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You searched for subject:(writing process). Showing records 1 – 30 of 216 total matches.

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University of Texas – Austin

1. -8474-3658. Benefits of dating ghost boyfriend : writing Free Spirit.

Degree: Radio-Television-Film, 2018, University of Texas – Austin

 The following report details the creative process behind writing the feature-length screenplay for Free Spirit, from the first seed of the story’s idea to the… (more)

Subjects/Keywords: Writing process; Report

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APA (6th Edition):

-8474-3658. (2018). Benefits of dating ghost boyfriend : writing Free Spirit. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63784

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):

-8474-3658. “Benefits of dating ghost boyfriend : writing Free Spirit.” 2018. Thesis, University of Texas – Austin. Accessed April 19, 2019. http://hdl.handle.net/2152/63784.

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):

-8474-3658. “Benefits of dating ghost boyfriend : writing Free Spirit.” 2018. Web. 19 Apr 2019.

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

Vancouver:

-8474-3658. Benefits of dating ghost boyfriend : writing Free Spirit. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/2152/63784.

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:

-8474-3658. Benefits of dating ghost boyfriend : writing Free Spirit. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/63784

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


California State University – Sacramento

2. Barton, Leahna. Reflection and accountability in peer response workshops.

Degree: MA, English (Composition, 2010, California State University – Sacramento

 Students across the curriculum need opportunities to develop writing by sharing written drafts with peers. The problem is what principles must be used when conducting… (more)

Subjects/Keywords: Process writing; Writing across the curriculum; Developing writing; Teaching process writing

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APA (6th Edition):

Barton, L. (2010). Reflection and accountability in peer response workshops. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/678

Chicago Manual of Style (16th Edition):

Barton, Leahna. “Reflection and accountability in peer response workshops.” 2010. Masters Thesis, California State University – Sacramento. Accessed April 19, 2019. http://hdl.handle.net/10211.9/678.

MLA Handbook (7th Edition):

Barton, Leahna. “Reflection and accountability in peer response workshops.” 2010. Web. 19 Apr 2019.

Vancouver:

Barton L. Reflection and accountability in peer response workshops. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10211.9/678.

Council of Science Editors:

Barton L. Reflection and accountability in peer response workshops. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/678


Georgia State University

3. Guo, Liang. Product and Process in Toefl iBT Independent and Integrated Writing Tasks: A Validation Study.

Degree: PhD, Applied Linguistics and English as a Second Language, 2011, Georgia State University

  This study was conducted to compare the writing performance (writing products and writing processes) of the TOEFL iBT integrated writing task (writing from source… (more)

Subjects/Keywords: Integrated writing task; L2 writing; Writing products; Writing process

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APA (6th Edition):

Guo, L. (2011). Product and Process in Toefl iBT Independent and Integrated Writing Tasks: A Validation Study. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/19

Chicago Manual of Style (16th Edition):

Guo, Liang. “Product and Process in Toefl iBT Independent and Integrated Writing Tasks: A Validation Study.” 2011. Doctoral Dissertation, Georgia State University. Accessed April 19, 2019. https://scholarworks.gsu.edu/alesl_diss/19.

MLA Handbook (7th Edition):

Guo, Liang. “Product and Process in Toefl iBT Independent and Integrated Writing Tasks: A Validation Study.” 2011. Web. 19 Apr 2019.

Vancouver:

Guo L. Product and Process in Toefl iBT Independent and Integrated Writing Tasks: A Validation Study. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 Apr 19]. Available from: https://scholarworks.gsu.edu/alesl_diss/19.

Council of Science Editors:

Guo L. Product and Process in Toefl iBT Independent and Integrated Writing Tasks: A Validation Study. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/alesl_diss/19


Virginia Tech

4. Scanlon, Molly Jane. Multimodal Composition and the Rhetoric of Comics: A Study of Comics Teams in Collaboration.

Degree: PhD, English, 2013, Virginia Tech

 The field of writing studies has long inquired about how writers engage in individualized writing processes. As an extension of this inquiry, contemporary scholarship in… (more)

Subjects/Keywords: rhetoric; collaborative writing; writing process; multimodal; comics

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APA (6th Edition):

Scanlon, M. J. (2013). Multimodal Composition and the Rhetoric of Comics: A Study of Comics Teams in Collaboration. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/20370

Chicago Manual of Style (16th Edition):

Scanlon, Molly Jane. “Multimodal Composition and the Rhetoric of Comics: A Study of Comics Teams in Collaboration.” 2013. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/20370.

MLA Handbook (7th Edition):

Scanlon, Molly Jane. “Multimodal Composition and the Rhetoric of Comics: A Study of Comics Teams in Collaboration.” 2013. Web. 19 Apr 2019.

Vancouver:

Scanlon MJ. Multimodal Composition and the Rhetoric of Comics: A Study of Comics Teams in Collaboration. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/20370.

Council of Science Editors:

Scanlon MJ. Multimodal Composition and the Rhetoric of Comics: A Study of Comics Teams in Collaboration. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/20370


Leiden University

5. Koomen, Rianne Anna Liesbeth. Bevorderen van het niveau van wetenschappelijk schrijven bij studenten door middel van observerend leren.

Degree: 2014, Leiden University

 In this research, we investigated whether observational learning improves the academic writing skills of university students in the department of Education and Child studies. As… (more)

Subjects/Keywords: Observational learning; Academic writing skills; writing strategies; writing process

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APA (6th Edition):

Koomen, R. A. L. (2014). Bevorderen van het niveau van wetenschappelijk schrijven bij studenten door middel van observerend leren. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/28385

Chicago Manual of Style (16th Edition):

Koomen, Rianne Anna Liesbeth. “Bevorderen van het niveau van wetenschappelijk schrijven bij studenten door middel van observerend leren.” 2014. Masters Thesis, Leiden University. Accessed April 19, 2019. http://hdl.handle.net/1887/28385.

MLA Handbook (7th Edition):

Koomen, Rianne Anna Liesbeth. “Bevorderen van het niveau van wetenschappelijk schrijven bij studenten door middel van observerend leren.” 2014. Web. 19 Apr 2019.

Vancouver:

Koomen RAL. Bevorderen van het niveau van wetenschappelijk schrijven bij studenten door middel van observerend leren. [Internet] [Masters thesis]. Leiden University; 2014. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1887/28385.

Council of Science Editors:

Koomen RAL. Bevorderen van het niveau van wetenschappelijk schrijven bij studenten door middel van observerend leren. [Masters Thesis]. Leiden University; 2014. Available from: http://hdl.handle.net/1887/28385


University of Canterbury

6. Staples, Adele. Playing with the written word: Examining the impact of role to improve writing in a primary classroom.

Degree: Literacies and Arts in Education, 2012, University of Canterbury

 How can role be used to impact upon the motivation of student’s writing? Can learning in a creative context cause change in students’ writing? There… (more)

Subjects/Keywords: role; process drama; motivation; engagement; writing; primary

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APA (6th Edition):

Staples, A. (2012). Playing with the written word: Examining the impact of role to improve writing in a primary classroom. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/7546

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):

Staples, Adele. “Playing with the written word: Examining the impact of role to improve writing in a primary classroom.” 2012. Thesis, University of Canterbury. Accessed April 19, 2019. http://hdl.handle.net/10092/7546.

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

MLA Handbook (7th Edition):

Staples, Adele. “Playing with the written word: Examining the impact of role to improve writing in a primary classroom.” 2012. Web. 19 Apr 2019.

Vancouver:

Staples A. Playing with the written word: Examining the impact of role to improve writing in a primary classroom. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10092/7546.

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

Council of Science Editors:

Staples A. Playing with the written word: Examining the impact of role to improve writing in a primary classroom. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/7546

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


University of Sydney

7. Southavilay, Vilaythong. A Data Mining Toolbox for Collaborative Writing Processes .

Degree: 2013, University of Sydney

 Collaborative writing (CW) is an essential skill in academia and industry. Providing support during the process of CW can be useful not only for achieving… (more)

Subjects/Keywords: process mining; text mining; collaborative writing

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APA (6th Edition):

Southavilay, V. (2013). A Data Mining Toolbox for Collaborative Writing Processes . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/9764

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):

Southavilay, Vilaythong. “A Data Mining Toolbox for Collaborative Writing Processes .” 2013. Thesis, University of Sydney. Accessed April 19, 2019. http://hdl.handle.net/2123/9764.

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

MLA Handbook (7th Edition):

Southavilay, Vilaythong. “A Data Mining Toolbox for Collaborative Writing Processes .” 2013. Web. 19 Apr 2019.

Vancouver:

Southavilay V. A Data Mining Toolbox for Collaborative Writing Processes . [Internet] [Thesis]. University of Sydney; 2013. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/2123/9764.

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

Council of Science Editors:

Southavilay V. A Data Mining Toolbox for Collaborative Writing Processes . [Thesis]. University of Sydney; 2013. Available from: http://hdl.handle.net/2123/9764

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


University of Windsor

8. Morrison, Orrin-Porter. Do the Words People Write Capture Their Process of Change.

Degree: MA, Psychology, 2015, University of Windsor

 The current study examined the use of commonly used word categories, less commonly used word categories, and change in word use over time in an… (more)

Subjects/Keywords: Change Process; Expressive Writing; LIWC; Word Counts

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APA (6th Edition):

Morrison, O. (2015). Do the Words People Write Capture Their Process of Change. (Masters Thesis). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/5655

Chicago Manual of Style (16th Edition):

Morrison, Orrin-Porter. “Do the Words People Write Capture Their Process of Change.” 2015. Masters Thesis, University of Windsor. Accessed April 19, 2019. https://scholar.uwindsor.ca/etd/5655.

MLA Handbook (7th Edition):

Morrison, Orrin-Porter. “Do the Words People Write Capture Their Process of Change.” 2015. Web. 19 Apr 2019.

Vancouver:

Morrison O. Do the Words People Write Capture Their Process of Change. [Internet] [Masters thesis]. University of Windsor; 2015. [cited 2019 Apr 19]. Available from: https://scholar.uwindsor.ca/etd/5655.

Council of Science Editors:

Morrison O. Do the Words People Write Capture Their Process of Change. [Masters Thesis]. University of Windsor; 2015. Available from: https://scholar.uwindsor.ca/etd/5655


California State University – Sacramento

9. Runner, Tierra J. Writing and fiction: an instructor's handbook for the implementation of an afterschool writing workshop for 3rd to 6th grade students.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

 This project, a handbook, was designed to incorporate all current research in order to assist instructors in implementing a writing workshop during non-school hours for… (more)

Subjects/Keywords: 6 trait; Writing workshop; Recursive writing; Conferences; Writing process; After school program

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APA (6th Edition):

Runner, T. J. (2010). Writing and fiction: an instructor's handbook for the implementation of an afterschool writing workshop for 3rd to 6th grade students. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/826

Chicago Manual of Style (16th Edition):

Runner, Tierra J. “Writing and fiction: an instructor's handbook for the implementation of an afterschool writing workshop for 3rd to 6th grade students.” 2010. Masters Thesis, California State University – Sacramento. Accessed April 19, 2019. http://hdl.handle.net/10211.9/826.

MLA Handbook (7th Edition):

Runner, Tierra J. “Writing and fiction: an instructor's handbook for the implementation of an afterschool writing workshop for 3rd to 6th grade students.” 2010. Web. 19 Apr 2019.

Vancouver:

Runner TJ. Writing and fiction: an instructor's handbook for the implementation of an afterschool writing workshop for 3rd to 6th grade students. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10211.9/826.

Council of Science Editors:

Runner TJ. Writing and fiction: an instructor's handbook for the implementation of an afterschool writing workshop for 3rd to 6th grade students. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/826


Liberty University

10. Smithson, Marla S. Academic Effects of Writer's Workshop.

Degree: 2008, Liberty University

 The purpose of this dissertation was to study the effects of a process writing curriculum, Writer’s Workshop, on the writing achievement of fifth grade students… (more)

Subjects/Keywords: writing; elementary; workshop; writer's workshop; process writing; Education, Elementary; Education

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APA (6th Edition):

Smithson, M. S. (2008). Academic Effects of Writer's Workshop. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/110

Chicago Manual of Style (16th Edition):

Smithson, Marla S. “Academic Effects of Writer's Workshop.” 2008. Doctoral Dissertation, Liberty University. Accessed April 19, 2019. http://digitalcommons.liberty.edu/doctoral/110.

MLA Handbook (7th Edition):

Smithson, Marla S. “Academic Effects of Writer's Workshop.” 2008. Web. 19 Apr 2019.

Vancouver:

Smithson MS. Academic Effects of Writer's Workshop. [Internet] [Doctoral dissertation]. Liberty University; 2008. [cited 2019 Apr 19]. Available from: http://digitalcommons.liberty.edu/doctoral/110.

Council of Science Editors:

Smithson MS. Academic Effects of Writer's Workshop. [Doctoral Dissertation]. Liberty University; 2008. Available from: http://digitalcommons.liberty.edu/doctoral/110


University of Cincinnati

11. Rule, Hannah J. Composing Assemblages: Toward a Theory of Material Embodied Process.

Degree: PhD, Arts and Sciences: English and Comparative Literature, 2013, University of Cincinnati

 This project argues that the concept of the writing process can become a dynamic and expansive site for sustained consideration of the physicality of writing.… (more)

Subjects/Keywords: Rhetoric; writing process; embodiment; materiality; affect; writing environments; mixed methods

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APA (6th Edition):

Rule, H. J. (2013). Composing Assemblages: Toward a Theory of Material Embodied Process. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377871259

Chicago Manual of Style (16th Edition):

Rule, Hannah J. “Composing Assemblages: Toward a Theory of Material Embodied Process.” 2013. Doctoral Dissertation, University of Cincinnati. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377871259.

MLA Handbook (7th Edition):

Rule, Hannah J. “Composing Assemblages: Toward a Theory of Material Embodied Process.” 2013. Web. 19 Apr 2019.

Vancouver:

Rule HJ. Composing Assemblages: Toward a Theory of Material Embodied Process. [Internet] [Doctoral dissertation]. University of Cincinnati; 2013. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377871259.

Council of Science Editors:

Rule HJ. Composing Assemblages: Toward a Theory of Material Embodied Process. [Doctoral Dissertation]. University of Cincinnati; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377871259


University of Hawaii – Manoa

12. Sylva, Anne Lih Taih Wong. Using the process of writing to reveal changes in middle school students' algebraic reasoning in response to open-ended writing prompts.

Degree: 2015, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2014.

This qualitative study aims to reveal and describe those changes in middle school students' emergent algebraic reasoning by… (more)

Subjects/Keywords: Algebraic reasoning; writing in mathematics; writing process; feedback; Middle School Mathematics

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APA (6th Edition):

Sylva, A. L. T. W. (2015). Using the process of writing to reveal changes in middle school students' algebraic reasoning in response to open-ended writing prompts. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/100490

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):

Sylva, Anne Lih Taih Wong. “Using the process of writing to reveal changes in middle school students' algebraic reasoning in response to open-ended writing prompts.” 2015. Thesis, University of Hawaii – Manoa. Accessed April 19, 2019. http://hdl.handle.net/10125/100490.

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

MLA Handbook (7th Edition):

Sylva, Anne Lih Taih Wong. “Using the process of writing to reveal changes in middle school students' algebraic reasoning in response to open-ended writing prompts.” 2015. Web. 19 Apr 2019.

Vancouver:

Sylva ALTW. Using the process of writing to reveal changes in middle school students' algebraic reasoning in response to open-ended writing prompts. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10125/100490.

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

Council of Science Editors:

Sylva ALTW. Using the process of writing to reveal changes in middle school students' algebraic reasoning in response to open-ended writing prompts. [Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/100490

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


Louisiana State University

13. Stanley, Shalanda. An investigation into urban elementary teachers' educational beliefs in regards to teaching writing: comparing experiences and self-reported beliefs to teacher practices.

Degree: PhD, Education, 2012, Louisiana State University

 This six week study investigated six urban elementary teachers’ educational beliefs in regards to teaching writing, comparing their personal histories as writers with their self-reported… (more)

Subjects/Keywords: writing methods; reading methods; writing as a process; literarcy strategies

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APA (6th Edition):

Stanley, S. (2012). An investigation into urban elementary teachers' educational beliefs in regards to teaching writing: comparing experiences and self-reported beliefs to teacher practices. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-10222012-094356 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3765

Chicago Manual of Style (16th Edition):

Stanley, Shalanda. “An investigation into urban elementary teachers' educational beliefs in regards to teaching writing: comparing experiences and self-reported beliefs to teacher practices.” 2012. Doctoral Dissertation, Louisiana State University. Accessed April 19, 2019. etd-10222012-094356 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3765.

MLA Handbook (7th Edition):

Stanley, Shalanda. “An investigation into urban elementary teachers' educational beliefs in regards to teaching writing: comparing experiences and self-reported beliefs to teacher practices.” 2012. Web. 19 Apr 2019.

Vancouver:

Stanley S. An investigation into urban elementary teachers' educational beliefs in regards to teaching writing: comparing experiences and self-reported beliefs to teacher practices. [Internet] [Doctoral dissertation]. Louisiana State University; 2012. [cited 2019 Apr 19]. Available from: etd-10222012-094356 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3765.

Council of Science Editors:

Stanley S. An investigation into urban elementary teachers' educational beliefs in regards to teaching writing: comparing experiences and self-reported beliefs to teacher practices. [Doctoral Dissertation]. Louisiana State University; 2012. Available from: etd-10222012-094356 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3765


University of Cincinnati

14. LaVecchia, Christina M. Toward a Relational Theory of Invention.

Degree: PhD, Arts and Sciences: English and Comparative Literature, 2017, University of Cincinnati

 <i>Toward a Relational Theory of Invention</i> argues that rhetorical invention— the constellation of practices and theories involved in discovering or gathering ideas —can be productively… (more)

Subjects/Keywords: Rhetoric; invention; digital composing; writing agency; writing process; collaboration; pedagogy

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APA (6th Edition):

LaVecchia, C. M. (2017). Toward a Relational Theory of Invention. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1529330376530125

Chicago Manual of Style (16th Edition):

LaVecchia, Christina M. “Toward a Relational Theory of Invention.” 2017. Doctoral Dissertation, University of Cincinnati. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1529330376530125.

MLA Handbook (7th Edition):

LaVecchia, Christina M. “Toward a Relational Theory of Invention.” 2017. Web. 19 Apr 2019.

Vancouver:

LaVecchia CM. Toward a Relational Theory of Invention. [Internet] [Doctoral dissertation]. University of Cincinnati; 2017. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1529330376530125.

Council of Science Editors:

LaVecchia CM. Toward a Relational Theory of Invention. [Doctoral Dissertation]. University of Cincinnati; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1529330376530125


University of Michigan

15. Cook, Dessalee. Online Communication Systems: Improving Writing Skills.

Degree: Master's, School of Education and Human Services: Educational Technology, 2012, University of Michigan

 Research Question: Using the students in the sixth grade as my research context, I will explore the folowing questions: 1. Can the use of online… (more)

Subjects/Keywords: writing education; social media; online communication; process writing; peer editing

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APA (6th Edition):

Cook, D. (2012). Online Communication Systems: Improving Writing Skills. (Masters Thesis). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/117686

Chicago Manual of Style (16th Edition):

Cook, Dessalee. “Online Communication Systems: Improving Writing Skills.” 2012. Masters Thesis, University of Michigan. Accessed April 19, 2019. http://hdl.handle.net/2027.42/117686.

MLA Handbook (7th Edition):

Cook, Dessalee. “Online Communication Systems: Improving Writing Skills.” 2012. Web. 19 Apr 2019.

Vancouver:

Cook D. Online Communication Systems: Improving Writing Skills. [Internet] [Masters thesis]. University of Michigan; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/2027.42/117686.

Council of Science Editors:

Cook D. Online Communication Systems: Improving Writing Skills. [Masters Thesis]. University of Michigan; 2012. Available from: http://hdl.handle.net/2027.42/117686


Brigham Young University

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

Degree: MA, 2010, Brigham Young University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Billen, Monica Thomas. “The Nature of Classroom Instruction and Physical Environments That Support Elementary Writing.” 2010. Masters Thesis, Brigham Young University. Accessed April 19, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3105&context=etd.

MLA Handbook (7th Edition):

Billen, Monica Thomas. “The Nature of Classroom Instruction and Physical Environments That Support Elementary Writing.” 2010. Web. 19 Apr 2019.

Vancouver:

Billen MT. The Nature of Classroom Instruction and Physical Environments That Support Elementary Writing. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2019 Apr 19]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3105&context=etd.

Council of Science Editors:

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


University of Texas – Austin

17. Ko, Hyuk. The effects of peer feedback on second and foreign language writing development.

Degree: Foreign Language Education, 2014, University of Texas – Austin

Process approaches to writing are widely used in various second language teaching contexts, and many teachers and researchers are trying to find more efficient and… (more)

Subjects/Keywords: Peer feedback; Process approach to writing; Revision process

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

APA (6th Edition):

Ko, H. (2014). The effects of peer feedback on second and foreign language writing development. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26316

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):

Ko, Hyuk. “The effects of peer feedback on second and foreign language writing development.” 2014. Thesis, University of Texas – Austin. Accessed April 19, 2019. http://hdl.handle.net/2152/26316.

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

MLA Handbook (7th Edition):

Ko, Hyuk. “The effects of peer feedback on second and foreign language writing development.” 2014. Web. 19 Apr 2019.

Vancouver:

Ko H. The effects of peer feedback on second and foreign language writing development. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/2152/26316.

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

Council of Science Editors:

Ko H. The effects of peer feedback on second and foreign language writing development. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/26316

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


Stockholm University

18. Ahlsén, Emelie. Teaching Writing in Theory and Practice : A Study of Ways of Working with Writing in the 9th Grade.

Degree: The Stockholm Institute of Education, 2008, Stockholm University

  The main purpose of this study is to take a closer look at how teachers work with writing and to examine some theories on… (more)

Subjects/Keywords: Compulsory school; EFL; English as a Foreign Language; Genre Writing; Process Writing; Writing assignments; Writing theory; Education; Pedagogik

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

APA (6th Edition):

Ahlsén, E. (2008). Teaching Writing in Theory and Practice : A Study of Ways of Working with Writing in the 9th Grade. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7933

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):

Ahlsén, Emelie. “Teaching Writing in Theory and Practice : A Study of Ways of Working with Writing in the 9th Grade.” 2008. Thesis, Stockholm University. Accessed April 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7933.

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

MLA Handbook (7th Edition):

Ahlsén, Emelie. “Teaching Writing in Theory and Practice : A Study of Ways of Working with Writing in the 9th Grade.” 2008. Web. 19 Apr 2019.

Vancouver:

Ahlsén E. Teaching Writing in Theory and Practice : A Study of Ways of Working with Writing in the 9th Grade. [Internet] [Thesis]. Stockholm University; 2008. [cited 2019 Apr 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7933.

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

Council of Science Editors:

Ahlsén E. Teaching Writing in Theory and Practice : A Study of Ways of Working with Writing in the 9th Grade. [Thesis]. Stockholm University; 2008. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7933

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


University of Arizona

19. Johnson, Kara Grace. Peer and Self Review: A Holistic Examination of EFL Learners' Writing and Review Process .

Degree: 2012, University of Arizona

 This dissertation uses a mixed methods design to explore the process of EFL students' writing and peer review, setting up a paradigm of peer compared… (more)

Subjects/Keywords: peer feedback; peer review; process writing; writing ownership; Second Language Acquisition & Teaching; EFL writing; ESL writing

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APA (6th Edition):

Johnson, K. G. (2012). Peer and Self Review: A Holistic Examination of EFL Learners' Writing and Review Process . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/228470

Chicago Manual of Style (16th Edition):

Johnson, Kara Grace. “Peer and Self Review: A Holistic Examination of EFL Learners' Writing and Review Process .” 2012. Doctoral Dissertation, University of Arizona. Accessed April 19, 2019. http://hdl.handle.net/10150/228470.

MLA Handbook (7th Edition):

Johnson, Kara Grace. “Peer and Self Review: A Holistic Examination of EFL Learners' Writing and Review Process .” 2012. Web. 19 Apr 2019.

Vancouver:

Johnson KG. Peer and Self Review: A Holistic Examination of EFL Learners' Writing and Review Process . [Internet] [Doctoral dissertation]. University of Arizona; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10150/228470.

Council of Science Editors:

Johnson KG. Peer and Self Review: A Holistic Examination of EFL Learners' Writing and Review Process . [Doctoral Dissertation]. University of Arizona; 2012. Available from: http://hdl.handle.net/10150/228470


University of Florida

20. Jacobs, Patricia Anne Phd. Journey of Struggling Writers Students with Learning Disabilities Make Progress in a Fourth Grade Inclusion Model Class.

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

 The ability to write well is more important today than ever to prepare students for success in school and later in the 21st century global… (more)

Subjects/Keywords: Creative writing; Learning; Learning disabilities; Poetry; Special needs students; Writing; Writing instruction; Writing process approach; Writing processes; Written narratives; children  – disabilities  – learning  – literacy  – struggling  – writing

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

APA (6th Edition):

Jacobs, P. A. P. (2012). Journey of Struggling Writers Students with Learning Disabilities Make Progress in a Fourth Grade Inclusion Model Class. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0043931

Chicago Manual of Style (16th Edition):

Jacobs, Patricia Anne Phd. “Journey of Struggling Writers Students with Learning Disabilities Make Progress in a Fourth Grade Inclusion Model Class.” 2012. Doctoral Dissertation, University of Florida. Accessed April 19, 2019. http://ufdc.ufl.edu/UFE0043931.

MLA Handbook (7th Edition):

Jacobs, Patricia Anne Phd. “Journey of Struggling Writers Students with Learning Disabilities Make Progress in a Fourth Grade Inclusion Model Class.” 2012. Web. 19 Apr 2019.

Vancouver:

Jacobs PAP. Journey of Struggling Writers Students with Learning Disabilities Make Progress in a Fourth Grade Inclusion Model Class. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 Apr 19]. Available from: http://ufdc.ufl.edu/UFE0043931.

Council of Science Editors:

Jacobs PAP. Journey of Struggling Writers Students with Learning Disabilities Make Progress in a Fourth Grade Inclusion Model Class. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0043931

21. Hobek, Amy. Investigating Early Writing Through Two Frameworks: Quantitative Intervention Research and Qualitative Cultural-Historical Analysis.

Degree: PhD, Allied Health Sciences: Communication Sciences and Disorders, 2014, University of Cincinnati

 The effect of a process approach to early writing in which children created storybooks through drawing, writing and narration was investigated. A 5-month collaborative, classroom-based… (more)

Subjects/Keywords: Preschool Education; early writing; early literacy; process writing; preschool; cultural-historical; development as participation

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APA (6th Edition):

Hobek, A. (2014). Investigating Early Writing Through Two Frameworks: Quantitative Intervention Research and Qualitative Cultural-Historical Analysis. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397233019

Chicago Manual of Style (16th Edition):

Hobek, Amy. “Investigating Early Writing Through Two Frameworks: Quantitative Intervention Research and Qualitative Cultural-Historical Analysis.” 2014. Doctoral Dissertation, University of Cincinnati. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397233019.

MLA Handbook (7th Edition):

Hobek, Amy. “Investigating Early Writing Through Two Frameworks: Quantitative Intervention Research and Qualitative Cultural-Historical Analysis.” 2014. Web. 19 Apr 2019.

Vancouver:

Hobek A. Investigating Early Writing Through Two Frameworks: Quantitative Intervention Research and Qualitative Cultural-Historical Analysis. [Internet] [Doctoral dissertation]. University of Cincinnati; 2014. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397233019.

Council of Science Editors:

Hobek A. Investigating Early Writing Through Two Frameworks: Quantitative Intervention Research and Qualitative Cultural-Historical Analysis. [Doctoral Dissertation]. University of Cincinnati; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397233019


Georgia State University

22. Davis, James T, II. Two New Heuristics in Response to Formulaic Writing: What Lies beyond Oversimplified Composition Instruction.

Degree: PhD, English, 2011, Georgia State University

  Many high school and college composition students have misused formulaic organizational structures, most conspicuously the five-paragraph theme, as invention tools. This misappropriation comes from… (more)

Subjects/Keywords: Composition; Rhetoric; Writing; Five-paragraph theme; Process Writing; Invention; English Language and Literature

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APA (6th Edition):

Davis, James T, I. (2011). Two New Heuristics in Response to Formulaic Writing: What Lies beyond Oversimplified Composition Instruction. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/english_diss/73

Chicago Manual of Style (16th Edition):

Davis, James T, II. “Two New Heuristics in Response to Formulaic Writing: What Lies beyond Oversimplified Composition Instruction.” 2011. Doctoral Dissertation, Georgia State University. Accessed April 19, 2019. https://scholarworks.gsu.edu/english_diss/73.

MLA Handbook (7th Edition):

Davis, James T, II. “Two New Heuristics in Response to Formulaic Writing: What Lies beyond Oversimplified Composition Instruction.” 2011. Web. 19 Apr 2019.

Vancouver:

Davis, James T I. Two New Heuristics in Response to Formulaic Writing: What Lies beyond Oversimplified Composition Instruction. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 Apr 19]. Available from: https://scholarworks.gsu.edu/english_diss/73.

Council of Science Editors:

Davis, James T I. Two New Heuristics in Response to Formulaic Writing: What Lies beyond Oversimplified Composition Instruction. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/english_diss/73


Universidade do Minho

23. Antunes, Sílvia Daniela Oliveira. Escrever para aprender: estratégias de aperfeiçoamento da escrita de narrativas .

Degree: 2017, Universidade do Minho

 O presente relatório de estágio foi desenvolvido no âmbito da unidade curricular de Prática de Ensino Supervisionada, enquadrada no mestrado profissionalizante em Ensino do 1.º… (more)

Subjects/Keywords: Escrita; Processo de escrita; Narrativa; Trabalho cooperativo; Writing; Writing process; Narrative; Cooperative work

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

APA (6th Edition):

Antunes, S. D. O. (2017). Escrever para aprender: estratégias de aperfeiçoamento da escrita de narrativas . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/57240

Chicago Manual of Style (16th Edition):

Antunes, Sílvia Daniela Oliveira. “Escrever para aprender: estratégias de aperfeiçoamento da escrita de narrativas .” 2017. Masters Thesis, Universidade do Minho. Accessed April 19, 2019. http://hdl.handle.net/1822/57240.

MLA Handbook (7th Edition):

Antunes, Sílvia Daniela Oliveira. “Escrever para aprender: estratégias de aperfeiçoamento da escrita de narrativas .” 2017. Web. 19 Apr 2019.

Vancouver:

Antunes SDO. Escrever para aprender: estratégias de aperfeiçoamento da escrita de narrativas . [Internet] [Masters thesis]. Universidade do Minho; 2017. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1822/57240.

Council of Science Editors:

Antunes SDO. Escrever para aprender: estratégias de aperfeiçoamento da escrita de narrativas . [Masters Thesis]. Universidade do Minho; 2017. Available from: http://hdl.handle.net/1822/57240


Indiana University of Pennsylvania

24. Keiner, Jason F. Pedagogy and Process: A Case Study of Writing in a Hybrid Learning Model.

Degree: Professional Studies in Education, 2017, Indiana University of Pennsylvania

  This qualitative case study explored the perceived experiences and outcomes of writing in a hybrid model of instruction in a large suburban high school.… (more)

Subjects/Keywords: blended learning; educational technology; hybrid learning; teacher expectation; writing pedagogy; writing process

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

APA (6th Edition):

Keiner, J. F. (2017). Pedagogy and Process: A Case Study of Writing in a Hybrid Learning Model. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1608

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):

Keiner, Jason F. “Pedagogy and Process: A Case Study of Writing in a Hybrid Learning Model.” 2017. Thesis, Indiana University of Pennsylvania. Accessed April 19, 2019. https://knowledge.library.iup.edu/etd/1608.

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

MLA Handbook (7th Edition):

Keiner, Jason F. “Pedagogy and Process: A Case Study of Writing in a Hybrid Learning Model.” 2017. Web. 19 Apr 2019.

Vancouver:

Keiner JF. Pedagogy and Process: A Case Study of Writing in a Hybrid Learning Model. [Internet] [Thesis]. Indiana University of Pennsylvania; 2017. [cited 2019 Apr 19]. Available from: https://knowledge.library.iup.edu/etd/1608.

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

Council of Science Editors:

Keiner JF. Pedagogy and Process: A Case Study of Writing in a Hybrid Learning Model. [Thesis]. Indiana University of Pennsylvania; 2017. Available from: https://knowledge.library.iup.edu/etd/1608

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


The Ohio State University

25. Furgerson, Susan Paige. Teaching the writers' craft through interactive writing: A case study of two first grade teachers.

Degree: PhD, Educational Theory and Practice, 2004, The Ohio State University

 Interactive writing is an instructional context where the students and teacher share the pen as they collaboratively compose a text. As an unscripted literacy event,… (more)

Subjects/Keywords: writing; elementary; interactive writing; writing process; case study

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APA (6th Edition):

Furgerson, S. P. (2004). Teaching the writers' craft through interactive writing: A case study of two first grade teachers. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1101760120

Chicago Manual of Style (16th Edition):

Furgerson, Susan Paige. “Teaching the writers' craft through interactive writing: A case study of two first grade teachers.” 2004. Doctoral Dissertation, The Ohio State University. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1101760120.

MLA Handbook (7th Edition):

Furgerson, Susan Paige. “Teaching the writers' craft through interactive writing: A case study of two first grade teachers.” 2004. Web. 19 Apr 2019.

Vancouver:

Furgerson SP. Teaching the writers' craft through interactive writing: A case study of two first grade teachers. [Internet] [Doctoral dissertation]. The Ohio State University; 2004. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1101760120.

Council of Science Editors:

Furgerson SP. Teaching the writers' craft through interactive writing: A case study of two first grade teachers. [Doctoral Dissertation]. The Ohio State University; 2004. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1101760120


Arizona State University

26. Kim, Youmie Janice. A Framework for Understanding Second Language Writing Strategies.

Degree: Applied Linguistics, 2016, Arizona State University

 This study articulates a framework of writing strategies and validates the framework by using it to examine the writing process of researchers as they write… (more)

Subjects/Keywords: English as a second language; Linguistics; Communication; composing process; L2 writing; learning strategies; writing goals; writing strategies

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

APA (6th Edition):

Kim, Y. J. (2016). A Framework for Understanding Second Language Writing Strategies. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/40287

Chicago Manual of Style (16th Edition):

Kim, Youmie Janice. “A Framework for Understanding Second Language Writing Strategies.” 2016. Doctoral Dissertation, Arizona State University. Accessed April 19, 2019. http://repository.asu.edu/items/40287.

MLA Handbook (7th Edition):

Kim, Youmie Janice. “A Framework for Understanding Second Language Writing Strategies.” 2016. Web. 19 Apr 2019.

Vancouver:

Kim YJ. A Framework for Understanding Second Language Writing Strategies. [Internet] [Doctoral dissertation]. Arizona State University; 2016. [cited 2019 Apr 19]. Available from: http://repository.asu.edu/items/40287.

Council of Science Editors:

Kim YJ. A Framework for Understanding Second Language Writing Strategies. [Doctoral Dissertation]. Arizona State University; 2016. Available from: http://repository.asu.edu/items/40287

27. Novak, Lindsey L. An Affect Theory of Composition.

Degree: MAin Writing, English, 2015, Missouri State University

 This thesis explores the effect that being published in an online journal has on students' attitudes about writing and their willingness to revise. The impetus… (more)

Subjects/Keywords: writing center; transitional spaces; subjectivities; writing process; microagressions; academic literacy club; affectivity; peer tutoring; Creative Writing

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APA (6th Edition):

Novak, L. L. (2015). An Affect Theory of Composition. (Masters Thesis). Missouri State University. Retrieved from https://bearworks.missouristate.edu/theses/3012

Chicago Manual of Style (16th Edition):

Novak, Lindsey L. “An Affect Theory of Composition.” 2015. Masters Thesis, Missouri State University. Accessed April 19, 2019. https://bearworks.missouristate.edu/theses/3012.

MLA Handbook (7th Edition):

Novak, Lindsey L. “An Affect Theory of Composition.” 2015. Web. 19 Apr 2019.

Vancouver:

Novak LL. An Affect Theory of Composition. [Internet] [Masters thesis]. Missouri State University; 2015. [cited 2019 Apr 19]. Available from: https://bearworks.missouristate.edu/theses/3012.

Council of Science Editors:

Novak LL. An Affect Theory of Composition. [Masters Thesis]. Missouri State University; 2015. Available from: https://bearworks.missouristate.edu/theses/3012


Kennesaw State University

28. Barton, Heather. Writing, Collaborating, and Cultivating: Building Writing Self-efficacy and Skills Through a Student-centric, Student-led Writing Center.

Degree: Doctor of Education in Secondary Education, Education, 2018, Kennesaw State University

  This quantitative study examined the effectiveness that a peer-tutoring model facilitated through a writing center has on student writing self-efficacy and writing skills. Students… (more)

Subjects/Keywords: Writing self-efficacy; help-seeking behaviors; the writing process; writing center; peer tutoring; SEWS; Educational Psychology; Secondary Education

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APA (6th Edition):

Barton, H. (2018). Writing, Collaborating, and Cultivating: Building Writing Self-efficacy and Skills Through a Student-centric, Student-led Writing Center. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/seceddoc_etd/13

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):

Barton, Heather. “Writing, Collaborating, and Cultivating: Building Writing Self-efficacy and Skills Through a Student-centric, Student-led Writing Center.” 2018. Thesis, Kennesaw State University. Accessed April 19, 2019. https://digitalcommons.kennesaw.edu/seceddoc_etd/13.

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

MLA Handbook (7th Edition):

Barton, Heather. “Writing, Collaborating, and Cultivating: Building Writing Self-efficacy and Skills Through a Student-centric, Student-led Writing Center.” 2018. Web. 19 Apr 2019.

Vancouver:

Barton H. Writing, Collaborating, and Cultivating: Building Writing Self-efficacy and Skills Through a Student-centric, Student-led Writing Center. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Apr 19]. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/13.

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

Council of Science Editors:

Barton H. Writing, Collaborating, and Cultivating: Building Writing Self-efficacy and Skills Through a Student-centric, Student-led Writing Center. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/13

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


Central Queensland University

29. Waters, IA. More me: How can a memoirist create a vibrant sequel memoir?.

Degree: 2017, Central Queensland University

Memoir, the writing of a portion of one or another’s life, is becoming an increasingly popular genre of writing with readers. Writing a sequel to… (more)

Subjects/Keywords: Creative writing; Creative non-fiction; Memoir; Second memoir; Sequel memoir; Serial memoir; Writing process; 190402 Creative Writing (incl. Playwriting)

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APA (6th Edition):

Waters, I. (2017). More me: How can a memoirist create a vibrant sequel memoir?. (Thesis). Central Queensland University. Retrieved from http://hdl.cqu.edu.au/10018/1234009

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):

Waters, IA. “More me: How can a memoirist create a vibrant sequel memoir?.” 2017. Thesis, Central Queensland University. Accessed April 19, 2019. http://hdl.cqu.edu.au/10018/1234009.

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

MLA Handbook (7th Edition):

Waters, IA. “More me: How can a memoirist create a vibrant sequel memoir?.” 2017. Web. 19 Apr 2019.

Vancouver:

Waters I. More me: How can a memoirist create a vibrant sequel memoir?. [Internet] [Thesis]. Central Queensland University; 2017. [cited 2019 Apr 19]. Available from: http://hdl.cqu.edu.au/10018/1234009.

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

Council of Science Editors:

Waters I. More me: How can a memoirist create a vibrant sequel memoir?. [Thesis]. Central Queensland University; 2017. Available from: http://hdl.cqu.edu.au/10018/1234009

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


Dalhousie University

30. Gilbert, Sarah. Supporting the Student Research-paper Writing Process: Activities, Technologies, and Sources.

Degree: Master of Library and information Studies, School of Library & Information Studies, 2011, Dalhousie University

 Students use a myriad of disparate technologies and information sources to conduct a variety of activities during the research-paper writing process. While this process is… (more)

Subjects/Keywords: Task-based design; Information search and retrieval; Student paper-writing process

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APA (6th Edition):

Gilbert, S. (2011). Supporting the Student Research-paper Writing Process: Activities, Technologies, and Sources. (Masters Thesis). Dalhousie University. Retrieved from http://hdl.handle.net/10222/14276

Chicago Manual of Style (16th Edition):

Gilbert, Sarah. “Supporting the Student Research-paper Writing Process: Activities, Technologies, and Sources.” 2011. Masters Thesis, Dalhousie University. Accessed April 19, 2019. http://hdl.handle.net/10222/14276.

MLA Handbook (7th Edition):

Gilbert, Sarah. “Supporting the Student Research-paper Writing Process: Activities, Technologies, and Sources.” 2011. Web. 19 Apr 2019.

Vancouver:

Gilbert S. Supporting the Student Research-paper Writing Process: Activities, Technologies, and Sources. [Internet] [Masters thesis]. Dalhousie University; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10222/14276.

Council of Science Editors:

Gilbert S. Supporting the Student Research-paper Writing Process: Activities, Technologies, and Sources. [Masters Thesis]. Dalhousie University; 2011. Available from: http://hdl.handle.net/10222/14276

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