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Level: thesis: ewu only

You searched for subject:(English Language AND Literature). Showing records 1 – 14 of 14 total matches.

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1. Barrett, Sara Jo. ENTROPY, EVOLUTION, AND INFORMATION THEORY: SOCIAL ANXIETIES IN THE TIME MACHINE AND THE CRYING OF LOT 49.

Degree: MA, English, 2014, Eastern Washington University

Subjects/Keywords: English Language and Literature

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APA (6th Edition):

Barrett, S. J. (2014). ENTROPY, EVOLUTION, AND INFORMATION THEORY: SOCIAL ANXIETIES IN THE TIME MACHINE AND THE CRYING OF LOT 49. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/220

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):

Barrett, Sara Jo. “ENTROPY, EVOLUTION, AND INFORMATION THEORY: SOCIAL ANXIETIES IN THE TIME MACHINE AND THE CRYING OF LOT 49.” 2014. Thesis, Eastern Washington University. Accessed March 20, 2019. http://dc.ewu.edu/theses/220.

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

MLA Handbook (7th Edition):

Barrett, Sara Jo. “ENTROPY, EVOLUTION, AND INFORMATION THEORY: SOCIAL ANXIETIES IN THE TIME MACHINE AND THE CRYING OF LOT 49.” 2014. Web. 20 Mar 2019.

Vancouver:

Barrett SJ. ENTROPY, EVOLUTION, AND INFORMATION THEORY: SOCIAL ANXIETIES IN THE TIME MACHINE AND THE CRYING OF LOT 49. [Internet] [Thesis]. Eastern Washington University; 2014. [cited 2019 Mar 20]. Available from: http://dc.ewu.edu/theses/220.

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

Council of Science Editors:

Barrett SJ. ENTROPY, EVOLUTION, AND INFORMATION THEORY: SOCIAL ANXIETIES IN THE TIME MACHINE AND THE CRYING OF LOT 49. [Thesis]. Eastern Washington University; 2014. Available from: http://dc.ewu.edu/theses/220

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

2. Nagabuchi, Aiko. INQUIRY-BASED PHILOSOPHICAL DIALOGUE FOR ESL COLLEGE COMPOSITION AND FOR CRITICAL THINKING SKILLS.

Degree: MA, English, 2017, Eastern Washington University

  The present study was action research conducted in the fall of 2016 in English 112, an academic writing course for English as a Second… (more)

Subjects/Keywords: Bilingual, Multilingual, and Multicultural Education; English Language and Literature

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APA (6th Edition):

Nagabuchi, A. (2017). INQUIRY-BASED PHILOSOPHICAL DIALOGUE FOR ESL COLLEGE COMPOSITION AND FOR CRITICAL THINKING SKILLS. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/439

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):

Nagabuchi, Aiko. “INQUIRY-BASED PHILOSOPHICAL DIALOGUE FOR ESL COLLEGE COMPOSITION AND FOR CRITICAL THINKING SKILLS.” 2017. Thesis, Eastern Washington University. Accessed March 20, 2019. http://dc.ewu.edu/theses/439.

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

MLA Handbook (7th Edition):

Nagabuchi, Aiko. “INQUIRY-BASED PHILOSOPHICAL DIALOGUE FOR ESL COLLEGE COMPOSITION AND FOR CRITICAL THINKING SKILLS.” 2017. Web. 20 Mar 2019.

Vancouver:

Nagabuchi A. INQUIRY-BASED PHILOSOPHICAL DIALOGUE FOR ESL COLLEGE COMPOSITION AND FOR CRITICAL THINKING SKILLS. [Internet] [Thesis]. Eastern Washington University; 2017. [cited 2019 Mar 20]. Available from: http://dc.ewu.edu/theses/439.

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

Council of Science Editors:

Nagabuchi A. INQUIRY-BASED PHILOSOPHICAL DIALOGUE FOR ESL COLLEGE COMPOSITION AND FOR CRITICAL THINKING SKILLS. [Thesis]. Eastern Washington University; 2017. Available from: http://dc.ewu.edu/theses/439

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

3. Alamri, Ibrahim. The value of journaling on multimodal materials: a literacy narrative and autoethnography of an experienced Saudi high school English teacher.

Degree: MA, English, 2018, Eastern Washington University

  The author reflects on his literacy in both Arabic and English while tracing his path to becoming an English major at King Khalid University… (more)

Subjects/Keywords: Bilingual, Multilingual, and Multicultural Education; English Language and Literature; Language and Literacy Education

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APA (6th Edition):

Alamri, I. (2018). The value of journaling on multimodal materials: a literacy narrative and autoethnography of an experienced Saudi high school English teacher. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/486

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):

Alamri, Ibrahim. “The value of journaling on multimodal materials: a literacy narrative and autoethnography of an experienced Saudi high school English teacher.” 2018. Thesis, Eastern Washington University. Accessed March 20, 2019. http://dc.ewu.edu/theses/486.

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

MLA Handbook (7th Edition):

Alamri, Ibrahim. “The value of journaling on multimodal materials: a literacy narrative and autoethnography of an experienced Saudi high school English teacher.” 2018. Web. 20 Mar 2019.

Vancouver:

Alamri I. The value of journaling on multimodal materials: a literacy narrative and autoethnography of an experienced Saudi high school English teacher. [Internet] [Thesis]. Eastern Washington University; 2018. [cited 2019 Mar 20]. Available from: http://dc.ewu.edu/theses/486.

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

Council of Science Editors:

Alamri I. The value of journaling on multimodal materials: a literacy narrative and autoethnography of an experienced Saudi high school English teacher. [Thesis]. Eastern Washington University; 2018. Available from: http://dc.ewu.edu/theses/486

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

4. Ridgeway, April Dawn. Developing a pedagogy of pluralistic linguistic expression in the first year composition classroom.

Degree: MA, English, 2013, Eastern Washington University

  "Over the past 40 years, the field of composition has recognized of the importance of legitimizing students' linguistic diversity in the composition classroom. However,… (more)

Subjects/Keywords: English language – Rhetoric – Study and teaching (Higher) – United States; English language – Composition and exercises – Study and teaching (Higher) – United States; Code switching (Linguistics); Diglossia (Linguistics); English Language and Literature

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APA (6th Edition):

Ridgeway, A. D. (2013). Developing a pedagogy of pluralistic linguistic expression in the first year composition classroom. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/95

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):

Ridgeway, April Dawn. “Developing a pedagogy of pluralistic linguistic expression in the first year composition classroom.” 2013. Thesis, Eastern Washington University. Accessed March 20, 2019. http://dc.ewu.edu/theses/95.

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

MLA Handbook (7th Edition):

Ridgeway, April Dawn. “Developing a pedagogy of pluralistic linguistic expression in the first year composition classroom.” 2013. Web. 20 Mar 2019.

Vancouver:

Ridgeway AD. Developing a pedagogy of pluralistic linguistic expression in the first year composition classroom. [Internet] [Thesis]. Eastern Washington University; 2013. [cited 2019 Mar 20]. Available from: http://dc.ewu.edu/theses/95.

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

Council of Science Editors:

Ridgeway AD. Developing a pedagogy of pluralistic linguistic expression in the first year composition classroom. [Thesis]. Eastern Washington University; 2013. Available from: http://dc.ewu.edu/theses/95

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

5. Stripes, Denise G. Beyond postcolonial: expression of self and exploration of the infinite in the writing of Jorge Luis Borges.

Degree: MA, English, 2012, Eastern Washington University

  "Studies of postcolonial literature often focus on works that pertain to the East such as African or Indian nations. Written works such as Things… (more)

Subjects/Keywords: Borges; Jorge Luis; 1899-1986 – Criticism and interpretation; English Language and Literature

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APA (6th Edition):

Stripes, D. G. (2012). Beyond postcolonial: expression of self and exploration of the infinite in the writing of Jorge Luis Borges. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/70

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):

Stripes, Denise G. “Beyond postcolonial: expression of self and exploration of the infinite in the writing of Jorge Luis Borges.” 2012. Thesis, Eastern Washington University. Accessed March 20, 2019. http://dc.ewu.edu/theses/70.

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

MLA Handbook (7th Edition):

Stripes, Denise G. “Beyond postcolonial: expression of self and exploration of the infinite in the writing of Jorge Luis Borges.” 2012. Web. 20 Mar 2019.

Vancouver:

Stripes DG. Beyond postcolonial: expression of self and exploration of the infinite in the writing of Jorge Luis Borges. [Internet] [Thesis]. Eastern Washington University; 2012. [cited 2019 Mar 20]. Available from: http://dc.ewu.edu/theses/70.

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

Council of Science Editors:

Stripes DG. Beyond postcolonial: expression of self and exploration of the infinite in the writing of Jorge Luis Borges. [Thesis]. Eastern Washington University; 2012. Available from: http://dc.ewu.edu/theses/70

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

6. Johnson, Michael E. ESL ABE, VESL, and bell hooks' Democratic education: a case study of four experienced ESL instructors.

Degree: MA, English, 2015, Eastern Washington University

 "This Master's thesis is a case study of four experienced ESL instructors of Adult Basic Education (ABE) and Vocational ESL. (VESL). All are alumni of… (more)

Subjects/Keywords: Johnson; Micheal E.; Adult education – Case studies; Vocational education – Case studies; English language – Study and teaching – Foreign speakers; Second language acquisition; Bilingual, Multilingual, and Multicultural Education; English Language and Literature

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APA (6th Edition):

Johnson, M. E. (2015). ESL ABE, VESL, and bell hooks' Democratic education: a case study of four experienced ESL instructors. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/295

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):

Johnson, Michael E. “ESL ABE, VESL, and bell hooks' Democratic education: a case study of four experienced ESL instructors.” 2015. Thesis, Eastern Washington University. Accessed March 20, 2019. http://dc.ewu.edu/theses/295.

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

MLA Handbook (7th Edition):

Johnson, Michael E. “ESL ABE, VESL, and bell hooks' Democratic education: a case study of four experienced ESL instructors.” 2015. Web. 20 Mar 2019.

Vancouver:

Johnson ME. ESL ABE, VESL, and bell hooks' Democratic education: a case study of four experienced ESL instructors. [Internet] [Thesis]. Eastern Washington University; 2015. [cited 2019 Mar 20]. Available from: http://dc.ewu.edu/theses/295.

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

Council of Science Editors:

Johnson ME. ESL ABE, VESL, and bell hooks' Democratic education: a case study of four experienced ESL instructors. [Thesis]. Eastern Washington University; 2015. Available from: http://dc.ewu.edu/theses/295

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

7. Stephens, Nicholas. Non-cognitive factors in second language acquisition and language variety: a single case study of a Saudi male English for academic purposes student in the United States.

Degree: MA, English, 2013, Eastern Washington University

  "This single case study is a close-up view of how one second language learner, Abdul, acquired a particular variety of American English-in this case… (more)

Subjects/Keywords: Second language acquisition – Psychological aspects; English language – Study and teaching (Higher) – Washington (State) – Cheney – Foreign speakers – Case studies; English language – Study and teaching (Higher) – Washington (State) – Cheney – Arabic speakers – Case studies; Bilingual, Multilingual, and Multicultural Education; English Language and Literature

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APA (6th Edition):

Stephens, N. (2013). Non-cognitive factors in second language acquisition and language variety: a single case study of a Saudi male English for academic purposes student in the United States. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/98

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):

Stephens, Nicholas. “Non-cognitive factors in second language acquisition and language variety: a single case study of a Saudi male English for academic purposes student in the United States.” 2013. Thesis, Eastern Washington University. Accessed March 20, 2019. http://dc.ewu.edu/theses/98.

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

MLA Handbook (7th Edition):

Stephens, Nicholas. “Non-cognitive factors in second language acquisition and language variety: a single case study of a Saudi male English for academic purposes student in the United States.” 2013. Web. 20 Mar 2019.

Vancouver:

Stephens N. Non-cognitive factors in second language acquisition and language variety: a single case study of a Saudi male English for academic purposes student in the United States. [Internet] [Thesis]. Eastern Washington University; 2013. [cited 2019 Mar 20]. Available from: http://dc.ewu.edu/theses/98.

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

Council of Science Editors:

Stephens N. Non-cognitive factors in second language acquisition and language variety: a single case study of a Saudi male English for academic purposes student in the United States. [Thesis]. Eastern Washington University; 2013. Available from: http://dc.ewu.edu/theses/98

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

8. Hedberg, Kathryn C. Implementing a modified intercultural competency curriculum in an integrated English 101 classroom.

Degree: MA, English, 2015, Eastern Washington University

 "The present study was action research conducted in the winter of 2015 in English 101, an entry-level composition class required for all students at Eastern… (more)

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

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APA (6th Edition):

Hedberg, K. C. (2015). Implementing a modified intercultural competency curriculum in an integrated English 101 classroom. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/290

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):

Hedberg, Kathryn C. “Implementing a modified intercultural competency curriculum in an integrated English 101 classroom.” 2015. Thesis, Eastern Washington University. Accessed March 20, 2019. http://dc.ewu.edu/theses/290.

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

MLA Handbook (7th Edition):

Hedberg, Kathryn C. “Implementing a modified intercultural competency curriculum in an integrated English 101 classroom.” 2015. Web. 20 Mar 2019.

Vancouver:

Hedberg KC. Implementing a modified intercultural competency curriculum in an integrated English 101 classroom. [Internet] [Thesis]. Eastern Washington University; 2015. [cited 2019 Mar 20]. Available from: http://dc.ewu.edu/theses/290.

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

Council of Science Editors:

Hedberg KC. Implementing a modified intercultural competency curriculum in an integrated English 101 classroom. [Thesis]. Eastern Washington University; 2015. Available from: http://dc.ewu.edu/theses/290

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

9. Weldon, Ryan L. Magic, rhetoric, and interpretive control.

Degree: MA, English, 2012, Eastern Washington University

Subjects/Keywords: Rhetoric – Philosophy; Rhetoric; Magic; English Language and Literature

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APA (6th Edition):

Weldon, R. L. (2012). Magic, rhetoric, and interpretive control. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/52

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):

Weldon, Ryan L. “Magic, rhetoric, and interpretive control.” 2012. Thesis, Eastern Washington University. Accessed March 20, 2019. http://dc.ewu.edu/theses/52.

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

MLA Handbook (7th Edition):

Weldon, Ryan L. “Magic, rhetoric, and interpretive control.” 2012. Web. 20 Mar 2019.

Vancouver:

Weldon RL. Magic, rhetoric, and interpretive control. [Internet] [Thesis]. Eastern Washington University; 2012. [cited 2019 Mar 20]. Available from: http://dc.ewu.edu/theses/52.

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

Council of Science Editors:

Weldon RL. Magic, rhetoric, and interpretive control. [Thesis]. Eastern Washington University; 2012. Available from: http://dc.ewu.edu/theses/52

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

10. 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 (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 March 20, 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. 20 Mar 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 Mar 20]. 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

11. Duston, Trevor. Social pressure to speak English and the effect of English language learning for ESL composition students in higher education.

Degree: MA, English, 2013, Eastern Washington University

  "Current language policies are based on faulty notions of the historical and contemporary linguistic landscape of the U.S. However, simply because the student is… (more)

Subjects/Keywords: Second language acquisition – Social aspects; English language – Study and teaching (Higher) – Foreign speakers – Psychological aspects; Second language acquisition – Psychological aspects; College students – Washington (State) – Cheney – Attitudes; Bilingual, Multilingual, and Multicultural Education; English Language and Literature

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APA (6th Edition):

Duston, T. (2013). Social pressure to speak English and the effect of English language learning for ESL composition students in higher education. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/113

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):

Duston, Trevor. “Social pressure to speak English and the effect of English language learning for ESL composition students in higher education.” 2013. Thesis, Eastern Washington University. Accessed March 20, 2019. http://dc.ewu.edu/theses/113.

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

MLA Handbook (7th Edition):

Duston, Trevor. “Social pressure to speak English and the effect of English language learning for ESL composition students in higher education.” 2013. Web. 20 Mar 2019.

Vancouver:

Duston T. Social pressure to speak English and the effect of English language learning for ESL composition students in higher education. [Internet] [Thesis]. Eastern Washington University; 2013. [cited 2019 Mar 20]. Available from: http://dc.ewu.edu/theses/113.

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

Council of Science Editors:

Duston T. Social pressure to speak English and the effect of English language learning for ESL composition students in higher education. [Thesis]. Eastern Washington University; 2013. Available from: http://dc.ewu.edu/theses/113

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

12. Leung, Pui Hong. Using media to teach a biography of Lincoln and Douglass: a case study of teaching ESL listening & viewing in college composition.

Degree: MA, English, 2013, Eastern Washington University

  "The goal of this multiple case study was to investigate the effectiveness of a guided listening comprehension activity for multilingual college freshmen. This classroom-… (more)

Subjects/Keywords: Lincoln; Abraham; 1809-1865 – Study and teaching (Higher); Douglass; Frederick; 1818-1895 – Study and teaching (Higher); English language – Study and teaching (Higher) – Foreign speakers; English language – Study and teaching (Higher) – Washington (State) – Cheney; Teaching – Aids and devices; Diaries – Authorship; Bilingual, Multilingual, and Multicultural Education; English Language and Literature

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APA (6th Edition):

Leung, P. H. (2013). Using media to teach a biography of Lincoln and Douglass: a case study of teaching ESL listening & viewing in college composition. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/100

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):

Leung, Pui Hong. “Using media to teach a biography of Lincoln and Douglass: a case study of teaching ESL listening & viewing in college composition.” 2013. Thesis, Eastern Washington University. Accessed March 20, 2019. http://dc.ewu.edu/theses/100.

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

MLA Handbook (7th Edition):

Leung, Pui Hong. “Using media to teach a biography of Lincoln and Douglass: a case study of teaching ESL listening & viewing in college composition.” 2013. Web. 20 Mar 2019.

Vancouver:

Leung PH. Using media to teach a biography of Lincoln and Douglass: a case study of teaching ESL listening & viewing in college composition. [Internet] [Thesis]. Eastern Washington University; 2013. [cited 2019 Mar 20]. Available from: http://dc.ewu.edu/theses/100.

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

Council of Science Editors:

Leung PH. Using media to teach a biography of Lincoln and Douglass: a case study of teaching ESL listening & viewing in college composition. [Thesis]. Eastern Washington University; 2013. Available from: http://dc.ewu.edu/theses/100

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

13. Logan, Karhonkwison. The rhetoric of hyperreal hybrids: taming the multiracial woman in advertising.

Degree: MA, English, 2013, Eastern Washington University

Subjects/Keywords: Racially mixed people – United States; Ethnicity; Women in advertising; English Language and Literature

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APA (6th Edition):

Logan, K. (2013). The rhetoric of hyperreal hybrids: taming the multiracial woman in advertising. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/121

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):

Logan, Karhonkwison. “The rhetoric of hyperreal hybrids: taming the multiracial woman in advertising.” 2013. Thesis, Eastern Washington University. Accessed March 20, 2019. http://dc.ewu.edu/theses/121.

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

MLA Handbook (7th Edition):

Logan, Karhonkwison. “The rhetoric of hyperreal hybrids: taming the multiracial woman in advertising.” 2013. Web. 20 Mar 2019.

Vancouver:

Logan K. The rhetoric of hyperreal hybrids: taming the multiracial woman in advertising. [Internet] [Thesis]. Eastern Washington University; 2013. [cited 2019 Mar 20]. Available from: http://dc.ewu.edu/theses/121.

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

Council of Science Editors:

Logan K. The rhetoric of hyperreal hybrids: taming the multiracial woman in advertising. [Thesis]. Eastern Washington University; 2013. Available from: http://dc.ewu.edu/theses/121

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

14. Semb, Jennifer L. Learning how to learn: teaching preliterate and nonliterate learners of English.

Degree: MA, English, 2013, Eastern Washington University

Subjects/Keywords: English language – Study and teaching – Foreign speakers; Refugees – Education – United States; Immigrants – Education – United States; English teachers – United States; Illiterate persons – Education – United States; Bilingual, Multilingual, and Multicultural Education; English Language and Literature

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

APA (6th Edition):

Semb, J. L. (2013). Learning how to learn: teaching preliterate and nonliterate learners of English. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/129

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):

Semb, Jennifer L. “Learning how to learn: teaching preliterate and nonliterate learners of English.” 2013. Thesis, Eastern Washington University. Accessed March 20, 2019. http://dc.ewu.edu/theses/129.

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

MLA Handbook (7th Edition):

Semb, Jennifer L. “Learning how to learn: teaching preliterate and nonliterate learners of English.” 2013. Web. 20 Mar 2019.

Vancouver:

Semb JL. Learning how to learn: teaching preliterate and nonliterate learners of English. [Internet] [Thesis]. Eastern Washington University; 2013. [cited 2019 Mar 20]. Available from: http://dc.ewu.edu/theses/129.

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

Council of Science Editors:

Semb JL. Learning how to learn: teaching preliterate and nonliterate learners of English. [Thesis]. Eastern Washington University; 2013. Available from: http://dc.ewu.edu/theses/129

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

.