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You searched for subject:(Writing instruction). Showing records 1 – 30 of 502 total matches.

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Texas A&M University

1. Henderson, Daphne Carr. Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs.

Degree: EdD, Curriculum and Instruction, 2016, Texas A&M University

 This study triangulated multiple sources of data to evaluate a secondary writing program and determine the professional development (PD) needs of secondary writing teachers. The… (more)

Subjects/Keywords: writing; instruction

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APA (6th Edition):

Henderson, D. C. (2016). Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156936

Chicago Manual of Style (16th Edition):

Henderson, Daphne Carr. “Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs.” 2016. Doctoral Dissertation, Texas A&M University. Accessed April 01, 2020. http://hdl.handle.net/1969.1/156936.

MLA Handbook (7th Edition):

Henderson, Daphne Carr. “Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs.” 2016. Web. 01 Apr 2020.

Vancouver:

Henderson DC. Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2020 Apr 01]. Available from: http://hdl.handle.net/1969.1/156936.

Council of Science Editors:

Henderson DC. Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156936


University of Texas – Austin

2. LeeKeenan, Kira. Teachers’ work toward humanizing secondary writing pedagogy and supportive response groups for writing.

Degree: PhD, Curriculum and Instruction, 2019, University of Texas – Austin

 The purpose of this dissertation is to explore how secondary English Language Arts (ELA) teachers support culturally and linguistically diverse students’ productive participation in classroom-based… (more)

Subjects/Keywords: Writing instruction; Writing groups; Humanizing pedagogy

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APA (6th Edition):

LeeKeenan, K. (2019). Teachers’ work toward humanizing secondary writing pedagogy and supportive response groups for writing. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/3160

Chicago Manual of Style (16th Edition):

LeeKeenan, Kira. “Teachers’ work toward humanizing secondary writing pedagogy and supportive response groups for writing.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed April 01, 2020. http://dx.doi.org/10.26153/tsw/3160.

MLA Handbook (7th Edition):

LeeKeenan, Kira. “Teachers’ work toward humanizing secondary writing pedagogy and supportive response groups for writing.” 2019. Web. 01 Apr 2020.

Vancouver:

LeeKeenan K. Teachers’ work toward humanizing secondary writing pedagogy and supportive response groups for writing. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2020 Apr 01]. Available from: http://dx.doi.org/10.26153/tsw/3160.

Council of Science Editors:

LeeKeenan K. Teachers’ work toward humanizing secondary writing pedagogy and supportive response groups for writing. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/3160


Texas Tech University

3. Chang, Rong. Introducing functional grammar to a fourth grade English language arts classes.

Degree: MEd, Curriculum and Instruction, 2016, Texas Tech University

 Traditional grammar instruction at the elementary level tends to focus on isolated linguistic features such as the eight parts of speech and sentence types. This… (more)

Subjects/Keywords: Writing Instruction; Functional Grammar; Metafunctions

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APA (6th Edition):

Chang, R. (2016). Introducing functional grammar to a fourth grade English language arts classes. (Masters Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/73726

Chicago Manual of Style (16th Edition):

Chang, Rong. “Introducing functional grammar to a fourth grade English language arts classes.” 2016. Masters Thesis, Texas Tech University. Accessed April 01, 2020. http://hdl.handle.net/2346/73726.

MLA Handbook (7th Edition):

Chang, Rong. “Introducing functional grammar to a fourth grade English language arts classes.” 2016. Web. 01 Apr 2020.

Vancouver:

Chang R. Introducing functional grammar to a fourth grade English language arts classes. [Internet] [Masters thesis]. Texas Tech University; 2016. [cited 2020 Apr 01]. Available from: http://hdl.handle.net/2346/73726.

Council of Science Editors:

Chang R. Introducing functional grammar to a fourth grade English language arts classes. [Masters Thesis]. Texas Tech University; 2016. Available from: http://hdl.handle.net/2346/73726


University of Illinois – Chicago

4. Khan, Sakeena. Writing Experiences and Expectations of African American Students: Two Year College Composition Course.

Degree: 2017, University of Illinois – Chicago

 This dissertation study has sought to understand both the experiences and expectations provided to students participating in a single basic writing course at a two-… (more)

Subjects/Keywords: Developmental Composition Writing Instruction

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APA (6th Edition):

Khan, S. (2017). Writing Experiences and Expectations of African American Students: Two Year College Composition Course. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21880

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):

Khan, Sakeena. “Writing Experiences and Expectations of African American Students: Two Year College Composition Course.” 2017. Thesis, University of Illinois – Chicago. Accessed April 01, 2020. http://hdl.handle.net/10027/21880.

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

MLA Handbook (7th Edition):

Khan, Sakeena. “Writing Experiences and Expectations of African American Students: Two Year College Composition Course.” 2017. Web. 01 Apr 2020.

Vancouver:

Khan S. Writing Experiences and Expectations of African American Students: Two Year College Composition Course. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Apr 01]. Available from: http://hdl.handle.net/10027/21880.

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

Council of Science Editors:

Khan S. Writing Experiences and Expectations of African American Students: Two Year College Composition Course. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21880

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


University of Florida

5. Manak, Jennifer. Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop.

Degree: PhD, Curriculum and Instruction (ISC) - Teaching and Learning, 2009, University of Florida

 Intertextual Connections: The Impact of Interactive Read Alouds on the Writing of Third Graders During Writing Workshop Teachers frequently read aloud as a part of… (more)

Subjects/Keywords: Authors; Literacy; Mentors; Nonfiction; Students; Teachers; Writing; Writing instruction; Writing teachers; Writing workshops; curriculum, instruction, intertextuality, literature, reading, workshop, writing

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APA (6th Edition):

Manak, J. (2009). Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0024950

Chicago Manual of Style (16th Edition):

Manak, Jennifer. “Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop.” 2009. Doctoral Dissertation, University of Florida. Accessed April 01, 2020. http://ufdc.ufl.edu/UFE0024950.

MLA Handbook (7th Edition):

Manak, Jennifer. “Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop.” 2009. Web. 01 Apr 2020.

Vancouver:

Manak J. Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2020 Apr 01]. Available from: http://ufdc.ufl.edu/UFE0024950.

Council of Science Editors:

Manak J. Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0024950


University of Victoria

6. Wilson, Deirdre. Exploring a teacher's facilitation of a collaborative story writing unit using Google Docs in a culturally and linguistically diverse high school English class.

Degree: Department of Curriculum and Instruction, 2019, University of Victoria

 This dissertation shares findings from a descriptive case study that examined an experienced teacher’s facilitation of a collaborative story writing project using Google Docs in… (more)

Subjects/Keywords: writing instruction; collaborative writing; narrative writing; Google Docs

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APA (6th Edition):

Wilson, D. (2019). Exploring a teacher's facilitation of a collaborative story writing unit using Google Docs in a culturally and linguistically diverse high school English class. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/11124

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

Chicago Manual of Style (16th Edition):

Wilson, Deirdre. “Exploring a teacher's facilitation of a collaborative story writing unit using Google Docs in a culturally and linguistically diverse high school English class.” 2019. Thesis, University of Victoria. Accessed April 01, 2020. http://hdl.handle.net/1828/11124.

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

MLA Handbook (7th Edition):

Wilson, Deirdre. “Exploring a teacher's facilitation of a collaborative story writing unit using Google Docs in a culturally and linguistically diverse high school English class.” 2019. Web. 01 Apr 2020.

Vancouver:

Wilson D. Exploring a teacher's facilitation of a collaborative story writing unit using Google Docs in a culturally and linguistically diverse high school English class. [Internet] [Thesis]. University of Victoria; 2019. [cited 2020 Apr 01]. Available from: http://hdl.handle.net/1828/11124.

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

Council of Science Editors:

Wilson D. Exploring a teacher's facilitation of a collaborative story writing unit using Google Docs in a culturally and linguistically diverse high school English class. [Thesis]. University of Victoria; 2019. Available from: http://hdl.handle.net/1828/11124

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


Liberty University

7. DeJarnette, Nancy Kay. Effect of the 6+1 Trait Writing Model on Student Writing Achievement.

Degree: 2008, Liberty University

 The focus of this study was to determine the difference between teaching the 6+1 Trait Writing Model to fifth graders and the traditional writing workshop… (more)

Subjects/Keywords: writing instruction; six trait writing; elementary writing research; Education, Curriculum and Instruction; Education, Elementary; Curriculum and Instruction

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APA (6th Edition):

DeJarnette, N. K. (2008). Effect of the 6+1 Trait Writing Model on Student Writing Achievement. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/119

Chicago Manual of Style (16th Edition):

DeJarnette, Nancy Kay. “Effect of the 6+1 Trait Writing Model on Student Writing Achievement.” 2008. Doctoral Dissertation, Liberty University. Accessed April 01, 2020. http://digitalcommons.liberty.edu/doctoral/119.

MLA Handbook (7th Edition):

DeJarnette, Nancy Kay. “Effect of the 6+1 Trait Writing Model on Student Writing Achievement.” 2008. Web. 01 Apr 2020.

Vancouver:

DeJarnette NK. Effect of the 6+1 Trait Writing Model on Student Writing Achievement. [Internet] [Doctoral dissertation]. Liberty University; 2008. [cited 2020 Apr 01]. Available from: http://digitalcommons.liberty.edu/doctoral/119.

Council of Science Editors:

DeJarnette NK. Effect of the 6+1 Trait Writing Model on Student Writing Achievement. [Doctoral Dissertation]. Liberty University; 2008. Available from: http://digitalcommons.liberty.edu/doctoral/119


University of Georgia

8. Southall, Candice Michelle Matheney. Self-regulated strategy development writing instruction for adolescents with autism spectrum disorder.

Degree: PhD, Special Education, 2011, University of Georgia

 Although many individuals with autism spectrum disorder (ASD) have cognitive ability at or above the average range, they characteristically have difficulty with written expression in… (more)

Subjects/Keywords: Autism; disability; writing instruction; written expression

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APA (6th Edition):

Southall, C. M. M. (2011). Self-regulated strategy development writing instruction for adolescents with autism spectrum disorder. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/southall_candice_m_201108_phd

Chicago Manual of Style (16th Edition):

Southall, Candice Michelle Matheney. “Self-regulated strategy development writing instruction for adolescents with autism spectrum disorder.” 2011. Doctoral Dissertation, University of Georgia. Accessed April 01, 2020. http://purl.galileo.usg.edu/uga_etd/southall_candice_m_201108_phd.

MLA Handbook (7th Edition):

Southall, Candice Michelle Matheney. “Self-regulated strategy development writing instruction for adolescents with autism spectrum disorder.” 2011. Web. 01 Apr 2020.

Vancouver:

Southall CMM. Self-regulated strategy development writing instruction for adolescents with autism spectrum disorder. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Apr 01]. Available from: http://purl.galileo.usg.edu/uga_etd/southall_candice_m_201108_phd.

Council of Science Editors:

Southall CMM. Self-regulated strategy development writing instruction for adolescents with autism spectrum disorder. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/southall_candice_m_201108_phd


Temple University

9. Murphy, Marilyn Anne. Learning to Write with Metaphor: The Effects of a Unit on Writing with Metaphor on the Levels of Engagement of Two Fifth-Grade Classes.

Degree: 2008, Temple University

CITE/Language Arts

Ed.D.

The need for improved student achievement in writing is well-documented across all grades and scores continue to show slow gains. The evidence… (more)

Subjects/Keywords: Education, Curriculum and Instruction; writing; engagement

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APA (6th Edition):

Murphy, M. A. (2008). Learning to Write with Metaphor: The Effects of a Unit on Writing with Metaphor on the Levels of Engagement of Two Fifth-Grade Classes. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,2396

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):

Murphy, Marilyn Anne. “Learning to Write with Metaphor: The Effects of a Unit on Writing with Metaphor on the Levels of Engagement of Two Fifth-Grade Classes.” 2008. Thesis, Temple University. Accessed April 01, 2020. http://digital.library.temple.edu/u?/p245801coll10,2396.

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

MLA Handbook (7th Edition):

Murphy, Marilyn Anne. “Learning to Write with Metaphor: The Effects of a Unit on Writing with Metaphor on the Levels of Engagement of Two Fifth-Grade Classes.” 2008. Web. 01 Apr 2020.

Vancouver:

Murphy MA. Learning to Write with Metaphor: The Effects of a Unit on Writing with Metaphor on the Levels of Engagement of Two Fifth-Grade Classes. [Internet] [Thesis]. Temple University; 2008. [cited 2020 Apr 01]. Available from: http://digital.library.temple.edu/u?/p245801coll10,2396.

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

Council of Science Editors:

Murphy MA. Learning to Write with Metaphor: The Effects of a Unit on Writing with Metaphor on the Levels of Engagement of Two Fifth-Grade Classes. [Thesis]. Temple University; 2008. Available from: http://digital.library.temple.edu/u?/p245801coll10,2396

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

10. Alber, Rebecca. Writing for Transformation| Teen Girls of Color and Critical Literacy in a Creative Writing Program.

Degree: 2016, Loyola Marymount University

  This qualitative study explored the experiences and insights of four alumnae from a girls’ after-school writing program and the program’s transformative impact on development… (more)

Subjects/Keywords: Creative writing; Women's studies; Reading instruction

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APA (6th Edition):

Alber, R. (2016). Writing for Transformation| Teen Girls of Color and Critical Literacy in a Creative Writing Program. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10144143

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):

Alber, Rebecca. “Writing for Transformation| Teen Girls of Color and Critical Literacy in a Creative Writing Program.” 2016. Thesis, Loyola Marymount University. Accessed April 01, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10144143.

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

MLA Handbook (7th Edition):

Alber, Rebecca. “Writing for Transformation| Teen Girls of Color and Critical Literacy in a Creative Writing Program.” 2016. Web. 01 Apr 2020.

Vancouver:

Alber R. Writing for Transformation| Teen Girls of Color and Critical Literacy in a Creative Writing Program. [Internet] [Thesis]. Loyola Marymount University; 2016. [cited 2020 Apr 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10144143.

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

Council of Science Editors:

Alber R. Writing for Transformation| Teen Girls of Color and Critical Literacy in a Creative Writing Program. [Thesis]. Loyola Marymount University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10144143

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


University of Toledo

11. Zhang, Yan. A Case Study of College-level Students' Needs for English Writing Instruction.

Degree: MA, English (as a Second Language), 2008, University of Toledo

 This thesis reports on a case study concerning Chinese student’s needs for English writing instruction at Beijing Jiaotong University. Through survey and interviews, the study… (more)

Subjects/Keywords: Linguistics; EFL writing instruction in China

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APA (6th Edition):

Zhang, Y. (2008). A Case Study of College-level Students' Needs for English Writing Instruction. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1222961262

Chicago Manual of Style (16th Edition):

Zhang, Yan. “A Case Study of College-level Students' Needs for English Writing Instruction.” 2008. Masters Thesis, University of Toledo. Accessed April 01, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1222961262.

MLA Handbook (7th Edition):

Zhang, Yan. “A Case Study of College-level Students' Needs for English Writing Instruction.” 2008. Web. 01 Apr 2020.

Vancouver:

Zhang Y. A Case Study of College-level Students' Needs for English Writing Instruction. [Internet] [Masters thesis]. University of Toledo; 2008. [cited 2020 Apr 01]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1222961262.

Council of Science Editors:

Zhang Y. A Case Study of College-level Students' Needs for English Writing Instruction. [Masters Thesis]. University of Toledo; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1222961262


Penn State University

12. Schwilk, Christopher L. EFFECTS OF AN EXPLICIT ASSIGNMENT ON TASK IDENTIFICATION.

Degree: PhD, Special Education, 2009, Penn State University

 Understanding writing assignments is critical to college students’ success as they transition from high school to postsecondary environments, but students with writing difficulties struggle to… (more)

Subjects/Keywords: task analysis; writing; explicit instruction; assignments

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APA (6th Edition):

Schwilk, C. L. (2009). EFFECTS OF AN EXPLICIT ASSIGNMENT ON TASK IDENTIFICATION. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10447

Chicago Manual of Style (16th Edition):

Schwilk, Christopher L. “EFFECTS OF AN EXPLICIT ASSIGNMENT ON TASK IDENTIFICATION.” 2009. Doctoral Dissertation, Penn State University. Accessed April 01, 2020. https://etda.libraries.psu.edu/catalog/10447.

MLA Handbook (7th Edition):

Schwilk, Christopher L. “EFFECTS OF AN EXPLICIT ASSIGNMENT ON TASK IDENTIFICATION.” 2009. Web. 01 Apr 2020.

Vancouver:

Schwilk CL. EFFECTS OF AN EXPLICIT ASSIGNMENT ON TASK IDENTIFICATION. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2020 Apr 01]. Available from: https://etda.libraries.psu.edu/catalog/10447.

Council of Science Editors:

Schwilk CL. EFFECTS OF AN EXPLICIT ASSIGNMENT ON TASK IDENTIFICATION. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/10447

13. McCrady, Taylor. Creating an Effective and Engaging Writing Program: A Guide to Collaborative Narrative Writing Projects in an Inclusive Classroom .

Degree: 2017, California State University – San Marcos

Writing is intertwined throughout all content areas, making it an essential skill for student success across disciplines. However, writing instruction is not always engaging for… (more)

Subjects/Keywords: Inclusive setting; Writing instruction; Collaboration; Curriculum

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APA (6th Edition):

McCrady, T. (2017). Creating an Effective and Engaging Writing Program: A Guide to Collaborative Narrative Writing Projects in an Inclusive Classroom . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/194711

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):

McCrady, Taylor. “Creating an Effective and Engaging Writing Program: A Guide to Collaborative Narrative Writing Projects in an Inclusive Classroom .” 2017. Thesis, California State University – San Marcos. Accessed April 01, 2020. http://hdl.handle.net/10211.3/194711.

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

MLA Handbook (7th Edition):

McCrady, Taylor. “Creating an Effective and Engaging Writing Program: A Guide to Collaborative Narrative Writing Projects in an Inclusive Classroom .” 2017. Web. 01 Apr 2020.

Vancouver:

McCrady T. Creating an Effective and Engaging Writing Program: A Guide to Collaborative Narrative Writing Projects in an Inclusive Classroom . [Internet] [Thesis]. California State University – San Marcos; 2017. [cited 2020 Apr 01]. Available from: http://hdl.handle.net/10211.3/194711.

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

Council of Science Editors:

McCrady T. Creating an Effective and Engaging Writing Program: A Guide to Collaborative Narrative Writing Projects in an Inclusive Classroom . [Thesis]. California State University – San Marcos; 2017. Available from: http://hdl.handle.net/10211.3/194711

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

14. O'Brien Moran, Michael. An investigation into the efficacy of using direct explicit instruction of single-cue writing strategies.

Degree: Education, 2013, University of Manitoba

 The purpose of this dissertation was to investigate the effectiveness of teaching students to write essays using a multi-cue decision-making strategy that asked students to… (more)

Subjects/Keywords: Writing; Instruction

…neither of the two groups has received explicit instruction in writing protocols (McCarthy… …between decisions and consequences. Writing instruction, however, must also account for the… …these writing strategies to students. They contend that direct, explicit instruction provides… …year writing instruction. This might permit writing instructors to develop a pedagogical… …composition refers to a general category of writing instruction courses, primarily in the United… 

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APA (6th Edition):

O'Brien Moran, M. (2013). An investigation into the efficacy of using direct explicit instruction of single-cue writing strategies. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/22168

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):

O'Brien Moran, Michael. “An investigation into the efficacy of using direct explicit instruction of single-cue writing strategies.” 2013. Thesis, University of Manitoba. Accessed April 01, 2020. http://hdl.handle.net/1993/22168.

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

MLA Handbook (7th Edition):

O'Brien Moran, Michael. “An investigation into the efficacy of using direct explicit instruction of single-cue writing strategies.” 2013. Web. 01 Apr 2020.

Vancouver:

O'Brien Moran M. An investigation into the efficacy of using direct explicit instruction of single-cue writing strategies. [Internet] [Thesis]. University of Manitoba; 2013. [cited 2020 Apr 01]. Available from: http://hdl.handle.net/1993/22168.

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

Council of Science Editors:

O'Brien Moran M. An investigation into the efficacy of using direct explicit instruction of single-cue writing strategies. [Thesis]. University of Manitoba; 2013. Available from: http://hdl.handle.net/1993/22168

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


Syracuse University

15. McQuitty, Vicki. Lesson Study: Developing a Knowledge Base for Elementary Writing Instruction.

Degree: PhD, Teaching and Leadership, 2011, Syracuse University

  Concern about students' writing skills has led to recommendations that elementary teachers receive more professional development in how to teach writing (National Commission on… (more)

Subjects/Keywords: Elementary; Lesson Study; Writing Instruction; Education

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APA (6th Edition):

McQuitty, V. (2011). Lesson Study: Developing a Knowledge Base for Elementary Writing Instruction. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/tl_etd/236

Chicago Manual of Style (16th Edition):

McQuitty, Vicki. “Lesson Study: Developing a Knowledge Base for Elementary Writing Instruction.” 2011. Doctoral Dissertation, Syracuse University. Accessed April 01, 2020. https://surface.syr.edu/tl_etd/236.

MLA Handbook (7th Edition):

McQuitty, Vicki. “Lesson Study: Developing a Knowledge Base for Elementary Writing Instruction.” 2011. Web. 01 Apr 2020.

Vancouver:

McQuitty V. Lesson Study: Developing a Knowledge Base for Elementary Writing Instruction. [Internet] [Doctoral dissertation]. Syracuse University; 2011. [cited 2020 Apr 01]. Available from: https://surface.syr.edu/tl_etd/236.

Council of Science Editors:

McQuitty V. Lesson Study: Developing a Knowledge Base for Elementary Writing Instruction. [Doctoral Dissertation]. Syracuse University; 2011. Available from: https://surface.syr.edu/tl_etd/236

16. Elliott, Jeannette O. WRITING INSTRUCTION AT THE EARLY CHILDHOOD LEVEL: TEACHERS' USE OF INDIVIDUAL STUDENT WRITING CONFERENCES AND OTHER STRATEGIES TO MOTIVATE STUDENTS TO WRITE .

Degree: 2014, Texas A&M University – Corpus Christi

 The quality of students' writing in kindergarten has a great effect on their future writing ability during the elementary years (Kissel, 2008). Because students begin… (more)

Subjects/Keywords: conference; elementary; emergent; instruction; kindergarten; writing

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APA (6th Edition):

Elliott, J. O. (2014). WRITING INSTRUCTION AT THE EARLY CHILDHOOD LEVEL: TEACHERS' USE OF INDIVIDUAL STUDENT WRITING CONFERENCES AND OTHER STRATEGIES TO MOTIVATE STUDENTS TO WRITE . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/577

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):

Elliott, Jeannette O. “WRITING INSTRUCTION AT THE EARLY CHILDHOOD LEVEL: TEACHERS' USE OF INDIVIDUAL STUDENT WRITING CONFERENCES AND OTHER STRATEGIES TO MOTIVATE STUDENTS TO WRITE .” 2014. Thesis, Texas A&M University – Corpus Christi. Accessed April 01, 2020. http://hdl.handle.net/1969.6/577.

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

MLA Handbook (7th Edition):

Elliott, Jeannette O. “WRITING INSTRUCTION AT THE EARLY CHILDHOOD LEVEL: TEACHERS' USE OF INDIVIDUAL STUDENT WRITING CONFERENCES AND OTHER STRATEGIES TO MOTIVATE STUDENTS TO WRITE .” 2014. Web. 01 Apr 2020.

Vancouver:

Elliott JO. WRITING INSTRUCTION AT THE EARLY CHILDHOOD LEVEL: TEACHERS' USE OF INDIVIDUAL STUDENT WRITING CONFERENCES AND OTHER STRATEGIES TO MOTIVATE STUDENTS TO WRITE . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2014. [cited 2020 Apr 01]. Available from: http://hdl.handle.net/1969.6/577.

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

Council of Science Editors:

Elliott JO. WRITING INSTRUCTION AT THE EARLY CHILDHOOD LEVEL: TEACHERS' USE OF INDIVIDUAL STUDENT WRITING CONFERENCES AND OTHER STRATEGIES TO MOTIVATE STUDENTS TO WRITE . [Thesis]. Texas A&M University – Corpus Christi; 2014. Available from: http://hdl.handle.net/1969.6/577

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


Queens University

17. McKechnie, Yvonne. Teaching it "Write": Teacher Perspectives on Writing Instruction Within English and French Immersion Classrooms .

Degree: Education, 2015, Queens University

Writing today is a means of communication: a medium through which we learn, share and self-express (Graham, 2006). In the classroom, writing is used to… (more)

Subjects/Keywords: Teacher perspective; Writing Instruction; Qualitative; Writing; English; French Immersion; Instruction; Interview; Grade 9

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

APA (6th Edition):

McKechnie, Y. (2015). Teaching it "Write": Teacher Perspectives on Writing Instruction Within English and French Immersion Classrooms . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/13685

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):

McKechnie, Yvonne. “Teaching it "Write": Teacher Perspectives on Writing Instruction Within English and French Immersion Classrooms .” 2015. Thesis, Queens University. Accessed April 01, 2020. http://hdl.handle.net/1974/13685.

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

MLA Handbook (7th Edition):

McKechnie, Yvonne. “Teaching it "Write": Teacher Perspectives on Writing Instruction Within English and French Immersion Classrooms .” 2015. Web. 01 Apr 2020.

Vancouver:

McKechnie Y. Teaching it "Write": Teacher Perspectives on Writing Instruction Within English and French Immersion Classrooms . [Internet] [Thesis]. Queens University; 2015. [cited 2020 Apr 01]. Available from: http://hdl.handle.net/1974/13685.

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

Council of Science Editors:

McKechnie Y. Teaching it "Write": Teacher Perspectives on Writing Instruction Within English and French Immersion Classrooms . [Thesis]. Queens University; 2015. Available from: http://hdl.handle.net/1974/13685

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


University of Florida

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Liu, Qing. “A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China.” 2012. Doctoral Dissertation, University of Florida. Accessed April 01, 2020. http://ufdc.ufl.edu/UFE0043625.

MLA Handbook (7th Edition):

Liu, Qing. “A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China.” 2012. Web. 01 Apr 2020.

Vancouver:

Liu Q. A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2020 Apr 01]. Available from: http://ufdc.ufl.edu/UFE0043625.

Council of Science Editors:

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

19. Harrington, Shawn J. Emotional Processing in an Expressive Writing Task on Trauma.

Degree: MA, Psychology, 2012, National Library of Canada

 The current study took a different approach to studying expressive writing by examining the emotional processes by which it confers its benefits. An archival sample… (more)

Subjects/Keywords: Psychology; Emotional processing; Expressive writing; Trauma; Writing instruction manipulation

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APA (6th Edition):

Harrington, S. J. (2012). Emotional Processing in an Expressive Writing Task on Trauma. (Masters Thesis). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/4813

Chicago Manual of Style (16th Edition):

Harrington, Shawn J. “Emotional Processing in an Expressive Writing Task on Trauma.” 2012. Masters Thesis, National Library of Canada. Accessed April 01, 2020. http://scholar.uwindsor.ca/etd/4813.

MLA Handbook (7th Edition):

Harrington, Shawn J. “Emotional Processing in an Expressive Writing Task on Trauma.” 2012. Web. 01 Apr 2020.

Vancouver:

Harrington SJ. Emotional Processing in an Expressive Writing Task on Trauma. [Internet] [Masters thesis]. National Library of Canada; 2012. [cited 2020 Apr 01]. Available from: http://scholar.uwindsor.ca/etd/4813.

Council of Science Editors:

Harrington SJ. Emotional Processing in an Expressive Writing Task on Trauma. [Masters Thesis]. National Library of Canada; 2012. Available from: http://scholar.uwindsor.ca/etd/4813

20. Ryu, Sanghee. Teaching and Learning of Sophisticated Argumentative Writing Based on Dialogic Views of Rationality in High School Language Arts Classrooms: A Formative and Design Experiment.

Degree: PhD, EDU Teaching and Learning, 2016, The Ohio State University

 This dissertation examines how dialogic views of rationality might be employed in the teaching of argumentative writing in ways that lead to the development of… (more)

Subjects/Keywords: Education; Teaching and learning, writing instruction, argumentation, argumentative writing, dialogic, rationality

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APA (6th Edition):

Ryu, S. (2016). Teaching and Learning of Sophisticated Argumentative Writing Based on Dialogic Views of Rationality in High School Language Arts Classrooms: A Formative and Design Experiment. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1480723088849561

Chicago Manual of Style (16th Edition):

Ryu, Sanghee. “Teaching and Learning of Sophisticated Argumentative Writing Based on Dialogic Views of Rationality in High School Language Arts Classrooms: A Formative and Design Experiment.” 2016. Doctoral Dissertation, The Ohio State University. Accessed April 01, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1480723088849561.

MLA Handbook (7th Edition):

Ryu, Sanghee. “Teaching and Learning of Sophisticated Argumentative Writing Based on Dialogic Views of Rationality in High School Language Arts Classrooms: A Formative and Design Experiment.” 2016. Web. 01 Apr 2020.

Vancouver:

Ryu S. Teaching and Learning of Sophisticated Argumentative Writing Based on Dialogic Views of Rationality in High School Language Arts Classrooms: A Formative and Design Experiment. [Internet] [Doctoral dissertation]. The Ohio State University; 2016. [cited 2020 Apr 01]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1480723088849561.

Council of Science Editors:

Ryu S. Teaching and Learning of Sophisticated Argumentative Writing Based on Dialogic Views of Rationality in High School Language Arts Classrooms: A Formative and Design Experiment. [Doctoral Dissertation]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1480723088849561


Texas A&M University

21. Hodges, Tracey S. The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction.

Degree: 2015, Texas A&M University

 In the United States, changes to policy as well as practice are negatively affecting writing instruction for K-12 students. While workforce demands continue to require… (more)

Subjects/Keywords: Preservice teachers; self-efficacy; mixed methods; writing; writing instruction

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APA (6th Edition):

Hodges, T. S. (2015). The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155427

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):

Hodges, Tracey S. “The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction.” 2015. Thesis, Texas A&M University. Accessed April 01, 2020. http://hdl.handle.net/1969.1/155427.

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

MLA Handbook (7th Edition):

Hodges, Tracey S. “The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction.” 2015. Web. 01 Apr 2020.

Vancouver:

Hodges TS. The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2020 Apr 01]. Available from: http://hdl.handle.net/1969.1/155427.

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

Council of Science Editors:

Hodges TS. The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155427

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


University of Waikato

22. Lin, Hsiu-Chen (Antonia). Genre, academic writing and e-learning: An integrated tertiary level Taiwan-based study .

Degree: 2010, University of Waikato

 The research reported here has two main focus points: online learning and the teaching of academic writing to learners of English as an additional language.… (more)

Subjects/Keywords: genre; academic writing; elearning; genre-centered academic writing instruction

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APA (6th Edition):

Lin, H. (. (2010). Genre, academic writing and e-learning: An integrated tertiary level Taiwan-based study . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/3998

Chicago Manual of Style (16th Edition):

Lin, Hsiu-Chen (Antonia). “Genre, academic writing and e-learning: An integrated tertiary level Taiwan-based study .” 2010. Doctoral Dissertation, University of Waikato. Accessed April 01, 2020. http://hdl.handle.net/10289/3998.

MLA Handbook (7th Edition):

Lin, Hsiu-Chen (Antonia). “Genre, academic writing and e-learning: An integrated tertiary level Taiwan-based study .” 2010. Web. 01 Apr 2020.

Vancouver:

Lin H(. Genre, academic writing and e-learning: An integrated tertiary level Taiwan-based study . [Internet] [Doctoral dissertation]. University of Waikato; 2010. [cited 2020 Apr 01]. Available from: http://hdl.handle.net/10289/3998.

Council of Science Editors:

Lin H(. Genre, academic writing and e-learning: An integrated tertiary level Taiwan-based study . [Doctoral Dissertation]. University of Waikato; 2010. Available from: http://hdl.handle.net/10289/3998


The Ohio State University

23. Lee, Hyunju. Responding to Genre-Based Writing Instruction: An Interpretive Study of L2 Writers' Experiences in Two Graduate Level ESP/EAP Writing Courses.

Degree: PhD, ED Teaching and Learning (Columbus campus), 2010, The Ohio State University

 Genre theory has greatly influenced ESP/EAP writing instruction, but little is known about the perspectives of the students and how they learn in genre-based writing(more)

Subjects/Keywords: Composition; Education; Literacy; ESP; EAP; Genre based writing instruction; Academic writing

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APA (6th Edition):

Lee, H. (2010). Responding to Genre-Based Writing Instruction: An Interpretive Study of L2 Writers' Experiences in Two Graduate Level ESP/EAP Writing Courses. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1269476493

Chicago Manual of Style (16th Edition):

Lee, Hyunju. “Responding to Genre-Based Writing Instruction: An Interpretive Study of L2 Writers' Experiences in Two Graduate Level ESP/EAP Writing Courses.” 2010. Doctoral Dissertation, The Ohio State University. Accessed April 01, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1269476493.

MLA Handbook (7th Edition):

Lee, Hyunju. “Responding to Genre-Based Writing Instruction: An Interpretive Study of L2 Writers' Experiences in Two Graduate Level ESP/EAP Writing Courses.” 2010. Web. 01 Apr 2020.

Vancouver:

Lee H. Responding to Genre-Based Writing Instruction: An Interpretive Study of L2 Writers' Experiences in Two Graduate Level ESP/EAP Writing Courses. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2020 Apr 01]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1269476493.

Council of Science Editors:

Lee H. Responding to Genre-Based Writing Instruction: An Interpretive Study of L2 Writers' Experiences in Two Graduate Level ESP/EAP Writing Courses. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1269476493


University of Dundee

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Green, Kelton Roy. “Evidence-based teaching of writing practices : a survey and intervention at elementary and high school level.” 2017. Doctoral Dissertation, University of Dundee. Accessed April 01, 2020. https://discovery.dundee.ac.uk/en/studentTheses/b339778a-01ec-4ea5-86d3-93ad1ae8c211 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723694.

MLA Handbook (7th Edition):

Green, Kelton Roy. “Evidence-based teaching of writing practices : a survey and intervention at elementary and high school level.” 2017. Web. 01 Apr 2020.

Vancouver:

Green KR. Evidence-based teaching of writing practices : a survey and intervention at elementary and high school level. [Internet] [Doctoral dissertation]. University of Dundee; 2017. [cited 2020 Apr 01]. Available from: https://discovery.dundee.ac.uk/en/studentTheses/b339778a-01ec-4ea5-86d3-93ad1ae8c211 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723694.

Council of Science Editors:

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


Brigham Young University

25. Billen, Monica Thomas. The Nature of Classroom Instruction and Physical Environments That Support Elementary Writing.

Degree: MA, 2010, Brigham Young University

 The purpose of this study was to document the nature of elementary writing instruction and classroom physical environments in eight Utah school districts. One hundred… (more)

Subjects/Keywords: writing instruction; physical environment; process writing; Teacher Education and Professional Development

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APA (6th Edition):

Billen, M. T. (2010). The Nature of Classroom Instruction and Physical Environments That Support Elementary Writing. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3105&context=etd

Chicago Manual of Style (16th Edition):

Billen, Monica Thomas. “The Nature of Classroom Instruction and Physical Environments That Support Elementary Writing.” 2010. Masters Thesis, Brigham Young University. Accessed April 01, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3105&context=etd.

MLA Handbook (7th Edition):

Billen, Monica Thomas. “The Nature of Classroom Instruction and Physical Environments That Support Elementary Writing.” 2010. Web. 01 Apr 2020.

Vancouver:

Billen MT. The Nature of Classroom Instruction and Physical Environments That Support Elementary Writing. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2020 Apr 01]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3105&context=etd.

Council of Science Editors:

Billen MT. The Nature of Classroom Instruction and Physical Environments That Support Elementary Writing. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3105&context=etd


Utah State University

26. Jorgensen, Alayne Leavitt. Exploring the Influence of Digital Writing on Primary Students' Revisions of Informational Text: A Formative Experiment.

Degree: PhD, Education, 2019, Utah State University

  This study investigated the use of explicit revision instruction and digital writing during writing workshop with 21 students in a mainstream second-grade classroom. The… (more)

Subjects/Keywords: elementary writing; revision instruction; digital writing; formative experiment; informational text; Education

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APA (6th Edition):

Jorgensen, A. L. (2019). Exploring the Influence of Digital Writing on Primary Students' Revisions of Informational Text: A Formative Experiment. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7446

Chicago Manual of Style (16th Edition):

Jorgensen, Alayne Leavitt. “Exploring the Influence of Digital Writing on Primary Students' Revisions of Informational Text: A Formative Experiment.” 2019. Doctoral Dissertation, Utah State University. Accessed April 01, 2020. https://digitalcommons.usu.edu/etd/7446.

MLA Handbook (7th Edition):

Jorgensen, Alayne Leavitt. “Exploring the Influence of Digital Writing on Primary Students' Revisions of Informational Text: A Formative Experiment.” 2019. Web. 01 Apr 2020.

Vancouver:

Jorgensen AL. Exploring the Influence of Digital Writing on Primary Students' Revisions of Informational Text: A Formative Experiment. [Internet] [Doctoral dissertation]. Utah State University; 2019. [cited 2020 Apr 01]. Available from: https://digitalcommons.usu.edu/etd/7446.

Council of Science Editors:

Jorgensen AL. Exploring the Influence of Digital Writing on Primary Students' Revisions of Informational Text: A Formative Experiment. [Doctoral Dissertation]. Utah State University; 2019. Available from: https://digitalcommons.usu.edu/etd/7446


University of Houston

27. Barnhart, Nancy 1960-. Understanding the Effectiveness of the Writers in the Schools Organization Through the Writers’ Perspectives.

Degree: EdD, Instructional Technology, 2012, University of Houston

 The literary arts organization, Writers in the Schools (WITS), fosters critical thinking through the teaching of creative writing (Brouillette, 2008; Deasy, 2002). Arts education has… (more)

Subjects/Keywords: Literary arts; Education; Teaching; Creative writing; Writing instruction; Educational technology

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APA (6th Edition):

Barnhart, N. 1. (2012). Understanding the Effectiveness of the Writers in the Schools Organization Through the Writers’ Perspectives. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/639

Chicago Manual of Style (16th Edition):

Barnhart, Nancy 1960-. “Understanding the Effectiveness of the Writers in the Schools Organization Through the Writers’ Perspectives.” 2012. Doctoral Dissertation, University of Houston. Accessed April 01, 2020. http://hdl.handle.net/10657/639.

MLA Handbook (7th Edition):

Barnhart, Nancy 1960-. “Understanding the Effectiveness of the Writers in the Schools Organization Through the Writers’ Perspectives.” 2012. Web. 01 Apr 2020.

Vancouver:

Barnhart N1. Understanding the Effectiveness of the Writers in the Schools Organization Through the Writers’ Perspectives. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Apr 01]. Available from: http://hdl.handle.net/10657/639.

Council of Science Editors:

Barnhart N1. Understanding the Effectiveness of the Writers in the Schools Organization Through the Writers’ Perspectives. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/639


University of Houston

28. Hallman Martini, Rebecca. Stories About Writing (Centers): Sites of Innovation in (Online) Writing Instruction.

Degree: PhD, English and American Literature, 2016, University of Houston

 In this dissertation I study the University of Houston Writing Center (UHWC) as a site for innovative writing instruction while simultaneously critiquing business-model approaches to… (more)

Subjects/Keywords: Rhetorics; Composition; Writing Center; Online writing instruction; Online learning

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APA (6th Edition):

Hallman Martini, R. (2016). Stories About Writing (Centers): Sites of Innovation in (Online) Writing Instruction. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1523

Chicago Manual of Style (16th Edition):

Hallman Martini, Rebecca. “Stories About Writing (Centers): Sites of Innovation in (Online) Writing Instruction.” 2016. Doctoral Dissertation, University of Houston. Accessed April 01, 2020. http://hdl.handle.net/10657/1523.

MLA Handbook (7th Edition):

Hallman Martini, Rebecca. “Stories About Writing (Centers): Sites of Innovation in (Online) Writing Instruction.” 2016. Web. 01 Apr 2020.

Vancouver:

Hallman Martini R. Stories About Writing (Centers): Sites of Innovation in (Online) Writing Instruction. [Internet] [Doctoral dissertation]. University of Houston; 2016. [cited 2020 Apr 01]. Available from: http://hdl.handle.net/10657/1523.

Council of Science Editors:

Hallman Martini R. Stories About Writing (Centers): Sites of Innovation in (Online) Writing Instruction. [Doctoral Dissertation]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1523

29. -2927-107X. Writing teacher professional development: A photo elicitation of teacher change.

Degree: PhD, Reading Education, 2018, Texas Woman's University

Writing development is a complex and continuous process that is acquired within social environments. Process-oriented writing instruction allows for complex writer-directed work, however studies that… (more)

Subjects/Keywords: Writing Instruction; Writing; Teacher Professional; Development; Photo Elicitation

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APA (6th Edition):

-2927-107X. (2018). Writing teacher professional development: A photo elicitation of teacher change. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/11014

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-2927-107X. “Writing teacher professional development: A photo elicitation of teacher change.” 2018. Doctoral Dissertation, Texas Woman's University. Accessed April 01, 2020. http://hdl.handle.net/11274/11014.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-2927-107X. “Writing teacher professional development: A photo elicitation of teacher change.” 2018. Web. 01 Apr 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-2927-107X. Writing teacher professional development: A photo elicitation of teacher change. [Internet] [Doctoral dissertation]. Texas Woman's University; 2018. [cited 2020 Apr 01]. Available from: http://hdl.handle.net/11274/11014.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-2927-107X. Writing teacher professional development: A photo elicitation of teacher change. [Doctoral Dissertation]. Texas Woman's University; 2018. Available from: http://hdl.handle.net/11274/11014

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Toronto

30. Price, Robert Grant. A Case Study in Meaning-making in a University-level Expressive Writing Class.

Degree: PhD, 2018, University of Toronto

 In this dissertation, I address this concern and extend the literature on writing-reading connections by examining literacy in an expressivist classroom. The study sought to… (more)

Subjects/Keywords: Composition; Editing; Editorial practice; Expressivism; reading-writing connections; writing instruction; 0515

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

APA (6th Edition):

Price, R. G. (2018). A Case Study in Meaning-making in a University-level Expressive Writing Class. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/89772

Chicago Manual of Style (16th Edition):

Price, Robert Grant. “A Case Study in Meaning-making in a University-level Expressive Writing Class.” 2018. Doctoral Dissertation, University of Toronto. Accessed April 01, 2020. http://hdl.handle.net/1807/89772.

MLA Handbook (7th Edition):

Price, Robert Grant. “A Case Study in Meaning-making in a University-level Expressive Writing Class.” 2018. Web. 01 Apr 2020.

Vancouver:

Price RG. A Case Study in Meaning-making in a University-level Expressive Writing Class. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2020 Apr 01]. Available from: http://hdl.handle.net/1807/89772.

Council of Science Editors:

Price RG. A Case Study in Meaning-making in a University-level Expressive Writing Class. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89772

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