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You searched for subject:(first year writing). Showing records 1 – 30 of 105 total matches.

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University of Rochester

1. Tinelli, Lisabeth. Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition.

Degree: PhD, 2016, University of Rochester

 This dissertation examines the literacy practices of forty-six students enrolled in a first-year composition course in a private university in Northeast America. A theoretical framework… (more)

Subjects/Keywords: First-year composition; Writing; New literacies

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APA (6th Edition):

Tinelli, L. (2016). Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/30849

Chicago Manual of Style (16th Edition):

Tinelli, Lisabeth. “Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition.” 2016. Doctoral Dissertation, University of Rochester. Accessed January 23, 2019. http://hdl.handle.net/1802/30849.

MLA Handbook (7th Edition):

Tinelli, Lisabeth. “Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition.” 2016. Web. 23 Jan 2019.

Vancouver:

Tinelli L. Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition. [Internet] [Doctoral dissertation]. University of Rochester; 2016. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/1802/30849.

Council of Science Editors:

Tinelli L. Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition. [Doctoral Dissertation]. University of Rochester; 2016. Available from: http://hdl.handle.net/1802/30849


Bowling Green State University

2. Athon, Amanda Gail. Fostering Language Diversity through Classroom-Based Writing Assessment Practices.

Degree: PhD, English (Rhetoric and Writing) PhD, 2014, Bowling Green State University

 Scholars such as Diane Kelly-Riley and Patricia Bizzell have argued that the student writing feature most likely to place a student into a basic writing(more)

Subjects/Keywords: Composition; Rhetoric; Language Diversity; Writing assessment; Basic Writing; First-year Writing

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APA (6th Edition):

Athon, A. G. (2014). Fostering Language Diversity through Classroom-Based Writing Assessment Practices. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1384269484

Chicago Manual of Style (16th Edition):

Athon, Amanda Gail. “Fostering Language Diversity through Classroom-Based Writing Assessment Practices.” 2014. Doctoral Dissertation, Bowling Green State University. Accessed January 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1384269484.

MLA Handbook (7th Edition):

Athon, Amanda Gail. “Fostering Language Diversity through Classroom-Based Writing Assessment Practices.” 2014. Web. 23 Jan 2019.

Vancouver:

Athon AG. Fostering Language Diversity through Classroom-Based Writing Assessment Practices. [Internet] [Doctoral dissertation]. Bowling Green State University; 2014. [cited 2019 Jan 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1384269484.

Council of Science Editors:

Athon AG. Fostering Language Diversity through Classroom-Based Writing Assessment Practices. [Doctoral Dissertation]. Bowling Green State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1384269484


University of Arizona

3. Kurtyka, Faith. Rhetorics and Literacies of Everyday Life of First-Year College Students .

Degree: 2012, University of Arizona

 This project presents results from a year-long teacher-research study of 50 students in two sections of first-year composition. The goal of this project is to… (more)

Subjects/Keywords: First-Year Writing; Higher Education; New Literacy Studies; English; Curriculum Development; First-Year Experience

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APA (6th Edition):

Kurtyka, F. (2012). Rhetorics and Literacies of Everyday Life of First-Year College Students . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/217110

Chicago Manual of Style (16th Edition):

Kurtyka, Faith. “Rhetorics and Literacies of Everyday Life of First-Year College Students .” 2012. Doctoral Dissertation, University of Arizona. Accessed January 23, 2019. http://hdl.handle.net/10150/217110.

MLA Handbook (7th Edition):

Kurtyka, Faith. “Rhetorics and Literacies of Everyday Life of First-Year College Students .” 2012. Web. 23 Jan 2019.

Vancouver:

Kurtyka F. Rhetorics and Literacies of Everyday Life of First-Year College Students . [Internet] [Doctoral dissertation]. University of Arizona; 2012. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/10150/217110.

Council of Science Editors:

Kurtyka F. Rhetorics and Literacies of Everyday Life of First-Year College Students . [Doctoral Dissertation]. University of Arizona; 2012. Available from: http://hdl.handle.net/10150/217110


Arizona State University

4. STERLING, CHADWICK Le Roi. An Analysis of the Relationship Between 4 Automated Writing Evaluation Software and the Outcomes in the Writing Program Administrator’s “WPA Outcomes for First Year Composition”.

Degree: Composition, 2017, Arizona State University

 My study examined Automated Writing Evaluation tools (AWE) and their role within writing instruction. This examination was framed as a comparison of 4 AWE tools… (more)

Subjects/Keywords: Technical communication; Automated Writing Evaluation; First Year Composition; Writing Asssistance Software; Writing Program Administrator's 'Outcomes Statement for First Year Composition'

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APA (6th Edition):

STERLING, C. L. R. (2017). An Analysis of the Relationship Between 4 Automated Writing Evaluation Software and the Outcomes in the Writing Program Administrator’s “WPA Outcomes for First Year Composition”. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/43990

Chicago Manual of Style (16th Edition):

STERLING, CHADWICK Le Roi. “An Analysis of the Relationship Between 4 Automated Writing Evaluation Software and the Outcomes in the Writing Program Administrator’s “WPA Outcomes for First Year Composition”.” 2017. Masters Thesis, Arizona State University. Accessed January 23, 2019. http://repository.asu.edu/items/43990.

MLA Handbook (7th Edition):

STERLING, CHADWICK Le Roi. “An Analysis of the Relationship Between 4 Automated Writing Evaluation Software and the Outcomes in the Writing Program Administrator’s “WPA Outcomes for First Year Composition”.” 2017. Web. 23 Jan 2019.

Vancouver:

STERLING CLR. An Analysis of the Relationship Between 4 Automated Writing Evaluation Software and the Outcomes in the Writing Program Administrator’s “WPA Outcomes for First Year Composition”. [Internet] [Masters thesis]. Arizona State University; 2017. [cited 2019 Jan 23]. Available from: http://repository.asu.edu/items/43990.

Council of Science Editors:

STERLING CLR. An Analysis of the Relationship Between 4 Automated Writing Evaluation Software and the Outcomes in the Writing Program Administrator’s “WPA Outcomes for First Year Composition”. [Masters Thesis]. Arizona State University; 2017. Available from: http://repository.asu.edu/items/43990


Virginia Tech

5. Beckett, Jessica Marie. Negotiating Expertise: The Strategies Writing Program Administrators use to Mediate  Disciplinary and Institutional Values.

Degree: PhD, English, 2017, Virginia Tech

 A First Year Writing program is an academic unit that manages the curriculum, budget, teaching faculty, and other aspects of writing classes for first year(more)

Subjects/Keywords: Writing Program Administration; First Year Writing; Strategies; Stakeholder Engagement

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APA (6th Edition):

Beckett, J. M. (2017). Negotiating Expertise: The Strategies Writing Program Administrators use to Mediate  Disciplinary and Institutional Values. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85360

Chicago Manual of Style (16th Edition):

Beckett, Jessica Marie. “Negotiating Expertise: The Strategies Writing Program Administrators use to Mediate  Disciplinary and Institutional Values.” 2017. Doctoral Dissertation, Virginia Tech. Accessed January 23, 2019. http://hdl.handle.net/10919/85360.

MLA Handbook (7th Edition):

Beckett, Jessica Marie. “Negotiating Expertise: The Strategies Writing Program Administrators use to Mediate  Disciplinary and Institutional Values.” 2017. Web. 23 Jan 2019.

Vancouver:

Beckett JM. Negotiating Expertise: The Strategies Writing Program Administrators use to Mediate  Disciplinary and Institutional Values. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/10919/85360.

Council of Science Editors:

Beckett JM. Negotiating Expertise: The Strategies Writing Program Administrators use to Mediate  Disciplinary and Institutional Values. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85360


University of Hawaii – Manoa

6. Bruland, Holly Huff. Trinary collaborations in first-year composition : a mixed methods study of the University of Hawaiʻi Writing Mentors Program.

Degree: 2016, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2012.

This dissertation presents research conducted across one hundred sections of First-Year Composition (FYC) that were part of the… (more)

Subjects/Keywords: first-year composition; writing mentors; writing fellows; mixed methods; place-based composition; writing program administration

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APA (6th Edition):

Bruland, H. H. (2016). Trinary collaborations in first-year composition : a mixed methods study of the University of Hawaiʻi Writing Mentors Program. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/100914

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):

Bruland, Holly Huff. “Trinary collaborations in first-year composition : a mixed methods study of the University of Hawaiʻi Writing Mentors Program.” 2016. Thesis, University of Hawaii – Manoa. Accessed January 23, 2019. http://hdl.handle.net/10125/100914.

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

MLA Handbook (7th Edition):

Bruland, Holly Huff. “Trinary collaborations in first-year composition : a mixed methods study of the University of Hawaiʻi Writing Mentors Program.” 2016. Web. 23 Jan 2019.

Vancouver:

Bruland HH. Trinary collaborations in first-year composition : a mixed methods study of the University of Hawaiʻi Writing Mentors Program. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/10125/100914.

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

Council of Science Editors:

Bruland HH. Trinary collaborations in first-year composition : a mixed methods study of the University of Hawaiʻi Writing Mentors Program. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/100914

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


University of Dayton

7. Goode, Rebekah Lee. A Case Study of Student Perceptions of Transfer from First- and Second-Year Writing to the Disciplines.

Degree: MA, English, 2018, University of Dayton

First- and second-year required writing courses, typically housed within English departments and taught by English faculty, are valued by various stakeholders as a means of… (more)

Subjects/Keywords: Composition; Education; Higher Education; Pedagogy; Teaching; transfer; first-year writing; FYW; second-year writing; writing in the disciplines; WID

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APA (6th Edition):

Goode, R. L. (2018). A Case Study of Student Perceptions of Transfer from First- and Second-Year Writing to the Disciplines. (Masters Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525442372578127

Chicago Manual of Style (16th Edition):

Goode, Rebekah Lee. “A Case Study of Student Perceptions of Transfer from First- and Second-Year Writing to the Disciplines.” 2018. Masters Thesis, University of Dayton. Accessed January 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525442372578127.

MLA Handbook (7th Edition):

Goode, Rebekah Lee. “A Case Study of Student Perceptions of Transfer from First- and Second-Year Writing to the Disciplines.” 2018. Web. 23 Jan 2019.

Vancouver:

Goode RL. A Case Study of Student Perceptions of Transfer from First- and Second-Year Writing to the Disciplines. [Internet] [Masters thesis]. University of Dayton; 2018. [cited 2019 Jan 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525442372578127.

Council of Science Editors:

Goode RL. A Case Study of Student Perceptions of Transfer from First- and Second-Year Writing to the Disciplines. [Masters Thesis]. University of Dayton; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525442372578127


University of Tennessee – Knoxville

8. Sceniak, Laura Ashley. Bridging the Gap: Understanding the Skills and Writing Knowledge of Entering College Composition Students.

Degree: MA, English, 2012, University of Tennessee – Knoxville

  Given the often-discussed struggles of first-year university students as they learn to write in college, this qualitative interview study was an exploratory investigation of… (more)

Subjects/Keywords: First-Year Composition; Composition pedagogy; Writing knowledge; Rhetoric and Composition

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APA (6th Edition):

Sceniak, L. A. (2012). Bridging the Gap: Understanding the Skills and Writing Knowledge of Entering College Composition Students. (Thesis). University of Tennessee – Knoxville. Retrieved from http://trace.tennessee.edu/utk_gradthes/1203

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):

Sceniak, Laura Ashley. “Bridging the Gap: Understanding the Skills and Writing Knowledge of Entering College Composition Students.” 2012. Thesis, University of Tennessee – Knoxville. Accessed January 23, 2019. http://trace.tennessee.edu/utk_gradthes/1203.

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

MLA Handbook (7th Edition):

Sceniak, Laura Ashley. “Bridging the Gap: Understanding the Skills and Writing Knowledge of Entering College Composition Students.” 2012. Web. 23 Jan 2019.

Vancouver:

Sceniak LA. Bridging the Gap: Understanding the Skills and Writing Knowledge of Entering College Composition Students. [Internet] [Thesis]. University of Tennessee – Knoxville; 2012. [cited 2019 Jan 23]. Available from: http://trace.tennessee.edu/utk_gradthes/1203.

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

Council of Science Editors:

Sceniak LA. Bridging the Gap: Understanding the Skills and Writing Knowledge of Entering College Composition Students. [Thesis]. University of Tennessee – Knoxville; 2012. Available from: http://trace.tennessee.edu/utk_gradthes/1203

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


Cape Peninsula University of Technology

9. Esambe, Emmanuel Ekale. Formartive feedback and essay-writing practices for at-risk students .

Degree: 2015, Cape Peninsula University of Technology

The core problematique of this study is to establish a collaborative intervention strategy as a model that could facilitate the design and dissemination of appropriate formative feedback during essay-writing practices with at risk ECP and first-year students.

Subjects/Keywords: Essay-writing practices; At-risk students; First-year students

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APA (6th Edition):

Esambe, E. E. (2015). Formartive feedback and essay-writing practices for at-risk students . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/1962

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):

Esambe, Emmanuel Ekale. “Formartive feedback and essay-writing practices for at-risk students .” 2015. Thesis, Cape Peninsula University of Technology. Accessed January 23, 2019. http://etd.cput.ac.za/handle/20.500.11838/1962.

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

MLA Handbook (7th Edition):

Esambe, Emmanuel Ekale. “Formartive feedback and essay-writing practices for at-risk students .” 2015. Web. 23 Jan 2019.

Vancouver:

Esambe EE. Formartive feedback and essay-writing practices for at-risk students . [Internet] [Thesis]. Cape Peninsula University of Technology; 2015. [cited 2019 Jan 23]. Available from: http://etd.cput.ac.za/handle/20.500.11838/1962.

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

Council of Science Editors:

Esambe EE. Formartive feedback and essay-writing practices for at-risk students . [Thesis]. Cape Peninsula University of Technology; 2015. Available from: http://etd.cput.ac.za/handle/20.500.11838/1962

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


Ohio University

10. Titus, Megan L. Surfacing Teacher and Student Voices: The Implications of Teaching Practices for Student Attitudes Toward Revision.

Degree: PhD, English (Arts and Sciences), 2010, Ohio University

  Research in revision has failed to capture the impact of instructors’ teaching practices on students' perceptions of revision. This dissertation addresses the current gap… (more)

Subjects/Keywords: Composition; Rhetoric; Revision; pedagogy; composition; first-year writing

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APA (6th Edition):

Titus, M. L. (2010). Surfacing Teacher and Student Voices: The Implications of Teaching Practices for Student Attitudes Toward Revision. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1273596481

Chicago Manual of Style (16th Edition):

Titus, Megan L. “Surfacing Teacher and Student Voices: The Implications of Teaching Practices for Student Attitudes Toward Revision.” 2010. Doctoral Dissertation, Ohio University. Accessed January 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1273596481.

MLA Handbook (7th Edition):

Titus, Megan L. “Surfacing Teacher and Student Voices: The Implications of Teaching Practices for Student Attitudes Toward Revision.” 2010. Web. 23 Jan 2019.

Vancouver:

Titus ML. Surfacing Teacher and Student Voices: The Implications of Teaching Practices for Student Attitudes Toward Revision. [Internet] [Doctoral dissertation]. Ohio University; 2010. [cited 2019 Jan 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1273596481.

Council of Science Editors:

Titus ML. Surfacing Teacher and Student Voices: The Implications of Teaching Practices for Student Attitudes Toward Revision. [Doctoral Dissertation]. Ohio University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1273596481


Eastern Illinois University

11. Young, Tana G. Creative Writing Pedagogy: The Autobiographical Narrative in Hybrid Projects as a Means to Explore Intersectionality.

Degree: MA, English, 2015, Eastern Illinois University

  My thesis addresses the role of creative writing methods in fostering close observation, attention to detail, critical thinking and a keener awareness of intersectionalities… (more)

Subjects/Keywords: first year composition; Creative Writing; Higher Education; Rhetoric and Composition

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APA (6th Edition):

Young, T. G. (2015). Creative Writing Pedagogy: The Autobiographical Narrative in Hybrid Projects as a Means to Explore Intersectionality. (Masters Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/1965

Chicago Manual of Style (16th Edition):

Young, Tana G. “Creative Writing Pedagogy: The Autobiographical Narrative in Hybrid Projects as a Means to Explore Intersectionality.” 2015. Masters Thesis, Eastern Illinois University. Accessed January 23, 2019. http://thekeep.eiu.edu/theses/1965.

MLA Handbook (7th Edition):

Young, Tana G. “Creative Writing Pedagogy: The Autobiographical Narrative in Hybrid Projects as a Means to Explore Intersectionality.” 2015. Web. 23 Jan 2019.

Vancouver:

Young TG. Creative Writing Pedagogy: The Autobiographical Narrative in Hybrid Projects as a Means to Explore Intersectionality. [Internet] [Masters thesis]. Eastern Illinois University; 2015. [cited 2019 Jan 23]. Available from: http://thekeep.eiu.edu/theses/1965.

Council of Science Editors:

Young TG. Creative Writing Pedagogy: The Autobiographical Narrative in Hybrid Projects as a Means to Explore Intersectionality. [Masters Thesis]. Eastern Illinois University; 2015. Available from: http://thekeep.eiu.edu/theses/1965


University of Houston

12. -8190-5423. TOWARDS A RHETORIC OF ROLES: SELF-FASHIONING AS INVENTION STRATEGY IN THE RHETORIC AND COMPOSITION CLASSROOM.

Degree: English, Department of, 2016, University of Houston

 Rhetoric and composition studies addresses the problem of student self-presentation by appealing to the discourse of social roles: the “roles” of Writer and Reader, Rhetor… (more)

Subjects/Keywords: Rhetoric; Composition; Pedagogy; First Year Writing; Kenneth Burke; Identity; Invention

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

APA (6th Edition):

-8190-5423. (2016). TOWARDS A RHETORIC OF ROLES: SELF-FASHIONING AS INVENTION STRATEGY IN THE RHETORIC AND COMPOSITION CLASSROOM. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1526

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

Chicago Manual of Style (16th Edition):

-8190-5423. “TOWARDS A RHETORIC OF ROLES: SELF-FASHIONING AS INVENTION STRATEGY IN THE RHETORIC AND COMPOSITION CLASSROOM.” 2016. Thesis, University of Houston. Accessed January 23, 2019. http://hdl.handle.net/10657/1526.

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

MLA Handbook (7th Edition):

-8190-5423. “TOWARDS A RHETORIC OF ROLES: SELF-FASHIONING AS INVENTION STRATEGY IN THE RHETORIC AND COMPOSITION CLASSROOM.” 2016. Web. 23 Jan 2019.

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

Vancouver:

-8190-5423. TOWARDS A RHETORIC OF ROLES: SELF-FASHIONING AS INVENTION STRATEGY IN THE RHETORIC AND COMPOSITION CLASSROOM. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/10657/1526.

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

Council of Science Editors:

-8190-5423. TOWARDS A RHETORIC OF ROLES: SELF-FASHIONING AS INVENTION STRATEGY IN THE RHETORIC AND COMPOSITION CLASSROOM. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1526

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


University of Illinois – Urbana-Champaign

13. Cash, Amanda Beth. A considerable distance: the role of writing studies in online learning at community colleges.

Degree: PhD, English, 2017, University of Illinois – Urbana-Champaign

First popularized with the formation of commercial and university-run correspondence schools, distance learning has made a steady, if problematic, transition to computer-based classrooms. Online courses… (more)

Subjects/Keywords: Online learning; Community colleges; Writing studies; First-year composition

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

APA (6th Edition):

Cash, A. B. (2017). A considerable distance: the role of writing studies in online learning at community colleges. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97280

Chicago Manual of Style (16th Edition):

Cash, Amanda Beth. “A considerable distance: the role of writing studies in online learning at community colleges.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed January 23, 2019. http://hdl.handle.net/2142/97280.

MLA Handbook (7th Edition):

Cash, Amanda Beth. “A considerable distance: the role of writing studies in online learning at community colleges.” 2017. Web. 23 Jan 2019.

Vancouver:

Cash AB. A considerable distance: the role of writing studies in online learning at community colleges. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/2142/97280.

Council of Science Editors:

Cash AB. A considerable distance: the role of writing studies in online learning at community colleges. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97280


San Jose State University

14. Reznizki, Michal. The History of Rhetoric in the Writing Class.

Degree: MA, English and Comparative Literature, 2011, San Jose State University

First-year composition instructors in most colleges teach writing as a set of basic skills that is intended to prepare students for different writing situations… (more)

Subjects/Keywords: Composition Studies; Content; First Year Composition; History of Rhetoric; Rhetoric; Writing

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

APA (6th Edition):

Reznizki, M. (2011). The History of Rhetoric in the Writing Class. (Masters Thesis). San Jose State University. Retrieved from https://scholarworks.sjsu.edu/etd_theses/3951

Chicago Manual of Style (16th Edition):

Reznizki, Michal. “The History of Rhetoric in the Writing Class.” 2011. Masters Thesis, San Jose State University. Accessed January 23, 2019. https://scholarworks.sjsu.edu/etd_theses/3951.

MLA Handbook (7th Edition):

Reznizki, Michal. “The History of Rhetoric in the Writing Class.” 2011. Web. 23 Jan 2019.

Vancouver:

Reznizki M. The History of Rhetoric in the Writing Class. [Internet] [Masters thesis]. San Jose State University; 2011. [cited 2019 Jan 23]. Available from: https://scholarworks.sjsu.edu/etd_theses/3951.

Council of Science Editors:

Reznizki M. The History of Rhetoric in the Writing Class. [Masters Thesis]. San Jose State University; 2011. Available from: https://scholarworks.sjsu.edu/etd_theses/3951


Temple University

15. Stanton, Courtney. FINDING UNIVERSALS THROUGH DIFFERENCE: DISABILITY THEORY’S POTENTIAL TO EMPOWER COMPOSITION STUDIES.

Degree: PhD, 2016, Temple University

English

While much attention has been paid to the borders between those within and beyond the discipline of composition, the primary goal of this project… (more)

Subjects/Keywords: Rhetoric; Higher education;

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

APA (6th Edition):

Stanton, C. (2016). FINDING UNIVERSALS THROUGH DIFFERENCE: DISABILITY THEORY’S POTENTIAL TO EMPOWER COMPOSITION STUDIES. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,388710

Chicago Manual of Style (16th Edition):

Stanton, Courtney. “FINDING UNIVERSALS THROUGH DIFFERENCE: DISABILITY THEORY’S POTENTIAL TO EMPOWER COMPOSITION STUDIES.” 2016. Doctoral Dissertation, Temple University. Accessed January 23, 2019. http://digital.library.temple.edu/u?/p245801coll10,388710.

MLA Handbook (7th Edition):

Stanton, Courtney. “FINDING UNIVERSALS THROUGH DIFFERENCE: DISABILITY THEORY’S POTENTIAL TO EMPOWER COMPOSITION STUDIES.” 2016. Web. 23 Jan 2019.

Vancouver:

Stanton C. FINDING UNIVERSALS THROUGH DIFFERENCE: DISABILITY THEORY’S POTENTIAL TO EMPOWER COMPOSITION STUDIES. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Jan 23]. Available from: http://digital.library.temple.edu/u?/p245801coll10,388710.

Council of Science Editors:

Stanton C. FINDING UNIVERSALS THROUGH DIFFERENCE: DISABILITY THEORY’S POTENTIAL TO EMPOWER COMPOSITION STUDIES. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,388710


Bowling Green State University

16. Wolf, Amie Caroline. Preparation of Graduate Assistants Teaching First-Year Writing at Ohio Universities.

Degree: PhD, English/Rhetoric and Writing, 2009, Bowling Green State University

 This pilot study examines the new teaching assistant (TA) preparation programs used by Ohio universities, both public and private, that graduate students to staff first-year(more)

Subjects/Keywords: Composition; Rhetoric; teaching assistant; graduate student; preparation; training; first-year writing; english; composition; writing

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

APA (6th Edition):

Wolf, A. C. (2009). Preparation of Graduate Assistants Teaching First-Year Writing at Ohio Universities. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1229701908

Chicago Manual of Style (16th Edition):

Wolf, Amie Caroline. “Preparation of Graduate Assistants Teaching First-Year Writing at Ohio Universities.” 2009. Doctoral Dissertation, Bowling Green State University. Accessed January 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1229701908.

MLA Handbook (7th Edition):

Wolf, Amie Caroline. “Preparation of Graduate Assistants Teaching First-Year Writing at Ohio Universities.” 2009. Web. 23 Jan 2019.

Vancouver:

Wolf AC. Preparation of Graduate Assistants Teaching First-Year Writing at Ohio Universities. [Internet] [Doctoral dissertation]. Bowling Green State University; 2009. [cited 2019 Jan 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1229701908.

Council of Science Editors:

Wolf AC. Preparation of Graduate Assistants Teaching First-Year Writing at Ohio Universities. [Doctoral Dissertation]. Bowling Green State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1229701908


Bowling Green State University

17. Coley, Toby F. DIGITAL MEDIA ETHICS IN THE WRITING CLASSROOM.

Degree: PhD, English (Rhetoric and Writing), 2011, Bowling Green State University

  With increasing awareness, digital media initiatives on a national level have permeated higher education. The permeation continues into the first year writing classroom. Neal… (more)

Subjects/Keywords: Composition; ethics; digital media; first-year writing; composition; writing; pedagogy; worldview; Christian; secular

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

APA (6th Edition):

Coley, T. F. (2011). DIGITAL MEDIA ETHICS IN THE WRITING CLASSROOM. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1296093364

Chicago Manual of Style (16th Edition):

Coley, Toby F. “DIGITAL MEDIA ETHICS IN THE WRITING CLASSROOM.” 2011. Doctoral Dissertation, Bowling Green State University. Accessed January 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1296093364.

MLA Handbook (7th Edition):

Coley, Toby F. “DIGITAL MEDIA ETHICS IN THE WRITING CLASSROOM.” 2011. Web. 23 Jan 2019.

Vancouver:

Coley TF. DIGITAL MEDIA ETHICS IN THE WRITING CLASSROOM. [Internet] [Doctoral dissertation]. Bowling Green State University; 2011. [cited 2019 Jan 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1296093364.

Council of Science Editors:

Coley TF. DIGITAL MEDIA ETHICS IN THE WRITING CLASSROOM. [Doctoral Dissertation]. Bowling Green State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1296093364

18. Salisbury, Amy. Revising Revision: Speechworks as Recursive Writing Technique .

Degree: 2013, California State University – San Marcos

 This paper argues that written comments without conversational augmentation are not adequate feedback for producing successful revisions of essays nor do traditional vocabulary terms for… (more)

Subjects/Keywords: Rhetoric; Composition; Writing Center; Writing Instruction; First Year; Students; Tutors; Revision; Feedback; Responding

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

APA (6th Edition):

Salisbury, A. (2013). Revising Revision: Speechworks as Recursive Writing Technique . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/557

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):

Salisbury, Amy. “Revising Revision: Speechworks as Recursive Writing Technique .” 2013. Thesis, California State University – San Marcos. Accessed January 23, 2019. http://hdl.handle.net/10211.8/557.

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

MLA Handbook (7th Edition):

Salisbury, Amy. “Revising Revision: Speechworks as Recursive Writing Technique .” 2013. Web. 23 Jan 2019.

Vancouver:

Salisbury A. Revising Revision: Speechworks as Recursive Writing Technique . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/10211.8/557.

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

Council of Science Editors:

Salisbury A. Revising Revision: Speechworks as Recursive Writing Technique . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/557

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


University of Iowa

19. Steele, Mariah L. Talking back: a qualitative study of reflective writing in a first-year college composition classroom.

Degree: PhD, Teaching and Learning, 2015, University of Iowa

  Though scholars have discussed how reflective writing can benefit students in college-level writing classes, little research has focused on students’ perceptions of this kind… (more)

Subjects/Keywords: Academic Discourse; Audience; Discourse Analysis; First-Year Writing; Reflective Writing; Teacher Education and Professional Development

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

APA (6th Edition):

Steele, M. L. (2015). Talking back: a qualitative study of reflective writing in a first-year college composition classroom. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/5998

Chicago Manual of Style (16th Edition):

Steele, Mariah L. “Talking back: a qualitative study of reflective writing in a first-year college composition classroom.” 2015. Doctoral Dissertation, University of Iowa. Accessed January 23, 2019. https://ir.uiowa.edu/etd/5998.

MLA Handbook (7th Edition):

Steele, Mariah L. “Talking back: a qualitative study of reflective writing in a first-year college composition classroom.” 2015. Web. 23 Jan 2019.

Vancouver:

Steele ML. Talking back: a qualitative study of reflective writing in a first-year college composition classroom. [Internet] [Doctoral dissertation]. University of Iowa; 2015. [cited 2019 Jan 23]. Available from: https://ir.uiowa.edu/etd/5998.

Council of Science Editors:

Steele ML. Talking back: a qualitative study of reflective writing in a first-year college composition classroom. [Doctoral Dissertation]. University of Iowa; 2015. Available from: https://ir.uiowa.edu/etd/5998


Iowa State University

20. Todey, Erin Frances. How are we helping our second language writers improve their writing? The case of English 101C and English 150 at Iowa State University.

Degree: 2014, Iowa State University

 The growth of the international student population in higher education continues to rise. Because of this, traditionally L1 English courses have a growth of second… (more)

Subjects/Keywords: Academic writing; First-year composition; L2 writers; Second language writing; Bilingual, Multilingual, and Multicultural Education

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

APA (6th Edition):

Todey, E. F. (2014). How are we helping our second language writers improve their writing? The case of English 101C and English 150 at Iowa State University. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/13809

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):

Todey, Erin Frances. “How are we helping our second language writers improve their writing? The case of English 101C and English 150 at Iowa State University.” 2014. Thesis, Iowa State University. Accessed January 23, 2019. https://lib.dr.iastate.edu/etd/13809.

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

MLA Handbook (7th Edition):

Todey, Erin Frances. “How are we helping our second language writers improve their writing? The case of English 101C and English 150 at Iowa State University.” 2014. Web. 23 Jan 2019.

Vancouver:

Todey EF. How are we helping our second language writers improve their writing? The case of English 101C and English 150 at Iowa State University. [Internet] [Thesis]. Iowa State University; 2014. [cited 2019 Jan 23]. Available from: https://lib.dr.iastate.edu/etd/13809.

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

Council of Science Editors:

Todey EF. How are we helping our second language writers improve their writing? The case of English 101C and English 150 at Iowa State University. [Thesis]. Iowa State University; 2014. Available from: https://lib.dr.iastate.edu/etd/13809

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


University of Minnesota

21. Rendahl, Merry A. Moving First-Year Writing Online: Applying Social Cognitive Theory to an Applying Social Cognitive Theory to an Exploration of Student Study Habits and Interactions. Two Case Studies.

Degree: PhD, 2010, University of Minnesota

 This dissertation explores study habits and interactions of students in an online first-year writing course. Much research has been conducted about online learning, but little… (more)

Subjects/Keywords: First-year writing; Online writing; Pedagogy; Social cognitive theory; Social constructivist; Student profiles

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APA (6th Edition):

Rendahl, M. A. (2010). Moving First-Year Writing Online: Applying Social Cognitive Theory to an Applying Social Cognitive Theory to an Exploration of Student Study Habits and Interactions. Two Case Studies. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/94000

Chicago Manual of Style (16th Edition):

Rendahl, Merry A. “Moving First-Year Writing Online: Applying Social Cognitive Theory to an Applying Social Cognitive Theory to an Exploration of Student Study Habits and Interactions. Two Case Studies.” 2010. Doctoral Dissertation, University of Minnesota. Accessed January 23, 2019. http://purl.umn.edu/94000.

MLA Handbook (7th Edition):

Rendahl, Merry A. “Moving First-Year Writing Online: Applying Social Cognitive Theory to an Applying Social Cognitive Theory to an Exploration of Student Study Habits and Interactions. Two Case Studies.” 2010. Web. 23 Jan 2019.

Vancouver:

Rendahl MA. Moving First-Year Writing Online: Applying Social Cognitive Theory to an Applying Social Cognitive Theory to an Exploration of Student Study Habits and Interactions. Two Case Studies. [Internet] [Doctoral dissertation]. University of Minnesota; 2010. [cited 2019 Jan 23]. Available from: http://purl.umn.edu/94000.

Council of Science Editors:

Rendahl MA. Moving First-Year Writing Online: Applying Social Cognitive Theory to an Applying Social Cognitive Theory to an Exploration of Student Study Habits and Interactions. Two Case Studies. [Doctoral Dissertation]. University of Minnesota; 2010. Available from: http://purl.umn.edu/94000


Brigham Young University

22. Fredrickson, Katie. With So Little Time, Where Do We Start? Targeted Teaching Through Analyzing Error Egregiousness and Error Frequency.

Degree: MA, 2014, Brigham Young University

 Why do so many students confuse good writing with simply error-free writing, and what can writing instructors do about it? In order to answer this… (more)

Subjects/Keywords: teaching writing; error; grammar; usage; composition; first-year writing; English Language and Literature

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

APA (6th Edition):

Fredrickson, K. (2014). With So Little Time, Where Do We Start? Targeted Teaching Through Analyzing Error Egregiousness and Error Frequency. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5128&context=etd

Chicago Manual of Style (16th Edition):

Fredrickson, Katie. “With So Little Time, Where Do We Start? Targeted Teaching Through Analyzing Error Egregiousness and Error Frequency.” 2014. Masters Thesis, Brigham Young University. Accessed January 23, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5128&context=etd.

MLA Handbook (7th Edition):

Fredrickson, Katie. “With So Little Time, Where Do We Start? Targeted Teaching Through Analyzing Error Egregiousness and Error Frequency.” 2014. Web. 23 Jan 2019.

Vancouver:

Fredrickson K. With So Little Time, Where Do We Start? Targeted Teaching Through Analyzing Error Egregiousness and Error Frequency. [Internet] [Masters thesis]. Brigham Young University; 2014. [cited 2019 Jan 23]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5128&context=etd.

Council of Science Editors:

Fredrickson K. With So Little Time, Where Do We Start? Targeted Teaching Through Analyzing Error Egregiousness and Error Frequency. [Masters Thesis]. Brigham Young University; 2014. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5128&context=etd

23. Salisbury, Lauren E. The Impact of Course Management Systems Like Blackboard on First Year Composition Pedagogy and Practice.

Degree: MA, Rhetoric and Writing, 2015, University of Findlay

 As online writing instruction (OWI) rises in prevalence at U.S. universities, the need for research into effective pedagogies increases. Using interview and observation data from… (more)

Subjects/Keywords: Rhetoric; Composition; Higher Education; Information Technology; Instructional Design; course management systems; learning management systems; first year writing; first year composition; pedagogy; writing instruction; online writing instruction; online learning environments

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

APA (6th Edition):

Salisbury, L. E. (2015). The Impact of Course Management Systems Like Blackboard on First Year Composition Pedagogy and Practice. (Masters Thesis). University of Findlay. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=findlay1432220779

Chicago Manual of Style (16th Edition):

Salisbury, Lauren E. “The Impact of Course Management Systems Like Blackboard on First Year Composition Pedagogy and Practice.” 2015. Masters Thesis, University of Findlay. Accessed January 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1432220779.

MLA Handbook (7th Edition):

Salisbury, Lauren E. “The Impact of Course Management Systems Like Blackboard on First Year Composition Pedagogy and Practice.” 2015. Web. 23 Jan 2019.

Vancouver:

Salisbury LE. The Impact of Course Management Systems Like Blackboard on First Year Composition Pedagogy and Practice. [Internet] [Masters thesis]. University of Findlay; 2015. [cited 2019 Jan 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1432220779.

Council of Science Editors:

Salisbury LE. The Impact of Course Management Systems Like Blackboard on First Year Composition Pedagogy and Practice. [Masters Thesis]. University of Findlay; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1432220779


IUPUI

24. Sherven, Keva N. WORLDS COLLIDE: INTEGRATING WRITING CENTER BEST PRACTICES INTO A FIRST YEAR COMPOSITION CLASSROOM.

Degree: 2010, IUPUI

Indiana University-Purdue University Indianapolis (IUPUI)

As an undergraduate, I had the opportunity to work in the University Writing Center (UWC) at IUPUI. This opportunity influenced… (more)

Subjects/Keywords: writing center best practices; composition; first year composition; FYC; writing center; Writing centers; Composition (Language arts)  – Study and teaching

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APA (6th Edition):

Sherven, K. N. (2010). WORLDS COLLIDE: INTEGRATING WRITING CENTER BEST PRACTICES INTO A FIRST YEAR COMPOSITION CLASSROOM. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/2232

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):

Sherven, Keva N. “WORLDS COLLIDE: INTEGRATING WRITING CENTER BEST PRACTICES INTO A FIRST YEAR COMPOSITION CLASSROOM.” 2010. Thesis, IUPUI. Accessed January 23, 2019. http://hdl.handle.net/1805/2232.

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

MLA Handbook (7th Edition):

Sherven, Keva N. “WORLDS COLLIDE: INTEGRATING WRITING CENTER BEST PRACTICES INTO A FIRST YEAR COMPOSITION CLASSROOM.” 2010. Web. 23 Jan 2019.

Vancouver:

Sherven KN. WORLDS COLLIDE: INTEGRATING WRITING CENTER BEST PRACTICES INTO A FIRST YEAR COMPOSITION CLASSROOM. [Internet] [Thesis]. IUPUI; 2010. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/1805/2232.

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

Council of Science Editors:

Sherven KN. WORLDS COLLIDE: INTEGRATING WRITING CENTER BEST PRACTICES INTO A FIRST YEAR COMPOSITION CLASSROOM. [Thesis]. IUPUI; 2010. Available from: http://hdl.handle.net/1805/2232

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


University of South Florida

25. Lynch, Jennifer Jane. Saved by the (Alexander Graham) Bell: An Analysis of Synchronous Communication and Student Satisfaction / Retention Rates in the First Year Online Composition Classroom.

Degree: 2011, University of South Florida

 Online first-year writing courses, with all of their promise, still maintain alarmingly low retention and student satisfaction rates, driving online curriculum designers to take another… (more)

Subjects/Keywords: Composition; Distance Education; First Year Writing; Online; Online First Year Writing; Synchonous Communication; American Studies; Arts and Humanities; Other Communication; Other Education; Rhetoric

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

APA (6th Edition):

Lynch, J. J. (2011). Saved by the (Alexander Graham) Bell: An Analysis of Synchronous Communication and Student Satisfaction / Retention Rates in the First Year Online Composition Classroom. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/3221

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):

Lynch, Jennifer Jane. “Saved by the (Alexander Graham) Bell: An Analysis of Synchronous Communication and Student Satisfaction / Retention Rates in the First Year Online Composition Classroom.” 2011. Thesis, University of South Florida. Accessed January 23, 2019. https://scholarcommons.usf.edu/etd/3221.

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

MLA Handbook (7th Edition):

Lynch, Jennifer Jane. “Saved by the (Alexander Graham) Bell: An Analysis of Synchronous Communication and Student Satisfaction / Retention Rates in the First Year Online Composition Classroom.” 2011. Web. 23 Jan 2019.

Vancouver:

Lynch JJ. Saved by the (Alexander Graham) Bell: An Analysis of Synchronous Communication and Student Satisfaction / Retention Rates in the First Year Online Composition Classroom. [Internet] [Thesis]. University of South Florida; 2011. [cited 2019 Jan 23]. Available from: https://scholarcommons.usf.edu/etd/3221.

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

Council of Science Editors:

Lynch JJ. Saved by the (Alexander Graham) Bell: An Analysis of Synchronous Communication and Student Satisfaction / Retention Rates in the First Year Online Composition Classroom. [Thesis]. University of South Florida; 2011. Available from: https://scholarcommons.usf.edu/etd/3221

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


Kennesaw State University

26. Martinez, Caitlin. Voices in Cyberspace: Testing the Effectiveness of Blogs as a Tool for Improving Voice in Student Writing.

Degree: MAPW, English, 2013, Kennesaw State University

  This capstone project addresses the issue of "voicelessness" in student writing, and attempts to determine whether or not the implementation of weblogs in first(more)

Subjects/Keywords: college students; weblogs; first year composition; writing style; educational study; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Martinez, C. (2013). Voices in Cyberspace: Testing the Effectiveness of Blogs as a Tool for Improving Voice in Student Writing. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/559

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):

Martinez, Caitlin. “Voices in Cyberspace: Testing the Effectiveness of Blogs as a Tool for Improving Voice in Student Writing.” 2013. Thesis, Kennesaw State University. Accessed January 23, 2019. https://digitalcommons.kennesaw.edu/etd/559.

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

MLA Handbook (7th Edition):

Martinez, Caitlin. “Voices in Cyberspace: Testing the Effectiveness of Blogs as a Tool for Improving Voice in Student Writing.” 2013. Web. 23 Jan 2019.

Vancouver:

Martinez C. Voices in Cyberspace: Testing the Effectiveness of Blogs as a Tool for Improving Voice in Student Writing. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2019 Jan 23]. Available from: https://digitalcommons.kennesaw.edu/etd/559.

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

Council of Science Editors:

Martinez C. Voices in Cyberspace: Testing the Effectiveness of Blogs as a Tool for Improving Voice in Student Writing. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/559

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


University of Arkansas

27. Grizzle, Megan Yates. Contentious Conversations, Missing Voices: The Ongoing Debate about Style.

Degree: MA, 2013, University of Arkansas

  As I began to investigate the concept of style in Composition curriculums, I quickly realized two things: style is difficult to define, and student… (more)

Subjects/Keywords: Literature; Education; Composition; First-year writing; Style; Other Rhetoric and Composition; Rhetoric

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APA (6th Edition):

Grizzle, M. Y. (2013). Contentious Conversations, Missing Voices: The Ongoing Debate about Style. (Masters Thesis). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/810

Chicago Manual of Style (16th Edition):

Grizzle, Megan Yates. “Contentious Conversations, Missing Voices: The Ongoing Debate about Style.” 2013. Masters Thesis, University of Arkansas. Accessed January 23, 2019. http://scholarworks.uark.edu/etd/810.

MLA Handbook (7th Edition):

Grizzle, Megan Yates. “Contentious Conversations, Missing Voices: The Ongoing Debate about Style.” 2013. Web. 23 Jan 2019.

Vancouver:

Grizzle MY. Contentious Conversations, Missing Voices: The Ongoing Debate about Style. [Internet] [Masters thesis]. University of Arkansas; 2013. [cited 2019 Jan 23]. Available from: http://scholarworks.uark.edu/etd/810.

Council of Science Editors:

Grizzle MY. Contentious Conversations, Missing Voices: The Ongoing Debate about Style. [Masters Thesis]. University of Arkansas; 2013. Available from: http://scholarworks.uark.edu/etd/810


Miami University

28. Martin, Caitlin A. Teaching for Transfer: Reflective Self-Assessment Strategies in the First-Year Composition Classroom.

Degree: MA, English, 2013, Miami University

 This thesis uses qualitative and quantitative research strategies to understand the effectiveness of two classroom activities designed to teach for transfer in first-year composition (FYC).… (more)

Subjects/Keywords: Composition; first-year composition; transfer; writing transfer; rubrics; self-assessment; reflection; metacognition

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

APA (6th Edition):

Martin, C. A. (2013). Teaching for Transfer: Reflective Self-Assessment Strategies in the First-Year Composition Classroom. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1375294535

Chicago Manual of Style (16th Edition):

Martin, Caitlin A. “Teaching for Transfer: Reflective Self-Assessment Strategies in the First-Year Composition Classroom.” 2013. Masters Thesis, Miami University. Accessed January 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1375294535.

MLA Handbook (7th Edition):

Martin, Caitlin A. “Teaching for Transfer: Reflective Self-Assessment Strategies in the First-Year Composition Classroom.” 2013. Web. 23 Jan 2019.

Vancouver:

Martin CA. Teaching for Transfer: Reflective Self-Assessment Strategies in the First-Year Composition Classroom. [Internet] [Masters thesis]. Miami University; 2013. [cited 2019 Jan 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1375294535.

Council of Science Editors:

Martin CA. Teaching for Transfer: Reflective Self-Assessment Strategies in the First-Year Composition Classroom. [Masters Thesis]. Miami University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1375294535


University of Alabama

29. Sims, Emily Marie Mendiola. First-year composition students' perceptions regarding the use of classroom blogs to improve student writing.

Degree: 2012, University of Alabama

 This qualitative case study explored first-year composition (FYC) students' use of classroom blogs in their writing practices. Together, a social constructivist worldview and socio-technical systems… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Education; Secondary education; blogs; First-year composition students; technology; writing

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

APA (6th Edition):

Sims, E. M. M. (2012). First-year composition students' perceptions regarding the use of classroom blogs to improve student writing. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/55010

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):

Sims, Emily Marie Mendiola. “First-year composition students' perceptions regarding the use of classroom blogs to improve student writing.” 2012. Thesis, University of Alabama. Accessed January 23, 2019. http://purl.lib.ua.edu/55010.

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

MLA Handbook (7th Edition):

Sims, Emily Marie Mendiola. “First-year composition students' perceptions regarding the use of classroom blogs to improve student writing.” 2012. Web. 23 Jan 2019.

Vancouver:

Sims EMM. First-year composition students' perceptions regarding the use of classroom blogs to improve student writing. [Internet] [Thesis]. University of Alabama; 2012. [cited 2019 Jan 23]. Available from: http://purl.lib.ua.edu/55010.

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

Council of Science Editors:

Sims EMM. First-year composition students' perceptions regarding the use of classroom blogs to improve student writing. [Thesis]. University of Alabama; 2012. Available from: http://purl.lib.ua.edu/55010

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


Arizona State University

30. Yang, Yuching. A Theoretical Framework for Exploring Second Language Writers’ Beliefs in First Year Composition.

Degree: English, 2017, Arizona State University

 Situated in the influx of Chinese students entering U.S. higher education and the L2 writing research growing interests in investigating learners’ experience to gain further… (more)

Subjects/Keywords: English as a second language; Rhetoric; Belief; First Year Composition; L2 writing; Rhetoric

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Yang, Y. (2017). A Theoretical Framework for Exploring Second Language Writers’ Beliefs in First Year Composition. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/46298

Chicago Manual of Style (16th Edition):

Yang, Yuching. “A Theoretical Framework for Exploring Second Language Writers’ Beliefs in First Year Composition.” 2017. Doctoral Dissertation, Arizona State University. Accessed January 23, 2019. http://repository.asu.edu/items/46298.

MLA Handbook (7th Edition):

Yang, Yuching. “A Theoretical Framework for Exploring Second Language Writers’ Beliefs in First Year Composition.” 2017. Web. 23 Jan 2019.

Vancouver:

Yang Y. A Theoretical Framework for Exploring Second Language Writers’ Beliefs in First Year Composition. [Internet] [Doctoral dissertation]. Arizona State University; 2017. [cited 2019 Jan 23]. Available from: http://repository.asu.edu/items/46298.

Council of Science Editors:

Yang Y. A Theoretical Framework for Exploring Second Language Writers’ Beliefs in First Year Composition. [Doctoral Dissertation]. Arizona State University; 2017. Available from: http://repository.asu.edu/items/46298

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