subject:(Writing)

Texas A&M University

1. Leggette, Holli RaNae. A Model to Augment Critical Thinking and Create Knowledge through Writing in the Social Sciences of Agriculture.

Degree: 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/151061

► The purpose of this study was to develop a model to augment critical thinking and create knowledge through writing in the social sciences of agriculture.… (more)

Subjects/Keywords: Writing; Writing Intensive Courses; Writing Factors; Writing Model; Writing in Agriculture

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APA (6^th Edition):

Leggette, H. R. (2013). A Model to Augment Critical Thinking and Create Knowledge through Writing in the Social Sciences of Agriculture. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151061

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

Chicago Manual of Style (16^th Edition):

Leggette, Holli RaNae. “A Model to Augment Critical Thinking and Create Knowledge through Writing in the Social Sciences of Agriculture.” 2013. Thesis, Texas A&M University. Accessed February 27, 2020. http://hdl.handle.net/1969.1/151061.

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

MLA Handbook (7^th Edition):

Leggette, Holli RaNae. “A Model to Augment Critical Thinking and Create Knowledge through Writing in the Social Sciences of Agriculture.” 2013. Web. 27 Feb 2020.

Vancouver:

Leggette HR. A Model to Augment Critical Thinking and Create Knowledge through Writing in the Social Sciences of Agriculture. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2020 Feb 27]. Available from: http://hdl.handle.net/1969.1/151061.

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

Council of Science Editors:

Leggette HR. A Model to Augment Critical Thinking and Create Knowledge through Writing in the Social Sciences of Agriculture. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151061

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

2. Alkubaidi, Miriam. Investigating perceived challenges in English language writing instruction: An action research study in a Saudi university preparatory programme.

Degree: School of Linguistic Speech & Comm Sci. C.L.C.S., 2017, Trinity College Dublin

URL: http://hdl.handle.net/2262/82012

► This study investigates English language writing in a Saudi university context. In this project, it became clear that teachers as well as learners should be… (more)

▼ This study investigates English language writing in a Saudi university context. In this project, it became clear that teachers as well as learners should be involved in any investigation of English language writing. Teaching methodology plays a prominent role in the way students perceive the writing process. Through an action research project, this study seeks to ascertain students' and teachers' perspectives on writing classes in a Saudi university, the methods used in their writing classes, students, preferences, and ultimately how to improve the quality of writing instruction. The conceptual framework of this action research is located within the social constructivist paradigm. The action research project at English Language Institute was organized, according to, three main phases: an exploration, intervention and reflection stage. In the exploration phase, I explored the writing setting in my workplace. This was achieved by classroom observations throughout the academic year of 2013-2014 where observed the writing classes in terms of teaching and how the students responded to writing instructions. I also conducted semi-structured interviews with teachers and students. Teachers how they viewed writing in their setting, what approaches did they use, how they perceived their students' writing, and how they perceived the ELI writing curricula. In the second phase of this study, an intervention was conducted consisted of twenty-four writing workshops throughout the academic year with seven students who committed to the project. In the third and final reflection phase, the data from the previous two phases was reported on my reflections. For this research a thematic analysis was used to analyse the data from this research. This study advances our understanding of how writing is taught and learned in a Saudi university context. It highlights the significant role of teachers in their classroom, and their effect on how students perceive their learning and how they learn second language writing. Advisors/Committee Members: Carson, Lorna.

Subjects/Keywords: action research; ESL Writing; teaching writing; Writing

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APA (6^th Edition):

Alkubaidi, M. (2017). Investigating perceived challenges in English language writing instruction: An action research study in a Saudi university preparatory programme. (Thesis). Trinity College Dublin. Retrieved from http://hdl.handle.net/2262/82012

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

Chicago Manual of Style (16^th Edition):

Alkubaidi, Miriam. “Investigating perceived challenges in English language writing instruction: An action research study in a Saudi university preparatory programme.” 2017. Thesis, Trinity College Dublin. Accessed February 27, 2020. http://hdl.handle.net/2262/82012.

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

MLA Handbook (7^th Edition):

Alkubaidi, Miriam. “Investigating perceived challenges in English language writing instruction: An action research study in a Saudi university preparatory programme.” 2017. Web. 27 Feb 2020.

Vancouver:

Alkubaidi M. Investigating perceived challenges in English language writing instruction: An action research study in a Saudi university preparatory programme. [Internet] [Thesis]. Trinity College Dublin; 2017. [cited 2020 Feb 27]. Available from: http://hdl.handle.net/2262/82012.

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

Council of Science Editors:

Alkubaidi M. Investigating perceived challenges in English language writing instruction: An action research study in a Saudi university preparatory programme. [Thesis]. Trinity College Dublin; 2017. Available from: http://hdl.handle.net/2262/82012

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

University of Houston

3. Templeton, Stacey 1978-. Writing To Learn: A Mixed Methods Case Study of Reflection/Exit Writing in Fourth Grade.

Degree: EdD, Curriculum and Instruction, 2013, University of Houston

URL: http://hdl.handle.net/10657/1285

► Development in writing, motivation to write, and student self-perceived writing ability all play pivotal roles what students are able to produce. The National Commission on… (more)

▼ Development in writing, motivation to write, and student self-perceived writing ability all play pivotal roles what students are able to produce. The National Commission on Writing in America’s Schools and Colleges (2003) placed writing at the center of educational reform, calling upon the educational system of the nation to participate in a “writing revolution.” Data support this call to arms: the National Assessment of Educational Progress reported that only 23% of fourth graders wrote at the “proficient” or "advanced" levels; the majority of children—61% of fourth-grade students—wrote at the “basic” level; 16% of fourth graders produced “below basic” writing (U.S. Department of Education, 1999). To address these concerns about the state of writing in America, this study investigates a content-area writing intervention, Reflection/Exit writing, and its effect on three student writing outcomes: (1) student self-perceptions; (2) writing development as measured in quantity; and (3) writing development as measured in quality. Freiberg (1993) developed Reflection/Exit writing to help teachers establish a calm, productive end to class, bring closure to their lessons, and enable purposeful reflection on the learning for the day the learning of the day during the last five to six minutes of class, by asking students to reflect on what was learned that day. This mixed-methods case study included a sample of 56 fourth grade students, in both bilingual and traditional (ESL) classrooms, in a predominately Hispanic, low SES elementary school. Two intervention classrooms taught by fourth grade Math/Science teachers and two comparison classrooms taught by fourth grade Language Arts/Social Studies teachers were the units of analysis and multiple points of data were examined for each classroom. A concurrent, parallel mixed-methods design was employed, utilizing qualitative and quantitative methodologies, which were analyzed through three different strands of research. In Research Strand 1, samples were analyzed for compositional fluency, or length, by calculating the number of words and syllables to determine if students were able to produce a greater quantity of writing over time. Research Strand 2 was used to determine if the intervention affected the quality of student writing over the study period through the use of the state's holistic writing rubric (used from 2003-2011; The Texas Education Agency, n.d.) and through content analysis procedures. The holistic rubric considered writers’ focus and coherence, organization, and development of ideas. Content analysis procedures assessed writers’ cognitive development in writing, through the themes of: (1) planning; (2) knowledge telling; and (3) knowledge transforming (Flower and Hayes, 1981; Bereiter & Scardamalia, 1987). In Research Strand 3, students' writing self-perceptions were measured through the Writer Self-Perception Scale (Bottomley, Henk, & Melnick, 1997/1998). Results indicate that when implemented with fidelity, Reflection/Exit writing improved the quality of student… Advisors/Committee Members: Freiberg, H. Jerome (advisor), Horn, Catherine L. (committee member), Houston, W. Robert (committee member), Mountain, Lee (committee member).

Subjects/Keywords: Exit writing; Content area writing; Writing to learn; Writing self-perceptions; Writing quality; Writing quantity

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APA (6^th Edition):

Templeton, S. 1. (2013). Writing To Learn: A Mixed Methods Case Study of Reflection/Exit Writing in Fourth Grade. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1285

Chicago Manual of Style (16^th Edition):

Templeton, Stacey 1978-. “Writing To Learn: A Mixed Methods Case Study of Reflection/Exit Writing in Fourth Grade.” 2013. Doctoral Dissertation, University of Houston. Accessed February 27, 2020. http://hdl.handle.net/10657/1285.

MLA Handbook (7^th Edition):

Templeton, Stacey 1978-. “Writing To Learn: A Mixed Methods Case Study of Reflection/Exit Writing in Fourth Grade.” 2013. Web. 27 Feb 2020.

Vancouver:

Templeton S1. Writing To Learn: A Mixed Methods Case Study of Reflection/Exit Writing in Fourth Grade. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Feb 27]. Available from: http://hdl.handle.net/10657/1285.

Council of Science Editors:

Templeton S1. Writing To Learn: A Mixed Methods Case Study of Reflection/Exit Writing in Fourth Grade. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1285

Kennesaw State University

4. Troutman, Logan. Tales of a Wannabe Nomad.

Degree: MAPW, English, 2010, Kennesaw State University

URL: https://digitalcommons.kennesaw.edu/etd/174

► A website containing audio, video, and written accounts of the author's travels with EF College Break. Along with travel advice and a discussion forum, the… (more)

Subjects/Keywords: travel writing; Creative Writing

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APA (6^th Edition):

Troutman, L. (2010). Tales of a Wannabe Nomad. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/174

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

Chicago Manual of Style (16^th Edition):

Troutman, Logan. “Tales of a Wannabe Nomad.” 2010. Thesis, Kennesaw State University. Accessed February 27, 2020. https://digitalcommons.kennesaw.edu/etd/174.

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

MLA Handbook (7^th Edition):

Troutman, Logan. “Tales of a Wannabe Nomad.” 2010. Web. 27 Feb 2020.

Vancouver:

Troutman L. Tales of a Wannabe Nomad. [Internet] [Thesis]. Kennesaw State University; 2010. [cited 2020 Feb 27]. Available from: https://digitalcommons.kennesaw.edu/etd/174.

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

Council of Science Editors:

Troutman L. Tales of a Wannabe Nomad. [Thesis]. Kennesaw State University; 2010. Available from: https://digitalcommons.kennesaw.edu/etd/174

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

University of Hong Kong

5. 李亚男; Li, Yanan. Multimodal analysis of academic posters by student writers across disciplines.

Degree: MAin Applied, 2014, University of Hong Kong

URL: Li, Y. [李亚男]. (2014). Multimodal analysis of academic posters by student writers across disciplines. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5325539 ; http://dx.doi.org/10.5353/th_b5325539 ; http://hdl.handle.net/10722/207138

►

This dissertation examines the multimodal discourse of academic posters from three disciplines, namely, Chemistry, Speech & Hearing Sciences and Linguistics, in an attempt to unravel… (more)

Subjects/Keywords: Technical writing; Academic writing

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APA (6^th Edition):

李亚男; Li, Y. (2014). Multimodal analysis of academic posters by student writers across disciplines. (Masters Thesis). University of Hong Kong. Retrieved from Li, Y. [李亚男]. (2014). Multimodal analysis of academic posters by student writers across disciplines. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5325539 ; http://dx.doi.org/10.5353/th_b5325539 ; http://hdl.handle.net/10722/207138

Chicago Manual of Style (16^th Edition):

李亚男; Li, Yanan. “Multimodal analysis of academic posters by student writers across disciplines.” 2014. Masters Thesis, University of Hong Kong. Accessed February 27, 2020. Li, Y. [李亚男]. (2014). Multimodal analysis of academic posters by student writers across disciplines. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5325539 ; http://dx.doi.org/10.5353/th_b5325539 ; http://hdl.handle.net/10722/207138.

MLA Handbook (7^th Edition):

李亚男; Li, Yanan. “Multimodal analysis of academic posters by student writers across disciplines.” 2014. Web. 27 Feb 2020.

Vancouver:

李亚男; Li Y. Multimodal analysis of academic posters by student writers across disciplines. [Internet] [Masters thesis]. University of Hong Kong; 2014. [cited 2020 Feb 27]. Available from: Li, Y. [李亚男]. (2014). Multimodal analysis of academic posters by student writers across disciplines. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5325539 ; http://dx.doi.org/10.5353/th_b5325539 ; http://hdl.handle.net/10722/207138.

Council of Science Editors:

李亚男; Li Y. Multimodal analysis of academic posters by student writers across disciplines. [Masters Thesis]. University of Hong Kong; 2014. Available from: Li, Y. [李亚男]. (2014). Multimodal analysis of academic posters by student writers across disciplines. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5325539 ; http://dx.doi.org/10.5353/th_b5325539 ; http://hdl.handle.net/10722/207138

University of Louisville

6. Smith, Allison Egnew. Writing in/on the Borderlands : (basic) writers and the writing center.

Degree: PhD, 2010, University of Louisville

URL: 10.18297/etd/1355 ; https://ir.library.louisville.edu/etd/1355

► Using Gloria Anzuldula's text Borderlands/La Frontera: The New Mestiza and Bruce Homer and Min-Zhan Lu's 2000 article, "Expectations, Interpretations and Contributions of Basic Writing" as… (more)

Subjects/Keywords: Basic writing; Writing center

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APA (6^th Edition):

Smith, A. E. (2010). Writing in/on the Borderlands : (basic) writers and the writing center. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1355 ; https://ir.library.louisville.edu/etd/1355

Chicago Manual of Style (16^th Edition):

Smith, Allison Egnew. “Writing in/on the Borderlands : (basic) writers and the writing center.” 2010. Doctoral Dissertation, University of Louisville. Accessed February 27, 2020. 10.18297/etd/1355 ; https://ir.library.louisville.edu/etd/1355.

MLA Handbook (7^th Edition):

Smith, Allison Egnew. “Writing in/on the Borderlands : (basic) writers and the writing center.” 2010. Web. 27 Feb 2020.

Vancouver:

Smith AE. Writing in/on the Borderlands : (basic) writers and the writing center. [Internet] [Doctoral dissertation]. University of Louisville; 2010. [cited 2020 Feb 27]. Available from: 10.18297/etd/1355 ; https://ir.library.louisville.edu/etd/1355.

Council of Science Editors:

Smith AE. Writing in/on the Borderlands : (basic) writers and the writing center. [Doctoral Dissertation]. University of Louisville; 2010. Available from: 10.18297/etd/1355 ; https://ir.library.louisville.edu/etd/1355

University of Newcastle

7. Parnell, Jo. Creative empathy: how writers turn experience not their own into literary non-fiction.

Degree: PhD, 2013, University of Newcastle

URL: http://hdl.handle.net/1959.13/1039417

►

Research Doctorate - Doctor of Philosophy (PhD)

The creative component to this thesis is a form of life writing which straddles both memoir and literary… (more)

▼

Research Doctorate - Doctor of Philosophy (PhD)

The creative component to this thesis is a form of life writing which straddles both memoir and literary documentary. The writer-researcher interviews the subject for her or his unusual life-experience, and audio-tapes the discussion as resource material for a creative nonfiction docu-memoir. In a work of this type, the memoir is primarily not that of the writer, but that of the subject. The documentary component can take the form of photographs, and also factual elements which the subject mentions in relation to their experience, and which gives a documentary-type effect to their narrative. My docu-memoir records the stories of seven subjects, five of whom are Forgotten Australians, of whom I am one. These people are of mainly Anglo-Celtic heritage, and were in care as children in Australia in the mid-part of the twentieth century. Two of the subjects are not Forgotten Australians, but one tells what it is like to be the long-lost sibling of a Forgotten Australian, and the other tells what it was like to have been a child in an orphanage in England so that, in my work, I can show that Australian orphanages were not greatly different to those in England, and the experience of being an incarcerated child was much the same regardless of geographical distance. The inclusion of all these people’s stories is intended to give a concise picture of the experience of being a Forgotten Australian: what it is like to be a “forgotten” and abused child, what it means as an adult to be a care-leaver, how their experiences have affected their lives and those of others around them, and how the experience and the effects of that are much the same no matter whether they were in care as children in England or in Australia. This is a story which has not been previously told from inside the group, in a literary work. In the exegesis, I study what docu-memoir is, and how to write a creative nonfiction work and tailor it to my topic. As models for my own docu-memoir I chose the works of Tony Parker, and especially *Lighthouse*, Sheila Stewart’s three docu-memoirs, *Country Kate*, *Lifting the Latch: A Life on the Land*, and *Ramlin Rose: The Boatwoman’s Story*, and Helen Garner’s *Joe Cinque’s Consolation*. From Parker and Stewart I learnt how to structure a docu-memoir of the type in which I am most interested, and various techniques that I could use when recreating the memories of others: such as, how to make the subjects in the work appear as real people, how to dwell on the metaphorical and philosophical in the words of people, and use the transcript material in a way that lets the subjects talk for themselves. From Garner I learnt how one might include oneself in the work as a point of reference for added credibility, and ways in which to enhance my work of nonfiction with creative elements like braiding the narratives with stories suggested by the subject matter, but which take the reader outside the interview situation, and use rhetoric to draw the reader into the literary…

Advisors/Committee Members: University of Newcastle. Faculty of Education & Arts, School of Humanities and Social Science.

Subjects/Keywords: english; writing; creative writing

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APA (6^th Edition):

Parnell, J. (2013). Creative empathy: how writers turn experience not their own into literary non-fiction. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1039417

Chicago Manual of Style (16^th Edition):

Parnell, Jo. “Creative empathy: how writers turn experience not their own into literary non-fiction.” 2013. Doctoral Dissertation, University of Newcastle. Accessed February 27, 2020. http://hdl.handle.net/1959.13/1039417.

MLA Handbook (7^th Edition):

Parnell, Jo. “Creative empathy: how writers turn experience not their own into literary non-fiction.” 2013. Web. 27 Feb 2020.

Vancouver:

Parnell J. Creative empathy: how writers turn experience not their own into literary non-fiction. [Internet] [Doctoral dissertation]. University of Newcastle; 2013. [cited 2020 Feb 27]. Available from: http://hdl.handle.net/1959.13/1039417.

Council of Science Editors:

Parnell J. Creative empathy: how writers turn experience not their own into literary non-fiction. [Doctoral Dissertation]. University of Newcastle; 2013. Available from: http://hdl.handle.net/1959.13/1039417

California State University – Sacramento

8. De Avilan, Brittany. Asking students to perform in zoos: an investigation of student writing processes during writing assessments.

Degree: MA, English (Composition, 2013, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/1969

► California State University, Sacramento students??? writing processes on the Writing Placement for Juniors (WPJ) exams and 109W/109M portfolios were investigated as related to how many… (more)

Subjects/Keywords: Writing processes; Writing assessments; Portfolio

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APA (6^th Edition):

De Avilan, B. (2013). Asking students to perform in zoos: an investigation of student writing processes during writing assessments. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1969

Chicago Manual of Style (16^th Edition):

De Avilan, Brittany. “Asking students to perform in zoos: an investigation of student writing processes during writing assessments.” 2013. Masters Thesis, California State University – Sacramento. Accessed February 27, 2020. http://hdl.handle.net/10211.9/1969.

MLA Handbook (7^th Edition):

De Avilan, Brittany. “Asking students to perform in zoos: an investigation of student writing processes during writing assessments.” 2013. Web. 27 Feb 2020.

Vancouver:

De Avilan B. Asking students to perform in zoos: an investigation of student writing processes during writing assessments. [Internet] [Masters thesis]. California State University – Sacramento; 2013. [cited 2020 Feb 27]. Available from: http://hdl.handle.net/10211.9/1969.

Council of Science Editors:

De Avilan B. Asking students to perform in zoos: an investigation of student writing processes during writing assessments. [Masters Thesis]. California State University – Sacramento; 2013. Available from: http://hdl.handle.net/10211.9/1969

University of Arkansas

9. Wray, Tobias. This Chance Map.

Degree: MFA, Creative Writing (MFA), 2012, University of Arkansas

URL: https://scholarworks.uark.edu/etd/493

► This Chance Map is a collection of poems exploring the connections between grief and forgetting. Its subjects, the loss of family, the geographies of… (more)

Subjects/Keywords: Original writing; Poetry; Creative Writing

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APA (6^th Edition):

Wray, T. (2012). This Chance Map. (Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/493

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

Chicago Manual of Style (16^th Edition):

Wray, Tobias. “This Chance Map.” 2012. Thesis, University of Arkansas. Accessed February 27, 2020. https://scholarworks.uark.edu/etd/493.

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

MLA Handbook (7^th Edition):

Wray, Tobias. “This Chance Map.” 2012. Web. 27 Feb 2020.

Vancouver:

Wray T. This Chance Map. [Internet] [Thesis]. University of Arkansas; 2012. [cited 2020 Feb 27]. Available from: https://scholarworks.uark.edu/etd/493.

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

Council of Science Editors:

Wray T. This Chance Map. [Thesis]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/493

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

10. Nichols, Joseph Allen. Crafting Dreams of Lucid Shape.

Degree: MFA, English and Theatre, 2015, Encompass Digital Archive, Eastern Kentucky University

URL: https://encompass.eku.edu/etd/298

► To be a Poet, a Writer, and thereby human, is to be vagrant – one who wrestles with identity by wandering the varied landscapes of… (more)

▼ To be a Poet, a Writer, and thereby human, is to be vagrant – one who wrestles with identity by wandering the varied landscapes of both societal and individual beliefs, treading ground that is free from, but dependent upon, temporal and spatial irregularities. Tradition, Mythology, Experience, and Meditation provide differing mores and guideposts for the wanderer – his travel, then, is an unsure one, fraught with necessary pitfalls and sporadic boons that direct him towards his (final?) end. The critical introduction and subsequent book of poetry will follow the meandering, but forever purposeful, quest of he who would know more – be more – than the prescribed or predestined "truths" of the unlived life. Wisdom, if there is any to be found, is in the discovery that one begins, proceeds, and ends one's life by identifying with The Fool of the Tarot. To accomplish this exploration, the author will first lead the reader on a journey through his own challenges/discoveries over the course of his Graduate studies. The critical introduction will discuss and/or argue the sources of inspiration, such as Angel, Muse, and Duende (drawing source material from Garcia Lorca, Mary Oliver, Joseph Campbell, Carl Philips, Dean Smith, Natalie Goldberg, and Steven Pressfield), and how these sources inform, dictate, and/or depart entirely from the process of formal construction and revision within, both, a single poem and a collection of poetry. A foray into influences, both positive and negative, as well as motives behind the thesis project, will be included, drawing from the works of Edgar Allen Poe, Neil Gaiman, Charles de Lint, Mary Oliver, Wayne Miller, Beth Ann Fennely, and the thesis project in question. The author has taken a more creative (versus traditional) approach to the shape and argument of the critical introduction, in an attempt to mirror the overall effects that are being discussed within that introduction and the thesis project. The creative work that follows will alternate between sequences of poetry and the pillars of the collection, formed from a longer essay-in-aphorisms titled "The Wanderer - A Reading", which uses the Major Arcana cards of the classic Tarot to chronicle the movement of the speaker along his path from his beginnings as The Fool, through the process of enlightenment and self-identification, and ultimately back again to the understanding that every day is, necessarily, a return to those origins – and the greater wisdom found within The Fool.

Subjects/Keywords: Creative Writing; Creative Writing

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APA (6^th Edition):

Nichols, J. A. (2015). Crafting Dreams of Lucid Shape. (Masters Thesis). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/298

Chicago Manual of Style (16^th Edition):

Nichols, Joseph Allen. “Crafting Dreams of Lucid Shape.” 2015. Masters Thesis, Encompass Digital Archive, Eastern Kentucky University. Accessed February 27, 2020. https://encompass.eku.edu/etd/298.

MLA Handbook (7^th Edition):

Nichols, Joseph Allen. “Crafting Dreams of Lucid Shape.” 2015. Web. 27 Feb 2020.

Vancouver:

Nichols JA. Crafting Dreams of Lucid Shape. [Internet] [Masters thesis]. Encompass Digital Archive, Eastern Kentucky University; 2015. [cited 2020 Feb 27]. Available from: https://encompass.eku.edu/etd/298.

Council of Science Editors:

Nichols JA. Crafting Dreams of Lucid Shape. [Masters Thesis]. Encompass Digital Archive, Eastern Kentucky University; 2015. Available from: https://encompass.eku.edu/etd/298

Florida International University

11. Davies, Dawn. Mothers of Sparta.

Degree: MFA, Creative Writing, 2015, Florida International University

URL: https://digitalcommons.fiu.edu/etd/1929 ; 10.25148/etd.FI15032177 ; FI15032177

► Mothers of Sparta is a collection of thirteen personal essays that examine place—knowing one’s place, and finding one’s place in the world. The narrative… (more)

Subjects/Keywords: Creative Writing; Creative Writing

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APA (6^th Edition):

Davies, D. (2015). Mothers of Sparta. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/1929 ; 10.25148/etd.FI15032177 ; FI15032177

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

Chicago Manual of Style (16^th Edition):

Davies, Dawn. “Mothers of Sparta.” 2015. Thesis, Florida International University. Accessed February 27, 2020. https://digitalcommons.fiu.edu/etd/1929 ; 10.25148/etd.FI15032177 ; FI15032177.

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

MLA Handbook (7^th Edition):

Davies, Dawn. “Mothers of Sparta.” 2015. Web. 27 Feb 2020.

Vancouver:

Davies D. Mothers of Sparta. [Internet] [Thesis]. Florida International University; 2015. [cited 2020 Feb 27]. Available from: https://digitalcommons.fiu.edu/etd/1929 ; 10.25148/etd.FI15032177 ; FI15032177.

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

Council of Science Editors:

Davies D. Mothers of Sparta. [Thesis]. Florida International University; 2015. Available from: https://digitalcommons.fiu.edu/etd/1929 ; 10.25148/etd.FI15032177 ; FI15032177

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

Iowa State University

12. McCombs, Audrey. Servants of the rice.

Degree: 2016, Iowa State University

URL: https://lib.dr.iastate.edu/etd/15065

► Queen Ranavalona I of Madagascar came to power in 1828 after the death of her husband, King Radama I, and reigned for 33 years until… (more)

Subjects/Keywords: Creative Writing & Environment; Creative Writing

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

APA (6^th Edition):

McCombs, A. (2016). Servants of the rice. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/15065

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

Chicago Manual of Style (16^th Edition):

McCombs, Audrey. “Servants of the rice.” 2016. Thesis, Iowa State University. Accessed February 27, 2020. https://lib.dr.iastate.edu/etd/15065.

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

MLA Handbook (7^th Edition):

McCombs, Audrey. “Servants of the rice.” 2016. Web. 27 Feb 2020.

Vancouver:

McCombs A. Servants of the rice. [Internet] [Thesis]. Iowa State University; 2016. [cited 2020 Feb 27]. Available from: https://lib.dr.iastate.edu/etd/15065.

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

Council of Science Editors:

McCombs A. Servants of the rice. [Thesis]. Iowa State University; 2016. Available from: https://lib.dr.iastate.edu/etd/15065

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

The University of Utah

13. Storm, Stinne. An elegy on species obituaries.

Degree: 2016, The University of Utah

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10001004

► This thesis explores “the sixth extinction,” as a contemporary poetic of loss. Animals and their voices are interpreted as “a language of loss.” It… (more)

▼ This thesis explores “the sixth extinction,” as a contemporary poetic of loss. Animals and their voices are interpreted as “a language of loss.” It portrays decrease in biodiversity, contemporary environmental circumstances, and the mass dying out of species as the elegies of our time. It draws on ecological science as well as literary and contemporary art references. Death is a taboo in Western societies even though loss and pain are a part of existing and are linked to beauty and happiness. This thesis is about the quality of mourning that enables us to bear witness beyond our own baselines. Homer may be distant, but the vitality of narrating mourning, positioning of human among nonhuman, seems a suitable literary reference to make a leap into our bleak future, while searching for and insisting on beauty. We lack a language that pronounces the contemporary environmental depth and fault lines: disunity. Consequences of environmental fragmentation inflict unprecedented cultural fragmentation, and are perceived as irreconcilable. In addressing macro ecology, I pay homage to other ways of speaking; setting out to test Hélène Cixous’ motion for “a language that heals more than it separates.” The chapters are comprised of bilingual prose poetry, echoing an interbreeding of language, exploring possibilities in our human behavior for practicing a radical being. They address chronological references we rely on to create or “describe” a sense of meaning to our doings, in a broader sense working with the issues of the Cartesian split, voices to which we ascribe many of our environmental faults and failures. American indigenous storytelling is used as inspiration for nonlinear narratives. Walter Benjamin’s “mystic of language” also inspired this work. Parts of Benjamin’s writing on mimetic behavior are applied to various time-issues within the environmental crisis, embodying a perception of what mass extinction will entail, through representative animal figures, able to shape-shift and embody mourning. The handbook mimics the concept of a special language of obituaries, aiming to pay homage to the thinking of Martin Heidegger’s “thingness” as well as Ludwig Wittgenstein and Walter Benjamin’s discussions of the naming of things: the innate power of the relation between objects and their given names.

Subjects/Keywords: Creative writing

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

APA (6^th Edition):

Storm, S. (2016). An elegy on species obituaries. (Thesis). The University of Utah. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10001004

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

Chicago Manual of Style (16^th Edition):

Storm, Stinne. “An elegy on species obituaries.” 2016. Thesis, The University of Utah. Accessed February 27, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10001004.

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

MLA Handbook (7^th Edition):

Storm, Stinne. “An elegy on species obituaries.” 2016. Web. 27 Feb 2020.

Vancouver:

Storm S. An elegy on species obituaries. [Internet] [Thesis]. The University of Utah; 2016. [cited 2020 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10001004.

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

Council of Science Editors:

Storm S. An elegy on species obituaries. [Thesis]. The University of Utah; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10001004

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

14. Ciarfella, Lisa J. The mark.

Degree: 2016, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10108191

► This thesis is a viable novel in progress, and the culmination of nearly a year of writing and many revisions throughout. It tells the… (more)

Subjects/Keywords: Creative writing

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

APA (6^th Edition):

Ciarfella, L. J. (2016). The mark. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10108191

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

Chicago Manual of Style (16^th Edition):

Ciarfella, Lisa J. “The mark.” 2016. Thesis, California State University, Long Beach. Accessed February 27, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10108191.

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

MLA Handbook (7^th Edition):

Ciarfella, Lisa J. “The mark.” 2016. Web. 27 Feb 2020.

Vancouver:

Ciarfella LJ. The mark. [Internet] [Thesis]. California State University, Long Beach; 2016. [cited 2020 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10108191.

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

Council of Science Editors:

Ciarfella LJ. The mark. [Thesis]. California State University, Long Beach; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10108191

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

University of Utah

15. Glick, Robert Dale. Transcendent waste.

Degree: PhD, English, 2012, University of Utah

URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3420/rec/2774

► Transcendent Waste is a collection of stories that explores the difficulties of bereavement through what we literally and metaphorically throw away. Characters inTranscendent Waste question… (more)

▼ Transcendent Waste is a collection of stories that explores the difficulties of bereavement through what we literally and metaphorically throw away. Characters inTranscendent Waste question the validity of ritual in healing, displace guilt and grief onto relationship and career, and attempt to empathize with others who understand death and mourning in radically different ways.Influenced by Bataillean notions of excess and Kristeva’s concept of the abject, I explore loss by using the concept of “waste” within literal, symbolic, and conceptual frameworks. Waste can signify trash, a surfeit of language, the lost potential of a life, themisuse of time, or the degradation of the body. In “Hotel Grand Abyss,” for example, a professor of popular culture/zombie studies reluctantly decides to consign his dementiariddled father to a convalescent home. Waste need not be negative: in “Strawbellies,” forexample, waste refers to once-useful survival strategies that must be sloughed off so that a family can recover from the loss of a son. Similarly, in “Mermaid Anatomy,” the narrator employs unpunctuated digressions, fractured timelines, and improper syntax; a “wasteful” and energetic language that, by fetishizing the unfamiliar, staves off his depression.Formally, the stories in “Transcendent Waste” are characterized by disruptions to subject position, language, and linearity. In “Southwest of Guadalajara,” a dramatic monologue by the Nazi architect Albert Speer is interrupted by either the collective voice of his victims or the voice of his own guilt. The story “In The Room / Memory is / White” depicts the relationship of a self-punishing child to his separated parents throughmultiple points of view and a narrative sequence that moves from the chronological middle towards the first and last scenes. Ideally, the use of unconventional narrative strategies in character-based, pathos-driven plots complicates our understanding both ofstorytelling and of loss.

Subjects/Keywords: Creative writing

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

APA (6^th Edition):

Glick, R. D. (2012). Transcendent waste. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3420/rec/2774

Chicago Manual of Style (16^th Edition):

Glick, Robert Dale. “Transcendent waste.” 2012. Doctoral Dissertation, University of Utah. Accessed February 27, 2020. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3420/rec/2774.

MLA Handbook (7^th Edition):

Glick, Robert Dale. “Transcendent waste.” 2012. Web. 27 Feb 2020.

Vancouver:

Glick RD. Transcendent waste. [Internet] [Doctoral dissertation]. University of Utah; 2012. [cited 2020 Feb 27]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3420/rec/2774.

Council of Science Editors:

Glick RD. Transcendent waste. [Doctoral Dissertation]. University of Utah; 2012. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3420/rec/2774

University of Edinburgh

16. Kennedy, Kate. Mirror Writing Across Cultures: motor hypothesis vs. directional apraxia in dextrad and sinistrad writers.

Degree: 2013, University of Edinburgh

URL: http://hdl.handle.net/1842/8668

► ‘Mirror writing’ – the production of backwards facing script - occurs frequently in semi-literate children with the dominant right hand, and involuntarily with the non-dominant… (more)

Subjects/Keywords: mirror writing

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APA (6^th Edition):

Kennedy, K. (2013). Mirror Writing Across Cultures: motor hypothesis vs. directional apraxia in dextrad and sinistrad writers. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8668

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

Chicago Manual of Style (16^th Edition):

Kennedy, Kate. “Mirror Writing Across Cultures: motor hypothesis vs. directional apraxia in dextrad and sinistrad writers.” 2013. Thesis, University of Edinburgh. Accessed February 27, 2020. http://hdl.handle.net/1842/8668.

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

MLA Handbook (7^th Edition):

Kennedy, Kate. “Mirror Writing Across Cultures: motor hypothesis vs. directional apraxia in dextrad and sinistrad writers.” 2013. Web. 27 Feb 2020.

Vancouver:

Kennedy K. Mirror Writing Across Cultures: motor hypothesis vs. directional apraxia in dextrad and sinistrad writers. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2020 Feb 27]. Available from: http://hdl.handle.net/1842/8668.

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

Council of Science Editors:

Kennedy K. Mirror Writing Across Cultures: motor hypothesis vs. directional apraxia in dextrad and sinistrad writers. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8668

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

Texas A&M University

17. 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

URL: http://hdl.handle.net/1969.1/156936

► 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)

▼ 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 researcher began by designing a needs assessment survey for writing teachers based on practices in writing instruction that yield high to moderate effect sizes on student learning, particularly among struggling writers. The survey was then administered to writing teachers at a socio-economically disadvantaged high school in Texas after conducting classroom observations and analyzing samples of student work. Triangulating data from these three sources revealed a need for future professional development activities to focus on: teaching grammar and conventions in the context of writing; modeling self-regulation strategies while drafting, revising, and editing with students; providing specific, meaningful feedback to students about their writing; and organizing ideas according to the purpose and mode of the writing task. These findings are significant because classroom observations and student work samples revealed instructional weaknesses in the school?s writing program that teachers did not perceive as high areas of need on the survey. The discrepancies between teacher perception and actual classroom practice suggest that campus leaders should avoid exclusively basing PD programming and evaluation on subjective data from participants. Furthermore, the triangulation of data from three sources established a reference point for future PD programming in writing and enabled the researcher to identify PD needs that more clearly aligned with students? instructional needs. While the specific PD goals that evolved from the study are not generalizable to other secondary schools, the process of collecting multiple forms of data to determine the quality and needs of a school?s writing program can be applied in other campuses. If used appropriately, the methods employed in this study can help campus leaders close the gap between theory and instructional practice to facilitate improvements in student writing outcomes. Advisors/Committee Members: Rupley, William (advisor), Eslami, Zohreh (committee member), Kuo, Li-Jen (committee member), Burke, Mack (committee member).

Subjects/Keywords: writing; instruction

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APA (6^th 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 (16^th 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 February 27, 2020. http://hdl.handle.net/1969.1/156936.

MLA Handbook (7^th Edition):

Henderson, Daphne Carr. “Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs.” 2016. Web. 27 Feb 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 Feb 27]. 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

Kennesaw State University

18. Hansard, Lance C. Nursing: The Next Chapter.

Degree: MAPW, English, 2014, Kennesaw State University

URL: https://digitalcommons.kennesaw.edu/etd/614

► My Capstone project titled Nursing: The Next Chapter is a culmination of my studies in the Master of Arts in Professional Writing program in… (more)

Subjects/Keywords: Creative Writing

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APA (6^th Edition):

Hansard, L. C. (2014). Nursing: The Next Chapter. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/614

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

Chicago Manual of Style (16^th Edition):

Hansard, Lance C. “Nursing: The Next Chapter.” 2014. Thesis, Kennesaw State University. Accessed February 27, 2020. https://digitalcommons.kennesaw.edu/etd/614.

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

MLA Handbook (7^th Edition):

Hansard, Lance C. “Nursing: The Next Chapter.” 2014. Web. 27 Feb 2020.

Vancouver:

Hansard LC. Nursing: The Next Chapter. [Internet] [Thesis]. Kennesaw State University; 2014. [cited 2020 Feb 27]. Available from: https://digitalcommons.kennesaw.edu/etd/614.

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

Council of Science Editors:

Hansard LC. Nursing: The Next Chapter. [Thesis]. Kennesaw State University; 2014. Available from: https://digitalcommons.kennesaw.edu/etd/614

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

University of Hong Kong

19. Chan, Wing-shan. A study of academic writing development over time : the case of engineering undergraduates.

Degree: PhD, 2017, University of Hong Kong

URL: http://hdl.handle.net/10722/251936

► The study of writing development using the measures of complexity, accuracy, and fluency has long been an established research area. In academic writing, however, these… (more)

▼ The study of writing development using the measures of complexity, accuracy, and fluency has long been an established research area. In academic writing, however, these measures are not enough to track students’ writing development. This study fills this gap by replacing the measure of fluency with specificity, forming a new set of parameters, namely, complexity, accuracy, and specificity (CAS), to better capture academic writing development over time. The current corpus-informed study was contextualised within the field of engineering, with the employment of cross-sectional and longitudinal case-study approaches, to understand how the CAS measures were realised in an academic context. The former approach involved the examination of a corpus of 150 written assignments (with 209,799 tokens) that three different cohorts of engineering students produced concurrently, while the latter approach involved tracking the academic writing development of two engineering students, one from the Department of Civil Engineering (CE) and the other from the Department of Industrial and Manufacturing Systems Engineering (IMSE), from the beginning of their studies until they graduated from their academic programmes. All of the written assignments the CE participant and the IMSE participant completed throughout their undergraduate studies were collected (56 assignments with 84,315 tokens and 35 assignments with 152,460 tokens, respectively) and analysed, while in-depth qualitative interviews provided possible accounts for their academic writing development. The analyses began by grouping the 150 engineering assignments into genre families based on Nesi and Gardner’s (2012) taxonomy and substantiated by Figueiredo’s (2008, 2011) four dimensions of engineering: basic sciences, human sciences, design, and crafts. The genre analysis undertaken provided a contextualised interpretation of the students’ academic writing development with reference to the CAS measures. Findings from the cross-sectional and case-study analyses pointed to a similar direction of academic writing development, highlighted by the production of writing that featured complex simplicity and specificity at the expense of accuracy over time. As revealed in the two case studies, the lack of complexity development might have been related to engineering’s preference for producing simple sentences to convey ideas as clearly as possible, while the lack of improvement in accuracy could have been attributed to the devaluation of linguistic accuracy from the engineering faculty’s perspective. The examination of lexical items and interpersonal metadiscourse markers revealed some specificities that could be explained by the common genres and epistemologies in engineering. The analysis of the academic writing practices of the two case-study informants revealed some differences. For instance, the CE informant showed a heavy use of lexis related to the description of experiments, while the IMSE informant demonstrated the use of business-related terms, revealing some…

Subjects/Keywords: Academic writing

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APA (6^th Edition):

Chan, W. (2017). A study of academic writing development over time : the case of engineering undergraduates. (Doctoral Dissertation). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/251936

Chicago Manual of Style (16^th Edition):

Chan, Wing-shan. “A study of academic writing development over time : the case of engineering undergraduates.” 2017. Doctoral Dissertation, University of Hong Kong. Accessed February 27, 2020. http://hdl.handle.net/10722/251936.

MLA Handbook (7^th Edition):

Chan, Wing-shan. “A study of academic writing development over time : the case of engineering undergraduates.” 2017. Web. 27 Feb 2020.

Vancouver:

Chan W. A study of academic writing development over time : the case of engineering undergraduates. [Internet] [Doctoral dissertation]. University of Hong Kong; 2017. [cited 2020 Feb 27]. Available from: http://hdl.handle.net/10722/251936.

Council of Science Editors:

Chan W. A study of academic writing development over time : the case of engineering undergraduates. [Doctoral Dissertation]. University of Hong Kong; 2017. Available from: http://hdl.handle.net/10722/251936

University of Hong Kong

20. Choi, Chun-tai. The role of ideation for text writing in Chinese children.

Degree: Master of Social Sciences, 2016, University of Hong Kong

URL: http://hdl.handle.net/10722/252049

►

This study investigated how different linguistic skills contributed to Chinese text writing quality among Hong Kong elementary students. 68 Grade 2 (mean age 110.06 months,… (more)

Subjects/Keywords: Children - Writing

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APA (6^th Edition):

Choi, C. (2016). The role of ideation for text writing in Chinese children. (Masters Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/252049

Chicago Manual of Style (16^th Edition):

Choi, Chun-tai. “The role of ideation for text writing in Chinese children.” 2016. Masters Thesis, University of Hong Kong. Accessed February 27, 2020. http://hdl.handle.net/10722/252049.

MLA Handbook (7^th Edition):

Choi, Chun-tai. “The role of ideation for text writing in Chinese children.” 2016. Web. 27 Feb 2020.

Vancouver:

Choi C. The role of ideation for text writing in Chinese children. [Internet] [Masters thesis]. University of Hong Kong; 2016. [cited 2020 Feb 27]. Available from: http://hdl.handle.net/10722/252049.

Council of Science Editors:

Choi C. The role of ideation for text writing in Chinese children. [Masters Thesis]. University of Hong Kong; 2016. Available from: http://hdl.handle.net/10722/252049

University of California – San Diego

21. Srmabekian, Gina Alexandra. Some Time Beast.

Degree: Literature, 2018, University of California – San Diego

URL: http://www.escholarship.org/uc/item/68t8z6gg

► Some Time Beast is a work of fiction and autobiography that delves into the transgernational trauma of inherited gender roles within the patriarchical hegemony. It… (more)

Subjects/Keywords: Creative writing

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APA (6^th Edition):

Srmabekian, G. A. (2018). Some Time Beast. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/68t8z6gg

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

Chicago Manual of Style (16^th Edition):

Srmabekian, Gina Alexandra. “Some Time Beast.” 2018. Thesis, University of California – San Diego. Accessed February 27, 2020. http://www.escholarship.org/uc/item/68t8z6gg.

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

MLA Handbook (7^th Edition):

Srmabekian, Gina Alexandra. “Some Time Beast.” 2018. Web. 27 Feb 2020.

Vancouver:

Srmabekian GA. Some Time Beast. [Internet] [Thesis]. University of California – San Diego; 2018. [cited 2020 Feb 27]. Available from: http://www.escholarship.org/uc/item/68t8z6gg.

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

Council of Science Editors:

Srmabekian GA. Some Time Beast. [Thesis]. University of California – San Diego; 2018. Available from: http://www.escholarship.org/uc/item/68t8z6gg

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

University of Hong Kong

22. Ho, Kin-loong. "I believe that" or "It is suggested that"?: authorial presence in the use of reporting verbs in 'soft'discipline academic writing by community college students in Hong Kong.

Degree: MAin Applied, 2012, University of Hong Kong

URL: Ho, K. [何鍵龍]. (2012). "I believe that" or "It is suggested that"? : authorial presence in the use of reporting verbs in 'soft' discipline academic writing by community college students in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4854011 ; http://dx.doi.org/10.5353/th_b4854011 ; http://hdl.handle.net/10722/180070

►

An appropriate representation of self is crucial in reporting past research, establishing a committed writer stance, and persuading the reader in academic writing. While research… (more)

Subjects/Keywords: Academic writing.

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APA (6^th Edition):

Ho, K. (2012). "I believe that" or "It is suggested that"?: authorial presence in the use of reporting verbs in 'soft'discipline academic writing by community college students in Hong Kong. (Masters Thesis). University of Hong Kong. Retrieved from Ho, K. [何鍵龍]. (2012). "I believe that" or "It is suggested that"? : authorial presence in the use of reporting verbs in 'soft' discipline academic writing by community college students in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4854011 ; http://dx.doi.org/10.5353/th_b4854011 ; http://hdl.handle.net/10722/180070

Chicago Manual of Style (16^th Edition):

Ho, Kin-loong. “"I believe that" or "It is suggested that"?: authorial presence in the use of reporting verbs in 'soft'discipline academic writing by community college students in Hong Kong.” 2012. Masters Thesis, University of Hong Kong. Accessed February 27, 2020. Ho, K. [何鍵龍]. (2012). "I believe that" or "It is suggested that"? : authorial presence in the use of reporting verbs in 'soft' discipline academic writing by community college students in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4854011 ; http://dx.doi.org/10.5353/th_b4854011 ; http://hdl.handle.net/10722/180070.

MLA Handbook (7^th Edition):

Ho, Kin-loong. “"I believe that" or "It is suggested that"?: authorial presence in the use of reporting verbs in 'soft'discipline academic writing by community college students in Hong Kong.” 2012. Web. 27 Feb 2020.

Vancouver:

Ho K. "I believe that" or "It is suggested that"?: authorial presence in the use of reporting verbs in 'soft'discipline academic writing by community college students in Hong Kong. [Internet] [Masters thesis]. University of Hong Kong; 2012. [cited 2020 Feb 27]. Available from: Ho, K. [何鍵龍]. (2012). "I believe that" or "It is suggested that"? : authorial presence in the use of reporting verbs in 'soft' discipline academic writing by community college students in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4854011 ; http://dx.doi.org/10.5353/th_b4854011 ; http://hdl.handle.net/10722/180070.

Council of Science Editors:

Ho K. "I believe that" or "It is suggested that"?: authorial presence in the use of reporting verbs in 'soft'discipline academic writing by community college students in Hong Kong. [Masters Thesis]. University of Hong Kong; 2012. Available from: Ho, K. [何鍵龍]. (2012). "I believe that" or "It is suggested that"? : authorial presence in the use of reporting verbs in 'soft' discipline academic writing by community college students in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4854011 ; http://dx.doi.org/10.5353/th_b4854011 ; http://hdl.handle.net/10722/180070

23. Wallace, Toren M. Less lonely| Intersections of the unintentionally objective.

Degree: 2016, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10076458

► Less Lonely: Intersections of the Unintentionally Objective is an assemblage of poems from 2012 to 2016 and an accompanying methodology. The poetry reflects… (more)

Subjects/Keywords: Creative writing

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APA (6^th Edition):

Wallace, T. M. (2016). Less lonely| Intersections of the unintentionally objective. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10076458

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

Chicago Manual of Style (16^th Edition):

Wallace, Toren M. “Less lonely| Intersections of the unintentionally objective.” 2016. Thesis, California State University, Long Beach. Accessed February 27, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10076458.

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

MLA Handbook (7^th Edition):

Wallace, Toren M. “Less lonely| Intersections of the unintentionally objective.” 2016. Web. 27 Feb 2020.

Vancouver:

Wallace TM. Less lonely| Intersections of the unintentionally objective. [Internet] [Thesis]. California State University, Long Beach; 2016. [cited 2020 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10076458.

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

Council of Science Editors:

Wallace TM. Less lonely| Intersections of the unintentionally objective. [Thesis]. California State University, Long Beach; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10076458

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

24. Gonzalez, Ricardo. Leo.

Degree: 2016, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10096082

► Leo is a collection of short stories linked by the character, Leo. The stories follow Leo through different times, settings, and episodes in his… (more)

Subjects/Keywords: Creative writing

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APA (6^th Edition):

Gonzalez, R. (2016). Leo. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10096082

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

Chicago Manual of Style (16^th Edition):

Gonzalez, Ricardo. “Leo.” 2016. Thesis, California State University, Long Beach. Accessed February 27, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10096082.

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

MLA Handbook (7^th Edition):

Gonzalez, Ricardo. “Leo.” 2016. Web. 27 Feb 2020.

Vancouver:

Gonzalez R. Leo. [Internet] [Thesis]. California State University, Long Beach; 2016. [cited 2020 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10096082.

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

Council of Science Editors:

Gonzalez R. Leo. [Thesis]. California State University, Long Beach; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10096082

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

University of Maine

25. Lowe, Peter. End of the Beginning.

Degree: MA, English, 2018, University of Maine

URL: https://digitalcommons.library.umaine.edu/etd/2884

► This thesis is a collections of short stories which explores the use of non-conventional genres. The research contained within this thesis follows the oldest… (more)

Subjects/Keywords: Creative Writing

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APA (6^th Edition):

Lowe, P. (2018). End of the Beginning. (Masters Thesis). University of Maine. Retrieved from https://digitalcommons.library.umaine.edu/etd/2884

Chicago Manual of Style (16^th Edition):

Lowe, Peter. “End of the Beginning.” 2018. Masters Thesis, University of Maine. Accessed February 27, 2020. https://digitalcommons.library.umaine.edu/etd/2884.

MLA Handbook (7^th Edition):

Lowe, Peter. “End of the Beginning.” 2018. Web. 27 Feb 2020.

Vancouver:

Lowe P. End of the Beginning. [Internet] [Masters thesis]. University of Maine; 2018. [cited 2020 Feb 27]. Available from: https://digitalcommons.library.umaine.edu/etd/2884.

Council of Science Editors:

Lowe P. End of the Beginning. [Masters Thesis]. University of Maine; 2018. Available from: https://digitalcommons.library.umaine.edu/etd/2884

University of Maine

26. Terrell, Alex. Daughters You Could Not Burn.

Degree: MA, English, 2018, University of Maine

URL: https://digitalcommons.library.umaine.edu/etd/2887

► This thesis is a collection of eight original stories that explore the intersection of the Black female body and magical realism. This work uses… (more)

Subjects/Keywords: Creative Writing

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APA (6^th Edition):

Terrell, A. (2018). Daughters You Could Not Burn. (Masters Thesis). University of Maine. Retrieved from https://digitalcommons.library.umaine.edu/etd/2887

Chicago Manual of Style (16^th Edition):

Terrell, Alex. “Daughters You Could Not Burn.” 2018. Masters Thesis, University of Maine. Accessed February 27, 2020. https://digitalcommons.library.umaine.edu/etd/2887.

MLA Handbook (7^th Edition):

Terrell, Alex. “Daughters You Could Not Burn.” 2018. Web. 27 Feb 2020.

Vancouver:

Terrell A. Daughters You Could Not Burn. [Internet] [Masters thesis]. University of Maine; 2018. [cited 2020 Feb 27]. Available from: https://digitalcommons.library.umaine.edu/etd/2887.

Council of Science Editors:

Terrell A. Daughters You Could Not Burn. [Masters Thesis]. University of Maine; 2018. Available from: https://digitalcommons.library.umaine.edu/etd/2887

North Carolina State University

27. Gainey, Paul Barrow. Beyond the Test Scores: A Retrospective Study of One School's Efforts to Promote Teacher Competence and Confidence in Fourth Grade Writing.

Degree: EdD, Educational Administration and Supervision, 2007, North Carolina State University

URL: http://www.lib.ncsu.edu/resolver/1840.16/4117

► This study focused on how one elementary school undertook improving writing instruction during the time period from 2001-2006. The study was conducted in a retrospective… (more)

▼ This study focused on how one elementary school undertook improving writing instruction during the time period from 2001-2006. The study was conducted in a retrospective study approach to determine whether or not the work done to improve teacher competence in the area of writing instruction actually produced improved student test scores on the North Carolina writing assessment for fourth grade. Another part of the study concentrated on the role of the school's administration in supporting the efforts of the fourth-grade teachers, as well as those at other grade levels in the school, in promoting strong writing instruction geared toward student mastery. This study was undertaken using data collected from state writing assessments during the time period as well as instructional calendars, data compiled from student prompts given throughout the school year, school district expectations, student population demographic data, state testing data, school accreditation reports, the school's writing performance expectation plan, and school improvement plans. Data was also collected through individual and focus group interviews with former fourth grade teachers in the school, teachers at other grade levels still working in the school building, and the school principal. Interview and focus group data was analyzed to ascertain common trends in responses, teacher perceptions of the school's efforts to support writing instruction from 2001-2006, and teacher expectations for administrative support and the effectiveness of that support. Overall, this study revealed some important results. While there was improvement in test performance over the five-year period, it was apparent that the efforts made in fourth grade writing by the teachers working with those students were not met with the same instructional efforts at the grades below fourth grade. Further, there was perceived to be a higher frustration level when it came to teaching writing at the non-tested grades suggesting a need for more relevant in-service training to all members of the faculty. Another result of the study revealed a lack of instructional leadership on the part of the school principal. Finally, the issue of how to teach content-rich composition to the males in the student population demonstrates a need to improve instruction to reach this group of students. Advisors/Committee Members: Lance Fusarelli, Committee Chair (advisor), Patrick Bizzaro, Committee Member (advisor), Ruie Pritchard, Committee Member (advisor), Kenneth Brinson, Committee Member (advisor), Kevin Brady, Committee Member (advisor).

Subjects/Keywords: Writing

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

APA (6^th Edition):

Gainey, P. B. (2007). Beyond the Test Scores: A Retrospective Study of One School's Efforts to Promote Teacher Competence and Confidence in Fourth Grade Writing. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/4117

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

Chicago Manual of Style (16^th Edition):

Gainey, Paul Barrow. “Beyond the Test Scores: A Retrospective Study of One School's Efforts to Promote Teacher Competence and Confidence in Fourth Grade Writing.” 2007. Thesis, North Carolina State University. Accessed February 27, 2020. http://www.lib.ncsu.edu/resolver/1840.16/4117.

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

MLA Handbook (7^th Edition):

Gainey, Paul Barrow. “Beyond the Test Scores: A Retrospective Study of One School's Efforts to Promote Teacher Competence and Confidence in Fourth Grade Writing.” 2007. Web. 27 Feb 2020.

Vancouver:

Gainey PB. Beyond the Test Scores: A Retrospective Study of One School's Efforts to Promote Teacher Competence and Confidence in Fourth Grade Writing. [Internet] [Thesis]. North Carolina State University; 2007. [cited 2020 Feb 27]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4117.

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

Council of Science Editors:

Gainey PB. Beyond the Test Scores: A Retrospective Study of One School's Efforts to Promote Teacher Competence and Confidence in Fourth Grade Writing. [Thesis]. North Carolina State University; 2007. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4117

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

28. Payne, Ashley Renee. Development of the Academic Writing Motivation Questionnaire.

Degree: MA, Educational Psychology, 2012, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/payne_ashley_r_201212_ma

► College students’ motivation to write contributes to their success as writers in college courses. To help college composition instructors determine the writing motivation of their… (more)

Subjects/Keywords: Writing

…laureate, said “There is nothing to writing. All you do is sit down at a typewriter and bleed… …For many college students, writing is a skill that does not come easily. They approach it… …reluctantly, posing a challenge for themselves and the instructors of writing-intensive classes… …Some of these students may even take alternate college tracks in order to avoid writing… …intensive courses. Writing includes many different cognitive steps that a student must undertake…

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APA (6^th Edition):

Payne, A. R. (2012). Development of the Academic Writing Motivation Questionnaire. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/payne_ashley_r_201212_ma

Chicago Manual of Style (16^th Edition):

Payne, Ashley Renee. “Development of the Academic Writing Motivation Questionnaire.” 2012. Masters Thesis, University of Georgia. Accessed February 27, 2020. http://purl.galileo.usg.edu/uga_etd/payne_ashley_r_201212_ma.

MLA Handbook (7^th Edition):

Payne, Ashley Renee. “Development of the Academic Writing Motivation Questionnaire.” 2012. Web. 27 Feb 2020.

Vancouver:

Payne AR. Development of the Academic Writing Motivation Questionnaire. [Internet] [Masters thesis]. University of Georgia; 2012. [cited 2020 Feb 27]. Available from: http://purl.galileo.usg.edu/uga_etd/payne_ashley_r_201212_ma.

Council of Science Editors:

Payne AR. Development of the Academic Writing Motivation Questionnaire. [Masters Thesis]. University of Georgia; 2012. Available from: http://purl.galileo.usg.edu/uga_etd/payne_ashley_r_201212_ma

Addis Ababa University

29. TAREKEGN, TESEMA. INVESTIGATING WRITING NEEDS OF UNDERGRADUATE ECONOMICS STUDENTS: SAMARA UNIVERSITY IN FOCUS .

Degree: 2013, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7984

► The main objective of this research is investigating English writing needs of economics students with reference to Samara University. In this study, an attempt was… (more)

▼ The main objective of this research is investigating English writing needs of economics students with reference to Samara University. In this study, an attempt was made to evaluate whether the current writing course the students are taking meets their academic and occupational needs. To this effect, data were collected through 5-point likert scale questionnaire from students, subject area instructors and economics graduates and through interview from English instructors, business faculty dean, bank manager and bureau of finance and economic development head. Besides, data were gathered through evaluation of course materials English instructors are using in offering writing course to the students. In the analysis, writing activities the learners expected to perform in their academic studies and in their occupation were identified and prioritized. Then, it was found that the writing activities are important in learners’ academic and occupational settings. On the other hand, it was identified that the students have positive attitude towards taking the current English writing course and prefer specific writing course that is relevant to business particularly to economics. However, the findings revealed that the students face almost high or some difficulties in performing the writing activities. As a result, it was pointed out that there is clear gap between the students’ writing needs and their writing competence. What is more, it was discovered that the gap appeared between the students’ writing needs and their writing competence is due to the students lack the expected writing abilities to carry out the writing activities. This is because the current writing course the students are being offered does not equip them with specific writing abilities. Thus, it was found that the writing course, Basic Writing Skills Course, is not adequately meeting their academic and occupational needs. Based on the findings, it was recommended that syllabus designers should prepare specific writing course for economics students considering their academic and occupational needs, which were identified in this study. In addition, Samara University curriculum revisers and English instructors should evaluate the current writing course and make an adjustment in which the students will be provided with specific writing course Advisors/Committee Members: Dr. Anteneh Tsegaye (advisor).

Subjects/Keywords: English writing

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

APA (6^th Edition):

TAREKEGN, T. (2013). INVESTIGATING WRITING NEEDS OF UNDERGRADUATE ECONOMICS STUDENTS: SAMARA UNIVERSITY IN FOCUS . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7984

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

Chicago Manual of Style (16^th Edition):

TAREKEGN, TESEMA. “INVESTIGATING WRITING NEEDS OF UNDERGRADUATE ECONOMICS STUDENTS: SAMARA UNIVERSITY IN FOCUS .” 2013. Thesis, Addis Ababa University. Accessed February 27, 2020. http://etd.aau.edu.et/dspace/handle/123456789/7984.

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

MLA Handbook (7^th Edition):

TAREKEGN, TESEMA. “INVESTIGATING WRITING NEEDS OF UNDERGRADUATE ECONOMICS STUDENTS: SAMARA UNIVERSITY IN FOCUS .” 2013. Web. 27 Feb 2020.

Vancouver:

TAREKEGN T. INVESTIGATING WRITING NEEDS OF UNDERGRADUATE ECONOMICS STUDENTS: SAMARA UNIVERSITY IN FOCUS . [Internet] [Thesis]. Addis Ababa University; 2013. [cited 2020 Feb 27]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7984.

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

Council of Science Editors:

TAREKEGN T. INVESTIGATING WRITING NEEDS OF UNDERGRADUATE ECONOMICS STUDENTS: SAMARA UNIVERSITY IN FOCUS . [Thesis]. Addis Ababa University; 2013. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7984

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

30. Peaster, Lindsay Gregg. The influence of "Response Buddy" on the quality of written responses to literature by students at risk for literacy problems.

Degree: PhD, Special Education, 2012, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/peaster_lindsay_g_201208_phd

► The purpose of this study was to examine the influence of “Response Buddy,” a graphic organizer created by the researcher and co-teacher, on the quality… (more)

Subjects/Keywords: Writing

…3 The Writing Process… …Complete Writing Samples in the Various Conditions… …Complete Writing Samples in the Various Conditions ..........................................74… …1 CHAPTER 1 INTRODUCTION Background The ability to express ideas in writing is a highly… …Graham, 2002). Research indicates effective writing intervention and instruction should…

13 more images…

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APA (6^th Edition):

Peaster, L. G. (2012). The influence of "Response Buddy" on the quality of written responses to literature by students at risk for literacy problems. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/peaster_lindsay_g_201208_phd

Chicago Manual of Style (16^th Edition):

Peaster, Lindsay Gregg. “The influence of "Response Buddy" on the quality of written responses to literature by students at risk for literacy problems.” 2012. Doctoral Dissertation, University of Georgia. Accessed February 27, 2020. http://purl.galileo.usg.edu/uga_etd/peaster_lindsay_g_201208_phd.

MLA Handbook (7^th Edition):

Peaster, Lindsay Gregg. “The influence of "Response Buddy" on the quality of written responses to literature by students at risk for literacy problems.” 2012. Web. 27 Feb 2020.

Vancouver:

Peaster LG. The influence of "Response Buddy" on the quality of written responses to literature by students at risk for literacy problems. [Internet] [Doctoral dissertation]. University of Georgia; 2012. [cited 2020 Feb 27]. Available from: http://purl.galileo.usg.edu/uga_etd/peaster_lindsay_g_201208_phd.

Council of Science Editors:

Peaster LG. The influence of "Response Buddy" on the quality of written responses to literature by students at risk for literacy problems. [Doctoral Dissertation]. University of Georgia; 2012. Available from: http://purl.galileo.usg.edu/uga_etd/peaster_lindsay_g_201208_phd

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Open Access Theses and Dissertations