, 2017, Florida State University

 This dissertation investigates the resources that students use to learn new digital technologies to complete course assignments. This work is particularly important in a time… (more)

Subjects/Keywords: Education; Study and teaching

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APA (6th Edition):

Keaton, M. K. (2017). "I Kinda Just Messed with It": Investigating Students' Resources for Learning Digital Composing Technologies Outside of Class. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2017SP_Keaton_fsu_0071E_13707 ;

Chicago Manual of Style (16th Edition):

Keaton, Megan K. “"I Kinda Just Messed with It": Investigating Students' Resources for Learning Digital Composing Technologies Outside of Class.” 2017. Doctoral Dissertation, Florida State University. Accessed September 22, 2019. http://purl.flvc.org/fsu/fd/FSU_2017SP_Keaton_fsu_0071E_13707 ;.

MLA Handbook (7th Edition):

Keaton, Megan K. “"I Kinda Just Messed with It": Investigating Students' Resources for Learning Digital Composing Technologies Outside of Class.” 2017. Web. 22 Sep 2019.

Vancouver:

Keaton MK. "I Kinda Just Messed with It": Investigating Students' Resources for Learning Digital Composing Technologies Outside of Class. [Internet] [Doctoral dissertation]. Florida State University; 2017. [cited 2019 Sep 22]. Available from: http://purl.flvc.org/fsu/fd/FSU_2017SP_Keaton_fsu_0071E_13707 ;.

Council of Science Editors:

Keaton MK. "I Kinda Just Messed with It": Investigating Students' Resources for Learning Digital Composing Technologies Outside of Class. [Doctoral Dissertation]. Florida State University; 2017. Available from: http://purl.flvc.org/fsu/fd/FSU_2017SP_Keaton_fsu_0071E_13707 ;


Florida State University

9. Rashid, Fatima. This Is the Answer to Your Question.

Degree: PhD, English, 2015, Florida State University

A collection of short stories and a novella focusing on the lives of Muslim characters, American and otherwise, primarily of South-Asian descent. The collection examines… (more)

Subjects/Keywords: Study and teaching; Women's studies

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APA (6th Edition):

Rashid, F. (2015). This Is the Answer to Your Question. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9432 ;

Chicago Manual of Style (16th Edition):

Rashid, Fatima. “This Is the Answer to Your Question.” 2015. Doctoral Dissertation, Florida State University. Accessed September 22, 2019. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9432 ;.

MLA Handbook (7th Edition):

Rashid, Fatima. “This Is the Answer to Your Question.” 2015. Web. 22 Sep 2019.

Vancouver:

Rashid F. This Is the Answer to Your Question. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2019 Sep 22]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9432 ;.

Council of Science Editors:

Rashid F. This Is the Answer to Your Question. [Doctoral Dissertation]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9432 ;


University of New Mexico

10. Welhausen, Candice. TOWARD A VISUAL PAIDEIA: VISUAL RHETORIC IN UNDERGRADUATE WRITING PROGRAMS.

Degree: English, 2009, University of New Mexico

 New media and digital texts of the twenty-first century are generally characterized as rich and dynamic combinations of verbal, visual, and aural elements. Instruction in… (more)

Subjects/Keywords: Rhetoric – Study and teaching (Higher); English language – Writing – Study and teaching (Higher); Visual literacy – Study and teaching (Higher); Media literacy – Study and teaching (Higher); Visual communication – Study and teaching (Higher)

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APA (6th Edition):

Welhausen, C. (2009). TOWARD A VISUAL PAIDEIA: VISUAL RHETORIC IN UNDERGRADUATE WRITING PROGRAMS. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/9833

Chicago Manual of Style (16th Edition):

Welhausen, Candice. “TOWARD A VISUAL PAIDEIA: VISUAL RHETORIC IN UNDERGRADUATE WRITING PROGRAMS.” 2009. Doctoral Dissertation, University of New Mexico. Accessed September 22, 2019. http://hdl.handle.net/1928/9833.

MLA Handbook (7th Edition):

Welhausen, Candice. “TOWARD A VISUAL PAIDEIA: VISUAL RHETORIC IN UNDERGRADUATE WRITING PROGRAMS.” 2009. Web. 22 Sep 2019.

Vancouver:

Welhausen C. TOWARD A VISUAL PAIDEIA: VISUAL RHETORIC IN UNDERGRADUATE WRITING PROGRAMS. [Internet] [Doctoral dissertation]. University of New Mexico; 2009. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1928/9833.

Council of Science Editors:

Welhausen C. TOWARD A VISUAL PAIDEIA: VISUAL RHETORIC IN UNDERGRADUATE WRITING PROGRAMS. [Doctoral Dissertation]. University of New Mexico; 2009. Available from: http://hdl.handle.net/1928/9833


Florida State University

11. Hudson, Jenise Shree. Keeping It Together: Reading Affect and Strong Black Womanhood in Larsen, Hurston and Shange.

Degree: PhD, English, 2016, Florida State University

I urge here for a reconceptualization of such female protagonists’ embodiments of the trope of strong black womanhood that shows the benefit of troubling these… (more)

Subjects/Keywords: American literature; African Americans; Study and teaching; Gender expression; Study and teaching; Gender identity; Study and teaching

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APA (6th Edition):

Hudson, J. S. (2016). Keeping It Together: Reading Affect and Strong Black Womanhood in Larsen, Hurston and Shange. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2016SU_Hudson_fsu_0071E_13204 ;

Chicago Manual of Style (16th Edition):

Hudson, Jenise Shree. “Keeping It Together: Reading Affect and Strong Black Womanhood in Larsen, Hurston and Shange.” 2016. Doctoral Dissertation, Florida State University. Accessed September 22, 2019. http://purl.flvc.org/fsu/fd/FSU_2016SU_Hudson_fsu_0071E_13204 ;.

MLA Handbook (7th Edition):

Hudson, Jenise Shree. “Keeping It Together: Reading Affect and Strong Black Womanhood in Larsen, Hurston and Shange.” 2016. Web. 22 Sep 2019.

Vancouver:

Hudson JS. Keeping It Together: Reading Affect and Strong Black Womanhood in Larsen, Hurston and Shange. [Internet] [Doctoral dissertation]. Florida State University; 2016. [cited 2019 Sep 22]. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SU_Hudson_fsu_0071E_13204 ;.

Council of Science Editors:

Hudson JS. Keeping It Together: Reading Affect and Strong Black Womanhood in Larsen, Hurston and Shange. [Doctoral Dissertation]. Florida State University; 2016. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SU_Hudson_fsu_0071E_13204 ;


Oregon State University

12. Carothers, April D. A circle of response : addressing the tensions of teacher response to student writing.

Degree: MA, English, 2008, Oregon State University

 What students need most from instructors’ written response on their texts is commentary that evokes a sense of exchange. Teachers often believe that their job… (more)

Subjects/Keywords: response; Composition (Language arts)  – Study and teaching

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APA (6th Edition):

Carothers, A. D. (2008). A circle of response : addressing the tensions of teacher response to student writing. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/9270

Chicago Manual of Style (16th Edition):

Carothers, April D. “A circle of response : addressing the tensions of teacher response to student writing.” 2008. Masters Thesis, Oregon State University. Accessed September 22, 2019. http://hdl.handle.net/1957/9270.

MLA Handbook (7th Edition):

Carothers, April D. “A circle of response : addressing the tensions of teacher response to student writing.” 2008. Web. 22 Sep 2019.

Vancouver:

Carothers AD. A circle of response : addressing the tensions of teacher response to student writing. [Internet] [Masters thesis]. Oregon State University; 2008. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1957/9270.

Council of Science Editors:

Carothers AD. A circle of response : addressing the tensions of teacher response to student writing. [Masters Thesis]. Oregon State University; 2008. Available from: http://hdl.handle.net/1957/9270


Florida State University

13. Workman, Erin Leigh. Visualizing Transfer: How Do Students' Conceptual Writing Knowledge Structures Connect to Their Transfer of Writing Knowledge and Practice?.

Degree: PhD, English, 2017, Florida State University

 Situated at the intersection of research on writing transfer, dual coding theory, and concept mapping, this empirical research study investigates students' representation, development, and transfer… (more)

Subjects/Keywords: Education; Study and teaching; Educational psychology

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APA (6th Edition):

Workman, E. L. (2017). Visualizing Transfer: How Do Students' Conceptual Writing Knowledge Structures Connect to Their Transfer of Writing Knowledge and Practice?. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_Workman_fsu_0071E_14034 ;

Chicago Manual of Style (16th Edition):

Workman, Erin Leigh. “Visualizing Transfer: How Do Students' Conceptual Writing Knowledge Structures Connect to Their Transfer of Writing Knowledge and Practice?.” 2017. Doctoral Dissertation, Florida State University. Accessed September 22, 2019. http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_Workman_fsu_0071E_14034 ;.

MLA Handbook (7th Edition):

Workman, Erin Leigh. “Visualizing Transfer: How Do Students' Conceptual Writing Knowledge Structures Connect to Their Transfer of Writing Knowledge and Practice?.” 2017. Web. 22 Sep 2019.

Vancouver:

Workman EL. Visualizing Transfer: How Do Students' Conceptual Writing Knowledge Structures Connect to Their Transfer of Writing Knowledge and Practice?. [Internet] [Doctoral dissertation]. Florida State University; 2017. [cited 2019 Sep 22]. Available from: http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_Workman_fsu_0071E_14034 ;.

Council of Science Editors:

Workman EL. Visualizing Transfer: How Do Students' Conceptual Writing Knowledge Structures Connect to Their Transfer of Writing Knowledge and Practice?. [Doctoral Dissertation]. Florida State University; 2017. Available from: http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_Workman_fsu_0071E_14034 ;


Florida State University

14. Brickler, Alexander Dumas J. Darker Matters: Racial Theorizing through Alternate History, Transhistorical Black Bodies, and Towards a Literature of Black Mecha in the Science Fiction Novels of Steven Barnes.

Degree: PhD, English, 2018, Florida State University

This dissertation seeks to provide a critical investigation of several novels written by African American science- and speculative fiction author, Steven Barnes. In exploring Lion's… (more)

Subjects/Keywords: Literature; African Americans; Study and teaching

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APA (6th Edition):

Brickler, A. D. J. (2018). Darker Matters: Racial Theorizing through Alternate History, Transhistorical Black Bodies, and Towards a Literature of Black Mecha in the Science Fiction Novels of Steven Barnes. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/2018_Sp_Brickler_fsu_0071E_14496 ;

Chicago Manual of Style (16th Edition):

Brickler, Alexander Dumas J. “Darker Matters: Racial Theorizing through Alternate History, Transhistorical Black Bodies, and Towards a Literature of Black Mecha in the Science Fiction Novels of Steven Barnes.” 2018. Doctoral Dissertation, Florida State University. Accessed September 22, 2019. http://purl.flvc.org/fsu/fd/2018_Sp_Brickler_fsu_0071E_14496 ;.

MLA Handbook (7th Edition):

Brickler, Alexander Dumas J. “Darker Matters: Racial Theorizing through Alternate History, Transhistorical Black Bodies, and Towards a Literature of Black Mecha in the Science Fiction Novels of Steven Barnes.” 2018. Web. 22 Sep 2019.

Vancouver:

Brickler ADJ. Darker Matters: Racial Theorizing through Alternate History, Transhistorical Black Bodies, and Towards a Literature of Black Mecha in the Science Fiction Novels of Steven Barnes. [Internet] [Doctoral dissertation]. Florida State University; 2018. [cited 2019 Sep 22]. Available from: http://purl.flvc.org/fsu/fd/2018_Sp_Brickler_fsu_0071E_14496 ;.

Council of Science Editors:

Brickler ADJ. Darker Matters: Racial Theorizing through Alternate History, Transhistorical Black Bodies, and Towards a Literature of Black Mecha in the Science Fiction Novels of Steven Barnes. [Doctoral Dissertation]. Florida State University; 2018. Available from: http://purl.flvc.org/fsu/fd/2018_Sp_Brickler_fsu_0071E_14496 ;


Florida State University

15. Price, Jodi L. "What's Love Got to Do with It?": The Master-Slave Relationship in Black Women's Neo-Slave Narratives.

Degree: PhD, English, 2017, Florida State University

A growing impulse in American black female fiction is the reclamation of black female sexuality due to slavery's proliferation of sexual stereotypes about black women.… (more)

Subjects/Keywords: American literature; African Americans; Study and teaching

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

APA (6th Edition):

Price, J. L. (2017). "What's Love Got to Do with It?": The Master-Slave Relationship in Black Women's Neo-Slave Narratives. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2017SP_Price_fsu_0071E_13737 ;

Chicago Manual of Style (16th Edition):

Price, Jodi L. “"What's Love Got to Do with It?": The Master-Slave Relationship in Black Women's Neo-Slave Narratives.” 2017. Doctoral Dissertation, Florida State University. Accessed September 22, 2019. http://purl.flvc.org/fsu/fd/FSU_2017SP_Price_fsu_0071E_13737 ;.

MLA Handbook (7th Edition):

Price, Jodi L. “"What's Love Got to Do with It?": The Master-Slave Relationship in Black Women's Neo-Slave Narratives.” 2017. Web. 22 Sep 2019.

Vancouver:

Price JL. "What's Love Got to Do with It?": The Master-Slave Relationship in Black Women's Neo-Slave Narratives. [Internet] [Doctoral dissertation]. Florida State University; 2017. [cited 2019 Sep 22]. Available from: http://purl.flvc.org/fsu/fd/FSU_2017SP_Price_fsu_0071E_13737 ;.

Council of Science Editors:

Price JL. "What's Love Got to Do with It?": The Master-Slave Relationship in Black Women's Neo-Slave Narratives. [Doctoral Dissertation]. Florida State University; 2017. Available from: http://purl.flvc.org/fsu/fd/FSU_2017SP_Price_fsu_0071E_13737 ;


Florida State University

16. Szymanski, Natalie. Untangling the Ecological Knots: Exploring the Creation and Maintenance of Sustainable Technology-Enabled First-Year Composition Programs.

Degree: PhD, English, 2014, Florida State University

In order to avoid repeating the patterns of past failed technology initiatives, eschew various types of paralyzing blame cultures, capitalize on the momentum offered by… (more)

Subjects/Keywords: Rhetoric; Education; Study and teaching; Multimedia systems

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APA (6th Edition):

Szymanski, N. (2014). Untangling the Ecological Knots: Exploring the Creation and Maintenance of Sustainable Technology-Enabled First-Year Composition Programs. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9257 ;

Chicago Manual of Style (16th Edition):

Szymanski, Natalie. “Untangling the Ecological Knots: Exploring the Creation and Maintenance of Sustainable Technology-Enabled First-Year Composition Programs.” 2014. Doctoral Dissertation, Florida State University. Accessed September 22, 2019. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9257 ;.

MLA Handbook (7th Edition):

Szymanski, Natalie. “Untangling the Ecological Knots: Exploring the Creation and Maintenance of Sustainable Technology-Enabled First-Year Composition Programs.” 2014. Web. 22 Sep 2019.

Vancouver:

Szymanski N. Untangling the Ecological Knots: Exploring the Creation and Maintenance of Sustainable Technology-Enabled First-Year Composition Programs. [Internet] [Doctoral dissertation]. Florida State University; 2014. [cited 2019 Sep 22]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9257 ;.

Council of Science Editors:

Szymanski N. Untangling the Ecological Knots: Exploring the Creation and Maintenance of Sustainable Technology-Enabled First-Year Composition Programs. [Doctoral Dissertation]. Florida State University; 2014. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9257 ;


California State University – San Bernardino

17. Williams, Charles Henry. Challenging the boundaries of academic discourse.

Degree: MAin English Composition, English, 2000, California State University – San Bernardino

 This thesis suggests other ways of helping students resist blind submission to the discourse of the university. The primary objective is to discuss meaningful ways… (more)

Subjects/Keywords: Teacher-student relationships; Interpersonal communication; Interpersonal conflict  – Study and teaching (Secondary); Education  – Philosophy; Critical thinking; Conflict management; Educational Psychology

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APA (6th Edition):

Williams, C. H. (2000). Challenging the boundaries of academic discourse. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1835

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):

Williams, Charles Henry. “Challenging the boundaries of academic discourse.” 2000. Thesis, California State University – San Bernardino. Accessed September 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/1835.

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

MLA Handbook (7th Edition):

Williams, Charles Henry. “Challenging the boundaries of academic discourse.” 2000. Web. 22 Sep 2019.

Vancouver:

Williams CH. Challenging the boundaries of academic discourse. [Internet] [Thesis]. California State University – San Bernardino; 2000. [cited 2019 Sep 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1835.

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

Council of Science Editors:

Williams CH. Challenging the boundaries of academic discourse. [Thesis]. California State University – San Bernardino; 2000. Available from: http://scholarworks.lib.csusb.edu/etd-project/1835

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. Allen, Thomas Coley. Using schema theory to integrate reading and writing process in composition.

Degree: MAin English Composition, English, 1987, California State University – San Bernardino

Subjects/Keywords: English language  – Composition and exercises  – Study and teaching (Secondary); Reading Schematism (Philosophy); Reading and Language

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APA (6th Edition):

Allen, T. C. (1987). Using schema theory to integrate reading and writing process in composition. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/408

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):

Allen, Thomas Coley. “Using schema theory to integrate reading and writing process in composition.” 1987. Thesis, California State University – San Bernardino. Accessed September 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/408.

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

MLA Handbook (7th Edition):

Allen, Thomas Coley. “Using schema theory to integrate reading and writing process in composition.” 1987. Web. 22 Sep 2019.

Vancouver:

Allen TC. Using schema theory to integrate reading and writing process in composition. [Internet] [Thesis]. California State University – San Bernardino; 1987. [cited 2019 Sep 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/408.

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

Council of Science Editors:

Allen TC. Using schema theory to integrate reading and writing process in composition. [Thesis]. California State University – San Bernardino; 1987. Available from: http://scholarworks.lib.csusb.edu/etd-project/408

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


Massey University

19. Gordon, Derek Ross. Journeys into the ancient world : classical studies in New Zealand : new directions along ancient paths.

Degree: MA, English, 2003, Massey University

 The post-X generation, bribed by the cool of hot branding, gives its lifeblood in sacrificial tribute to the global tycoon. Its ambassadors are compulsorily released… (more)

Subjects/Keywords: Greek literature; Latin literature; Themes, motives; Heroes in literature; Narration (Rhetoric); Storytelling; New Zealand; Study and teaching (Secondary)

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APA (6th Edition):

Gordon, D. R. (2003). Journeys into the ancient world : classical studies in New Zealand : new directions along ancient paths. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/10979

Chicago Manual of Style (16th Edition):

Gordon, Derek Ross. “Journeys into the ancient world : classical studies in New Zealand : new directions along ancient paths.” 2003. Masters Thesis, Massey University. Accessed September 22, 2019. http://hdl.handle.net/10179/10979.

MLA Handbook (7th Edition):

Gordon, Derek Ross. “Journeys into the ancient world : classical studies in New Zealand : new directions along ancient paths.” 2003. Web. 22 Sep 2019.

Vancouver:

Gordon DR. Journeys into the ancient world : classical studies in New Zealand : new directions along ancient paths. [Internet] [Masters thesis]. Massey University; 2003. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10179/10979.

Council of Science Editors:

Gordon DR. Journeys into the ancient world : classical studies in New Zealand : new directions along ancient paths. [Masters Thesis]. Massey University; 2003. Available from: http://hdl.handle.net/10179/10979

20. 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 September 22, 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. 22 Sep 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 Sep 22]. 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


California State University – San Bernardino

21. Notarangelo, Maria Luisa Douglas. Connecting composition and literature through the rhetorical situation.

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

 This thesis suggests that the idea of the rhetorical situation-a work's text (or language), author, audience, and social context-can serve as a connection between literature,… (more)

Subjects/Keywords: Emily Dickinson 1830-1886 Poem 754  – Criticism and interpretation; English language  – Composition and exercises  – Study and teaching; English language  – Rhetoric  – Study and teaching (Secondary); Composition (Language arts); Curriculum-based assessment; Rhetoric and Composition

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APA (6th Edition):

Notarangelo, M. L. D. (2002). Connecting composition and literature through the rhetorical situation. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2146

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):

Notarangelo, Maria Luisa Douglas. “Connecting composition and literature through the rhetorical situation.” 2002. Thesis, California State University – San Bernardino. Accessed September 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/2146.

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

MLA Handbook (7th Edition):

Notarangelo, Maria Luisa Douglas. “Connecting composition and literature through the rhetorical situation.” 2002. Web. 22 Sep 2019.

Vancouver:

Notarangelo MLD. Connecting composition and literature through the rhetorical situation. [Internet] [Thesis]. California State University – San Bernardino; 2002. [cited 2019 Sep 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2146.

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

Council of Science Editors:

Notarangelo MLD. Connecting composition and literature through the rhetorical situation. [Thesis]. California State University – San Bernardino; 2002. Available from: http://scholarworks.lib.csusb.edu/etd-project/2146

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. Muniz-Cornejo, Alice Yvette. Social distance, motivation and other factors contributing to success in language acquisition and achievement among adolescent Mexican immigrants.

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

 Adolescent immigrant English learners who enter U.S. schools at the secondary level are faced with challenges that distinguish their experience in second language acquisition from… (more)

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers; Multicultural education; Bilingual Education; Language and languages  – Study and teaching; Language arts (Secondary); Mexican American children; Bilingual, Multilingual, and Multicultural Education; Rhetoric and Composition

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APA (6th Edition):

Muniz-Cornejo, A. Y. (2002). Social distance, motivation and other factors contributing to success in language acquisition and achievement among adolescent Mexican immigrants. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2326

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):

Muniz-Cornejo, Alice Yvette. “Social distance, motivation and other factors contributing to success in language acquisition and achievement among adolescent Mexican immigrants.” 2002. Thesis, California State University – San Bernardino. Accessed September 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/2326.

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

MLA Handbook (7th Edition):

Muniz-Cornejo, Alice Yvette. “Social distance, motivation and other factors contributing to success in language acquisition and achievement among adolescent Mexican immigrants.” 2002. Web. 22 Sep 2019.

Vancouver:

Muniz-Cornejo AY. Social distance, motivation and other factors contributing to success in language acquisition and achievement among adolescent Mexican immigrants. [Internet] [Thesis]. California State University – San Bernardino; 2002. [cited 2019 Sep 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2326.

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

Council of Science Editors:

Muniz-Cornejo AY. Social distance, motivation and other factors contributing to success in language acquisition and achievement among adolescent Mexican immigrants. [Thesis]. California State University – San Bernardino; 2002. Available from: http://scholarworks.lib.csusb.edu/etd-project/2326

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. Ferguson, Prince Michael. Exploring visual learning in the basic writing classroom.

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

 For many students in basic writing classrooms the language of writing assignments, essay prompts and required reading is especially difficult. Therefore, some teachers are using… (more)

Subjects/Keywords: California State University San Bernardino  – Students; Visual learning  – Case studies; English language  – Composition and exercises; English language  – Rhetoric  – Study and teaching; Basic writing (Remedial education); English language  – Study and teaching (Secondary)  – Case studies; Education; Rhetoric and Composition

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APA (6th Edition):

Ferguson, P. M. (2003). Exploring visual learning in the basic writing classroom. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2395

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):

Ferguson, Prince Michael. “Exploring visual learning in the basic writing classroom.” 2003. Thesis, California State University – San Bernardino. Accessed September 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/2395.

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

MLA Handbook (7th Edition):

Ferguson, Prince Michael. “Exploring visual learning in the basic writing classroom.” 2003. Web. 22 Sep 2019.

Vancouver:

Ferguson PM. Exploring visual learning in the basic writing classroom. [Internet] [Thesis]. California State University – San Bernardino; 2003. [cited 2019 Sep 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2395.

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

Council of Science Editors:

Ferguson PM. Exploring visual learning in the basic writing classroom. [Thesis]. California State University – San Bernardino; 2003. Available from: http://scholarworks.lib.csusb.edu/etd-project/2395

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

24. 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 September 22, 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. 22 Sep 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 Sep 22]. 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


California State University – San Bernardino

25. Hansler, Kathryn Marie. Re-examining the personal narrative in first year composition.

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

This thesis explores the current theories on the personal narrative (as a tool in teaching freshman composition) and examines the ways that this essay is now being used in first year courses at California State University, San Bernardino.

Subjects/Keywords: California State University; San Bernardino English Department; English language  – Rhetoric  – Study and teaching (Secondary) Autobiographical memory; Autobiography; Essay  – Authorship; English language  – Composition and exercises; Creative writing (Secondary education); Rhetoric and Composition

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APA (6th Edition):

Hansler, K. M. (2003). Re-examining the personal narrative in first year composition. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2471

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):

Hansler, Kathryn Marie. “Re-examining the personal narrative in first year composition.” 2003. Thesis, California State University – San Bernardino. Accessed September 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/2471.

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

MLA Handbook (7th Edition):

Hansler, Kathryn Marie. “Re-examining the personal narrative in first year composition.” 2003. Web. 22 Sep 2019.

Vancouver:

Hansler KM. Re-examining the personal narrative in first year composition. [Internet] [Thesis]. California State University – San Bernardino; 2003. [cited 2019 Sep 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2471.

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

Council of Science Editors:

Hansler KM. Re-examining the personal narrative in first year composition. [Thesis]. California State University – San Bernardino; 2003. Available from: http://scholarworks.lib.csusb.edu/etd-project/2471

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. McKiernan, Sharon Price. Writing to learn in the secondary social studies classroom: Strategies for the disinclined.

Degree: MAin English Composition, English, 2000, California State University – San Bernardino

This thesis begins with sufficient research to support the contention that secondary teachers should be using writing in the classroom, proceeds to question why some are not, and then supplies specific lesson plan ideas which can be adapted to suit most needs in the secondary history classrooms.

Subjects/Keywords: National Writing Project (U.S.); Composition (Language arts); English language  – Composition and exercises  – Study and teaching (Secondary); Creative writing (Secondary education); Communicative competence; History teachers  – Training of; Educational change; Education; Rhetoric and Composition

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APA (6th Edition):

McKiernan, S. P. (2000). Writing to learn in the secondary social studies classroom: Strategies for the disinclined. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1931

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):

McKiernan, Sharon Price. “Writing to learn in the secondary social studies classroom: Strategies for the disinclined.” 2000. Thesis, California State University – San Bernardino. Accessed September 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/1931.

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

MLA Handbook (7th Edition):

McKiernan, Sharon Price. “Writing to learn in the secondary social studies classroom: Strategies for the disinclined.” 2000. Web. 22 Sep 2019.

Vancouver:

McKiernan SP. Writing to learn in the secondary social studies classroom: Strategies for the disinclined. [Internet] [Thesis]. California State University – San Bernardino; 2000. [cited 2019 Sep 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1931.

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

Council of Science Editors:

McKiernan SP. Writing to learn in the secondary social studies classroom: Strategies for the disinclined. [Thesis]. California State University – San Bernardino; 2000. Available from: http://scholarworks.lib.csusb.edu/etd-project/1931

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


Florida State University

27. Farmer, Victoria R. Girlhood and Autonomy in YA Shakespeares.

Degree: PhD, English, 2014, Florida State University

This dissertation examines the portrayal of autonomous girlhood in five young-adult (YA) novels that appropriate Shakespearean plots for twenty-first-century girl audiences: Caryl Cude Mullin's Rough… (more)

Subjects/Keywords: British literature; Irish literature; English literature; Gender expression; Study and teaching; Gender identity; Study and teaching

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

APA (6th Edition):

Farmer, V. R. (2014). Girlhood and Autonomy in YA Shakespeares. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9173 ;

Chicago Manual of Style (16th Edition):

Farmer, Victoria R. “Girlhood and Autonomy in YA Shakespeares.” 2014. Doctoral Dissertation, Florida State University. Accessed September 22, 2019. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9173 ;.

MLA Handbook (7th Edition):

Farmer, Victoria R. “Girlhood and Autonomy in YA Shakespeares.” 2014. Web. 22 Sep 2019.

Vancouver:

Farmer VR. Girlhood and Autonomy in YA Shakespeares. [Internet] [Doctoral dissertation]. Florida State University; 2014. [cited 2019 Sep 22]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9173 ;.

Council of Science Editors:

Farmer VR. Girlhood and Autonomy in YA Shakespeares. [Doctoral Dissertation]. Florida State University; 2014. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9173 ;

28. Bippes, Brandy R. An integrative approach to English composition, ESL, English for specific/special purposes (ESP), and technical communication.

Degree: English, 2015, Eastern Washington University

 "Different teaching methods are used across the disciplines to teach English composition, English as a Second or Other Language (ESL), and technical communication. In the… (more)

Subjects/Keywords: Interdisciplinary approach in education; English language – Composition and exercises – Study and teaching (Higher) – Washington (State) – Cheney; English language – Study and teaching (Higher) – Foreign speakers; English language – Study and teaching (Higher) – Washington (State) – Cheney; Business communication – Study and teaching (Higher) – Washington (State) – Cheney; Communication of technical information – Study and teaching (Higher) – Washington (State) – Cheney; Teaching – Aids and devices; English Language and Literature

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

APA (6th Edition):

Bippes, B. R. (2015). An integrative approach to English composition, ESL, English for specific/special purposes (ESP), and technical communication. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/279

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):

Bippes, Brandy R. “An integrative approach to English composition, ESL, English for specific/special purposes (ESP), and technical communication.” 2015. Thesis, Eastern Washington University. Accessed September 22, 2019. http://dc.ewu.edu/theses/279.

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

MLA Handbook (7th Edition):

Bippes, Brandy R. “An integrative approach to English composition, ESL, English for specific/special purposes (ESP), and technical communication.” 2015. Web. 22 Sep 2019.

Vancouver:

Bippes BR. An integrative approach to English composition, ESL, English for specific/special purposes (ESP), and technical communication. [Internet] [Thesis]. Eastern Washington University; 2015. [cited 2019 Sep 22]. Available from: http://dc.ewu.edu/theses/279.

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

Council of Science Editors:

Bippes BR. An integrative approach to English composition, ESL, English for specific/special purposes (ESP), and technical communication. [Thesis]. Eastern Washington University; 2015. Available from: http://dc.ewu.edu/theses/279

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

29. Sharma, Garima. A study of the teaching of reading to undergraduate ESL students in AMU;.

Degree: English, 2003, Aligarh Muslim University

Abstract available newline newline

Bibliography p. 146-158, Appendix p. 159-243

Advisors/Committee Members: Husain, Kausar.

Subjects/Keywords: Study; Teaching; Reading; Undergraduate; Students

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

APA (6th Edition):

Sharma, G. (2003). A study of the teaching of reading to undergraduate ESL students in AMU;. (Thesis). Aligarh Muslim University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/52735

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):

Sharma, Garima. “A study of the teaching of reading to undergraduate ESL students in AMU;.” 2003. Thesis, Aligarh Muslim University. Accessed September 22, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/52735.

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

MLA Handbook (7th Edition):

Sharma, Garima. “A study of the teaching of reading to undergraduate ESL students in AMU;.” 2003. Web. 22 Sep 2019.

Vancouver:

Sharma G. A study of the teaching of reading to undergraduate ESL students in AMU;. [Internet] [Thesis]. Aligarh Muslim University; 2003. [cited 2019 Sep 22]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/52735.

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

Council of Science Editors:

Sharma G. A study of the teaching of reading to undergraduate ESL students in AMU;. [Thesis]. Aligarh Muslim University; 2003. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/52735

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

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

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 September 22, 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. 22 Sep 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 Sep 22]. 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

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