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You searched for subject:(English language Rhetoric Study AND teaching United States). Showing records 1 – 30 of 20870 total matches.

[1] [2] [3] [4] [5] … [696]

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University of Oklahoma

1. Rifenburg, James Michael. Coin Flip: Reestablishing a Reciprocal Relationship Between Rhetoric and Athletics in American Higher Education.

Degree: EdD, 2013, University of Oklahoma

 In the following pages, I consider the troublesome relationship between rhetoric and athletics in American higher education and how this relationship plays out in the… (more)

Subjects/Keywords: College athletes – Education – United States; Rhetoric – Study and teaching; Rhetoric – History; English language – Rhetoric – Study and teaching (Higher) – United States

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

APA (6th Edition):

Rifenburg, J. M. (2013). Coin Flip: Reestablishing a Reciprocal Relationship Between Rhetoric and Athletics in American Higher Education. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319335

Chicago Manual of Style (16th Edition):

Rifenburg, James Michael. “Coin Flip: Reestablishing a Reciprocal Relationship Between Rhetoric and Athletics in American Higher Education.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed April 13, 2021. http://hdl.handle.net/11244/319335.

MLA Handbook (7th Edition):

Rifenburg, James Michael. “Coin Flip: Reestablishing a Reciprocal Relationship Between Rhetoric and Athletics in American Higher Education.” 2013. Web. 13 Apr 2021.

Vancouver:

Rifenburg JM. Coin Flip: Reestablishing a Reciprocal Relationship Between Rhetoric and Athletics in American Higher Education. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/11244/319335.

Council of Science Editors:

Rifenburg JM. Coin Flip: Reestablishing a Reciprocal Relationship Between Rhetoric and Athletics in American Higher Education. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/319335

2. Blaser Beard, Jill A. An examination of student perceptions of knowledge transfer in the first-year composition experience.

Degree: 2017, University of Tennessee – Chattanooga

 Guided by four research questions, this mixed methods study examined students’ perceptions of their ability to transfer skills learned in the first-year composition (FYC) course… (more)

Subjects/Keywords: English language  – Rhetoric  – Study and teaching  – United States; English language  – Composition and exercises

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APA (6th Edition):

Blaser Beard, J. A. (2017). An examination of student perceptions of knowledge transfer in the first-year composition experience. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/500

Chicago Manual of Style (16th Edition):

Blaser Beard, Jill A. “An examination of student perceptions of knowledge transfer in the first-year composition experience.” 2017. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 13, 2021. https://scholar.utc.edu/theses/500.

MLA Handbook (7th Edition):

Blaser Beard, Jill A. “An examination of student perceptions of knowledge transfer in the first-year composition experience.” 2017. Web. 13 Apr 2021.

Vancouver:

Blaser Beard JA. An examination of student perceptions of knowledge transfer in the first-year composition experience. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2017. [cited 2021 Apr 13]. Available from: https://scholar.utc.edu/theses/500.

Council of Science Editors:

Blaser Beard JA. An examination of student perceptions of knowledge transfer in the first-year composition experience. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/500


Western Washington University

3. Medina, Dylan. Rhetorical mindfulness and eco-criticism: inhabiting the space of first-year composition.

Degree: MA, English, 2012, Western Washington University

  First-year composition (FYC) holds a peculiar place in the realm of higher education. Frequently, it is the only universally mandated course that students must… (more)

Subjects/Keywords: English Language and Literature; English language – Rhetoric – Study and teaching (Higher); English language – Composition and exercises – Study and teaching (Higher); Education, Higher – Curricula – United States; United States; masters theses

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APA (6th Edition):

Medina, D. (2012). Rhetorical mindfulness and eco-criticism: inhabiting the space of first-year composition. (Masters Thesis). Western Washington University. Retrieved from https://doi.org/10.25710/rqwr-c471 ; https://cedar.wwu.edu/wwuet/197

Chicago Manual of Style (16th Edition):

Medina, Dylan. “Rhetorical mindfulness and eco-criticism: inhabiting the space of first-year composition.” 2012. Masters Thesis, Western Washington University. Accessed April 13, 2021. https://doi.org/10.25710/rqwr-c471 ; https://cedar.wwu.edu/wwuet/197.

MLA Handbook (7th Edition):

Medina, Dylan. “Rhetorical mindfulness and eco-criticism: inhabiting the space of first-year composition.” 2012. Web. 13 Apr 2021.

Vancouver:

Medina D. Rhetorical mindfulness and eco-criticism: inhabiting the space of first-year composition. [Internet] [Masters thesis]. Western Washington University; 2012. [cited 2021 Apr 13]. Available from: https://doi.org/10.25710/rqwr-c471 ; https://cedar.wwu.edu/wwuet/197.

Council of Science Editors:

Medina D. Rhetorical mindfulness and eco-criticism: inhabiting the space of first-year composition. [Masters Thesis]. Western Washington University; 2012. Available from: https://doi.org/10.25710/rqwr-c471 ; https://cedar.wwu.edu/wwuet/197

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 https://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 April 13, 2021. https://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. 13 Apr 2021.

Vancouver:

Ridgeway AD. Developing a pedagogy of pluralistic linguistic expression in the first year composition classroom. [Internet] [Thesis]. Eastern Washington University; 2013. [cited 2021 Apr 13]. Available from: https://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: https://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. Brown, Michelle L. Oppression, injustice, and authority: current events in the composition classroom.

Degree: MA, English, 2015, Colorado State University – Pueblo

 In the spirit of postcolonialism, transnationalism, critical pedagogy and the banking concept of education, Western tradition has changed dramatically in the past decade. The American… (more)

Subjects/Keywords: English language  – Rhetoric  – Study and teaching  – United States; Current events; Transnationalism; Feminist literary criticism

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APA (6th Edition):

Brown, M. L. (2015). Oppression, injustice, and authority: current events in the composition classroom. (Masters Thesis). Colorado State University – Pueblo. Retrieved from http://hdl.handle.net/10217/170167

Chicago Manual of Style (16th Edition):

Brown, Michelle L. “Oppression, injustice, and authority: current events in the composition classroom.” 2015. Masters Thesis, Colorado State University – Pueblo. Accessed April 13, 2021. http://hdl.handle.net/10217/170167.

MLA Handbook (7th Edition):

Brown, Michelle L. “Oppression, injustice, and authority: current events in the composition classroom.” 2015. Web. 13 Apr 2021.

Vancouver:

Brown ML. Oppression, injustice, and authority: current events in the composition classroom. [Internet] [Masters thesis]. Colorado State University – Pueblo; 2015. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/10217/170167.

Council of Science Editors:

Brown ML. Oppression, injustice, and authority: current events in the composition classroom. [Masters Thesis]. Colorado State University – Pueblo; 2015. Available from: http://hdl.handle.net/10217/170167

6. NC DOCKS at The University of North Carolina at Greensboro; Ray, Brian. Toward a translingual composition: ancient rhetorics and language difference.

Degree: 2012, NC Docks

 The purpose of this dissertation is to outline a pedagogy that promotes language difference in college composition classrooms. Scholarship on language difference has strived for… (more)

Subjects/Keywords: English language $x Rhetoric $x Study and teaching (Higher) $z United States; English language $x Study and teaching (Higher) $x Foreign Speakers; Language and education $z United States

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APA (6th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Ray, B. (2012). Toward a translingual composition: ancient rhetorics and language difference. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Ray_uncg_0154D_10878.pdf

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):

NC DOCKS at The University of North Carolina at Greensboro; Ray, Brian. “Toward a translingual composition: ancient rhetorics and language difference.” 2012. Thesis, NC Docks. Accessed April 13, 2021. http://libres.uncg.edu/ir/uncg/f/Ray_uncg_0154D_10878.pdf.

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

MLA Handbook (7th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Ray, Brian. “Toward a translingual composition: ancient rhetorics and language difference.” 2012. Web. 13 Apr 2021.

Vancouver:

NC DOCKS at The University of North Carolina at Greensboro; Ray B. Toward a translingual composition: ancient rhetorics and language difference. [Internet] [Thesis]. NC Docks; 2012. [cited 2021 Apr 13]. Available from: http://libres.uncg.edu/ir/uncg/f/Ray_uncg_0154D_10878.pdf.

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

Council of Science Editors:

NC DOCKS at The University of North Carolina at Greensboro; Ray B. Toward a translingual composition: ancient rhetorics and language difference. [Thesis]. NC Docks; 2012. Available from: http://libres.uncg.edu/ir/uncg/f/Ray_uncg_0154D_10878.pdf

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


Texas State University – San Marcos

7. Cano, Jose Luis Jr. Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers.

Degree: MA, Rhetoric and Composition, 2014, Texas State University – San Marcos

 This thesis analyzes the writings of four scholars in Rhetoric and Composition Studies: Rhetorical Listening: Identification, Gender, Whiteness by Krista Ratcliffe; Reading Chinese Fortune Cookie:… (more)

Subjects/Keywords: Ethnic writers; Colonialism; English language – Rhetoric – Study and teaching – United States; Language and culture – United States; Intercultural communication – United States; Multicultural education – United States

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APA (6th Edition):

Cano, J. L. J. (2014). Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5335

Chicago Manual of Style (16th Edition):

Cano, Jose Luis Jr. “Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers.” 2014. Masters Thesis, Texas State University – San Marcos. Accessed April 13, 2021. https://digital.library.txstate.edu/handle/10877/5335.

MLA Handbook (7th Edition):

Cano, Jose Luis Jr. “Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers.” 2014. Web. 13 Apr 2021.

Vancouver:

Cano JLJ. Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers. [Internet] [Masters thesis]. Texas State University – San Marcos; 2014. [cited 2021 Apr 13]. Available from: https://digital.library.txstate.edu/handle/10877/5335.

Council of Science Editors:

Cano JLJ. Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers. [Masters Thesis]. Texas State University – San Marcos; 2014. Available from: https://digital.library.txstate.edu/handle/10877/5335

8. King, Carie Ann. A national study of the relation of rhetoric-composition to other English studies' disciplines and the English department in higher education.

Degree: PhD, 2017, Ball State University

 This dissertation presents a detailed look at English Departments and English Studies at various institutions of Higher Education across the U.S. and situates Rhetoric-Composition in… (more)

Subjects/Keywords: English language  – Rhetoric  – Study and teaching (Higher)  – United States.; English language  – Study and teaching (Higher)  – United States.; English literature  – Study and teaching (Higher)  – United States.; Universities and colleges  – United States  – Departments.

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APA (6th Edition):

King, C. A. (2017). A national study of the relation of rhetoric-composition to other English studies' disciplines and the English department in higher education. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/200676

Chicago Manual of Style (16th Edition):

King, Carie Ann. “A national study of the relation of rhetoric-composition to other English studies' disciplines and the English department in higher education.” 2017. Doctoral Dissertation, Ball State University. Accessed April 13, 2021. http://cardinalscholar.bsu.edu/handle/123456789/200676.

MLA Handbook (7th Edition):

King, Carie Ann. “A national study of the relation of rhetoric-composition to other English studies' disciplines and the English department in higher education.” 2017. Web. 13 Apr 2021.

Vancouver:

King CA. A national study of the relation of rhetoric-composition to other English studies' disciplines and the English department in higher education. [Internet] [Doctoral dissertation]. Ball State University; 2017. [cited 2021 Apr 13]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200676.

Council of Science Editors:

King CA. A national study of the relation of rhetoric-composition to other English studies' disciplines and the English department in higher education. [Doctoral Dissertation]. Ball State University; 2017. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200676


University of California – San Diego

9. Ruiz, Iris Deana. Shattering glass mirrors : a case for historiographic theory and writing in composition studies.

Degree: Literature, 2010, University of California – San Diego

 My dissertation, Shattering Glass Mirrors : A Case for Historiographic Theory and Writing in Composition Studies, elaborates the theory, history, and practice of critical historiography… (more)

Subjects/Keywords: Rhetoric Historiography; Rhetoric Study and teaching Historiography; English language Rhetoric Study and teaching History United States; English language Study and teaching African American students Historiography; English language Study and teaching Minority students Historiography; Critical pedagogy

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APA (6th Edition):

Ruiz, I. D. (2010). Shattering glass mirrors : a case for historiographic theory and writing in composition studies. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/5qj3j486

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):

Ruiz, Iris Deana. “Shattering glass mirrors : a case for historiographic theory and writing in composition studies.” 2010. Thesis, University of California – San Diego. Accessed April 13, 2021. http://www.escholarship.org/uc/item/5qj3j486.

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

MLA Handbook (7th Edition):

Ruiz, Iris Deana. “Shattering glass mirrors : a case for historiographic theory and writing in composition studies.” 2010. Web. 13 Apr 2021.

Vancouver:

Ruiz ID. Shattering glass mirrors : a case for historiographic theory and writing in composition studies. [Internet] [Thesis]. University of California – San Diego; 2010. [cited 2021 Apr 13]. Available from: http://www.escholarship.org/uc/item/5qj3j486.

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

Council of Science Editors:

Ruiz ID. Shattering glass mirrors : a case for historiographic theory and writing in composition studies. [Thesis]. University of California – San Diego; 2010. Available from: http://www.escholarship.org/uc/item/5qj3j486

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


Michigan State University

10. Fofana-Kamara, Modu Lami Awa. Uncommon standard American English accents, like bodies, still matter : stories of non-native English speaking writing instructors.

Degree: 2017, Michigan State University

Thesis Ph. D. Michigan State University. Rhetoric and Writing 2017

"This dissertation is a decolonial project that examines a rhetoric and composition minority teacher identity… (more)

Subjects/Keywords: English language – Rhetoric – Study and teaching (Higher) – United States; English language – Accents and accentuation; Teachers, Foreign – United States – Case studies; Sociolinguistics; Teachers, Foreign; English language – Rhetoric – Study and teaching (Higher); Rhetoric

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APA (6th Edition):

Fofana-Kamara, M. L. A. (2017). Uncommon standard American English accents, like bodies, still matter : stories of non-native English speaking writing instructors. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:4535

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):

Fofana-Kamara, Modu Lami Awa. “Uncommon standard American English accents, like bodies, still matter : stories of non-native English speaking writing instructors.” 2017. Thesis, Michigan State University. Accessed April 13, 2021. http://etd.lib.msu.edu/islandora/object/etd:4535.

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

MLA Handbook (7th Edition):

Fofana-Kamara, Modu Lami Awa. “Uncommon standard American English accents, like bodies, still matter : stories of non-native English speaking writing instructors.” 2017. Web. 13 Apr 2021.

Vancouver:

Fofana-Kamara MLA. Uncommon standard American English accents, like bodies, still matter : stories of non-native English speaking writing instructors. [Internet] [Thesis]. Michigan State University; 2017. [cited 2021 Apr 13]. Available from: http://etd.lib.msu.edu/islandora/object/etd:4535.

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

Council of Science Editors:

Fofana-Kamara MLA. Uncommon standard American English accents, like bodies, still matter : stories of non-native English speaking writing instructors. [Thesis]. Michigan State University; 2017. Available from: http://etd.lib.msu.edu/islandora/object/etd:4535

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


Western Carolina University

11. Anderson, Joshua Tyler. The mindful tutor : rhetorical listening in writing center work.

Degree: 2016, Western Carolina University

 This work explores the role rhetorical listening plays in writing center praxis. Currentscholarship on listening in writing center pedagogy has yet to examine this essentialtutoring… (more)

Subjects/Keywords: Listening  – Study and teaching (Higher)  – United States; English language  – Rhetoric  – Study and teaching  – United States; Report writing  – Study and teaching (Higher)  – United States; Tutors and tutoring  – United States; Writing centers  – United States; Teacher-student relationships

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

APA (6th Edition):

Anderson, J. T. (2016). The mindful tutor : rhetorical listening in writing center work. (Masters Thesis). Western Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19463

Chicago Manual of Style (16th Edition):

Anderson, Joshua Tyler. “The mindful tutor : rhetorical listening in writing center work.” 2016. Masters Thesis, Western Carolina University. Accessed April 13, 2021. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19463.

MLA Handbook (7th Edition):

Anderson, Joshua Tyler. “The mindful tutor : rhetorical listening in writing center work.” 2016. Web. 13 Apr 2021.

Vancouver:

Anderson JT. The mindful tutor : rhetorical listening in writing center work. [Internet] [Masters thesis]. Western Carolina University; 2016. [cited 2021 Apr 13]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19463.

Council of Science Editors:

Anderson JT. The mindful tutor : rhetorical listening in writing center work. [Masters Thesis]. Western Carolina University; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19463

12. Anderson, Joshua Tyler. The mindful tutor : rhetorical listening in writing center work.

Degree: 2016, NC Docks

 This work explores the role rhetorical listening plays in writing center praxis. Currentscholarship on listening in writing center pedagogy has yet to examine this essentialtutoring… (more)

Subjects/Keywords: Listening  – Study and teaching (Higher)  – United States; English language  – Rhetoric  – Study and teaching  – United States; Report writing  – Study and teaching (Higher)  – United States; Tutors and tutoring  – United States; Writing centers  – United States; Teacher-student relationships

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

APA (6th Edition):

Anderson, J. T. (2016). The mindful tutor : rhetorical listening in writing center work. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/wcu/f/AndersonJT2016.pdf

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

Chicago Manual of Style (16th Edition):

Anderson, Joshua Tyler. “The mindful tutor : rhetorical listening in writing center work.” 2016. Thesis, NC Docks. Accessed April 13, 2021. http://libres.uncg.edu/ir/wcu/f/AndersonJT2016.pdf.

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

MLA Handbook (7th Edition):

Anderson, Joshua Tyler. “The mindful tutor : rhetorical listening in writing center work.” 2016. Web. 13 Apr 2021.

Vancouver:

Anderson JT. The mindful tutor : rhetorical listening in writing center work. [Internet] [Thesis]. NC Docks; 2016. [cited 2021 Apr 13]. Available from: http://libres.uncg.edu/ir/wcu/f/AndersonJT2016.pdf.

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

Council of Science Editors:

Anderson JT. The mindful tutor : rhetorical listening in writing center work. [Thesis]. NC Docks; 2016. Available from: http://libres.uncg.edu/ir/wcu/f/AndersonJT2016.pdf

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


Texas State University – San Marcos

13. Threadgill, Elizabeth. Assessing Media Literacy among Students Enrolled in Basic Writing and First-Year Composition.

Degree: PhD, Developmental Education, 2016, Texas State University – San Marcos

 Systematic media literacy education at the college level is largely nonexistent in the U.S. Because assessment is necessary for the development of curriculum and standards,… (more)

Subjects/Keywords: Media literacy; College; Basic writing; Composition; Scale development; EFA; CFA; IRT; Media literacy – United States; Information literacy – Study and teaching (Higher); English language – Rhetoric – Study and teaching – United States

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

APA (6th Edition):

Threadgill, E. (2016). Assessing Media Literacy among Students Enrolled in Basic Writing and First-Year Composition. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6116

Chicago Manual of Style (16th Edition):

Threadgill, Elizabeth. “Assessing Media Literacy among Students Enrolled in Basic Writing and First-Year Composition.” 2016. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 13, 2021. https://digital.library.txstate.edu/handle/10877/6116.

MLA Handbook (7th Edition):

Threadgill, Elizabeth. “Assessing Media Literacy among Students Enrolled in Basic Writing and First-Year Composition.” 2016. Web. 13 Apr 2021.

Vancouver:

Threadgill E. Assessing Media Literacy among Students Enrolled in Basic Writing and First-Year Composition. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2016. [cited 2021 Apr 13]. Available from: https://digital.library.txstate.edu/handle/10877/6116.

Council of Science Editors:

Threadgill E. Assessing Media Literacy among Students Enrolled in Basic Writing and First-Year Composition. [Doctoral Dissertation]. Texas State University – San Marcos; 2016. Available from: https://digital.library.txstate.edu/handle/10877/6116


Portland State University

14. Aleeva, Daria. Negative Transfer in the Writing of Proficient Students of Russian: A Comparison of Heritage Language Learners and Second Language Learners.

Degree: MA, Applied Linguistics, 2012, Portland State University

  This study explored the phenomenon of negative transfer from English in the writing of proficient heritage vs. second language learners of Russian. Although a… (more)

Subjects/Keywords: Negative transfer; Writing; English as a second language; Heritage language speakers; Second language acquisition  – Study and teaching; Russian language  – Rhetoric  – Study and teaching  – United States

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APA (6th Edition):

Aleeva, D. (2012). Negative Transfer in the Writing of Proficient Students of Russian: A Comparison of Heritage Language Learners and Second Language Learners. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/507

Chicago Manual of Style (16th Edition):

Aleeva, Daria. “Negative Transfer in the Writing of Proficient Students of Russian: A Comparison of Heritage Language Learners and Second Language Learners.” 2012. Masters Thesis, Portland State University. Accessed April 13, 2021. https://pdxscholar.library.pdx.edu/open_access_etds/507.

MLA Handbook (7th Edition):

Aleeva, Daria. “Negative Transfer in the Writing of Proficient Students of Russian: A Comparison of Heritage Language Learners and Second Language Learners.” 2012. Web. 13 Apr 2021.

Vancouver:

Aleeva D. Negative Transfer in the Writing of Proficient Students of Russian: A Comparison of Heritage Language Learners and Second Language Learners. [Internet] [Masters thesis]. Portland State University; 2012. [cited 2021 Apr 13]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/507.

Council of Science Editors:

Aleeva D. Negative Transfer in the Writing of Proficient Students of Russian: A Comparison of Heritage Language Learners and Second Language Learners. [Masters Thesis]. Portland State University; 2012. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/507


Oregon State University

15. Caster, Peter. The role(s) of literature in introductory composition classrooms.

Degree: MA, English, 1998, Oregon State University

 First year college writing classes originated in the United States at Harvard University in 1874. Since then, theorizing such a course has proven a place… (more)

Subjects/Keywords: English language  – Rhetoric  – Study and teaching (Higher)  – United States

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APA (6th Edition):

Caster, P. (1998). The role(s) of literature in introductory composition classrooms. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/33442

Chicago Manual of Style (16th Edition):

Caster, Peter. “The role(s) of literature in introductory composition classrooms.” 1998. Masters Thesis, Oregon State University. Accessed April 13, 2021. http://hdl.handle.net/1957/33442.

MLA Handbook (7th Edition):

Caster, Peter. “The role(s) of literature in introductory composition classrooms.” 1998. Web. 13 Apr 2021.

Vancouver:

Caster P. The role(s) of literature in introductory composition classrooms. [Internet] [Masters thesis]. Oregon State University; 1998. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/1957/33442.

Council of Science Editors:

Caster P. The role(s) of literature in introductory composition classrooms. [Masters Thesis]. Oregon State University; 1998. Available from: http://hdl.handle.net/1957/33442


University of Delaware

16. Jones, Akisha R. A multilevel structural analysis of predictors of urban teacher effectiveness.

Degree: PhD, University of Delaware, School of Education, 2015, University of Delaware

 A framework for teacher quality was developed to examine attributes of urban teachers in relation to their impact on student learning, understanding the role and… (more)

Subjects/Keywords: Urban schools  – United States.; Teacher effectiveness  – United States.; English language  – Study and teaching  – United States.; Measures of Effective Teaching Project.

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APA (6th Edition):

Jones, A. R. (2015). A multilevel structural analysis of predictors of urban teacher effectiveness. (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/17142

Chicago Manual of Style (16th Edition):

Jones, Akisha R. “A multilevel structural analysis of predictors of urban teacher effectiveness.” 2015. Doctoral Dissertation, University of Delaware. Accessed April 13, 2021. http://udspace.udel.edu/handle/19716/17142.

MLA Handbook (7th Edition):

Jones, Akisha R. “A multilevel structural analysis of predictors of urban teacher effectiveness.” 2015. Web. 13 Apr 2021.

Vancouver:

Jones AR. A multilevel structural analysis of predictors of urban teacher effectiveness. [Internet] [Doctoral dissertation]. University of Delaware; 2015. [cited 2021 Apr 13]. Available from: http://udspace.udel.edu/handle/19716/17142.

Council of Science Editors:

Jones AR. A multilevel structural analysis of predictors of urban teacher effectiveness. [Doctoral Dissertation]. University of Delaware; 2015. Available from: http://udspace.udel.edu/handle/19716/17142


Michigan State University

17. Pu, Jiang. Learning to write in the digital age : ELLs' literacy practices in and out of their Western urban high school.

Degree: 2013, Michigan State University

Thesis Ph. D. Michigan State University. Curriculum, Instruction, and Teacher Education 2013.

ABSTRACTLEARNING TO WRITE IN THE DIGITAL AGE: ELLS' LITERACY PRACTICES IN ANDOUT OF… (more)

Subjects/Keywords: Literacy – United States; Teenagers' writings – United States; English language – Study and teaching (Secondary); English language – Style; English language – Study and teaching – Foreign speakers; Literacy; Teenagers' writings; Education; Language-minority students

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APA (6th Edition):

Pu, J. (2013). Learning to write in the digital age : ELLs' literacy practices in and out of their Western urban high school. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:2313

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):

Pu, Jiang. “Learning to write in the digital age : ELLs' literacy practices in and out of their Western urban high school.” 2013. Thesis, Michigan State University. Accessed April 13, 2021. http://etd.lib.msu.edu/islandora/object/etd:2313.

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

MLA Handbook (7th Edition):

Pu, Jiang. “Learning to write in the digital age : ELLs' literacy practices in and out of their Western urban high school.” 2013. Web. 13 Apr 2021.

Vancouver:

Pu J. Learning to write in the digital age : ELLs' literacy practices in and out of their Western urban high school. [Internet] [Thesis]. Michigan State University; 2013. [cited 2021 Apr 13]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2313.

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

Council of Science Editors:

Pu J. Learning to write in the digital age : ELLs' literacy practices in and out of their Western urban high school. [Thesis]. Michigan State University; 2013. Available from: http://etd.lib.msu.edu/islandora/object/etd:2313

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


Texas Christian University

18. McDonald, Christina Russell. Converging histories : writing instruction and women's education in the progressive era, 1890-1920 / by Christina Russell McDonald.

Degree: 1995, Texas Christian University

Subjects/Keywords: Rhetoric – Study and teaching – United States; Women – Education (Higher) – United States – History; Rhetoric – Social aspects – United States – History; English language – Rhetoric – Study and teaching

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APA (6th Edition):

McDonald, C. R. (1995). Converging histories : writing instruction and women's education in the progressive era, 1890-1920 / by Christina Russell McDonald. (Thesis). Texas Christian University. Retrieved from https://repository.tcu.edu/handle/116099117/32695

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):

McDonald, Christina Russell. “Converging histories : writing instruction and women's education in the progressive era, 1890-1920 / by Christina Russell McDonald.” 1995. Thesis, Texas Christian University. Accessed April 13, 2021. https://repository.tcu.edu/handle/116099117/32695.

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

MLA Handbook (7th Edition):

McDonald, Christina Russell. “Converging histories : writing instruction and women's education in the progressive era, 1890-1920 / by Christina Russell McDonald.” 1995. Web. 13 Apr 2021.

Vancouver:

McDonald CR. Converging histories : writing instruction and women's education in the progressive era, 1890-1920 / by Christina Russell McDonald. [Internet] [Thesis]. Texas Christian University; 1995. [cited 2021 Apr 13]. Available from: https://repository.tcu.edu/handle/116099117/32695.

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

Council of Science Editors:

McDonald CR. Converging histories : writing instruction and women's education in the progressive era, 1890-1920 / by Christina Russell McDonald. [Thesis]. Texas Christian University; 1995. Available from: https://repository.tcu.edu/handle/116099117/32695

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

19. Meacham, Mark R. Opening and entering critical spaces: exploring how high school students and their English teacher navigate the critical literacy classroom.

Degree: 2014, NC Docks

 This research study focused on how students engaged in Critical Literacy practices and the ways their teacher attempted to foster such practices. The study included… (more)

Subjects/Keywords: Literacy $x Social aspects $z United States; Critical pedagogy $z United States; English language $x Study and teaching $z United States

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APA (6th Edition):

Meacham, M. R. (2014). Opening and entering critical spaces: exploring how high school students and their English teacher navigate the critical literacy classroom. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Meacham_uncg_0154D_11396.pdf

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):

Meacham, Mark R. “Opening and entering critical spaces: exploring how high school students and their English teacher navigate the critical literacy classroom.” 2014. Thesis, NC Docks. Accessed April 13, 2021. http://libres.uncg.edu/ir/uncg/f/Meacham_uncg_0154D_11396.pdf.

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

MLA Handbook (7th Edition):

Meacham, Mark R. “Opening and entering critical spaces: exploring how high school students and their English teacher navigate the critical literacy classroom.” 2014. Web. 13 Apr 2021.

Vancouver:

Meacham MR. Opening and entering critical spaces: exploring how high school students and their English teacher navigate the critical literacy classroom. [Internet] [Thesis]. NC Docks; 2014. [cited 2021 Apr 13]. Available from: http://libres.uncg.edu/ir/uncg/f/Meacham_uncg_0154D_11396.pdf.

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

Council of Science Editors:

Meacham MR. Opening and entering critical spaces: exploring how high school students and their English teacher navigate the critical literacy classroom. [Thesis]. NC Docks; 2014. Available from: http://libres.uncg.edu/ir/uncg/f/Meacham_uncg_0154D_11396.pdf

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


University of Oklahoma

20. Lewis, Lynn C. Writing in the Age of Speed.

Degree: PhD, 2009, University of Oklahoma

 I argue that the effects of speed culture on writing are especially significant for scholars in the field of composition and rhetoric. I explore how… (more)

Subjects/Keywords: English language – Rhetoric – Study and teaching – United States; English language – Composition and exercises – Study and teaching – United States; Language and culture – United States

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APA (6th Edition):

Lewis, L. C. (2009). Writing in the Age of Speed. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319055

Chicago Manual of Style (16th Edition):

Lewis, Lynn C. “Writing in the Age of Speed.” 2009. Doctoral Dissertation, University of Oklahoma. Accessed April 13, 2021. http://hdl.handle.net/11244/319055.

MLA Handbook (7th Edition):

Lewis, Lynn C. “Writing in the Age of Speed.” 2009. Web. 13 Apr 2021.

Vancouver:

Lewis LC. Writing in the Age of Speed. [Internet] [Doctoral dissertation]. University of Oklahoma; 2009. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/11244/319055.

Council of Science Editors:

Lewis LC. Writing in the Age of Speed. [Doctoral Dissertation]. University of Oklahoma; 2009. Available from: http://hdl.handle.net/11244/319055


Michigan State University

21. Sloan, Christopher Colgan. Types of feedback in peer review and the effect on student motivation and writing quality.

Degree: 2017, Michigan State University

Thesis Ph. D. Michigan State University. Educational Psychology and Educational Technology 2017

In writing classrooms, peer review has been shown to have numerous practical and… (more)

Subjects/Keywords: English language – Composition and exercises – Study and teaching (Secondary) – United States; Peer teaching – United States; Feedback (Psychology); Peer teaching; English language – Composition and exercises – Study and teaching (Secondary); Educational technology

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APA (6th Edition):

Sloan, C. C. (2017). Types of feedback in peer review and the effect on student motivation and writing quality. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:4744

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):

Sloan, Christopher Colgan. “Types of feedback in peer review and the effect on student motivation and writing quality.” 2017. Thesis, Michigan State University. Accessed April 13, 2021. http://etd.lib.msu.edu/islandora/object/etd:4744.

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

MLA Handbook (7th Edition):

Sloan, Christopher Colgan. “Types of feedback in peer review and the effect on student motivation and writing quality.” 2017. Web. 13 Apr 2021.

Vancouver:

Sloan CC. Types of feedback in peer review and the effect on student motivation and writing quality. [Internet] [Thesis]. Michigan State University; 2017. [cited 2021 Apr 13]. Available from: http://etd.lib.msu.edu/islandora/object/etd:4744.

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

Council of Science Editors:

Sloan CC. Types of feedback in peer review and the effect on student motivation and writing quality. [Thesis]. Michigan State University; 2017. Available from: http://etd.lib.msu.edu/islandora/object/etd:4744

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


University of California – San Diego

22. Woolpert, Darin King. Component skills of reading and writing in Spanish- speaking English learners.

Degree: Language and communicative disorders, 2012, University of California – San Diego

 This dissertation explores the literacy abilities of Spanish-speaking bilingual children who are taught in English. They are a growing demographic, accounting for 9% of total… (more)

Subjects/Keywords: United States Study and teaching Children Language; United States Children Language Testing; United States Study and teaching Hispanic American children Language; United States Hispanic American children Language Testing; United States Bilingualism in children Research; Second language acquisition Testing; English language Acquisition Testing; United States Ability testing Writing

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APA (6th Edition):

Woolpert, D. K. (2012). Component skills of reading and writing in Spanish- speaking English learners. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/60b9s9n4

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):

Woolpert, Darin King. “Component skills of reading and writing in Spanish- speaking English learners.” 2012. Thesis, University of California – San Diego. Accessed April 13, 2021. http://www.escholarship.org/uc/item/60b9s9n4.

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

MLA Handbook (7th Edition):

Woolpert, Darin King. “Component skills of reading and writing in Spanish- speaking English learners.” 2012. Web. 13 Apr 2021.

Vancouver:

Woolpert DK. Component skills of reading and writing in Spanish- speaking English learners. [Internet] [Thesis]. University of California – San Diego; 2012. [cited 2021 Apr 13]. Available from: http://www.escholarship.org/uc/item/60b9s9n4.

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

Council of Science Editors:

Woolpert DK. Component skills of reading and writing in Spanish- speaking English learners. [Thesis]. University of California – San Diego; 2012. Available from: http://www.escholarship.org/uc/item/60b9s9n4

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


Michigan State University

23. Sauvie, Joshua L. College writing teachers' perception of digital literacy and technology related professional development.

Degree: 2014, Michigan State University

Thesis Ph. D. Michigan State University. Rhetoric and Writing 2014.

This dissertation explores definitions and perceptions of both digital literacy and technology related professional development… (more)

Subjects/Keywords: English teachers – Training of – United States – Electronic information resources; Community college teachers – Training of – United States – Electronic information resources; Career development – United States – Electronic information resources; Information behavior – Research; Computer literacy – Research; English language – Rhetoric – Study and teaching; Education – Research – United States; Education – Research; Rhetoric; Educational technology; Higher education

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APA (6th Edition):

Sauvie, J. L. (2014). College writing teachers' perception of digital literacy and technology related professional development. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:2667

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):

Sauvie, Joshua L. “College writing teachers' perception of digital literacy and technology related professional development.” 2014. Thesis, Michigan State University. Accessed April 13, 2021. http://etd.lib.msu.edu/islandora/object/etd:2667.

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

MLA Handbook (7th Edition):

Sauvie, Joshua L. “College writing teachers' perception of digital literacy and technology related professional development.” 2014. Web. 13 Apr 2021.

Vancouver:

Sauvie JL. College writing teachers' perception of digital literacy and technology related professional development. [Internet] [Thesis]. Michigan State University; 2014. [cited 2021 Apr 13]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2667.

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

Council of Science Editors:

Sauvie JL. College writing teachers' perception of digital literacy and technology related professional development. [Thesis]. Michigan State University; 2014. Available from: http://etd.lib.msu.edu/islandora/object/etd:2667

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

24. Hales, Kelly Kristina. The effects of professional practice of a systematic approach to the professional development of ESL teachers in the area of writing.

Degree: 2013, NC Docks

 The exponential increase of English Language Learners (ELL) in the United States has resulted in the implementation of effective instructional programs addressing language acquisition and… (more)

Subjects/Keywords: English language $x Study and teaching $x Foreign speakers $v Case studies; English language $x Rhetoric $x Study and teaching $v Case studies; English teachers $z United States $v Case studies

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APA (6th Edition):

Hales, K. K. (2013). The effects of professional practice of a systematic approach to the professional development of ESL teachers in the area of writing. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Hales_uncg_0154D_11316.pdf

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):

Hales, Kelly Kristina. “The effects of professional practice of a systematic approach to the professional development of ESL teachers in the area of writing.” 2013. Thesis, NC Docks. Accessed April 13, 2021. http://libres.uncg.edu/ir/uncg/f/Hales_uncg_0154D_11316.pdf.

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

MLA Handbook (7th Edition):

Hales, Kelly Kristina. “The effects of professional practice of a systematic approach to the professional development of ESL teachers in the area of writing.” 2013. Web. 13 Apr 2021.

Vancouver:

Hales KK. The effects of professional practice of a systematic approach to the professional development of ESL teachers in the area of writing. [Internet] [Thesis]. NC Docks; 2013. [cited 2021 Apr 13]. Available from: http://libres.uncg.edu/ir/uncg/f/Hales_uncg_0154D_11316.pdf.

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

Council of Science Editors:

Hales KK. The effects of professional practice of a systematic approach to the professional development of ESL teachers in the area of writing. [Thesis]. NC Docks; 2013. Available from: http://libres.uncg.edu/ir/uncg/f/Hales_uncg_0154D_11316.pdf

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

25. NC DOCKS at The University of North Carolina at Greensboro; Ormond, Allison Huffman. A writing collaborative: shaping secondary English teachers’ identities as writers within a community of practice.

Degree: 2014, NC Docks

 Important to issues of writing instruction are the ways in which teachers, specifically those who teach in the discipline of language arts and English, understand… (more)

Subjects/Keywords: Teachers as authors; Identity (Psychology); English language $x Study and teaching (Secondary) $z United States; English teachers $z United States

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APA (6th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Ormond, A. H. (2014). A writing collaborative: shaping secondary English teachers’ identities as writers within a community of practice. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Ormond_uncg_0154D_11393.pdf

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):

NC DOCKS at The University of North Carolina at Greensboro; Ormond, Allison Huffman. “A writing collaborative: shaping secondary English teachers’ identities as writers within a community of practice.” 2014. Thesis, NC Docks. Accessed April 13, 2021. http://libres.uncg.edu/ir/uncg/f/Ormond_uncg_0154D_11393.pdf.

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

MLA Handbook (7th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Ormond, Allison Huffman. “A writing collaborative: shaping secondary English teachers’ identities as writers within a community of practice.” 2014. Web. 13 Apr 2021.

Vancouver:

NC DOCKS at The University of North Carolina at Greensboro; Ormond AH. A writing collaborative: shaping secondary English teachers’ identities as writers within a community of practice. [Internet] [Thesis]. NC Docks; 2014. [cited 2021 Apr 13]. Available from: http://libres.uncg.edu/ir/uncg/f/Ormond_uncg_0154D_11393.pdf.

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

Council of Science Editors:

NC DOCKS at The University of North Carolina at Greensboro; Ormond AH. A writing collaborative: shaping secondary English teachers’ identities as writers within a community of practice. [Thesis]. NC Docks; 2014. Available from: http://libres.uncg.edu/ir/uncg/f/Ormond_uncg_0154D_11393.pdf

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

26. Matresse, Elizabeth M. Exploring methodologies in feminist rhetoric and education: using Kirsch and Royster's terms of engagement in the college classroom.

Degree: English, 2016, Eastern Washington University

 "This project seeks to determine if the methodology proposed by Jacqueline Royster and Gesa Kirsch in their book Feminist Rhetorical Practices can be used to… (more)

Subjects/Keywords: Criticism; interpretation; etc.; Hildegard; Saint; 1098-1179 – Criticism and interpretation; Hildegard; Saint; 1098-1179; Royster; Jacqueline Jones. Feminist rhetorical practices : new horizons for rhetoric; composition; and literacy studies.; Kirsch; Gesa. Feminist rhetorical practices : new horizons for rhetoric; composition; and literacy studies.; English language – Rhetoric – Study and teaching (Higher) – United States; Feminist theory; Feminism and education – United States; Rhetoric – Social aspects; English language – Rhetoric – Study and teaching (Higher); Feminism and education; Feminist theory; Rhetoric – Social aspects

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APA (6th Edition):

Matresse, E. M. (2016). Exploring methodologies in feminist rhetoric and education: using Kirsch and Royster's terms of engagement in the college classroom. (Thesis). Eastern Washington University. Retrieved from https://dc.ewu.edu/theses/354

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):

Matresse, Elizabeth M. “Exploring methodologies in feminist rhetoric and education: using Kirsch and Royster's terms of engagement in the college classroom.” 2016. Thesis, Eastern Washington University. Accessed April 13, 2021. https://dc.ewu.edu/theses/354.

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

MLA Handbook (7th Edition):

Matresse, Elizabeth M. “Exploring methodologies in feminist rhetoric and education: using Kirsch and Royster's terms of engagement in the college classroom.” 2016. Web. 13 Apr 2021.

Vancouver:

Matresse EM. Exploring methodologies in feminist rhetoric and education: using Kirsch and Royster's terms of engagement in the college classroom. [Internet] [Thesis]. Eastern Washington University; 2016. [cited 2021 Apr 13]. Available from: https://dc.ewu.edu/theses/354.

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

Council of Science Editors:

Matresse EM. Exploring methodologies in feminist rhetoric and education: using Kirsch and Royster's terms of engagement in the college classroom. [Thesis]. Eastern Washington University; 2016. Available from: https://dc.ewu.edu/theses/354

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

27. Sullivan, Michael D. Indiana education : English learner instruction at the primary level.

Degree: Thesis (D. Ed.), 2013, Ball State University

 The number of students enrolled in United States public schools speaking a language other than English in their homes doubled over the last decade. In… (more)

Subjects/Keywords: English language  – Study and teaching (Elementary)  – Foreign speakers; English language  – Study and teaching (Elementary)  – Indiana; English language  – Law and legislation  – Indiana; English language  – Law and legislation  – United States

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APA (6th Edition):

Sullivan, M. D. (2013). Indiana education : English learner instruction at the primary level. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/197793

Chicago Manual of Style (16th Edition):

Sullivan, Michael D. “Indiana education : English learner instruction at the primary level.” 2013. Doctoral Dissertation, Ball State University. Accessed April 13, 2021. http://cardinalscholar.bsu.edu/handle/123456789/197793.

MLA Handbook (7th Edition):

Sullivan, Michael D. “Indiana education : English learner instruction at the primary level.” 2013. Web. 13 Apr 2021.

Vancouver:

Sullivan MD. Indiana education : English learner instruction at the primary level. [Internet] [Doctoral dissertation]. Ball State University; 2013. [cited 2021 Apr 13]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197793.

Council of Science Editors:

Sullivan MD. Indiana education : English learner instruction at the primary level. [Doctoral Dissertation]. Ball State University; 2013. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197793


University of Oklahoma

28. Carter, Mary Catherine. A Reflection on One Writing Across the Curriculum Model.

Degree: PhD, 2010, University of Oklahoma

 This dissertation first looks at historical iterations of the primary form of first and second WAC implementation, the workshop model. It is necessary to first… (more)

Subjects/Keywords: English language – Rhetoric – Study and teaching – United States; English language – Composition and exercises – Study and teaching; Interdisciplinary approach in education

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APA (6th Edition):

Carter, M. C. (2010). A Reflection on One Writing Across the Curriculum Model. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318769

Chicago Manual of Style (16th Edition):

Carter, Mary Catherine. “A Reflection on One Writing Across the Curriculum Model.” 2010. Doctoral Dissertation, University of Oklahoma. Accessed April 13, 2021. http://hdl.handle.net/11244/318769.

MLA Handbook (7th Edition):

Carter, Mary Catherine. “A Reflection on One Writing Across the Curriculum Model.” 2010. Web. 13 Apr 2021.

Vancouver:

Carter MC. A Reflection on One Writing Across the Curriculum Model. [Internet] [Doctoral dissertation]. University of Oklahoma; 2010. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/11244/318769.

Council of Science Editors:

Carter MC. A Reflection on One Writing Across the Curriculum Model. [Doctoral Dissertation]. University of Oklahoma; 2010. Available from: http://hdl.handle.net/11244/318769


University of Oklahoma

29. Marzluf, Phillip Paul. Excluding the masses: Aptitude in classical and modern rhetorical theory.

Degree: PhD, Department of English, 2003, University of Oklahoma

 In my examination of classical rhetoric, I argue that statements about innate talents can be categorized according to their strength, that is, to how rigidly… (more)

Subjects/Keywords: Language, Rhetoric and Composition.; Ability.; English language Rhetoric Study and teaching United States.; Education, History of.; Rhetoric.

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APA (6th Edition):

Marzluf, P. P. (2003). Excluding the masses: Aptitude in classical and modern rhetorical theory. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/570

Chicago Manual of Style (16th Edition):

Marzluf, Phillip Paul. “Excluding the masses: Aptitude in classical and modern rhetorical theory.” 2003. Doctoral Dissertation, University of Oklahoma. Accessed April 13, 2021. http://hdl.handle.net/11244/570.

MLA Handbook (7th Edition):

Marzluf, Phillip Paul. “Excluding the masses: Aptitude in classical and modern rhetorical theory.” 2003. Web. 13 Apr 2021.

Vancouver:

Marzluf PP. Excluding the masses: Aptitude in classical and modern rhetorical theory. [Internet] [Doctoral dissertation]. University of Oklahoma; 2003. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/11244/570.

Council of Science Editors:

Marzluf PP. Excluding the masses: Aptitude in classical and modern rhetorical theory. [Doctoral Dissertation]. University of Oklahoma; 2003. Available from: http://hdl.handle.net/11244/570

30. Moore, Wayne John. Criteria and Consistency of Freshman Composition Evaluation: A National Study.

Degree: 1984, North Texas State University

vi, 221 leaves Advisors/Committee Members: Curry, John F., Leath, Helen Lang, Miller, William A..

Subjects/Keywords: college freshman students; writing compositions; English language  – Rhetoric  – Evaluation.; English language  – Rhetoric  – Study and teaching (Higher)  – United States.

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APA (6th Edition):

Moore, W. J. (1984). Criteria and Consistency of Freshman Composition Evaluation: A National Study. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc331173/

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):

Moore, Wayne John. “Criteria and Consistency of Freshman Composition Evaluation: A National Study.” 1984. Thesis, North Texas State University. Accessed April 13, 2021. https://digital.library.unt.edu/ark:/67531/metadc331173/.

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

MLA Handbook (7th Edition):

Moore, Wayne John. “Criteria and Consistency of Freshman Composition Evaluation: A National Study.” 1984. Web. 13 Apr 2021.

Vancouver:

Moore WJ. Criteria and Consistency of Freshman Composition Evaluation: A National Study. [Internet] [Thesis]. North Texas State University; 1984. [cited 2021 Apr 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc331173/.

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

Council of Science Editors:

Moore WJ. Criteria and Consistency of Freshman Composition Evaluation: A National Study. [Thesis]. North Texas State University; 1984. Available from: https://digital.library.unt.edu/ark:/67531/metadc331173/

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

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