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You searched for subject:(cross faculty writing genres). Showing records 1 – 30 of 22855 total matches.

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Edith Cowan University

1. Allen, Rosemary Joy. Combining content-based and EAP approaches to academic writing: Towards an eclectic program.

Degree: 2016, Edith Cowan University

 Over the past decade, Australian universities have experienced an exponential increase in the enrolment of fee-paying overseas students whose preparation for tertiary studies may differ… (more)

Subjects/Keywords: cross-faculty writing genres; EAL postgraduate writing needs; student feedback; EAL programming; learning transfer; contrastive rhetoric; framing reference; Higher Education

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

APA (6th Edition):

Allen, R. J. (2016). Combining content-based and EAP approaches to academic writing: Towards an eclectic program. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/1788

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):

Allen, Rosemary Joy. “Combining content-based and EAP approaches to academic writing: Towards an eclectic program.” 2016. Thesis, Edith Cowan University. Accessed October 23, 2019. http://ro.ecu.edu.au/theses/1788.

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

MLA Handbook (7th Edition):

Allen, Rosemary Joy. “Combining content-based and EAP approaches to academic writing: Towards an eclectic program.” 2016. Web. 23 Oct 2019.

Vancouver:

Allen RJ. Combining content-based and EAP approaches to academic writing: Towards an eclectic program. [Internet] [Thesis]. Edith Cowan University; 2016. [cited 2019 Oct 23]. Available from: http://ro.ecu.edu.au/theses/1788.

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

Council of Science Editors:

Allen RJ. Combining content-based and EAP approaches to academic writing: Towards an eclectic program. [Thesis]. Edith Cowan University; 2016. Available from: http://ro.ecu.edu.au/theses/1788

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


Indiana University of Pennsylvania

2. McHarg, Molly P. A Sociocultural Exploration of English Faculty Perceptions of American Design University in Qatar's Writing Center.

Degree: PhD, English, 2014, Indiana University of Pennsylvania

  This study examines English faculty perceptions of the Writing Center at American Design University in Qatar (ADU-Q) through a sociocultural framework and social capitalist… (more)

Subjects/Keywords: faculty; perceptions; TESOL; writing; writing centers

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APA (6th Edition):

McHarg, M. P. (2014). A Sociocultural Exploration of English Faculty Perceptions of American Design University in Qatar's Writing Center. (Doctoral Dissertation). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/779

Chicago Manual of Style (16th Edition):

McHarg, Molly P. “A Sociocultural Exploration of English Faculty Perceptions of American Design University in Qatar's Writing Center.” 2014. Doctoral Dissertation, Indiana University of Pennsylvania. Accessed October 23, 2019. https://knowledge.library.iup.edu/etd/779.

MLA Handbook (7th Edition):

McHarg, Molly P. “A Sociocultural Exploration of English Faculty Perceptions of American Design University in Qatar's Writing Center.” 2014. Web. 23 Oct 2019.

Vancouver:

McHarg MP. A Sociocultural Exploration of English Faculty Perceptions of American Design University in Qatar's Writing Center. [Internet] [Doctoral dissertation]. Indiana University of Pennsylvania; 2014. [cited 2019 Oct 23]. Available from: https://knowledge.library.iup.edu/etd/779.

Council of Science Editors:

McHarg MP. A Sociocultural Exploration of English Faculty Perceptions of American Design University in Qatar's Writing Center. [Doctoral Dissertation]. Indiana University of Pennsylvania; 2014. Available from: https://knowledge.library.iup.edu/etd/779


Louisiana State University

3. Miller, Jeanette Martin. Fixing mechanics: a study in cross-curricular use of rubrics to grade writing.

Degree: MEd, Education, 2012, Louisiana State University

 Teachers who assign and grade writing sometimes use rubrics to assist in this process. A rubric usually consists of a set of rules, guidelines, or… (more)

Subjects/Keywords: rubrics; cross-curricular; writing; Mechanics

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APA (6th Edition):

Miller, J. M. (2012). Fixing mechanics: a study in cross-curricular use of rubrics to grade writing. (Masters Thesis). Louisiana State University. Retrieved from etd-04112012-105233 ; https://digitalcommons.lsu.edu/gradschool_theses/799

Chicago Manual of Style (16th Edition):

Miller, Jeanette Martin. “Fixing mechanics: a study in cross-curricular use of rubrics to grade writing.” 2012. Masters Thesis, Louisiana State University. Accessed October 23, 2019. etd-04112012-105233 ; https://digitalcommons.lsu.edu/gradschool_theses/799.

MLA Handbook (7th Edition):

Miller, Jeanette Martin. “Fixing mechanics: a study in cross-curricular use of rubrics to grade writing.” 2012. Web. 23 Oct 2019.

Vancouver:

Miller JM. Fixing mechanics: a study in cross-curricular use of rubrics to grade writing. [Internet] [Masters thesis]. Louisiana State University; 2012. [cited 2019 Oct 23]. Available from: etd-04112012-105233 ; https://digitalcommons.lsu.edu/gradschool_theses/799.

Council of Science Editors:

Miller JM. Fixing mechanics: a study in cross-curricular use of rubrics to grade writing. [Masters Thesis]. Louisiana State University; 2012. Available from: etd-04112012-105233 ; https://digitalcommons.lsu.edu/gradschool_theses/799

4. Omar, Faiza. Building Rapport Between International Graduate Students and Their Faculty Advisors: Cross-Cultural Mentoring Relationships at the University of Guelph .

Degree: 2015, University of Guelph

 Most graduate students are required to work closely with their faculty advisors to successfully complete their graduate studies. Mentoring graduate students is very challenging, even… (more)

Subjects/Keywords: International graduate students; Faculty advisors; Graduate school cross-cultural mentoring relationships; Academic transition; Social transition; Financial challenges; Language barriers; Cultural differences; Power dynamics; Academic writing; Student/faculty formal responsibilities and expectations

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APA (6th Edition):

Omar, F. (2015). Building Rapport Between International Graduate Students and Their Faculty Advisors: Cross-Cultural Mentoring Relationships at the University of Guelph . (Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8734

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):

Omar, Faiza. “Building Rapport Between International Graduate Students and Their Faculty Advisors: Cross-Cultural Mentoring Relationships at the University of Guelph .” 2015. Thesis, University of Guelph. Accessed October 23, 2019. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8734.

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

MLA Handbook (7th Edition):

Omar, Faiza. “Building Rapport Between International Graduate Students and Their Faculty Advisors: Cross-Cultural Mentoring Relationships at the University of Guelph .” 2015. Web. 23 Oct 2019.

Vancouver:

Omar F. Building Rapport Between International Graduate Students and Their Faculty Advisors: Cross-Cultural Mentoring Relationships at the University of Guelph . [Internet] [Thesis]. University of Guelph; 2015. [cited 2019 Oct 23]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8734.

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

Council of Science Editors:

Omar F. Building Rapport Between International Graduate Students and Their Faculty Advisors: Cross-Cultural Mentoring Relationships at the University of Guelph . [Thesis]. University of Guelph; 2015. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8734

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


Indiana University of Pennsylvania

5. Lindberg, Nathan. Faculty Members' Perceptions of Teaching Writing to Students Who Use English as an Additional Language.

Degree: PhD, English, 2016, Indiana University of Pennsylvania

  More commonly, English as an additional language (EAL) students are being taught writing by teachers from across the curriculum, yet these teachers have not… (more)

Subjects/Keywords: Assisting; EAL; Faculty; Resource; WAC; Writing

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

APA (6th Edition):

Lindberg, N. (2016). Faculty Members' Perceptions of Teaching Writing to Students Who Use English as an Additional Language. (Doctoral Dissertation). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1456

Chicago Manual of Style (16th Edition):

Lindberg, Nathan. “Faculty Members' Perceptions of Teaching Writing to Students Who Use English as an Additional Language.” 2016. Doctoral Dissertation, Indiana University of Pennsylvania. Accessed October 23, 2019. https://knowledge.library.iup.edu/etd/1456.

MLA Handbook (7th Edition):

Lindberg, Nathan. “Faculty Members' Perceptions of Teaching Writing to Students Who Use English as an Additional Language.” 2016. Web. 23 Oct 2019.

Vancouver:

Lindberg N. Faculty Members' Perceptions of Teaching Writing to Students Who Use English as an Additional Language. [Internet] [Doctoral dissertation]. Indiana University of Pennsylvania; 2016. [cited 2019 Oct 23]. Available from: https://knowledge.library.iup.edu/etd/1456.

Council of Science Editors:

Lindberg N. Faculty Members' Perceptions of Teaching Writing to Students Who Use English as an Additional Language. [Doctoral Dissertation]. Indiana University of Pennsylvania; 2016. Available from: https://knowledge.library.iup.edu/etd/1456


Dalhousie University

6. Clow Bohan, Margaret. “They Come in Wearing Their Rank”: The Dynamics of an Inter-professional Proposal Writing Team.

Degree: PhD, Interdisciplinary PhD Programme, 2011, Dalhousie University

 Working on teams with professionals from other fields is often challenging. Researchers from the fields of Management and Writing Studies have frequently emphasized the tension… (more)

Subjects/Keywords: Inter-professional teams; cross-functional teams; professional identity; genres; leadership; communities of practice; coordination

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

APA (6th Edition):

Clow Bohan, M. (2011). “They Come in Wearing Their Rank”: The Dynamics of an Inter-professional Proposal Writing Team. (Doctoral Dissertation). Dalhousie University. Retrieved from http://hdl.handle.net/10222/14307

Chicago Manual of Style (16th Edition):

Clow Bohan, Margaret. ““They Come in Wearing Their Rank”: The Dynamics of an Inter-professional Proposal Writing Team.” 2011. Doctoral Dissertation, Dalhousie University. Accessed October 23, 2019. http://hdl.handle.net/10222/14307.

MLA Handbook (7th Edition):

Clow Bohan, Margaret. ““They Come in Wearing Their Rank”: The Dynamics of an Inter-professional Proposal Writing Team.” 2011. Web. 23 Oct 2019.

Vancouver:

Clow Bohan M. “They Come in Wearing Their Rank”: The Dynamics of an Inter-professional Proposal Writing Team. [Internet] [Doctoral dissertation]. Dalhousie University; 2011. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10222/14307.

Council of Science Editors:

Clow Bohan M. “They Come in Wearing Their Rank”: The Dynamics of an Inter-professional Proposal Writing Team. [Doctoral Dissertation]. Dalhousie University; 2011. Available from: http://hdl.handle.net/10222/14307

7. Fiorelli, Jaqueline de Moraes. Práticas de letramento na rede: ações discursivas, agência e o papel do outro na construção da autoria.

Degree: PhD, Filologia e Língua Portuguesa, 2009, University of São Paulo

A presente pesquisa tem por objetivo verificar de que forma o meio virtual, tendo em vista uma concepção de gêneros como práticas sociais, pode contribuir… (more)

Subjects/Keywords: Digital literacy; Ensino; Gêneros; Genres; Letramento digital; Língua materna; Native language; Produção textual; Teaching; Writing

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APA (6th Edition):

Fiorelli, J. d. M. (2009). Práticas de letramento na rede: ações discursivas, agência e o papel do outro na construção da autoria. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8142/tde-05022010-160307/ ;

Chicago Manual of Style (16th Edition):

Fiorelli, Jaqueline de Moraes. “Práticas de letramento na rede: ações discursivas, agência e o papel do outro na construção da autoria.” 2009. Doctoral Dissertation, University of São Paulo. Accessed October 23, 2019. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-05022010-160307/ ;.

MLA Handbook (7th Edition):

Fiorelli, Jaqueline de Moraes. “Práticas de letramento na rede: ações discursivas, agência e o papel do outro na construção da autoria.” 2009. Web. 23 Oct 2019.

Vancouver:

Fiorelli JdM. Práticas de letramento na rede: ações discursivas, agência e o papel do outro na construção da autoria. [Internet] [Doctoral dissertation]. University of São Paulo; 2009. [cited 2019 Oct 23]. Available from: http://www.teses.usp.br/teses/disponiveis/8/8142/tde-05022010-160307/ ;.

Council of Science Editors:

Fiorelli JdM. Práticas de letramento na rede: ações discursivas, agência e o papel do outro na construção da autoria. [Doctoral Dissertation]. University of São Paulo; 2009. Available from: http://www.teses.usp.br/teses/disponiveis/8/8142/tde-05022010-160307/ ;


University of the Western Cape

8. Mironko, Beatrice Karekezi Uwamutara. Students and teachers' views on factors that hinder or facilitate science students in mastering English for academic purposes (EAP) in Rwanda higher education .

Degree: 2013, University of the Western Cape

 This study explores second and third year students' and teachers‟ views on factors that hinder or facilitate the mastery of English for Academic Purposes (EAP)… (more)

Subjects/Keywords: EAP; Postcoloniality; Higher education; Language policy; Curriculum; Science; Genres; Academic writing; KIST; Rwanda

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APA (6th Edition):

Mironko, B. K. U. (2013). Students and teachers' views on factors that hinder or facilitate science students in mastering English for academic purposes (EAP) in Rwanda higher education . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/2996

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):

Mironko, Beatrice Karekezi Uwamutara. “Students and teachers' views on factors that hinder or facilitate science students in mastering English for academic purposes (EAP) in Rwanda higher education .” 2013. Thesis, University of the Western Cape. Accessed October 23, 2019. http://hdl.handle.net/11394/2996.

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

MLA Handbook (7th Edition):

Mironko, Beatrice Karekezi Uwamutara. “Students and teachers' views on factors that hinder or facilitate science students in mastering English for academic purposes (EAP) in Rwanda higher education .” 2013. Web. 23 Oct 2019.

Vancouver:

Mironko BKU. Students and teachers' views on factors that hinder or facilitate science students in mastering English for academic purposes (EAP) in Rwanda higher education . [Internet] [Thesis]. University of the Western Cape; 2013. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/11394/2996.

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

Council of Science Editors:

Mironko BKU. Students and teachers' views on factors that hinder or facilitate science students in mastering English for academic purposes (EAP) in Rwanda higher education . [Thesis]. University of the Western Cape; 2013. Available from: http://hdl.handle.net/11394/2996

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


University of the Western Cape

9. Mironko, Beatrice Karekezi Uwamutara. Students and teachers’ views on factors that hinder or facilitate science students in mastering english for academic purposes (eap) in Rwanda higher education .

Degree: 2013, University of the Western Cape

 This study explores second and third year students' and teachers‟ views on factors that hinder or facilitate the mastery of English for Academic Purposes (EAP)… (more)

Subjects/Keywords: EAP; Postcoloniality; Higher education; Language policy; Curriculum; Science; Genres; Academic writing; KIST; Rwanda

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APA (6th Edition):

Mironko, B. K. U. (2013). Students and teachers’ views on factors that hinder or facilitate science students in mastering english for academic purposes (eap) in Rwanda higher education . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/3977

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):

Mironko, Beatrice Karekezi Uwamutara. “Students and teachers’ views on factors that hinder or facilitate science students in mastering english for academic purposes (eap) in Rwanda higher education .” 2013. Thesis, University of the Western Cape. Accessed October 23, 2019. http://hdl.handle.net/11394/3977.

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

MLA Handbook (7th Edition):

Mironko, Beatrice Karekezi Uwamutara. “Students and teachers’ views on factors that hinder or facilitate science students in mastering english for academic purposes (eap) in Rwanda higher education .” 2013. Web. 23 Oct 2019.

Vancouver:

Mironko BKU. Students and teachers’ views on factors that hinder or facilitate science students in mastering english for academic purposes (eap) in Rwanda higher education . [Internet] [Thesis]. University of the Western Cape; 2013. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/11394/3977.

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

Council of Science Editors:

Mironko BKU. Students and teachers’ views on factors that hinder or facilitate science students in mastering english for academic purposes (eap) in Rwanda higher education . [Thesis]. University of the Western Cape; 2013. Available from: http://hdl.handle.net/11394/3977

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


University of California – San Diego

10. Rojo Solis, Juan Jose. Disintegreetings.

Degree: Literature, 2016, University of California – San Diego

 This thesis explores and interrogates both beginnings and endings as provisional genres of situations that humans inhabit to understand themselves as beings passing through time… (more)

Subjects/Keywords: Creative writing; border; cross-genre; experimental; speculative

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APA (6th Edition):

Rojo Solis, J. J. (2016). Disintegreetings. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/64g7n048

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):

Rojo Solis, Juan Jose. “Disintegreetings.” 2016. Thesis, University of California – San Diego. Accessed October 23, 2019. http://www.escholarship.org/uc/item/64g7n048.

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

MLA Handbook (7th Edition):

Rojo Solis, Juan Jose. “Disintegreetings.” 2016. Web. 23 Oct 2019.

Vancouver:

Rojo Solis JJ. Disintegreetings. [Internet] [Thesis]. University of California – San Diego; 2016. [cited 2019 Oct 23]. Available from: http://www.escholarship.org/uc/item/64g7n048.

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

Council of Science Editors:

Rojo Solis JJ. Disintegreetings. [Thesis]. University of California – San Diego; 2016. Available from: http://www.escholarship.org/uc/item/64g7n048

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


University of Guelph

11. Havari Nasab, Hasti. The Green Lovers .

Degree: 2013, University of Guelph

 The Green Lovers depicts the life of many Iranian youngsters who aspire to improve their life conditions in today’s growing world. Leila and Sepehr are… (more)

Subjects/Keywords: Cross-cultural play writing; Translating Culture; Creative Writing; Translating Theatre; Hybridity

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APA (6th Edition):

Havari Nasab, H. (2013). The Green Lovers . (Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/7034

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):

Havari Nasab, Hasti. “The Green Lovers .” 2013. Thesis, University of Guelph. Accessed October 23, 2019. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/7034.

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

MLA Handbook (7th Edition):

Havari Nasab, Hasti. “The Green Lovers .” 2013. Web. 23 Oct 2019.

Vancouver:

Havari Nasab H. The Green Lovers . [Internet] [Thesis]. University of Guelph; 2013. [cited 2019 Oct 23]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/7034.

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

Council of Science Editors:

Havari Nasab H. The Green Lovers . [Thesis]. University of Guelph; 2013. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/7034

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

12. Oka, Kenji. L'écriture, ou la construction d'un autoportrait protéiforme d'Eugène Ionesco : A study of language usage in Cameroonian urban aeras : the case of "camfranglais" in Yaounde.

Degree: Docteur es, Langue et littérature françaises, 2011, Aix-Marseille 1

La présente thèse étudie le rapport entre la vie et l’oeuvre d’Eugène Ionesco selon la perspective de l’autoportrait. Dans ses ouvrages fort divers — essai,… (more)

Subjects/Keywords: Ionesco; Autoportrait; Genres; Quête métaphysique; Ecriture de soi; Mise à distance; Lecteur; Spectateur; Ionesco; Self-portrait; Genres; Metaphysical quest; Self-writing; Distancing; Reader; Spectator

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

APA (6th Edition):

Oka, K. (2011). L'écriture, ou la construction d'un autoportrait protéiforme d'Eugène Ionesco : A study of language usage in Cameroonian urban aeras : the case of "camfranglais" in Yaounde. (Doctoral Dissertation). Aix-Marseille 1. Retrieved from http://www.theses.fr/2011AIX10147

Chicago Manual of Style (16th Edition):

Oka, Kenji. “L'écriture, ou la construction d'un autoportrait protéiforme d'Eugène Ionesco : A study of language usage in Cameroonian urban aeras : the case of "camfranglais" in Yaounde.” 2011. Doctoral Dissertation, Aix-Marseille 1. Accessed October 23, 2019. http://www.theses.fr/2011AIX10147.

MLA Handbook (7th Edition):

Oka, Kenji. “L'écriture, ou la construction d'un autoportrait protéiforme d'Eugène Ionesco : A study of language usage in Cameroonian urban aeras : the case of "camfranglais" in Yaounde.” 2011. Web. 23 Oct 2019.

Vancouver:

Oka K. L'écriture, ou la construction d'un autoportrait protéiforme d'Eugène Ionesco : A study of language usage in Cameroonian urban aeras : the case of "camfranglais" in Yaounde. [Internet] [Doctoral dissertation]. Aix-Marseille 1; 2011. [cited 2019 Oct 23]. Available from: http://www.theses.fr/2011AIX10147.

Council of Science Editors:

Oka K. L'écriture, ou la construction d'un autoportrait protéiforme d'Eugène Ionesco : A study of language usage in Cameroonian urban aeras : the case of "camfranglais" in Yaounde. [Doctoral Dissertation]. Aix-Marseille 1; 2011. Available from: http://www.theses.fr/2011AIX10147


Pontifícia Universidade Católica de São Paulo

13. Andréa Pisan Soares Aguiar. Contribuindo para a compreensão da prática de copidesque: o gênero introdução de dissertação de mestrado.

Degree: 2011, Pontifícia Universidade Católica de São Paulo

O tratamento de textos que irão a público é uma atividade que data do século III a.C. quando os textos eram produzidos por escribas nos… (more)

Subjects/Keywords: LINGUA PORTUGUESA; Copidesque; Revisão; Introdução; Estudos de gêneros textuais; Copy writing; Review; Introduction; Studies of textual genres

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APA (6th Edition):

Aguiar, A. P. S. (2011). Contribuindo para a compreensão da prática de copidesque: o gênero introdução de dissertação de mestrado. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=12585

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):

Aguiar, Andréa Pisan Soares. “Contribuindo para a compreensão da prática de copidesque: o gênero introdução de dissertação de mestrado.” 2011. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed October 23, 2019. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=12585.

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

MLA Handbook (7th Edition):

Aguiar, Andréa Pisan Soares. “Contribuindo para a compreensão da prática de copidesque: o gênero introdução de dissertação de mestrado.” 2011. Web. 23 Oct 2019.

Vancouver:

Aguiar APS. Contribuindo para a compreensão da prática de copidesque: o gênero introdução de dissertação de mestrado. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2011. [cited 2019 Oct 23]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=12585.

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

Council of Science Editors:

Aguiar APS. Contribuindo para a compreensão da prática de copidesque: o gênero introdução de dissertação de mestrado. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2011. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=12585

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

14. Melissourgou, Maria. Genre awareness in writing for testing purposes.

Degree: 2016, University of the Aegean; Πανεπιστήμιο Αιγαίου

 This thesis aims to raise genre awareness in English language testing contexts. It first attempts to find out more about the learners’ own views on… (more)

Subjects/Keywords: Κειμενικά γένη; Κειμενικά είδη; Σώματα κειμένων; Γραπτός λόγος; Εξετάσεις πιστοποίησης γλωσσομάθειας; Genres; Text types; Corpora; Writing; Language proficiency tests

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APA (6th Edition):

Melissourgou, M. (2016). Genre awareness in writing for testing purposes. (Thesis). University of the Aegean; Πανεπιστήμιο Αιγαίου. Retrieved from http://hdl.handle.net/10442/hedi/39417

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):

Melissourgou, Maria. “Genre awareness in writing for testing purposes.” 2016. Thesis, University of the Aegean; Πανεπιστήμιο Αιγαίου. Accessed October 23, 2019. http://hdl.handle.net/10442/hedi/39417.

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

MLA Handbook (7th Edition):

Melissourgou, Maria. “Genre awareness in writing for testing purposes.” 2016. Web. 23 Oct 2019.

Vancouver:

Melissourgou M. Genre awareness in writing for testing purposes. [Internet] [Thesis]. University of the Aegean; Πανεπιστήμιο Αιγαίου; 2016. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10442/hedi/39417.

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

Council of Science Editors:

Melissourgou M. Genre awareness in writing for testing purposes. [Thesis]. University of the Aegean; Πανεπιστήμιο Αιγαίου; 2016. Available from: http://hdl.handle.net/10442/hedi/39417

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


Indiana University of Pennsylvania

15. Jones, Nathan B. Discovering Perceptions of the Essence of College-Level Writing: Transcendental Phenomenological Inquiry in a Midwestern Community College.

Degree: PhD, English, 2016, Indiana University of Pennsylvania

  The perceptions of six community college faculty members about the qualities of college-level writing were explored in a series of guided interviews conducted at… (more)

Subjects/Keywords: college-level writing; community college faculty; perceptions; transcendental phenomenology; Rhetoric

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APA (6th Edition):

Jones, N. B. (2016). Discovering Perceptions of the Essence of College-Level Writing: Transcendental Phenomenological Inquiry in a Midwestern Community College. (Doctoral Dissertation). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1574

Chicago Manual of Style (16th Edition):

Jones, Nathan B. “Discovering Perceptions of the Essence of College-Level Writing: Transcendental Phenomenological Inquiry in a Midwestern Community College.” 2016. Doctoral Dissertation, Indiana University of Pennsylvania. Accessed October 23, 2019. https://knowledge.library.iup.edu/etd/1574.

MLA Handbook (7th Edition):

Jones, Nathan B. “Discovering Perceptions of the Essence of College-Level Writing: Transcendental Phenomenological Inquiry in a Midwestern Community College.” 2016. Web. 23 Oct 2019.

Vancouver:

Jones NB. Discovering Perceptions of the Essence of College-Level Writing: Transcendental Phenomenological Inquiry in a Midwestern Community College. [Internet] [Doctoral dissertation]. Indiana University of Pennsylvania; 2016. [cited 2019 Oct 23]. Available from: https://knowledge.library.iup.edu/etd/1574.

Council of Science Editors:

Jones NB. Discovering Perceptions of the Essence of College-Level Writing: Transcendental Phenomenological Inquiry in a Midwestern Community College. [Doctoral Dissertation]. Indiana University of Pennsylvania; 2016. Available from: https://knowledge.library.iup.edu/etd/1574


Brigham Young University

16. Johnson, Amy Mae. Faculty and EAL Student Perceptions of Writing Purposes and Challenges in the Business Major.

Degree: MA, 2017, Brigham Young University

 Over the last 50 years, research has explored the writing assignment types and purposes found in undergraduate courses, including discipline-specific writing for the business major,… (more)

Subjects/Keywords: business writing; faculty perceptions; student perceptions; EAL; ESL; L2; Linguistics

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APA (6th Edition):

Johnson, A. M. (2017). Faculty and EAL Student Perceptions of Writing Purposes and Challenges in the Business Major. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7683&context=etd

Chicago Manual of Style (16th Edition):

Johnson, Amy Mae. “Faculty and EAL Student Perceptions of Writing Purposes and Challenges in the Business Major.” 2017. Masters Thesis, Brigham Young University. Accessed October 23, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7683&context=etd.

MLA Handbook (7th Edition):

Johnson, Amy Mae. “Faculty and EAL Student Perceptions of Writing Purposes and Challenges in the Business Major.” 2017. Web. 23 Oct 2019.

Vancouver:

Johnson AM. Faculty and EAL Student Perceptions of Writing Purposes and Challenges in the Business Major. [Internet] [Masters thesis]. Brigham Young University; 2017. [cited 2019 Oct 23]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7683&context=etd.

Council of Science Editors:

Johnson AM. Faculty and EAL Student Perceptions of Writing Purposes and Challenges in the Business Major. [Masters Thesis]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7683&context=etd

17. Moran, Katherine E. Exploring Undergraduate Disciplinary Writing: Expectations and Evidence in Psychology and Chemistry.

Degree: PhD, Applied Linguistics and English as a Second Language, 2013, Georgia State University

  Research in the area of academic writing has demonstrated that writing varies significantly across disciplines and among genres within disciplines. Two important approaches to… (more)

Subjects/Keywords: Writing in the disciplines; Undergraduate writing; Multi-dimensional analysis; Reading-writing relationship; Writing expectations; Academic genres

…undergraduate writing entails in terms of faculty and departmental expectations as well as what… …faculty in various departments as well as the types of writing they require from their students… …academic writing and likely the discourse type faculty consider a model of the rhetorical style… …taxonomy. Classification of undergraduate science reading and writing tasks based on faculty… …reluctance to assign writing tasks that they feel mimic professional genres. Schmersahl and Stay… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Moran, K. E. (2013). Exploring Undergraduate Disciplinary Writing: Expectations and Evidence in Psychology and Chemistry. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/24

Chicago Manual of Style (16th Edition):

Moran, Katherine E. “Exploring Undergraduate Disciplinary Writing: Expectations and Evidence in Psychology and Chemistry.” 2013. Doctoral Dissertation, Georgia State University. Accessed October 23, 2019. https://scholarworks.gsu.edu/alesl_diss/24.

MLA Handbook (7th Edition):

Moran, Katherine E. “Exploring Undergraduate Disciplinary Writing: Expectations and Evidence in Psychology and Chemistry.” 2013. Web. 23 Oct 2019.

Vancouver:

Moran KE. Exploring Undergraduate Disciplinary Writing: Expectations and Evidence in Psychology and Chemistry. [Internet] [Doctoral dissertation]. Georgia State University; 2013. [cited 2019 Oct 23]. Available from: https://scholarworks.gsu.edu/alesl_diss/24.

Council of Science Editors:

Moran KE. Exploring Undergraduate Disciplinary Writing: Expectations and Evidence in Psychology and Chemistry. [Doctoral Dissertation]. Georgia State University; 2013. Available from: https://scholarworks.gsu.edu/alesl_diss/24


University of Texas – Austin

18. -9555-3625. Beyond individual tests : the effects of children's and adolescents’ cognitive abilities on their achievement.

Degree: PhD, Educational Psychology, 2017, University of Texas – Austin

 Students’ performance across several tests, including both cognitive and achievement tests, is often analyzed together to better understand their learning. This analysis is guided by… (more)

Subjects/Keywords: Reading; Writing; Mathematics; Cognitive; CHC theory; Cross-battery; Planned missingness

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APA (6th Edition):

-9555-3625. (2017). Beyond individual tests : the effects of children's and adolescents’ cognitive abilities on their achievement. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63010

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

Chicago Manual of Style (16th Edition):

-9555-3625. “Beyond individual tests : the effects of children's and adolescents’ cognitive abilities on their achievement.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed October 23, 2019. http://hdl.handle.net/2152/63010.

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

MLA Handbook (7th Edition):

-9555-3625. “Beyond individual tests : the effects of children's and adolescents’ cognitive abilities on their achievement.” 2017. Web. 23 Oct 2019.

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

Vancouver:

-9555-3625. Beyond individual tests : the effects of children's and adolescents’ cognitive abilities on their achievement. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/2152/63010.

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

Council of Science Editors:

-9555-3625. Beyond individual tests : the effects of children's and adolescents’ cognitive abilities on their achievement. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/63010

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


Virginia Tech

19. Kiser, Charlene. To Write or Not to Write: A Look at Faculty Use of Writing at a Small Liberal Arts College.

Degree: PhD, Educational Leadership and Policy Studies, 2006, Virginia Tech

  Although it may not seem possible that a student could graduate from an Ivy League institution without basic writing skills, a 2003 Chronicle of… (more)

Subjects/Keywords: faculty attitudes; writing across the curriculum; college writing

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

APA (6th Edition):

Kiser, C. (2006). To Write or Not to Write: A Look at Faculty Use of Writing at a Small Liberal Arts College. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28035

Chicago Manual of Style (16th Edition):

Kiser, Charlene. “To Write or Not to Write: A Look at Faculty Use of Writing at a Small Liberal Arts College.” 2006. Doctoral Dissertation, Virginia Tech. Accessed October 23, 2019. http://hdl.handle.net/10919/28035.

MLA Handbook (7th Edition):

Kiser, Charlene. “To Write or Not to Write: A Look at Faculty Use of Writing at a Small Liberal Arts College.” 2006. Web. 23 Oct 2019.

Vancouver:

Kiser C. To Write or Not to Write: A Look at Faculty Use of Writing at a Small Liberal Arts College. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10919/28035.

Council of Science Editors:

Kiser C. To Write or Not to Write: A Look at Faculty Use of Writing at a Small Liberal Arts College. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/28035


Louisiana State University

20. Barker, Marco Javon. Cross-race advising relationships: the role of race in advising relationships between Black doctoral student protégés and their White faculty advisors.

Degree: PhD, Education, 2010, Louisiana State University

 The purpose of this phenomenological study was to examine the role of race in cross-race advising relationships between White faculty advisors and their Black doctoral… (more)

Subjects/Keywords: White faculty advisors; Black doctoral students; doctoral education; cross-race interactions; doctoral advising

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APA (6th Edition):

Barker, M. J. (2010). Cross-race advising relationships: the role of race in advising relationships between Black doctoral student protégés and their White faculty advisors. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-11082010-212600 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1170

Chicago Manual of Style (16th Edition):

Barker, Marco Javon. “Cross-race advising relationships: the role of race in advising relationships between Black doctoral student protégés and their White faculty advisors.” 2010. Doctoral Dissertation, Louisiana State University. Accessed October 23, 2019. etd-11082010-212600 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1170.

MLA Handbook (7th Edition):

Barker, Marco Javon. “Cross-race advising relationships: the role of race in advising relationships between Black doctoral student protégés and their White faculty advisors.” 2010. Web. 23 Oct 2019.

Vancouver:

Barker MJ. Cross-race advising relationships: the role of race in advising relationships between Black doctoral student protégés and their White faculty advisors. [Internet] [Doctoral dissertation]. Louisiana State University; 2010. [cited 2019 Oct 23]. Available from: etd-11082010-212600 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1170.

Council of Science Editors:

Barker MJ. Cross-race advising relationships: the role of race in advising relationships between Black doctoral student protégés and their White faculty advisors. [Doctoral Dissertation]. Louisiana State University; 2010. Available from: etd-11082010-212600 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1170


University of Louisville

21. Matravers, Laura Sceniak. A fractured conversation : the professional, scholarly, and disciplinary identities of two-year college writing faculty.

Degree: PhD, 2018, University of Louisville

  At a time when state-sponsored policies for tuition-free two-year college education are on the rise, this dissertation examines the place of two-year colleges within… (more)

Subjects/Keywords: two-year colleges; community colleges; composition studies; writing faculty; knowledge-making; disciplinarity; Rhetoric and Composition

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APA (6th Edition):

Matravers, L. S. (2018). A fractured conversation : the professional, scholarly, and disciplinary identities of two-year college writing faculty. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2941 ; https://ir.library.louisville.edu/etd/2941

Chicago Manual of Style (16th Edition):

Matravers, Laura Sceniak. “A fractured conversation : the professional, scholarly, and disciplinary identities of two-year college writing faculty.” 2018. Doctoral Dissertation, University of Louisville. Accessed October 23, 2019. 10.18297/etd/2941 ; https://ir.library.louisville.edu/etd/2941.

MLA Handbook (7th Edition):

Matravers, Laura Sceniak. “A fractured conversation : the professional, scholarly, and disciplinary identities of two-year college writing faculty.” 2018. Web. 23 Oct 2019.

Vancouver:

Matravers LS. A fractured conversation : the professional, scholarly, and disciplinary identities of two-year college writing faculty. [Internet] [Doctoral dissertation]. University of Louisville; 2018. [cited 2019 Oct 23]. Available from: 10.18297/etd/2941 ; https://ir.library.louisville.edu/etd/2941.

Council of Science Editors:

Matravers LS. A fractured conversation : the professional, scholarly, and disciplinary identities of two-year college writing faculty. [Doctoral Dissertation]. University of Louisville; 2018. Available from: 10.18297/etd/2941 ; https://ir.library.louisville.edu/etd/2941

22. Cális, Orasir Guilherme Teche. Quando as memórias são a matéria: memoriais de professoras alfabetizadoras e instabilidade genérica.

Degree: PhD, Filologia e Língua Portuguesa, 2015, University of São Paulo

Tomando como ponto de partida a crítica às perspectivas que fazem prevalecer os aspectos estáveis dos gêneros discursivos em detrimento da fluidez que os relativiza,… (more)

Subjects/Keywords: Alfabetização e letramento; Formação de professoras; Generic instability; Gêneros do discurso; Instabilidade genérica; Literacy; Memoriais; Memorials; Práticas de ensino e de escrita; Speech genres; Teachers training; Teaching practices and writing

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APA (6th Edition):

Cális, O. G. T. (2015). Quando as memórias são a matéria: memoriais de professoras alfabetizadoras e instabilidade genérica. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8142/tde-29072015-150637/ ;

Chicago Manual of Style (16th Edition):

Cális, Orasir Guilherme Teche. “Quando as memórias são a matéria: memoriais de professoras alfabetizadoras e instabilidade genérica.” 2015. Doctoral Dissertation, University of São Paulo. Accessed October 23, 2019. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-29072015-150637/ ;.

MLA Handbook (7th Edition):

Cális, Orasir Guilherme Teche. “Quando as memórias são a matéria: memoriais de professoras alfabetizadoras e instabilidade genérica.” 2015. Web. 23 Oct 2019.

Vancouver:

Cális OGT. Quando as memórias são a matéria: memoriais de professoras alfabetizadoras e instabilidade genérica. [Internet] [Doctoral dissertation]. University of São Paulo; 2015. [cited 2019 Oct 23]. Available from: http://www.teses.usp.br/teses/disponiveis/8/8142/tde-29072015-150637/ ;.

Council of Science Editors:

Cális OGT. Quando as memórias são a matéria: memoriais de professoras alfabetizadoras e instabilidade genérica. [Doctoral Dissertation]. University of São Paulo; 2015. Available from: http://www.teses.usp.br/teses/disponiveis/8/8142/tde-29072015-150637/ ;


Pontifícia Universidade Católica de São Paulo

23. Ceci Maria de Oliveira Coêlho Barbosa. Gêneros digitais em manuais didáticos de língua portuguesa.

Degree: 2009, Pontifícia Universidade Católica de São Paulo

This dissertation is inserted in the research line of Reading, Writing and Portuguese Teaching and its main purpose is to analyze the treatment given to… (more)

Subjects/Keywords: LINGUA PORTUGUESA; Gêneros do discurso; Contexto digital; Manuais didáticos; Lingua portuguesa (Ensino fundamental)  – Estudo e ensino; Livros didaticos; Digital genres; Reading; Writing; Portuguese as Mother Language teaching

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APA (6th Edition):

Barbosa, C. M. d. O. C. (2009). Gêneros digitais em manuais didáticos de língua portuguesa. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=16147

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):

Barbosa, Ceci Maria de Oliveira Coêlho. “Gêneros digitais em manuais didáticos de língua portuguesa.” 2009. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed October 23, 2019. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=16147.

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

MLA Handbook (7th Edition):

Barbosa, Ceci Maria de Oliveira Coêlho. “Gêneros digitais em manuais didáticos de língua portuguesa.” 2009. Web. 23 Oct 2019.

Vancouver:

Barbosa CMdOC. Gêneros digitais em manuais didáticos de língua portuguesa. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2009. [cited 2019 Oct 23]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=16147.

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

Council of Science Editors:

Barbosa CMdOC. Gêneros digitais em manuais didáticos de língua portuguesa. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2009. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=16147

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


University of British Columbia

24. Sze, Sin Heng Celine. Functions and genres of Chinese ESL children's English writing in school and at home .

Degree: 2008, University of British Columbia

 Drawing on a sociocultural perspective of genre as a social action situated in a particular context, this study examines the functions and genres of four… (more)

Subjects/Keywords: Functions and genres; Chinese ESL children; English writing; School and home

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APA (6th Edition):

Sze, S. H. C. (2008). Functions and genres of Chinese ESL children's English writing in school and at home . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/1600

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):

Sze, Sin Heng Celine. “Functions and genres of Chinese ESL children's English writing in school and at home .” 2008. Thesis, University of British Columbia. Accessed October 23, 2019. http://hdl.handle.net/2429/1600.

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

MLA Handbook (7th Edition):

Sze, Sin Heng Celine. “Functions and genres of Chinese ESL children's English writing in school and at home .” 2008. Web. 23 Oct 2019.

Vancouver:

Sze SHC. Functions and genres of Chinese ESL children's English writing in school and at home . [Internet] [Thesis]. University of British Columbia; 2008. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/2429/1600.

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

Council of Science Editors:

Sze SHC. Functions and genres of Chinese ESL children's English writing in school and at home . [Thesis]. University of British Columbia; 2008. Available from: http://hdl.handle.net/2429/1600

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


University of Pretoria

25. Carstens, Adelia. The effectiveness of genre-based approaches in teaching academic writing : subject-specific versus cross-disciplinary emphases.

Degree: Unit for Academic Literacy, 2010, University of Pretoria

 The main purpose of the research was to investigate the effectiveness of genre-based approaches in teaching academic writing. The study was motivated by the researcher's… (more)

Subjects/Keywords: Subject-specific; Humanities; Academic literacy; Academic essay; Academic writing; Common core; Cross-disciplinary; Genre-based; Historical writing; Language teaching; UCTD

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

APA (6th Edition):

Carstens, A. (2010). The effectiveness of genre-based approaches in teaching academic writing : subject-specific versus cross-disciplinary emphases. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24689

Chicago Manual of Style (16th Edition):

Carstens, Adelia. “The effectiveness of genre-based approaches in teaching academic writing : subject-specific versus cross-disciplinary emphases.” 2010. Doctoral Dissertation, University of Pretoria. Accessed October 23, 2019. http://hdl.handle.net/2263/24689.

MLA Handbook (7th Edition):

Carstens, Adelia. “The effectiveness of genre-based approaches in teaching academic writing : subject-specific versus cross-disciplinary emphases.” 2010. Web. 23 Oct 2019.

Vancouver:

Carstens A. The effectiveness of genre-based approaches in teaching academic writing : subject-specific versus cross-disciplinary emphases. [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/2263/24689.

Council of Science Editors:

Carstens A. The effectiveness of genre-based approaches in teaching academic writing : subject-specific versus cross-disciplinary emphases. [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/24689


University of Pretoria

26. [No author]. The effectiveness of genre-based approaches in teaching academic writing : subject-specific versus cross-disciplinary emphases .

Degree: 2010, University of Pretoria

 The main purpose of the research was to investigate the effectiveness of genre-based approaches in teaching academic writing. The study was motivated by the researcher's… (more)

Subjects/Keywords: Subject-specific; Humanities; Academic literacy; Academic essay; Academic writing; Common core; Cross-disciplinary; Genre-based; Historical writing; Language teaching; UCTD

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

APA (6th Edition):

author], [. (2010). The effectiveness of genre-based approaches in teaching academic writing : subject-specific versus cross-disciplinary emphases . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-05152010-235928/

Chicago Manual of Style (16th Edition):

author], [No. “The effectiveness of genre-based approaches in teaching academic writing : subject-specific versus cross-disciplinary emphases .” 2010. Doctoral Dissertation, University of Pretoria. Accessed October 23, 2019. http://upetd.up.ac.za/thesis/available/etd-05152010-235928/.

MLA Handbook (7th Edition):

author], [No. “The effectiveness of genre-based approaches in teaching academic writing : subject-specific versus cross-disciplinary emphases .” 2010. Web. 23 Oct 2019.

Vancouver:

author] [. The effectiveness of genre-based approaches in teaching academic writing : subject-specific versus cross-disciplinary emphases . [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2019 Oct 23]. Available from: http://upetd.up.ac.za/thesis/available/etd-05152010-235928/.

Council of Science Editors:

author] [. The effectiveness of genre-based approaches in teaching academic writing : subject-specific versus cross-disciplinary emphases . [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-05152010-235928/


University of California – San Diego

27. Schreiber, Kimberly. Fantasy.

Degree: Writing, 2017, University of California – San Diego

In this story, a woman’s sense of direction keeps flipping, up and down, and so she spendsall afternoon climbing the stairs, where three generations of women live, alone, for 600 years,haunting and reconstructing their habitats.

Subjects/Keywords: Creative writing; Film studies; Asian American studies; Cross-Genre Writing; Cultural Hybridity; Intergenerational Memory; Migration Studies; Poetics; Women in film

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

APA (6th Edition):

Schreiber, K. (2017). Fantasy. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/3xb1t18t

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):

Schreiber, Kimberly. “Fantasy.” 2017. Thesis, University of California – San Diego. Accessed October 23, 2019. http://www.escholarship.org/uc/item/3xb1t18t.

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

MLA Handbook (7th Edition):

Schreiber, Kimberly. “Fantasy.” 2017. Web. 23 Oct 2019.

Vancouver:

Schreiber K. Fantasy. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2019 Oct 23]. Available from: http://www.escholarship.org/uc/item/3xb1t18t.

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

Council of Science Editors:

Schreiber K. Fantasy. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/3xb1t18t

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


University of Illinois – Urbana-Champaign

28. Zhou, Lin. Impacts of cross-cultural contrastive rhetoric of academic writing in English and academic writing in students' L1s.

Degree: MA, Teaching of English Sec Lang, 2015, University of Illinois – Urbana-Champaign

 This is a primary study investigating the pedagogical approach of employing cross-cultural contrastive rhetoric (CCCR) comparisons in graduate-level ESL Writing Service Courses at University of… (more)

Subjects/Keywords: cross-cultural contrastive rhetoric; English academic writing; academic writing in students' L1s; metacognition; use of connectives; use of dependent clauses

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

APA (6th Edition):

Zhou, L. (2015). Impacts of cross-cultural contrastive rhetoric of academic writing in English and academic writing in students' L1s. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78414

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):

Zhou, Lin. “Impacts of cross-cultural contrastive rhetoric of academic writing in English and academic writing in students' L1s.” 2015. Thesis, University of Illinois – Urbana-Champaign. Accessed October 23, 2019. http://hdl.handle.net/2142/78414.

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

MLA Handbook (7th Edition):

Zhou, Lin. “Impacts of cross-cultural contrastive rhetoric of academic writing in English and academic writing in students' L1s.” 2015. Web. 23 Oct 2019.

Vancouver:

Zhou L. Impacts of cross-cultural contrastive rhetoric of academic writing in English and academic writing in students' L1s. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/2142/78414.

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

Council of Science Editors:

Zhou L. Impacts of cross-cultural contrastive rhetoric of academic writing in English and academic writing in students' L1s. [Thesis]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78414

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


University of Newcastle

29. Zangmo, Dechen. The process writing approach in Bhutan: a case of cross-national policy borrowing.

Degree: PhD, 2014, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

Borrowing policy from one national context to another by merely copying a practice has been described as largely… (more)

Subjects/Keywords: cross-cultural curriculum; curriculum alignment; imported approaches and methodologies; Process Writing Approach; ESL teachers' challenges

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

APA (6th Edition):

Zangmo, D. (2014). The process writing approach in Bhutan: a case of cross-national policy borrowing. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1041996

Chicago Manual of Style (16th Edition):

Zangmo, Dechen. “The process writing approach in Bhutan: a case of cross-national policy borrowing.” 2014. Doctoral Dissertation, University of Newcastle. Accessed October 23, 2019. http://hdl.handle.net/1959.13/1041996.

MLA Handbook (7th Edition):

Zangmo, Dechen. “The process writing approach in Bhutan: a case of cross-national policy borrowing.” 2014. Web. 23 Oct 2019.

Vancouver:

Zangmo D. The process writing approach in Bhutan: a case of cross-national policy borrowing. [Internet] [Doctoral dissertation]. University of Newcastle; 2014. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1959.13/1041996.

Council of Science Editors:

Zangmo D. The process writing approach in Bhutan: a case of cross-national policy borrowing. [Doctoral Dissertation]. University of Newcastle; 2014. Available from: http://hdl.handle.net/1959.13/1041996


Universidade do Estado do Rio de Janeiro

30. Carmen Pimentel. BLOG: da Internet à sala de aula.

Degree: PhD, 2010, Universidade do Estado do Rio de Janeiro

Os diários de escrita íntima constituem tipo de texto do domínio confessional. Apresentam narrativas pessoais com características específicas ao gênero, como datação, marcas de subjetividade,… (more)

Subjects/Keywords: Gêneros textuais; Gêneros digitais; Diário; Blog; Público e privado; Comunidades virtuais; Escrita eletrônica; Internet e ensino; Ensino da língua portuguesa; Text genres; Digital genres; Diary; Blog; Public and private; Virtual communities; Electronic writing; Internet and learning; Teaching portuguese; LINGUA PORTUGUESA; Blogs Brasil; Adolescentes Diários; Língua portuguesa Ensino auxiliado por computador

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

APA (6th Edition):

Pimentel, C. (2010). BLOG: da Internet à sala de aula. (Doctoral Dissertation). Universidade do Estado do Rio de Janeiro. Retrieved from http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=2727 ;

Chicago Manual of Style (16th Edition):

Pimentel, Carmen. “BLOG: da Internet à sala de aula.” 2010. Doctoral Dissertation, Universidade do Estado do Rio de Janeiro. Accessed October 23, 2019. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=2727 ;.

MLA Handbook (7th Edition):

Pimentel, Carmen. “BLOG: da Internet à sala de aula.” 2010. Web. 23 Oct 2019.

Vancouver:

Pimentel C. BLOG: da Internet à sala de aula. [Internet] [Doctoral dissertation]. Universidade do Estado do Rio de Janeiro; 2010. [cited 2019 Oct 23]. Available from: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=2727 ;.

Council of Science Editors:

Pimentel C. BLOG: da Internet à sala de aula. [Doctoral Dissertation]. Universidade do Estado do Rio de Janeiro; 2010. Available from: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=2727 ;

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