subject:( Writing skills)

Utah Valley University

1. Lindley, Carol. Using Blogging to Impact Students' and Teachers' Attitudes Toward Writing in the Elementary Classroom .

Degree: 2016, Utah Valley University

URL: http://contentdm.uvu.edu:81/u?/UVUTheses,676

►

The purpose of this project was to introduce technology into my journal-writing curriculum. This project involved 26 third-grade students in an elementary school setting. I… (more)

Subjects/Keywords: Education, Elementary; Writing skills; Blogs

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APA (6^th Edition):

Lindley, C. (2016). Using Blogging to Impact Students' and Teachers' Attitudes Toward Writing in the Elementary Classroom . (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,676

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

Chicago Manual of Style (16^th Edition):

Lindley, Carol. “Using Blogging to Impact Students' and Teachers' Attitudes Toward Writing in the Elementary Classroom .” 2016. Thesis, Utah Valley University. Accessed January 18, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,676.

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

MLA Handbook (7^th Edition):

Lindley, Carol. “Using Blogging to Impact Students' and Teachers' Attitudes Toward Writing in the Elementary Classroom .” 2016. Web. 18 Jan 2021.

Vancouver:

Lindley C. Using Blogging to Impact Students' and Teachers' Attitudes Toward Writing in the Elementary Classroom . [Internet] [Thesis]. Utah Valley University; 2016. [cited 2021 Jan 18]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,676.

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

Council of Science Editors:

Lindley C. Using Blogging to Impact Students' and Teachers' Attitudes Toward Writing in the Elementary Classroom . [Thesis]. Utah Valley University; 2016. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,676

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

University of Debrecen

2. Dénes, Györgyi. Research on Tenth-Grade Secondary School Students' Writing Skills and Strategies as wellas Their Development During the Second Term of the 2007/2008 Academic Year .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/171246

► This study highlighted the importance of teaching and learning writing. It is one of the four language skills with an equal significance; moreover, it improves… (more)

Subjects/Keywords: writing skills; teaching; development

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APA (6^th Edition):

Dénes, G. (2013). Research on Tenth-Grade Secondary School Students' Writing Skills and Strategies as wellas Their Development During the Second Term of the 2007/2008 Academic Year . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/171246

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

Chicago Manual of Style (16^th Edition):

Dénes, Györgyi. “Research on Tenth-Grade Secondary School Students' Writing Skills and Strategies as wellas Their Development During the Second Term of the 2007/2008 Academic Year .” 2013. Thesis, University of Debrecen. Accessed January 18, 2021. http://hdl.handle.net/2437/171246.

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

MLA Handbook (7^th Edition):

Dénes, Györgyi. “Research on Tenth-Grade Secondary School Students' Writing Skills and Strategies as wellas Their Development During the Second Term of the 2007/2008 Academic Year .” 2013. Web. 18 Jan 2021.

Vancouver:

Dénes G. Research on Tenth-Grade Secondary School Students' Writing Skills and Strategies as wellas Their Development During the Second Term of the 2007/2008 Academic Year . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2437/171246.

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

Council of Science Editors:

Dénes G. Research on Tenth-Grade Secondary School Students' Writing Skills and Strategies as wellas Their Development During the Second Term of the 2007/2008 Academic Year . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/171246

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

3. Conlon, Elizabeth Anne. Supporting Writing Skills in the Common Core State Standards for Students in Grades 3-5 with Executive Functioning and Learning Difficulties: A Teacher’s Toolkit.

Degree: MS, Education, 2014, Dominican University of California

URL: https://scholar.dominican.edu/masters-theses/126

► Poor writers do not display the skills and strategies employed by skilled writers. The Common Core State Standards (CCSS) set forth an expectation that… (more)

Subjects/Keywords: Common Core; Writing Skills; Education

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APA (6^th Edition):

Conlon, E. A. (2014). Supporting Writing Skills in the Common Core State Standards for Students in Grades 3-5 with Executive Functioning and Learning Difficulties: A Teacher’s Toolkit. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/126

Chicago Manual of Style (16^th Edition):

Conlon, Elizabeth Anne. “Supporting Writing Skills in the Common Core State Standards for Students in Grades 3-5 with Executive Functioning and Learning Difficulties: A Teacher’s Toolkit.” 2014. Masters Thesis, Dominican University of California. Accessed January 18, 2021. https://scholar.dominican.edu/masters-theses/126.

MLA Handbook (7^th Edition):

Conlon, Elizabeth Anne. “Supporting Writing Skills in the Common Core State Standards for Students in Grades 3-5 with Executive Functioning and Learning Difficulties: A Teacher’s Toolkit.” 2014. Web. 18 Jan 2021.

Vancouver:

Conlon EA. Supporting Writing Skills in the Common Core State Standards for Students in Grades 3-5 with Executive Functioning and Learning Difficulties: A Teacher’s Toolkit. [Internet] [Masters thesis]. Dominican University of California; 2014. [cited 2021 Jan 18]. Available from: https://scholar.dominican.edu/masters-theses/126.

Council of Science Editors:

Conlon EA. Supporting Writing Skills in the Common Core State Standards for Students in Grades 3-5 with Executive Functioning and Learning Difficulties: A Teacher’s Toolkit. [Masters Thesis]. Dominican University of California; 2014. Available from: https://scholar.dominican.edu/masters-theses/126

Utah Valley University

4. Evans, Katherine. Teaching Writing Using Picture Books.

Degree: 2016, Utah Valley University

URL: http://contentdm.uvu.edu:81/u?/UVUTheses,698

►

Writing is a part of everyday life. The ability to write is a complex task that involves many different aspects at once. Much research has… (more)

Subjects/Keywords: Writing skills; Children – Writing; Education, Elementary

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APA (6^th Edition):

Evans, K. (2016). Teaching Writing Using Picture Books. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,698

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

Chicago Manual of Style (16^th Edition):

Evans, Katherine. “Teaching Writing Using Picture Books.” 2016. Thesis, Utah Valley University. Accessed January 18, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,698.

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

MLA Handbook (7^th Edition):

Evans, Katherine. “Teaching Writing Using Picture Books.” 2016. Web. 18 Jan 2021.

Vancouver:

Evans K. Teaching Writing Using Picture Books. [Internet] [Thesis]. Utah Valley University; 2016. [cited 2021 Jan 18]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,698.

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

Council of Science Editors:

Evans K. Teaching Writing Using Picture Books. [Thesis]. Utah Valley University; 2016. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,698

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

University of Debrecen

5. Kovácsné Fodor, Ágnes. Examining the Eighth-Grade Primary School Students' Writing Skills and Strategies .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/162651

My aim is to show what causes problems for students and why they are afraid of writing. If the teacher has information about the students’ difficulties, it is easier to find the most appropriate ways that help the students to be successful writers. Advisors/Committee Members: Mónos, Katalin (advisor).

Subjects/Keywords: letter writing; questionnaire; developing writing skills

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APA (6^th Edition):

Kovácsné Fodor, �. (2013). Examining the Eighth-Grade Primary School Students' Writing Skills and Strategies . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/162651

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

Chicago Manual of Style (16^th Edition):

Kovácsné Fodor, Ágnes. “Examining the Eighth-Grade Primary School Students' Writing Skills and Strategies .” 2013. Thesis, University of Debrecen. Accessed January 18, 2021. http://hdl.handle.net/2437/162651.

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

MLA Handbook (7^th Edition):

Kovácsné Fodor, Ágnes. “Examining the Eighth-Grade Primary School Students' Writing Skills and Strategies .” 2013. Web. 18 Jan 2021.

Vancouver:

Kovácsné Fodor �. Examining the Eighth-Grade Primary School Students' Writing Skills and Strategies . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2437/162651.

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

Council of Science Editors:

Kovácsné Fodor �. Examining the Eighth-Grade Primary School Students' Writing Skills and Strategies . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/162651

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

Southern Illinois University

6. Nguyen, Ha Thi Thanh. MACRO AND MICRO SKILLS IN SECOND LANGUAGE ACADEMIC WRITING: A STUDY OF VIETNAMESE LEARNERS OF ENGLISH.

Degree: MA, Teaching English to Speakers of Other Languages, 2016, Southern Illinois University

URL: https://opensiuc.lib.siu.edu/theses/2008

► The ability to write in a second language is one of the major skills required in academic settings. However, research about the effectiveness of… (more)

▼ The ability to write in a second language is one of the major skills required in academic settings. However, research about the effectiveness of academic programs on second language writing in long term perspective is rather scarce and the findings are mixed (e.g. Archibald, 2001; Elder & O’Loughlin, 2003; Hu, 2007; Knoch et al., 2014, 2015; Storch 2007). The present study aimed to contribute further empirical evidence about the effectiveness of academic training on the development of the writing skills of Vietnamese second language learners enrolled in an undergraduate English program. The investigation was designed in view of the L2 writing standards set by the Common European Framework of Reference (CEFR) and in reference to the specificities of the Vietnamese English language educational system. The sample involved a total of 90 participants, 30 from each of the following CEFR English language proficiency levels: B1, B2, and C1. The instrument was modeled after the IELTS Academic Module Writing Task 2 which requires test-takers to write a minimum of 250-word essay on a given prompt. The participants’ essays were scored by two independent raters following the IELTS Writing Task 2 Band Descriptors. The data was analyzed through 5 one-way ANOVAs, which aimed to compare the three levels of proficiency, B1, B2, and C1, on their overall writing scores, and on each of the two macro (Task Response and Cohesion and Coherence) and micro sills (Lexical Resources and Grammatical Range and Accuracy) The results revealed two main trends. First, it was found that the writing skills of Vietnamese L2 learners of English have shown a significant improvement in the course of their study, across proficiency levels. Second, the development was of a bigger magnitude between levels B1 and B2 and on a smaller scale between levels B2 and C1. The latter trend appears more meaningful when juxtaposed with the expected IELTS writing band score ranges for each of the three CEFR levels investigated in the present study. Specifically, the obtained scores matched the CEFR standards at level B2, but were above the expected minimum score for level B1 and below the minimum expected score for level C1. These findings carry valuable implications for the specific Vietnamese educational context, highlighting both the strengths and lacks of the English language writing curriculum. They pinpoint issues related to the placement of students in CEFR levels without specific empirical data as well as raise questions about the time, effort, and teaching practices necessary to secure learners’ progress from lower to higher proficiency, particularly after level B1. Another contribution of the study is that it examined developments in L2 academic writing both on the macro and micro level, and has, thus, offered a more comprehensive picture of the different components of the writing skill and their development through a course of study. In contrast, existing research has either looked at the writing skill in a holistic way or focused on one or some of its… Advisors/Committee Members: Charkova, Krassimira.

Subjects/Keywords: CEFR; developmental trends; IELTS; L2 writing skills; macro-skills; micro-skills

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APA (6^th Edition):

Nguyen, H. T. T. (2016). MACRO AND MICRO SKILLS IN SECOND LANGUAGE ACADEMIC WRITING: A STUDY OF VIETNAMESE LEARNERS OF ENGLISH. (Masters Thesis). Southern Illinois University. Retrieved from https://opensiuc.lib.siu.edu/theses/2008

Chicago Manual of Style (16^th Edition):

Nguyen, Ha Thi Thanh. “MACRO AND MICRO SKILLS IN SECOND LANGUAGE ACADEMIC WRITING: A STUDY OF VIETNAMESE LEARNERS OF ENGLISH.” 2016. Masters Thesis, Southern Illinois University. Accessed January 18, 2021. https://opensiuc.lib.siu.edu/theses/2008.

MLA Handbook (7^th Edition):

Nguyen, Ha Thi Thanh. “MACRO AND MICRO SKILLS IN SECOND LANGUAGE ACADEMIC WRITING: A STUDY OF VIETNAMESE LEARNERS OF ENGLISH.” 2016. Web. 18 Jan 2021.

Vancouver:

Nguyen HTT. MACRO AND MICRO SKILLS IN SECOND LANGUAGE ACADEMIC WRITING: A STUDY OF VIETNAMESE LEARNERS OF ENGLISH. [Internet] [Masters thesis]. Southern Illinois University; 2016. [cited 2021 Jan 18]. Available from: https://opensiuc.lib.siu.edu/theses/2008.

Council of Science Editors:

Nguyen HTT. MACRO AND MICRO SKILLS IN SECOND LANGUAGE ACADEMIC WRITING: A STUDY OF VIETNAMESE LEARNERS OF ENGLISH. [Masters Thesis]. Southern Illinois University; 2016. Available from: https://opensiuc.lib.siu.edu/theses/2008

Leiden University

7. Koomen, Rianne Anna Liesbeth. Bevorderen van het niveau van wetenschappelijk schrijven bij studenten door middel van observerend leren.

Degree: 2014, Leiden University

URL: http://hdl.handle.net/1887/28385

► In this research, we investigated whether observational learning improves the academic writing skills of university students in the department of Education and Child studies. As… (more)

Subjects/Keywords: Observational learning; Academic writing skills; writing strategies; writing process

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APA (6^th Edition):

Koomen, R. A. L. (2014). Bevorderen van het niveau van wetenschappelijk schrijven bij studenten door middel van observerend leren. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/28385

Chicago Manual of Style (16^th Edition):

Koomen, Rianne Anna Liesbeth. “Bevorderen van het niveau van wetenschappelijk schrijven bij studenten door middel van observerend leren.” 2014. Masters Thesis, Leiden University. Accessed January 18, 2021. http://hdl.handle.net/1887/28385.

MLA Handbook (7^th Edition):

Koomen, Rianne Anna Liesbeth. “Bevorderen van het niveau van wetenschappelijk schrijven bij studenten door middel van observerend leren.” 2014. Web. 18 Jan 2021.

Vancouver:

Koomen RAL. Bevorderen van het niveau van wetenschappelijk schrijven bij studenten door middel van observerend leren. [Internet] [Masters thesis]. Leiden University; 2014. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1887/28385.

Council of Science Editors:

Koomen RAL. Bevorderen van het niveau van wetenschappelijk schrijven bij studenten door middel van observerend leren. [Masters Thesis]. Leiden University; 2014. Available from: http://hdl.handle.net/1887/28385

Utah Valley University

8. Allen, Sonya E. Enhancing Writing Skills in the First Grade.

Degree: 2012, Utah Valley University

URL: http://contentdm.uvu.edu:81/u?/UVUTheses,586

►

This project resulted in the creation of a writing resource manual that will benefit first grade teachers, who are faced with a newly adopted Common… (more)

Subjects/Keywords: Dissertations, Academic; Education, Elementary; Writing skills

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APA (6^th Edition):

Allen, S. E. (2012). Enhancing Writing Skills in the First Grade. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,586

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

Chicago Manual of Style (16^th Edition):

Allen, Sonya E. “Enhancing Writing Skills in the First Grade.” 2012. Thesis, Utah Valley University. Accessed January 18, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,586.

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

MLA Handbook (7^th Edition):

Allen, Sonya E. “Enhancing Writing Skills in the First Grade.” 2012. Web. 18 Jan 2021.

Vancouver:

Allen SE. Enhancing Writing Skills in the First Grade. [Internet] [Thesis]. Utah Valley University; 2012. [cited 2021 Jan 18]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,586.

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

Council of Science Editors:

Allen SE. Enhancing Writing Skills in the First Grade. [Thesis]. Utah Valley University; 2012. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,586

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

Utah Valley University

9. Church, Lacey. Podcasting and Writing on the Elementary Level.

Degree: 2016, Utah Valley University

URL: http://contentdm.uvu.edu:81/u?/UVUTheses,678

►

The purpose of this project was to determine if podcasting could increase students' writing engagement and therefore their proficiency. I conducted this project by instructing… (more)

Subjects/Keywords: Education, Elementary; Educational technology; Writing skills; Podcasting

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APA (6^th Edition):

Church, L. (2016). Podcasting and Writing on the Elementary Level. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,678

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

Chicago Manual of Style (16^th Edition):

Church, Lacey. “Podcasting and Writing on the Elementary Level.” 2016. Thesis, Utah Valley University. Accessed January 18, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,678.

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

MLA Handbook (7^th Edition):

Church, Lacey. “Podcasting and Writing on the Elementary Level.” 2016. Web. 18 Jan 2021.

Vancouver:

Church L. Podcasting and Writing on the Elementary Level. [Internet] [Thesis]. Utah Valley University; 2016. [cited 2021 Jan 18]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,678.

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

Council of Science Editors:

Church L. Podcasting and Writing on the Elementary Level. [Thesis]. Utah Valley University; 2016. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,678

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

Anna University

10. Savitri, M. Strategy instruction for developing the writing skills of tertiary level limited English proficient students;.

Degree: Writing skills of tertiary level limited English proficient students, 2013, Anna University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/11108

►

The aim of the study was to explore the learning strategies used by learners from mother-tongue medium schools in English as a second language classroom,… (more)

▼

The aim of the study was to explore the learning strategies used by learners from mother-tongue medium schools in English as a second language classroom, at the tertiary level. The study was carried out in two phases. A preliminary study and the final study The study was carried out with the first year students of an engineering college, Valliammai Engineering College in Chennai. The main objective was to study whether students from mother-tongue medium schools use strategies to write in English and whether these strategies can be universalized. Chapter 1 traces the role of English at the school level and at the tertiary level in India. It discusses the different education commissions, their policies and implications for the teaching of English as a second language. Chapter 2 is a survey of the literature related to strategies. The available literatures pertaining to the present study have been discussed. The third Chapter serves as a background to the study. The chapter describes the problems related to the teaching and learning of English for the tertiary level English Language Learners (ELLs). The chapter discusses three main issues English as a Second Language (ESL), the teacher of English and the learner of English in relation to each other. Chapter 4 and 5 report on the study conducted. Chapter 4 reports on the preliminary study and Chapter 5 reports on the final study. In the preliminary study the strategies used by the students for improving the writing skills were identified. The final study complemented the preliminary study. Since the final study was conducted with a fresh set of students it was reported in a separate chapter. The concluding chapter of the thesis discusses the summary and findings of the research study. It also analyses their implications for the teaching of English to Limited English Proficient students. Suggestions for further research in the area and the limitations of the present study are also presented. newline

Appendices 1 to 13; pp. 184 - 264

Advisors/Committee Members: Shrimathy Venkatalakshmi, T..

Subjects/Keywords: Writing skills; India; Chennai; English Language Learners

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APA (6^th Edition):

Savitri, M. (2013). Strategy instruction for developing the writing skills of tertiary level limited English proficient students;. (Thesis). Anna University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/11108

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

Chicago Manual of Style (16^th Edition):

Savitri, M. “Strategy instruction for developing the writing skills of tertiary level limited English proficient students;.” 2013. Thesis, Anna University. Accessed January 18, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/11108.

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

MLA Handbook (7^th Edition):

Savitri, M. “Strategy instruction for developing the writing skills of tertiary level limited English proficient students;.” 2013. Web. 18 Jan 2021.

Vancouver:

Savitri M. Strategy instruction for developing the writing skills of tertiary level limited English proficient students;. [Internet] [Thesis]. Anna University; 2013. [cited 2021 Jan 18]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/11108.

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

Council of Science Editors:

Savitri M. Strategy instruction for developing the writing skills of tertiary level limited English proficient students;. [Thesis]. Anna University; 2013. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/11108

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

Deakin University

11. KASAKEIJAN-ROSS, DAVID IAN. Towards a blended ecological pedagogy for advanced EAL academic writing.

Degree: School of Education, 2015, Deakin University

URL: http://hdl.handle.net/10536/DRO/DU:30088689

► This ethnographic research project explored the application of selected ideas relating to grammar from M.A.K.Halliday's theory of systemic functional linguistics in the context of developing… (more)

Subjects/Keywords: Ethnography; Education; Linguistics; Writing skills; Grammer; Indonesia

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APA (6^th Edition):

KASAKEIJAN-ROSS, D. I. (2015). Towards a blended ecological pedagogy for advanced EAL academic writing. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30088689

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

Chicago Manual of Style (16^th Edition):

KASAKEIJAN-ROSS, DAVID IAN. “Towards a blended ecological pedagogy for advanced EAL academic writing.” 2015. Thesis, Deakin University. Accessed January 18, 2021. http://hdl.handle.net/10536/DRO/DU:30088689.

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

MLA Handbook (7^th Edition):

KASAKEIJAN-ROSS, DAVID IAN. “Towards a blended ecological pedagogy for advanced EAL academic writing.” 2015. Web. 18 Jan 2021.

Vancouver:

KASAKEIJAN-ROSS DI. Towards a blended ecological pedagogy for advanced EAL academic writing. [Internet] [Thesis]. Deakin University; 2015. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10536/DRO/DU:30088689.

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

Council of Science Editors:

KASAKEIJAN-ROSS DI. Towards a blended ecological pedagogy for advanced EAL academic writing. [Thesis]. Deakin University; 2015. Available from: http://hdl.handle.net/10536/DRO/DU:30088689

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

Boston University

12. Walsh, Mary Patricia. The construction and evaluation of five patterned series of lessons for teaching five specific writing skills.

Degree: MEd, Education, 1959, Boston University

URL: http://hdl.handle.net/2144/21918

Subjects/Keywords: Writing skills; Children

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APA (6^th Edition):

Walsh, M. P. (1959). The construction and evaluation of five patterned series of lessons for teaching five specific writing skills. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/21918

Chicago Manual of Style (16^th Edition):

Walsh, Mary Patricia. “The construction and evaluation of five patterned series of lessons for teaching five specific writing skills.” 1959. Masters Thesis, Boston University. Accessed January 18, 2021. http://hdl.handle.net/2144/21918.

MLA Handbook (7^th Edition):

Walsh, Mary Patricia. “The construction and evaluation of five patterned series of lessons for teaching five specific writing skills.” 1959. Web. 18 Jan 2021.

Vancouver:

Walsh MP. The construction and evaluation of five patterned series of lessons for teaching five specific writing skills. [Internet] [Masters thesis]. Boston University; 1959. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2144/21918.

Council of Science Editors:

Walsh MP. The construction and evaluation of five patterned series of lessons for teaching five specific writing skills. [Masters Thesis]. Boston University; 1959. Available from: http://hdl.handle.net/2144/21918

Boston University

13. Rivin, Marcia Toby. Programmed instruction in outlining.

Degree: MEd, Education, 1963, Boston University

URL: http://hdl.handle.net/2144/30157

The purpose ot this study is to determine whether the skill ot outlining could be taught successfully at the fifth grade level by means of programmed instruction.

Subjects/Keywords: Writing skills; Outlining

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APA (6^th Edition):

Rivin, M. T. (1963). Programmed instruction in outlining. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/30157

Chicago Manual of Style (16^th Edition):

Rivin, Marcia Toby. “Programmed instruction in outlining.” 1963. Masters Thesis, Boston University. Accessed January 18, 2021. http://hdl.handle.net/2144/30157.

MLA Handbook (7^th Edition):

Rivin, Marcia Toby. “Programmed instruction in outlining.” 1963. Web. 18 Jan 2021.

Vancouver:

Rivin MT. Programmed instruction in outlining. [Internet] [Masters thesis]. Boston University; 1963. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2144/30157.

Council of Science Editors:

Rivin MT. Programmed instruction in outlining. [Masters Thesis]. Boston University; 1963. Available from: http://hdl.handle.net/2144/30157

14. Roybal, Richard A. Creating Critical Thinking Writers in Middle School: A Look at the Jane Schaffer Model.

Degree: MS, Education, 2012, Dominican University of California

URL: https://scholar.dominican.edu/masters-theses/125

► A key component of good writing is the use of critical thinking skills. Without deeper levels of reflection and thinking, writing becomes superficial, less… (more)

Subjects/Keywords: Critical Thinking; Jane Schaffer; Writing Skills; Education

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

APA (6^th Edition):

Roybal, R. A. (2012). Creating Critical Thinking Writers in Middle School: A Look at the Jane Schaffer Model. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/125

Chicago Manual of Style (16^th Edition):

Roybal, Richard A. “Creating Critical Thinking Writers in Middle School: A Look at the Jane Schaffer Model.” 2012. Masters Thesis, Dominican University of California. Accessed January 18, 2021. https://scholar.dominican.edu/masters-theses/125.

MLA Handbook (7^th Edition):

Roybal, Richard A. “Creating Critical Thinking Writers in Middle School: A Look at the Jane Schaffer Model.” 2012. Web. 18 Jan 2021.

Vancouver:

Roybal RA. Creating Critical Thinking Writers in Middle School: A Look at the Jane Schaffer Model. [Internet] [Masters thesis]. Dominican University of California; 2012. [cited 2021 Jan 18]. Available from: https://scholar.dominican.edu/masters-theses/125.

Council of Science Editors:

Roybal RA. Creating Critical Thinking Writers in Middle School: A Look at the Jane Schaffer Model. [Masters Thesis]. Dominican University of California; 2012. Available from: https://scholar.dominican.edu/masters-theses/125

Karlstad University

15. Stenqvist, Sophie. Har finmotorisk utveckling betydelse vid skrivundervisningen? : En studie om skrivundervisning och synen på finmotorik i åk 1-3.

Degree: Literature and Intercultural Studies, 2016, Karlstad University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43240

►

Abstract The purpose of this study is to gain a deeper understanding of the teacher's approach to writing instruction and their view of fine… (more)

▼

Abstract The purpose of this study is to gain a deeper understanding of the teacher's approach to writing instruction and their view of fine motor development and fine motor difficulties for students in grades 1-3. By comparing a selection of teachers’ approaches to writing tuition and fine motor skills, with previous research it expects to gain a deeper understanding of the objective. In the study, qualitative semi-structured interviews and participant observation was used as a method. These interviews and observations were made with seven active Swedish teachers in grades 1-3. This gives an insight into teachers' views on fine motor skills and education, as well as how they see the adjustment of the writing instruction to students with fine motor difficulties. The results show that most of the teachers who participated in the study linked fine motor difficulties to the way students holding a pencil, as well as how they shape the letters. Most of the teachers say that they don´t practice fine motor exercises in the classroom, although the results shows that often it is done unconsciously. The first letter of the learning takes place mostly from a formal perspective. In most cases, when the first letter of the learning process is complete, the writing instruction, to some extent, starts from a functional perspective.

Sammanfattning Syftet med denna studie är att få en fördjupad förståelse för lärares förhållningssätt till skrivundervisning och deras syn på finmotorisk utveckling och finmotoriska svårigheter hos elever i årskurs 1-3. Genom att jämföra ett urval lärares förhållningssätt till skrivundervisning och finmotorik samt att jämföra detta med tidigare forskning förväntas en fördjupad förståelse för syftet att införskaffas. I studien har kvalitativa semistrukturerade intervjuer och deltagande observationer använts som metod. Dessa intervjuer samt observationer har skett med sju verksamma svensklärare i årskurs 1-3. Detta ger en inblick i lärarnas syn på finmotorik och skrivundervisning samt hur de ser på anpassning av skrivundervisning till elever med finmotoriska svårigheter. Resultatet visar att de flesta lärare som medverkat i studien kopplar finmotoriska svårigheter till hur eleverna håller i en penna och hur de formar bokstäver. Några uttalade finmotoriska övningar sker inte i klassrummet, ändå sker dessa övningar många gånger, men då omedvetet. Den första bokstavsinlärningen visar sig till största del ske utifrån ett formellt perspektiv. När den första bokstavsinlärningen är färdig så övergår skrivundervisningen, i de flesta fall, även med utgångspunkt ur ett funktionellt perspektiv.

Subjects/Keywords: writing tuition; motor skills; fine motor skills; handwriting; writing difficulties; skrivundervisning; motorik; finmotorik; handstil; skrivsvårigheter

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APA (6^th Edition):

Stenqvist, S. (2016). Har finmotorisk utveckling betydelse vid skrivundervisningen? : En studie om skrivundervisning och synen på finmotorik i åk 1-3. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43240

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

Chicago Manual of Style (16^th Edition):

Stenqvist, Sophie. “Har finmotorisk utveckling betydelse vid skrivundervisningen? : En studie om skrivundervisning och synen på finmotorik i åk 1-3.” 2016. Thesis, Karlstad University. Accessed January 18, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43240.

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

MLA Handbook (7^th Edition):

Stenqvist, Sophie. “Har finmotorisk utveckling betydelse vid skrivundervisningen? : En studie om skrivundervisning och synen på finmotorik i åk 1-3.” 2016. Web. 18 Jan 2021.

Vancouver:

Stenqvist S. Har finmotorisk utveckling betydelse vid skrivundervisningen? : En studie om skrivundervisning och synen på finmotorik i åk 1-3. [Internet] [Thesis]. Karlstad University; 2016. [cited 2021 Jan 18]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43240.

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

Council of Science Editors:

Stenqvist S. Har finmotorisk utveckling betydelse vid skrivundervisningen? : En studie om skrivundervisning och synen på finmotorik i åk 1-3. [Thesis]. Karlstad University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43240

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

University of Dundee

16. Green, Kelton Roy. Evidence-based teaching of writing practices : a survey and intervention at elementary and high school level.

Degree: Thesis (D.Ed.Psy.), 2017, University of Dundee

URL: https://discovery.dundee.ac.uk/en/studentTheses/b339778a-01ec-4ea5-86d3-93ad1ae8c211 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723694

► Writing skills are important for social and civic participation, educational achievement and employment (European Commission, 2012). However, a third to a half of Scottish students… (more)

▼ Writing skills are important for social and civic participation, educational achievement and employment (European Commission, 2012). However, a third to a half of Scottish students did not attain required writing standards at upper elementary and lower high school grades in 2014 (Scottish Government, 2015). Similarly, many students do not obtain the required skills in the USA (Graham et al., 2014). This study aimed to improve the writing skills of mainstream upper elementary and lower high school students. It took place in a largely rural Local Authority in Southern Scotland which was mid-range on measures of deprivation. The literature was reviewed on effective writing interventions for school-aged mainstream students. The interventions with the largest impacts around the target grades were: CIRC (Durukan, 2011); Collaborative Dialogic Learning (Alfassi, 2009); CSRI (Torrance et al., 2007); Jigsaw (Sahin, 2011); individual IT access in lessons (Snyder, 1993); individual IT access at home and school (Lowther et al., 2003); peer assistance with revision (Boscoli et al.,2004); process and product goals (Schunk et al., 1993); SRSD (Brunstein et al., 2011); summarisation (Chang et al., 2002); visualisation/imagery instruction (Jampole et al., 1994). An online survey of teachers’ current practices and beliefs about the teaching of writing was administered. The response rate was 23% (N=345) of the 1490 Local Authority-employed teachers in the region. Notable findings were: the respondents’ most frequently used practice was grammar instruction, an ineffective intervention (Graham et al., 2012; Graham et al., 2007). Many were using some evidence-based practices but not at optimum frequencies, and some were never using some of them. About 40% of respondents felt students had insufficient IT to support their writing and most would use IT more frequently if they had more up-to-date equipment, better internet access and extra training. Under half of elementary and high school respondents with English degrees felt Initial Teacher Education was adequate preparation to teach writing, while only 29% of high school respondents without English degrees felt adequately prepared to teach writing. Most viewed In Service Education more favourably but substantial numbers of respondents still felt inadequately prepared, particularly high school teachers without English degrees. All the high school respondents with English degrees and 91% of elementary respondents felt they were effective teachers of writing, but only 48% of high school respondents without English degrees felt they were effective at teaching writing. An evidence-based intervention was developed, the six-week Write Away programme, which included writing strategy instruction, self-regulation strategies and peer revision. It shared many features with CSRI (Torrance et al., 2007) and SRSD (Harris et al., 2009). Distinctive differences included that it incorporated Boscolo et al.'s (2004) model of peer revision rather than the think alouds used in CSRI, pupils did not create their…

Subjects/Keywords: 372.62; Writing Skills; Writing Strategy Instruction; Self-Regulation; School

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APA (6^th Edition):

Green, K. R. (2017). Evidence-based teaching of writing practices : a survey and intervention at elementary and high school level. (Doctoral Dissertation). University of Dundee. Retrieved from https://discovery.dundee.ac.uk/en/studentTheses/b339778a-01ec-4ea5-86d3-93ad1ae8c211 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723694

Chicago Manual of Style (16^th Edition):

Green, Kelton Roy. “Evidence-based teaching of writing practices : a survey and intervention at elementary and high school level.” 2017. Doctoral Dissertation, University of Dundee. Accessed January 18, 2021. https://discovery.dundee.ac.uk/en/studentTheses/b339778a-01ec-4ea5-86d3-93ad1ae8c211 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723694.

MLA Handbook (7^th Edition):

Green, Kelton Roy. “Evidence-based teaching of writing practices : a survey and intervention at elementary and high school level.” 2017. Web. 18 Jan 2021.

Vancouver:

Green KR. Evidence-based teaching of writing practices : a survey and intervention at elementary and high school level. [Internet] [Doctoral dissertation]. University of Dundee; 2017. [cited 2021 Jan 18]. Available from: https://discovery.dundee.ac.uk/en/studentTheses/b339778a-01ec-4ea5-86d3-93ad1ae8c211 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723694.

Council of Science Editors:

Green KR. Evidence-based teaching of writing practices : a survey and intervention at elementary and high school level. [Doctoral Dissertation]. University of Dundee; 2017. Available from: https://discovery.dundee.ac.uk/en/studentTheses/b339778a-01ec-4ea5-86d3-93ad1ae8c211 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723694

Liberty University

17. Penner, Irene Suzanne. Comparison of Effects of Cognitive Level and Quality Writing Assessment (CLAQWA) Rubric on Freshman College Student Writing.

Degree: 2010, Liberty University

URL: http://digitalcommons.liberty.edu/doctoral/401

► The study investigated the effects of the Cognitive Level and Quality Writing Assessment (CLAQWA) rubric on the cognitive skill and writing skill growth of college… (more)

Subjects/Keywords: CLAQWA; cognitive skills; descriptive writing; freshman composition; prescriptive writing; writing skills; Education, Higher; Education, Tests and Measurements

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

APA (6^th Edition):

Penner, I. S. (2010). Comparison of Effects of Cognitive Level and Quality Writing Assessment (CLAQWA) Rubric on Freshman College Student Writing. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/401

Chicago Manual of Style (16^th Edition):

Penner, Irene Suzanne. “Comparison of Effects of Cognitive Level and Quality Writing Assessment (CLAQWA) Rubric on Freshman College Student Writing.” 2010. Doctoral Dissertation, Liberty University. Accessed January 18, 2021. http://digitalcommons.liberty.edu/doctoral/401.

MLA Handbook (7^th Edition):

Penner, Irene Suzanne. “Comparison of Effects of Cognitive Level and Quality Writing Assessment (CLAQWA) Rubric on Freshman College Student Writing.” 2010. Web. 18 Jan 2021.

Vancouver:

Penner IS. Comparison of Effects of Cognitive Level and Quality Writing Assessment (CLAQWA) Rubric on Freshman College Student Writing. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2021 Jan 18]. Available from: http://digitalcommons.liberty.edu/doctoral/401.

Council of Science Editors:

Penner IS. Comparison of Effects of Cognitive Level and Quality Writing Assessment (CLAQWA) Rubric on Freshman College Student Writing. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/401

University of Florida

18. Liu, Qing. A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China.

Degree: PhD, Curriculum and Instruction (CUI) - Teaching and Learning, 2012, University of Florida

URL: https://ufdc.ufl.edu/UFE0043625

► Written English, as a way of communication in the globalized world, plays an increasingly important role in China. However, English instruction in China is still… (more)

Subjects/Keywords: English teachers; Students; Teachers; Writing; Writing ability; Writing instruction; Writing processes; Writing skills; Writing teachers; Writing tests; china – efl – english – esl – fallacy – instructors – native – nes – writing

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

APA (6^th Edition):

Liu, Q. (2012). A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0043625

Chicago Manual of Style (16^th Edition):

Liu, Qing. “A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China.” 2012. Doctoral Dissertation, University of Florida. Accessed January 18, 2021. https://ufdc.ufl.edu/UFE0043625.

MLA Handbook (7^th Edition):

Liu, Qing. “A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China.” 2012. Web. 18 Jan 2021.

Vancouver:

Liu Q. A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2021 Jan 18]. Available from: https://ufdc.ufl.edu/UFE0043625.

Council of Science Editors:

Liu Q. A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China. [Doctoral Dissertation]. University of Florida; 2012. Available from: https://ufdc.ufl.edu/UFE0043625

Utah Valley University

19. Willis, Misty. Using Lucy Calkins Writing Model to Create Confident and Independent Writers.

Degree: 2012, Utah Valley University

URL: http://contentdm.uvu.edu:81/u?/UVUTheses,582

This qualitative study was conducted in a first grade classroom, analyzing the effectiveness of the Lucy Calkins Writing Model to create confident and independent writers.

54 p. 22 cm.

Subjects/Keywords: Dissertations, Academic; Education, Elementary; Writing skills; Calkins, Lucy, 1951- Units of study for primary writing

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

APA (6^th Edition):

Willis, M. (2012). Using Lucy Calkins Writing Model to Create Confident and Independent Writers. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,582

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

Chicago Manual of Style (16^th Edition):

Willis, Misty. “Using Lucy Calkins Writing Model to Create Confident and Independent Writers.” 2012. Thesis, Utah Valley University. Accessed January 18, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,582.

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

MLA Handbook (7^th Edition):

Willis, Misty. “Using Lucy Calkins Writing Model to Create Confident and Independent Writers.” 2012. Web. 18 Jan 2021.

Vancouver:

Willis M. Using Lucy Calkins Writing Model to Create Confident and Independent Writers. [Internet] [Thesis]. Utah Valley University; 2012. [cited 2021 Jan 18]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,582.

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

Council of Science Editors:

Willis M. Using Lucy Calkins Writing Model to Create Confident and Independent Writers. [Thesis]. Utah Valley University; 2012. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,582

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

Utah Valley University

20. Sessions, Laird Daniel. Neglected R: Improving Writing Instruction through Technology.

Degree: 2014, Utah Valley University

URL: http://contentdm.uvu.edu:81/u?/UVUTheses,650

►

Using the narrative inquiry method, this project (a) investigated the effects of incorporating iPads and writing-specific educational apps in a fifth grade classroom and (b)… (more)

Subjects/Keywords: Writing skills; Report writing – Study and teaching; Teaching – Aids and devices; Educational technology

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APA (6^th Edition):

Sessions, L. D. (2014). Neglected R: Improving Writing Instruction through Technology. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,650

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

Chicago Manual of Style (16^th Edition):

Sessions, Laird Daniel. “Neglected R: Improving Writing Instruction through Technology.” 2014. Thesis, Utah Valley University. Accessed January 18, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,650.

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

MLA Handbook (7^th Edition):

Sessions, Laird Daniel. “Neglected R: Improving Writing Instruction through Technology.” 2014. Web. 18 Jan 2021.

Vancouver:

Sessions LD. Neglected R: Improving Writing Instruction through Technology. [Internet] [Thesis]. Utah Valley University; 2014. [cited 2021 Jan 18]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,650.

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

Council of Science Editors:

Sessions LD. Neglected R: Improving Writing Instruction through Technology. [Thesis]. Utah Valley University; 2014. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,650

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

21. Steinman, Samantha Jean. Investigating the Effects of Performance Feedback and Choice as a Writing Fluency Intervention.

Degree: 2017, Minnesota State University – Mankato

URL: https://cornerstone.lib.mnsu.edu/etds/754

► Despite a need for more support in the area of writing, few interventions currently exist to target elementary students’ writing fluency skills. Performance feedback has… (more)

Subjects/Keywords: elementary students; writing; fluency skills; writing fluency intervention; performance feedback; School Psychology

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

APA (6^th Edition):

Steinman, S. J. (2017). Investigating the Effects of Performance Feedback and Choice as a Writing Fluency Intervention. (Thesis). Minnesota State University – Mankato. Retrieved from https://cornerstone.lib.mnsu.edu/etds/754

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

Chicago Manual of Style (16^th Edition):

Steinman, Samantha Jean. “Investigating the Effects of Performance Feedback and Choice as a Writing Fluency Intervention.” 2017. Thesis, Minnesota State University – Mankato. Accessed January 18, 2021. https://cornerstone.lib.mnsu.edu/etds/754.

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

MLA Handbook (7^th Edition):

Steinman, Samantha Jean. “Investigating the Effects of Performance Feedback and Choice as a Writing Fluency Intervention.” 2017. Web. 18 Jan 2021.

Vancouver:

Steinman SJ. Investigating the Effects of Performance Feedback and Choice as a Writing Fluency Intervention. [Internet] [Thesis]. Minnesota State University – Mankato; 2017. [cited 2021 Jan 18]. Available from: https://cornerstone.lib.mnsu.edu/etds/754.

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

Council of Science Editors:

Steinman SJ. Investigating the Effects of Performance Feedback and Choice as a Writing Fluency Intervention. [Thesis]. Minnesota State University – Mankato; 2017. Available from: https://cornerstone.lib.mnsu.edu/etds/754

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

North-West University

22. Proudfoot, Candice. An analysis of the relationship between writing skills and Short Messaging Service language : a self–regulatory perspective / Candice Proudfoot .

Degree: 2011, North-West University

URL: http://hdl.handle.net/10394/4937

► Self–regulation in writing is viewed as critically important in order to be a good writer. With the advent of cellular telephony, what passes as ‘good’… (more)

▼ Self–regulation in writing is viewed as critically important in order to be a good writer. With the advent of cellular telephony, what passes as ‘good’ writing is being challenged with the introduction of the abbreviated form of SMS (Short Messaging Service) language. The purpose of this study was to determine the nature of the changes in SMS spelling and whether or not these changes affected the participants’ spelling age and their ability to write formally within the context of a formal SMS and the English language class. This study also aimed to determine whether a relationship exists between self–regulatory skills and writing in SMS. A sequential explanatory mixed–method research design was selected in order to address the research questions which had been posed. The study examined the nature of Short Messaging Service (SMS) language and the relationship between self–regulation and SMS, using a dominant quantitative survey design which was followed by a qualitative phase which explored and explained the phenomena which had been exposed in the quantitative phase of this study. The results of this study indicated that SMS language is an abbreviated form of digital writing, which is colloquial and informal in nature. SMS language is used in SMS text messages and within the forum of the chatroom MXit. The results also indicated that the participants in this study use the self–regulatory strategies of goal setting, strategic planning, self–recording, self–evaluation and self–reaction when writing SMS text messages that are more formal in nature. Furthermore, no evidence of SMS language could be found in an analysis of writing portfolios, indicating that SMS language does not affect the academic writing skills of the participants in this study. The main conclusion was that although this study was completed on a very small scale and that it would be inappropriate to generalise, the implementation of and research regarding the nature of SMS and self–regulation in SMS writing, require attention in order to ensure that the self–regulatory skills possessed by learners in our schools are used optimally in order to promote literacy and good writing practices.

Subjects/Keywords: Short messaging service (SMS); Self-regulated learning; Self-regulation strategies; SMS language; Writing; Writing skills

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

APA (6^th Edition):

Proudfoot, C. (2011). An analysis of the relationship between writing skills and Short Messaging Service language : a self–regulatory perspective / Candice Proudfoot . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4937

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

Chicago Manual of Style (16^th Edition):

Proudfoot, Candice. “An analysis of the relationship between writing skills and Short Messaging Service language : a self–regulatory perspective / Candice Proudfoot .” 2011. Thesis, North-West University. Accessed January 18, 2021. http://hdl.handle.net/10394/4937.

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

MLA Handbook (7^th Edition):

Proudfoot, Candice. “An analysis of the relationship between writing skills and Short Messaging Service language : a self–regulatory perspective / Candice Proudfoot .” 2011. Web. 18 Jan 2021.

Vancouver:

Proudfoot C. An analysis of the relationship between writing skills and Short Messaging Service language : a self–regulatory perspective / Candice Proudfoot . [Internet] [Thesis]. North-West University; 2011. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10394/4937.

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

Council of Science Editors:

Proudfoot C. An analysis of the relationship between writing skills and Short Messaging Service language : a self–regulatory perspective / Candice Proudfoot . [Thesis]. North-West University; 2011. Available from: http://hdl.handle.net/10394/4937

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

University of Victoria

23. Perkins, Christina Jacqueline. Contributions of oral language and word-level literacy skills to elementary writing in first and second language learners.

Degree: Department of Educational Psychology and Leadership Studies, 2019, University of Victoria

URL: http://hdl.handle.net/1828/10743

► Second language (L2) learners are a growing population in Canadian school systems, and acquisition of literacy skills is critical to their success in Canadian society.… (more)

Subjects/Keywords: English as a Second Language; EL2; Oral Language Skills; Word-Level Literacy Skills; Second Language Learners; Path Analysis; ELL; ESL; Writing; Simple View of Writing; Elementary Writing; Kindergarten; Grade Three; Literacy; Education; Indirect Effect; Primary Grades; Component Skills; Writing Components; Word Level Literacy Skills; Mediation Analysis; Oral Language; Second Language; L2; Writing Outcomes; Text-Level Writing; Text Level Writing; Writing Composition

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APA (6^th Edition):

Perkins, C. J. (2019). Contributions of oral language and word-level literacy skills to elementary writing in first and second language learners. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/10743

Chicago Manual of Style (16^th Edition):

Perkins, Christina Jacqueline. “Contributions of oral language and word-level literacy skills to elementary writing in first and second language learners.” 2019. Masters Thesis, University of Victoria. Accessed January 18, 2021. http://hdl.handle.net/1828/10743.

MLA Handbook (7^th Edition):

Perkins, Christina Jacqueline. “Contributions of oral language and word-level literacy skills to elementary writing in first and second language learners.” 2019. Web. 18 Jan 2021.

Vancouver:

Perkins CJ. Contributions of oral language and word-level literacy skills to elementary writing in first and second language learners. [Internet] [Masters thesis]. University of Victoria; 2019. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1828/10743.

Council of Science Editors:

Perkins CJ. Contributions of oral language and word-level literacy skills to elementary writing in first and second language learners. [Masters Thesis]. University of Victoria; 2019. Available from: http://hdl.handle.net/1828/10743

Massey University

24. Emerson, Lisa. A collaborative approach to integrating the teaching of writing into the sciences in a New Zealand tertiary context : this thesis presented for partial fulfilment of the requirements for the degree of Doctor of Philosophy in English at Massey University .

Degree: 1999, Massey University

URL: http://hdl.handle.net/10179/2379

► The research question examined in this thesis is: "how can we effectively teach writing in the disciplines?" During the development of the research two subsidiary… (more)

▼ The research question examined in this thesis is: "how can we effectively teach writing in the disciplines?" During the development of the research two subsidiary questions were included: "can writing in the disciplines be taught effectively through the combined expertise of writing specialists and subject specialists?" and "is action research an effective method of empowering academic staff as teachers of writing?" New Zealand universities, to date, have taken a very limited, generic approach to teaching or researching writing in the disciplines. This research makes a major innovation by bringing a writing teacher into collaboration with academic staff from the applied sciences to develop a programme whose objective was to teach the genres and styles of applied science writing to students in that discipline. The thesis focuses upon three writing projects. All three took place in the Faculty of Agricultural and Horticultural Sciences at Massey University between 1993 and 1996 and took their inspiration from the writing across the curriculum movement. Project one involved the development of a Communication in Applied Science paper for first year students. Project two was a departmental writing across the curriculum programme aimed at integrating the teaching of writing into content courses. Project three involved integrating writing into the fundamental pedagogy of a single paper in horticulture. The project teams used action research as a method of developing and evaluating their programme. Action research was chosen as an appropriate methodology because it combines research with practical action, takes place in a real rather than an ideal context, provides a process to implement and monitor change, and allows for effective collaboration and ownership of the project. The projects have had the following key outcomes. Action research provides a successful methodology for integrating writing into the disciplines. Collaboration between academic staff and a writing consultant can offer a fully viable means of teaching writing in the disciplines. An institutional context of support and rewards for innovative teaching can enable staff to gain confidence as teachers of writing and understanding of writing in the disciplines. Student attitudes to writing and communication skills become more positive when the genres taught are professionally relevant, the importance of communication is modelled by credible sources, and writing support facilities are available. Finally, writing should be integrated into the pedagogical schema of a course at its inception, rather than being superimposed upon existing courses.

Subjects/Keywords: Academic writing; Science writing; Communication skills

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APA (6^th Edition):

Emerson, L. (1999). A collaborative approach to integrating the teaching of writing into the sciences in a New Zealand tertiary context : this thesis presented for partial fulfilment of the requirements for the degree of Doctor of Philosophy in English at Massey University . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/2379

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

Chicago Manual of Style (16^th Edition):

Emerson, Lisa. “A collaborative approach to integrating the teaching of writing into the sciences in a New Zealand tertiary context : this thesis presented for partial fulfilment of the requirements for the degree of Doctor of Philosophy in English at Massey University .” 1999. Thesis, Massey University. Accessed January 18, 2021. http://hdl.handle.net/10179/2379.

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

MLA Handbook (7^th Edition):

Emerson, Lisa. “A collaborative approach to integrating the teaching of writing into the sciences in a New Zealand tertiary context : this thesis presented for partial fulfilment of the requirements for the degree of Doctor of Philosophy in English at Massey University .” 1999. Web. 18 Jan 2021.

Vancouver:

Emerson L. A collaborative approach to integrating the teaching of writing into the sciences in a New Zealand tertiary context : this thesis presented for partial fulfilment of the requirements for the degree of Doctor of Philosophy in English at Massey University . [Internet] [Thesis]. Massey University; 1999. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10179/2379.

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

Council of Science Editors:

Emerson L. A collaborative approach to integrating the teaching of writing into the sciences in a New Zealand tertiary context : this thesis presented for partial fulfilment of the requirements for the degree of Doctor of Philosophy in English at Massey University . [Thesis]. Massey University; 1999. Available from: http://hdl.handle.net/10179/2379

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

25. Dayan, Gökhan. İlkokul öğrencilerinin Türkçe dersinde dijital öyküleme çalışmaları .

Degree: ESOGÜ, Eğitim Fakültesi, Sınıf Öğretmenliği, 2017, Eskisehir Osmangazi University

URL: http://hdl.handle.net/11684/1482

► Amaç: Araştırmada İlkokul 4. Sınıf Türkçe dersi yazma sürecinde dijital öyküleme çalışmalarının betimlenmesi amaçlanmıştır. Yöntem: Araştırma durum çalışması biçiminde desenlenmiştir. Araştırmanın çalışma grubunu, amaçlı örnekleme… (more)

▼ Amaç: Araştırmada İlkokul 4. Sınıf Türkçe dersi yazma sürecinde dijital öyküleme çalışmalarının betimlenmesi amaçlanmıştır. Yöntem: Araştırma durum çalışması biçiminde desenlenmiştir. Araştırmanın çalışma grubunu, amaçlı örnekleme çeşitlerinden biri olan kritik durum örnekleme yöntemiyle; Eskişehir İli Tepebaşı İlçesindeki kırsal kesimde yaşayan ailelerin çocuklarının öğrenim gördüğü bir ilkokul oluşturmuştur. Araştırma, 2016-2017 eğitim-öğretim yılının ikinci yarıyılında Eskişehir il merkezine 18 km uzaklıkta olan bu ilkokulda gerçekleştirilmiştir. Araştırmanın verilerinin toplanmasında; yarı yapılandırılmış görüşme, tam katılımcı gözlem, araştırmacı günlükleri, öğrenci günlükleri, öğrenci dijital ürünleri ve video kayıtları kullanılmıştır. Araştırmada içerik analizi yoluyla verilerin çözümlenmesi yapılmıştır. Bulgular: Araştırma sürecinde öğrenciler tarafından oluşturulan dijital öykülerde; kelime, cümle, sahne sayısı gibi ögelerde nitelik ve nicelik açılarından gelişme görülmüştür. Tematik yaklaşımın dışına çıkıldığında, öğrencilerin kendi yaşantılarından konular belirledikleri, yazmaya daha istekli oldukları gözlenmiştir. Sonuç ve Tartışma: Araştırmada dijital öyküleme çalışmalarının, öğrencilerin çok biçimli metin oluşturması sayesinde, yazım ve noktalama kurallarına uymayı geliştirerek, daha kurallı metinler oluşturmasını sağladığı sonucuna ulaşılmıştır. Dijital ürünlerindeki kelime ve cümle sayılarında artış olmakla birlikte hikâye ögelerini de geliştirerek daha detaylı metinler oluşturmayı sağladığı belirlenmiştir. Ayrıca Türkçe dersi öğretim sürecinde uygulanan zenginleştirici çalışmaların öğrencileri yazmaya düşünsel olarak hazır hale getirdiği, derslerin daha zevkli ve eğlenceli geçtiği sonuçlarına ulaşılmıştır. Advisors/Committee Members: Girmen, Pınar (advisor).

Subjects/Keywords: Dijital Öyküleme; Dijital Yazma; Teknoloji Destekli Yazma; Yazma Becerisi; Digital Storytelling; Digital Writing; Ttechnology-Assisted Writing; Writing Skills

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APA (6^th Edition):

Dayan, G. (2017). İlkokul öğrencilerinin Türkçe dersinde dijital öyküleme çalışmaları . (Thesis). Eskisehir Osmangazi University. Retrieved from http://hdl.handle.net/11684/1482

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

Chicago Manual of Style (16^th Edition):

Dayan, Gökhan. “İlkokul öğrencilerinin Türkçe dersinde dijital öyküleme çalışmaları .” 2017. Thesis, Eskisehir Osmangazi University. Accessed January 18, 2021. http://hdl.handle.net/11684/1482.

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

MLA Handbook (7^th Edition):

Dayan, Gökhan. “İlkokul öğrencilerinin Türkçe dersinde dijital öyküleme çalışmaları .” 2017. Web. 18 Jan 2021.

Vancouver:

Dayan G. İlkokul öğrencilerinin Türkçe dersinde dijital öyküleme çalışmaları . [Internet] [Thesis]. Eskisehir Osmangazi University; 2017. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11684/1482.

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

Council of Science Editors:

Dayan G. İlkokul öğrencilerinin Türkçe dersinde dijital öyküleme çalışmaları . [Thesis]. Eskisehir Osmangazi University; 2017. Available from: http://hdl.handle.net/11684/1482

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

NSYSU

26. Chen, Kuan-ling. The music idea, music aesthetics and writing skills of the composition JING.

Degree: Master, Music, 2008, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0626108-011441

► Abstract This thesis discusses the music idea, music aesthetics and writing skills of the authorâs composition JING. The music idea and aesthetics of the JING… (more)

Subjects/Keywords: Confucianism; writing skills; Taoism; Buddhism; music aesthetics; music idea

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APA (6^th Edition):

Chen, K. (2008). The music idea, music aesthetics and writing skills of the composition JING. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0626108-011441

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

Chicago Manual of Style (16^th Edition):

Chen, Kuan-ling. “The music idea, music aesthetics and writing skills of the composition JING.” 2008. Thesis, NSYSU. Accessed January 18, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0626108-011441.

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

MLA Handbook (7^th Edition):

Chen, Kuan-ling. “The music idea, music aesthetics and writing skills of the composition JING.” 2008. Web. 18 Jan 2021.

Vancouver:

Chen K. The music idea, music aesthetics and writing skills of the composition JING. [Internet] [Thesis]. NSYSU; 2008. [cited 2021 Jan 18]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0626108-011441.

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

Council of Science Editors:

Chen K. The music idea, music aesthetics and writing skills of the composition JING. [Thesis]. NSYSU; 2008. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0626108-011441

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

Utah Valley University

27. Curtis, Amber K. Writing 2.0: Using Google Docs as a Collaborative Writing Tool in the Elementary Classroom.

Degree: 2013, Utah Valley University

URL: http://contentdm.uvu.edu:81/u?/UVUTheses,609

►

The purpose of this study was to explore the effects of Google Docs as compared to the traditional paper and pencil writing method on 6th… (more)

Subjects/Keywords: Education, Elementary; Writing skills; Dissertations, Academic; Web 2.0

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APA (6^th Edition):

Curtis, A. K. (2013). Writing 2.0: Using Google Docs as a Collaborative Writing Tool in the Elementary Classroom. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,609

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

Chicago Manual of Style (16^th Edition):

Curtis, Amber K. “Writing 2.0: Using Google Docs as a Collaborative Writing Tool in the Elementary Classroom.” 2013. Thesis, Utah Valley University. Accessed January 18, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,609.

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

MLA Handbook (7^th Edition):

Curtis, Amber K. “Writing 2.0: Using Google Docs as a Collaborative Writing Tool in the Elementary Classroom.” 2013. Web. 18 Jan 2021.

Vancouver:

Curtis AK. Writing 2.0: Using Google Docs as a Collaborative Writing Tool in the Elementary Classroom. [Internet] [Thesis]. Utah Valley University; 2013. [cited 2021 Jan 18]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,609.

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

Council of Science Editors:

Curtis AK. Writing 2.0: Using Google Docs as a Collaborative Writing Tool in the Elementary Classroom. [Thesis]. Utah Valley University; 2013. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,609

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

28. Mohanty, Prasanta Kumar. Inpect of intervention programme on the development of writing skills of students with dysgraphia; -.

Degree: Education, 2012, Kurukshetra University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/32676

None

Bibliography p.237-265 and Appendix p.266-231

Advisors/Committee Members: Sangeeta.

Subjects/Keywords: dysgraphia; intervention programme; writing skills

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APA (6^th Edition):

Mohanty, P. K. (2012). Inpect of intervention programme on the development of writing skills of students with dysgraphia; -. (Thesis). Kurukshetra University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/32676

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

Chicago Manual of Style (16^th Edition):

Mohanty, Prasanta Kumar. “Inpect of intervention programme on the development of writing skills of students with dysgraphia; -.” 2012. Thesis, Kurukshetra University. Accessed January 18, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/32676.

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

MLA Handbook (7^th Edition):

Mohanty, Prasanta Kumar. “Inpect of intervention programme on the development of writing skills of students with dysgraphia; -.” 2012. Web. 18 Jan 2021.

Vancouver:

Mohanty PK. Inpect of intervention programme on the development of writing skills of students with dysgraphia; -. [Internet] [Thesis]. Kurukshetra University; 2012. [cited 2021 Jan 18]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/32676.

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

Council of Science Editors:

Mohanty PK. Inpect of intervention programme on the development of writing skills of students with dysgraphia; -. [Thesis]. Kurukshetra University; 2012. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/32676

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

Stellenbosch University

29. Xamlashe, Sibongile Saraphina. The use of History texts in isiXhosa for Grade 11 in developing academic writing skills across the curriculum.

Degree: MA, African Languages, 2015, Stellenbosch University

URL: http://hdl.handle.net/10019.1/98037

►

ENGLISH ABSTRACT: The central aim of the study is to present a proposal of how academic literacy development across the curriculum in secondary school can… (more)

▼

ENGLISH ABSTRACT: The central aim of the study is to present a proposal of how academic literacy development across the curriculum in secondary school can be facilitated through the use of content subject texts in isiXhosa. This is demonstrated by making use of History texts, which can be incorporated in the isiXhosa Home Language (HL) subject for teaching the writing skills of academic texts. The Genre-based approach to literacy development, which has been employed with great success, especially in Australia, over the past thirty years, is assumed in presenting an analysis of the variety of genres exemplified by the History texts. The analyses of genres will be demonstrated by three texts selected from the grade 11 History textbook and the grade 11 assessment question paper, translated into isiXhosa, respectively. For example, genres such as chronological texts in which historical recounts are grouped into and non-chronological genres in which the factorial and consequential explanation genres are grouped under. The schematic structure of the selected genres is identified and related to the language system represented by the systemic functional linguistics. The study makes use of the method of text analysis and written discourse analysis within the genre framework underpinned by systemic functional linguistic for the data collection. The findings demonstrate that that the effective development of knowledge of language in the Home Language class through the use of texts from content subjects can play a crucial role in advancing academic writing skills, for both the Home language and History. Furthermore; the availability of resources in isiXhosa, teachers training and support on the implementation of genre-based approach underpinned by the systemic functional linguistics can enhance the understanding of genres across the curriculum and will in that effect, promote the use of African languages for academic purposes.

AFRIKAANSE OPSOMMING: Die sentrale doelwit van die studie is om ‘n voorstel aan te bied van hoe akademiese geletterdheid in die sekondêre skool gefasiliteer kan word deur die gebruik van inhoudsvaktekste in isiXhosa oor die kurrikulum. Hierdie doelwit word gedemonstreer deur die gebruik van Geskiedenistekste wat geïntegreer kan word in die isiXhosa huistaalvak vir die onderrig van skryfvaardighede van akademiese tekste. Die genre-gebaseerde benadering, wat met groot sukses in veral Australië gebruik is die afgelope dertig jaar, word aanvaar vir die aanbieding van analises van ‘n verskeidenheid genres soos vertoon deur geskiedenistekste. Die analises van genres word geïllustreer deur drie tekste wat geselekteer is uit die Graad 11 Geskiedenisteksboek en ook die Graad 11 assesseringsvraestel, vertaal in isiXhosa, respektiewelik. Byvoorbeeld, genres soos chronologiese tekste, waarin historiese herroepings (‘recounts’) gegroepeer word, en nie-chronologiese genres, waaronder die faktoriale en gevolg-verduidelikings-genres gegroepeer is. Die skematiese strukture van die geselekteerde genres word…

Advisors/Committee Members: Visser, M. W., Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of African Languages..

Subjects/Keywords: isiXhosa language – Study and teaching; isiXhosa language – Writing skills; UCTD

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Xamlashe, S. S. (2015). The use of History texts in isiXhosa for Grade 11 in developing academic writing skills across the curriculum. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/98037

Chicago Manual of Style (16^th Edition):

Xamlashe, Sibongile Saraphina. “The use of History texts in isiXhosa for Grade 11 in developing academic writing skills across the curriculum.” 2015. Masters Thesis, Stellenbosch University. Accessed January 18, 2021. http://hdl.handle.net/10019.1/98037.

MLA Handbook (7^th Edition):

Xamlashe, Sibongile Saraphina. “The use of History texts in isiXhosa for Grade 11 in developing academic writing skills across the curriculum.” 2015. Web. 18 Jan 2021.

Vancouver:

Xamlashe SS. The use of History texts in isiXhosa for Grade 11 in developing academic writing skills across the curriculum. [Internet] [Masters thesis]. Stellenbosch University; 2015. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10019.1/98037.

Council of Science Editors:

Xamlashe SS. The use of History texts in isiXhosa for Grade 11 in developing academic writing skills across the curriculum. [Masters Thesis]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/98037

30. Thomson, David E. Individual differences and cognitive complexity investigated in community college writing.

Degree: PhD, Educational Psychology., 2014, Baylor University

URL: http://hdl.handle.net/2104/9191

► Synthesizing empirical findings about lifelong writing development, I tested a measurement of cognitive complexity (CC) toward understanding how the language of affect may interact with… (more)

Subjects/Keywords: Cognitive complexity.; Writing skills.

…joined by their fascination with learning, writing and employing their skills for the… …writing related to performance on standardized written language placement skills tests among… …Writing and Reading Skills Second order factors like Gf and Gc Carroll found to be influenced by… …62 BIBLIOGRAPHY 64 viii LIST OF FIGURES 3.1 Writing prompt for essays… …history with reading and writing is revealed. In the present study, I expected cognitive…

1 more image…

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APA (6^th Edition):

Thomson, D. E. (2014). Individual differences and cognitive complexity investigated in community college writing. (Doctoral Dissertation). Baylor University. Retrieved from http://hdl.handle.net/2104/9191

Chicago Manual of Style (16^th Edition):

Thomson, David E. “Individual differences and cognitive complexity investigated in community college writing.” 2014. Doctoral Dissertation, Baylor University. Accessed January 18, 2021. http://hdl.handle.net/2104/9191.

MLA Handbook (7^th Edition):

Thomson, David E. “Individual differences and cognitive complexity investigated in community college writing.” 2014. Web. 18 Jan 2021.

Vancouver:

Thomson DE. Individual differences and cognitive complexity investigated in community college writing. [Internet] [Doctoral dissertation]. Baylor University; 2014. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2104/9191.

Council of Science Editors:

Thomson DE. Individual differences and cognitive complexity investigated in community college writing. [Doctoral Dissertation]. Baylor University; 2014. Available from: http://hdl.handle.net/2104/9191

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Open Access Theses and Dissertations