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You searched for subject:(writing strategies). Showing records 1 – 30 of 117 total matches.

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Kristianstad University

1. Peng, Gao. On the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners' writing ability.

Degree: Education and Environment, 2011, Kristianstad University

  The aim of this study is to evaluate the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners’ writing ability. Two… (more)

Subjects/Keywords: writing strategies; effectiveness; ESL learners

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

APA (6th Edition):

Peng, G. (2011). On the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners' writing ability. (Thesis). Kristianstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8702

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):

Peng, Gao. “On the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners' writing ability.” 2011. Thesis, Kristianstad University. Accessed April 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8702.

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

MLA Handbook (7th Edition):

Peng, Gao. “On the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners' writing ability.” 2011. Web. 22 Apr 2019.

Vancouver:

Peng G. On the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners' writing ability. [Internet] [Thesis]. Kristianstad University; 2011. [cited 2019 Apr 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8702.

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

Council of Science Editors:

Peng G. On the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners' writing ability. [Thesis]. Kristianstad University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8702

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


Leiden University

2. 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 22, 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. 22 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 22]. 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

3. Wong, Alice Su Chu. An Investigation of the Predictors of L2 Writing Among Adult ESL Students.

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

 The three studies reported in this thesis investigated the contributing factors of L2 writing among adult ESL learners in the academic setting. The major purpose… (more)

Subjects/Keywords: L2 Writing predictors; Writing Errors; Malaysian ESL learners; Writing strategies

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APA (6th Edition):

Wong, A. S. C. (2012). An Investigation of the Predictors of L2 Writing Among Adult ESL Students. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/7837

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):

Wong, Alice Su Chu. “An Investigation of the Predictors of L2 Writing Among Adult ESL Students.” 2012. Thesis, University of Canterbury. Accessed April 22, 2019. http://hdl.handle.net/10092/7837.

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

MLA Handbook (7th Edition):

Wong, Alice Su Chu. “An Investigation of the Predictors of L2 Writing Among Adult ESL Students.” 2012. Web. 22 Apr 2019.

Vancouver:

Wong ASC. An Investigation of the Predictors of L2 Writing Among Adult ESL Students. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10092/7837.

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

Council of Science Editors:

Wong ASC. An Investigation of the Predictors of L2 Writing Among Adult ESL Students. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/7837

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


Universidade Nova

4. Cachão, Margarida Adelaide Botelho. Improving writing through creativity.

Degree: 2010, Universidade Nova

Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Ensino do Inglês

This project is the result of… (more)

Subjects/Keywords: Creativity; Writing; Error correction; Project work; Strategies

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APA (6th Edition):

Cachão, M. A. B. (2010). Improving writing through creativity. (Thesis). Universidade Nova. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/5465

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):

Cachão, Margarida Adelaide Botelho. “Improving writing through creativity.” 2010. Thesis, Universidade Nova. Accessed April 22, 2019. http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/5465.

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

MLA Handbook (7th Edition):

Cachão, Margarida Adelaide Botelho. “Improving writing through creativity.” 2010. Web. 22 Apr 2019.

Vancouver:

Cachão MAB. Improving writing through creativity. [Internet] [Thesis]. Universidade Nova; 2010. [cited 2019 Apr 22]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/5465.

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

Council of Science Editors:

Cachão MAB. Improving writing through creativity. [Thesis]. Universidade Nova; 2010. Available from: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/5465

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


University of Texas – Austin

5. Treviño, Cynthia Jane. ESL writing strategies for art instruction.

Degree: Art Education, 2014, University of Texas – Austin

 The purpose of this study was to investigate English as a second language (ESL) strategies and modify them for use in the art classroom. The… (more)

Subjects/Keywords: ESL; Bilingual; Elementary; Art education; Writing strategies

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APA (6th Edition):

Treviño, C. J. (2014). ESL writing strategies for art instruction. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25813

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):

Treviño, Cynthia Jane. “ESL writing strategies for art instruction.” 2014. Thesis, University of Texas – Austin. Accessed April 22, 2019. http://hdl.handle.net/2152/25813.

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

MLA Handbook (7th Edition):

Treviño, Cynthia Jane. “ESL writing strategies for art instruction.” 2014. Web. 22 Apr 2019.

Vancouver:

Treviño CJ. ESL writing strategies for art instruction. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2152/25813.

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

Council of Science Editors:

Treviño CJ. ESL writing strategies for art instruction. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/25813

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


Penn State University

6. Sotsky, Megan Elizabeth Lee. The Effects of the Self-Regulated Writing Strategy on the Writing Process of General Education Students.

Degree: MS, Special Education, 2010, Penn State University

 Students struggle throughout the writing process often due to a lack of planning, organization, focus, and meta-cognitive abilities. Students’ with these difficulties generally produce shorter,… (more)

Subjects/Keywords: emerging writers; Self-Regulated Strategy Development Model; SRSD; writing strategies; elementary writing strategies

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

APA (6th Edition):

Sotsky, M. E. L. (2010). The Effects of the Self-Regulated Writing Strategy on the Writing Process of General Education Students. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10600

Chicago Manual of Style (16th Edition):

Sotsky, Megan Elizabeth Lee. “The Effects of the Self-Regulated Writing Strategy on the Writing Process of General Education Students.” 2010. Masters Thesis, Penn State University. Accessed April 22, 2019. https://etda.libraries.psu.edu/catalog/10600.

MLA Handbook (7th Edition):

Sotsky, Megan Elizabeth Lee. “The Effects of the Self-Regulated Writing Strategy on the Writing Process of General Education Students.” 2010. Web. 22 Apr 2019.

Vancouver:

Sotsky MEL. The Effects of the Self-Regulated Writing Strategy on the Writing Process of General Education Students. [Internet] [Masters thesis]. Penn State University; 2010. [cited 2019 Apr 22]. Available from: https://etda.libraries.psu.edu/catalog/10600.

Council of Science Editors:

Sotsky MEL. The Effects of the Self-Regulated Writing Strategy on the Writing Process of General Education Students. [Masters Thesis]. Penn State University; 2010. Available from: https://etda.libraries.psu.edu/catalog/10600


Penn State University

7. Hu, Huiqing. ASSESSING COGNITIVE AND SELF-REGULATED WRITING STRATEGIES FOR BIOLOGY LAB REPORTS.

Degree: MS, Educational Psychology, 2016, Penn State University

 This study developed and validated a self-report instrument to measure students’ use of cognitive and self-regulation writing strategies for biology lab reports. Initial psychometric properties… (more)

Subjects/Keywords: Writing Strategies; Self-Regulation; Self-Efficacy; Writing Perforamnce; Biology Lab Report

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

APA (6th Edition):

Hu, H. (2016). ASSESSING COGNITIVE AND SELF-REGULATED WRITING STRATEGIES FOR BIOLOGY LAB REPORTS. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13029huh162

Chicago Manual of Style (16th Edition):

Hu, Huiqing. “ASSESSING COGNITIVE AND SELF-REGULATED WRITING STRATEGIES FOR BIOLOGY LAB REPORTS.” 2016. Masters Thesis, Penn State University. Accessed April 22, 2019. https://etda.libraries.psu.edu/catalog/13029huh162.

MLA Handbook (7th Edition):

Hu, Huiqing. “ASSESSING COGNITIVE AND SELF-REGULATED WRITING STRATEGIES FOR BIOLOGY LAB REPORTS.” 2016. Web. 22 Apr 2019.

Vancouver:

Hu H. ASSESSING COGNITIVE AND SELF-REGULATED WRITING STRATEGIES FOR BIOLOGY LAB REPORTS. [Internet] [Masters thesis]. Penn State University; 2016. [cited 2019 Apr 22]. Available from: https://etda.libraries.psu.edu/catalog/13029huh162.

Council of Science Editors:

Hu H. ASSESSING COGNITIVE AND SELF-REGULATED WRITING STRATEGIES FOR BIOLOGY LAB REPORTS. [Masters Thesis]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/13029huh162


Louisiana State University

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

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 22, 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. 22 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 22]. 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


Virginia Tech

9. 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 April 22, 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. 22 Apr 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 Apr 22]. 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


Arizona State University

10. 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 (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 22, 2019. http://repository.asu.edu/items/40287.

MLA Handbook (7th Edition):

Kim, Youmie Janice. “A Framework for Understanding Second Language Writing Strategies.” 2016. Web. 22 Apr 2019.

Vancouver:

Kim YJ. A Framework for Understanding Second Language Writing Strategies. [Internet] [Doctoral dissertation]. Arizona State University; 2016. [cited 2019 Apr 22]. 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


Temple University

11. Angel Adaros, Ada Esperanza. The Influence of Self-Regulation, Motivation, Proficiency, and Gender on L2 Freshmen Writing Achievement.

Degree: 2017, Temple University

Teaching & Learning

Ed.D.

ABSTRACT In educational psychology and first language writing, many studies have established a link between self-regulation, key motivational factors associated with… (more)

Subjects/Keywords: Foreign language education;

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APA (6th Edition):

Angel Adaros, A. E. (2017). The Influence of Self-Regulation, Motivation, Proficiency, and Gender on L2 Freshmen Writing Achievement. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,423319

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):

Angel Adaros, Ada Esperanza. “The Influence of Self-Regulation, Motivation, Proficiency, and Gender on L2 Freshmen Writing Achievement.” 2017. Thesis, Temple University. Accessed April 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,423319.

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

MLA Handbook (7th Edition):

Angel Adaros, Ada Esperanza. “The Influence of Self-Regulation, Motivation, Proficiency, and Gender on L2 Freshmen Writing Achievement.” 2017. Web. 22 Apr 2019.

Vancouver:

Angel Adaros AE. The Influence of Self-Regulation, Motivation, Proficiency, and Gender on L2 Freshmen Writing Achievement. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Apr 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,423319.

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

Council of Science Editors:

Angel Adaros AE. The Influence of Self-Regulation, Motivation, Proficiency, and Gender on L2 Freshmen Writing Achievement. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,423319

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


AUT University

12. Nguyen, Thi Ngoc. EFL learners in Vietnam: an investigation of writing strategies .

Degree: 2009, AUT University

 Research into second language strategies has started as a result of the shift of focus, from teachers and teaching to learners and learning which has… (more)

Subjects/Keywords: Learning strategies; Writing strategies; EFL context; SLA; Small scale study; Mixed method

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

APA (6th Edition):

Nguyen, T. N. (2009). EFL learners in Vietnam: an investigation of writing strategies . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/751

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):

Nguyen, Thi Ngoc. “EFL learners in Vietnam: an investigation of writing strategies .” 2009. Thesis, AUT University. Accessed April 22, 2019. http://hdl.handle.net/10292/751.

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

MLA Handbook (7th Edition):

Nguyen, Thi Ngoc. “EFL learners in Vietnam: an investigation of writing strategies .” 2009. Web. 22 Apr 2019.

Vancouver:

Nguyen TN. EFL learners in Vietnam: an investigation of writing strategies . [Internet] [Thesis]. AUT University; 2009. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10292/751.

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

Council of Science Editors:

Nguyen TN. EFL learners in Vietnam: an investigation of writing strategies . [Thesis]. AUT University; 2009. Available from: http://hdl.handle.net/10292/751

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


Georgia State University

13. Lu, Yanbin. Cognitive Factors Contributing to Chinese EFL Learners’ L2 Writing Performance in Timed Essay Writing.

Degree: PhD, Applied Linguistics and English as a Second Language, 2010, Georgia State University

  This study investigated cognitive factors that might influence Chinese EFL learners’ argumentative essay writing in English. The factors that were explored included English (L2)… (more)

Subjects/Keywords: Cognitive factors; EFL learners; L1 & L2 writing; L2 language proficiency; Writing strategies; Working memory capacity

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

APA (6th Edition):

Lu, Y. (2010). Cognitive Factors Contributing to Chinese EFL Learners’ L2 Writing Performance in Timed Essay Writing. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/13

Chicago Manual of Style (16th Edition):

Lu, Yanbin. “Cognitive Factors Contributing to Chinese EFL Learners’ L2 Writing Performance in Timed Essay Writing.” 2010. Doctoral Dissertation, Georgia State University. Accessed April 22, 2019. https://scholarworks.gsu.edu/alesl_diss/13.

MLA Handbook (7th Edition):

Lu, Yanbin. “Cognitive Factors Contributing to Chinese EFL Learners’ L2 Writing Performance in Timed Essay Writing.” 2010. Web. 22 Apr 2019.

Vancouver:

Lu Y. Cognitive Factors Contributing to Chinese EFL Learners’ L2 Writing Performance in Timed Essay Writing. [Internet] [Doctoral dissertation]. Georgia State University; 2010. [cited 2019 Apr 22]. Available from: https://scholarworks.gsu.edu/alesl_diss/13.

Council of Science Editors:

Lu Y. Cognitive Factors Contributing to Chinese EFL Learners’ L2 Writing Performance in Timed Essay Writing. [Doctoral Dissertation]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/alesl_diss/13


University of Victoria

14. Guo, Xiaoqian. L1 and L2 writing strategies: a study of Chinese graduate student writers using concurrent think-aloud.

Degree: Dept. of Linguistics, 2012, University of Victoria

 In the field of L2 (second language) writing, a great number of studies have been done to explore learners’ writing processes and writing strategies since… (more)

Subjects/Keywords: Chinese ESL graduate students; L1 and L2 writing strategies; L1 and L2 writing performance

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

APA (6th Edition):

Guo, X. (2012). L1 and L2 writing strategies: a study of Chinese graduate student writers using concurrent think-aloud. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/4200

Chicago Manual of Style (16th Edition):

Guo, Xiaoqian. “L1 and L2 writing strategies: a study of Chinese graduate student writers using concurrent think-aloud.” 2012. Masters Thesis, University of Victoria. Accessed April 22, 2019. http://hdl.handle.net/1828/4200.

MLA Handbook (7th Edition):

Guo, Xiaoqian. “L1 and L2 writing strategies: a study of Chinese graduate student writers using concurrent think-aloud.” 2012. Web. 22 Apr 2019.

Vancouver:

Guo X. L1 and L2 writing strategies: a study of Chinese graduate student writers using concurrent think-aloud. [Internet] [Masters thesis]. University of Victoria; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1828/4200.

Council of Science Editors:

Guo X. L1 and L2 writing strategies: a study of Chinese graduate student writers using concurrent think-aloud. [Masters Thesis]. University of Victoria; 2012. Available from: http://hdl.handle.net/1828/4200

15. Keane, Roisin. Learning through creative writing.

Degree: 2012, RIAN

 This research is an arts-informed inquiry into the informal learning of a group of writers to explore the ways in which writing creatively and participating… (more)

Subjects/Keywords: M.Ed. in Adult and Community Education; M.Ed.; creative writing; writing; learning; coping strategy; coping strategies

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APA (6th Edition):

Keane, R. (2012). Learning through creative writing. (Thesis). RIAN. Retrieved from http://eprints.maynoothuniversity.ie/9651/

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):

Keane, Roisin. “Learning through creative writing.” 2012. Thesis, RIAN. Accessed April 22, 2019. http://eprints.maynoothuniversity.ie/9651/.

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

MLA Handbook (7th Edition):

Keane, Roisin. “Learning through creative writing.” 2012. Web. 22 Apr 2019.

Vancouver:

Keane R. Learning through creative writing. [Internet] [Thesis]. RIAN; 2012. [cited 2019 Apr 22]. Available from: http://eprints.maynoothuniversity.ie/9651/.

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

Council of Science Editors:

Keane R. Learning through creative writing. [Thesis]. RIAN; 2012. Available from: http://eprints.maynoothuniversity.ie/9651/

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


North-West University

16. Proudfoot, Candice. An analysis of the relationship between writing skills and Short Messaging Service language : a self–regulatory perspective / Candice Proudfoot .

Degree: 2011, North-West University

 Self–regulation in writing is viewed as critically important in order to be a good writer. With the advent of cellular telephony, what passes as ‘good’… (more)

Subjects/Keywords: Short messaging service (SMS); Self-regulated learning; Self-regulation strategies; SMS language; Writing; Writing skills

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

APA (6th Edition):

Proudfoot, C. (2011). An analysis of the relationship between writing skills and Short Messaging Service language : a self–regulatory perspective / Candice Proudfoot . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4937

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):

Proudfoot, Candice. “An analysis of the relationship between writing skills and Short Messaging Service language : a self–regulatory perspective / Candice Proudfoot .” 2011. Thesis, North-West University. Accessed April 22, 2019. http://hdl.handle.net/10394/4937.

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

MLA Handbook (7th Edition):

Proudfoot, Candice. “An analysis of the relationship between writing skills and Short Messaging Service language : a self–regulatory perspective / Candice Proudfoot .” 2011. Web. 22 Apr 2019.

Vancouver:

Proudfoot C. An analysis of the relationship between writing skills and Short Messaging Service language : a self–regulatory perspective / Candice Proudfoot . [Internet] [Thesis]. North-West University; 2011. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10394/4937.

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

Council of Science Editors:

Proudfoot C. An analysis of the relationship between writing skills and Short Messaging Service language : a self–regulatory perspective / Candice Proudfoot . [Thesis]. North-West University; 2011. Available from: http://hdl.handle.net/10394/4937

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


Universidade do Rio Grande do Norte

17. Andrade, Benedita Vieira de. A modalização como estratégia argumentativa em textos de vestibulandos .

Degree: 2008, Universidade do Rio Grande do Norte

 In this work, the argumentative strategies construction in university entrance examinations texts is analyzed. The study intended to present, through the analyzed occurrences in the… (more)

Subjects/Keywords: Modalização; Estratégias discursivas; Argumentação; Escrita; Modalization; Discursive strategies; Argumentation; Writing

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

APA (6th Edition):

Andrade, B. V. d. (2008). A modalização como estratégia argumentativa em textos de vestibulandos . (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16135

Chicago Manual of Style (16th Edition):

Andrade, Benedita Vieira de. “A modalização como estratégia argumentativa em textos de vestibulandos .” 2008. Masters Thesis, Universidade do Rio Grande do Norte. Accessed April 22, 2019. http://repositorio.ufrn.br/handle/123456789/16135.

MLA Handbook (7th Edition):

Andrade, Benedita Vieira de. “A modalização como estratégia argumentativa em textos de vestibulandos .” 2008. Web. 22 Apr 2019.

Vancouver:

Andrade BVd. A modalização como estratégia argumentativa em textos de vestibulandos . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2008. [cited 2019 Apr 22]. Available from: http://repositorio.ufrn.br/handle/123456789/16135.

Council of Science Editors:

Andrade BVd. A modalização como estratégia argumentativa em textos de vestibulandos . [Masters Thesis]. Universidade do Rio Grande do Norte; 2008. Available from: http://repositorio.ufrn.br/handle/123456789/16135

18. Vanaja, N. Effectiveness of cognitive and affective investigation strategies in enhancing writing skill in English among B.Ed, trainees; -.

Degree: Education, 2012, Bharathidasan University

None

References p.278-310, Appendices 311p.

Advisors/Committee Members: Ramganesh, E.

Subjects/Keywords: Education; writing skill; investigation strategies

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

APA (6th Edition):

Vanaja, N. (2012). Effectiveness of cognitive and affective investigation strategies in enhancing writing skill in English among B.Ed, trainees; -. (Thesis). Bharathidasan University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/9545

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):

Vanaja, N. “Effectiveness of cognitive and affective investigation strategies in enhancing writing skill in English among B.Ed, trainees; -.” 2012. Thesis, Bharathidasan University. Accessed April 22, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/9545.

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

MLA Handbook (7th Edition):

Vanaja, N. “Effectiveness of cognitive and affective investigation strategies in enhancing writing skill in English among B.Ed, trainees; -.” 2012. Web. 22 Apr 2019.

Vancouver:

Vanaja N. Effectiveness of cognitive and affective investigation strategies in enhancing writing skill in English among B.Ed, trainees; -. [Internet] [Thesis]. Bharathidasan University; 2012. [cited 2019 Apr 22]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/9545.

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

Council of Science Editors:

Vanaja N. Effectiveness of cognitive and affective investigation strategies in enhancing writing skill in English among B.Ed, trainees; -. [Thesis]. Bharathidasan University; 2012. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/9545

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


Universidade do Rio Grande do Norte

19. Andrade, Benedita Vieira de. A modalização como estratégia argumentativa em textos de vestibulandos .

Degree: 2008, Universidade do Rio Grande do Norte

 In this work, the argumentative strategies construction in university entrance examinations texts is analyzed. The study intended to present, through the analyzed occurrences in the… (more)

Subjects/Keywords: Modalização; Estratégias discursivas; Argumentação; Escrita; Modalization; Discursive strategies; Argumentation; Writing

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

APA (6th Edition):

Andrade, B. V. d. (2008). A modalização como estratégia argumentativa em textos de vestibulandos . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16135

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):

Andrade, Benedita Vieira de. “A modalização como estratégia argumentativa em textos de vestibulandos .” 2008. Thesis, Universidade do Rio Grande do Norte. Accessed April 22, 2019. http://repositorio.ufrn.br/handle/123456789/16135.

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

MLA Handbook (7th Edition):

Andrade, Benedita Vieira de. “A modalização como estratégia argumentativa em textos de vestibulandos .” 2008. Web. 22 Apr 2019.

Vancouver:

Andrade BVd. A modalização como estratégia argumentativa em textos de vestibulandos . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2008. [cited 2019 Apr 22]. Available from: http://repositorio.ufrn.br/handle/123456789/16135.

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

Council of Science Editors:

Andrade BVd. A modalização como estratégia argumentativa em textos de vestibulandos . [Thesis]. Universidade do Rio Grande do Norte; 2008. Available from: http://repositorio.ufrn.br/handle/123456789/16135

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


NSYSU

20. Chen, chang-Li. The Research of by paiwan Author,Ahronglong Salinu.

Degree: Master, Chinese Literature, 2012, NSYSU

 Ahronglong Sakinu is a Paiwan writer who has great charm and has been maintaining the pride of the indigenous people with his humorous and optimistic… (more)

Subjects/Keywords: Philosophical; Writing Strategies; Ahronglong Sakinu; Power culture; Paiwan culture

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

APA (6th Edition):

Chen, c. (2012). The Research of by paiwan Author,Ahronglong Salinu. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0911112-103912

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):

Chen, chang-Li. “The Research of by paiwan Author,Ahronglong Salinu.” 2012. Thesis, NSYSU. Accessed April 22, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0911112-103912.

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

MLA Handbook (7th Edition):

Chen, chang-Li. “The Research of by paiwan Author,Ahronglong Salinu.” 2012. Web. 22 Apr 2019.

Vancouver:

Chen c. The Research of by paiwan Author,Ahronglong Salinu. [Internet] [Thesis]. NSYSU; 2012. [cited 2019 Apr 22]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0911112-103912.

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

Council of Science Editors:

Chen c. The Research of by paiwan Author,Ahronglong Salinu. [Thesis]. NSYSU; 2012. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0911112-103912

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


Utah State University

21. Boyles, Raymond E. An Investigation of the Change in Motivation of Fifth-Grade Students on Writing Activities After Being Taught Computer Programming Using Similar Teaching Strategies.

Degree: PhD, Education, 2014, Utah State University

  The implementation of collaboration and the use of graphic organizers in the teaching of programming and writing in the elementary grades have proven to… (more)

Subjects/Keywords: Motivation; Fifth-Grade Students; Writing Activities; Computer Programming; Teaching Strategies; Education

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

APA (6th Edition):

Boyles, R. E. (2014). An Investigation of the Change in Motivation of Fifth-Grade Students on Writing Activities After Being Taught Computer Programming Using Similar Teaching Strategies. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/3560

Chicago Manual of Style (16th Edition):

Boyles, Raymond E. “An Investigation of the Change in Motivation of Fifth-Grade Students on Writing Activities After Being Taught Computer Programming Using Similar Teaching Strategies.” 2014. Doctoral Dissertation, Utah State University. Accessed April 22, 2019. https://digitalcommons.usu.edu/etd/3560.

MLA Handbook (7th Edition):

Boyles, Raymond E. “An Investigation of the Change in Motivation of Fifth-Grade Students on Writing Activities After Being Taught Computer Programming Using Similar Teaching Strategies.” 2014. Web. 22 Apr 2019.

Vancouver:

Boyles RE. An Investigation of the Change in Motivation of Fifth-Grade Students on Writing Activities After Being Taught Computer Programming Using Similar Teaching Strategies. [Internet] [Doctoral dissertation]. Utah State University; 2014. [cited 2019 Apr 22]. Available from: https://digitalcommons.usu.edu/etd/3560.

Council of Science Editors:

Boyles RE. An Investigation of the Change in Motivation of Fifth-Grade Students on Writing Activities After Being Taught Computer Programming Using Similar Teaching Strategies. [Doctoral Dissertation]. Utah State University; 2014. Available from: https://digitalcommons.usu.edu/etd/3560


University of California – Berkeley

22. Yoo, Monica. Students' Perceived and Actual Use of Strategies for Reading and Writing.

Degree: Education, 2010, University of California – Berkeley

 This dissertation examines students' perceived and actual use of strategies for reading and writing, through both qualitative and quantitative lenses. It compares and investigates what… (more)

Subjects/Keywords: Secondary education; Reading instruction; Curriculum development; Genre; Reading; Strategies; Writing

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

APA (6th Edition):

Yoo, M. (2010). Students' Perceived and Actual Use of Strategies for Reading and Writing. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/6gx43299

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):

Yoo, Monica. “Students' Perceived and Actual Use of Strategies for Reading and Writing.” 2010. Thesis, University of California – Berkeley. Accessed April 22, 2019. http://www.escholarship.org/uc/item/6gx43299.

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

MLA Handbook (7th Edition):

Yoo, Monica. “Students' Perceived and Actual Use of Strategies for Reading and Writing.” 2010. Web. 22 Apr 2019.

Vancouver:

Yoo M. Students' Perceived and Actual Use of Strategies for Reading and Writing. [Internet] [Thesis]. University of California – Berkeley; 2010. [cited 2019 Apr 22]. Available from: http://www.escholarship.org/uc/item/6gx43299.

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

Council of Science Editors:

Yoo M. Students' Perceived and Actual Use of Strategies for Reading and Writing. [Thesis]. University of California – Berkeley; 2010. Available from: http://www.escholarship.org/uc/item/6gx43299

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


Indiana University of Pennsylvania

23. Saaty, Ahdab. Wiki-Supported Collaborative Writing: Saudi Female Graduate Students' Writing Practices, Discourse Strategies, and Participant Perceptions.

Degree: PhD, English, 2018, Indiana University of Pennsylvania

  This study explores its participants’ task-based linear wiki-afforded collaborative writing experiences as well as their perceptions of these experiences. Its pre-task survey establishes the… (more)

Subjects/Keywords: collaboration; task based; wiki-based collaborative learning; wikis; writing strategies

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APA (6th Edition):

Saaty, A. (2018). Wiki-Supported Collaborative Writing: Saudi Female Graduate Students' Writing Practices, Discourse Strategies, and Participant Perceptions. (Doctoral Dissertation). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1675

Chicago Manual of Style (16th Edition):

Saaty, Ahdab. “Wiki-Supported Collaborative Writing: Saudi Female Graduate Students' Writing Practices, Discourse Strategies, and Participant Perceptions.” 2018. Doctoral Dissertation, Indiana University of Pennsylvania. Accessed April 22, 2019. https://knowledge.library.iup.edu/etd/1675.

MLA Handbook (7th Edition):

Saaty, Ahdab. “Wiki-Supported Collaborative Writing: Saudi Female Graduate Students' Writing Practices, Discourse Strategies, and Participant Perceptions.” 2018. Web. 22 Apr 2019.

Vancouver:

Saaty A. Wiki-Supported Collaborative Writing: Saudi Female Graduate Students' Writing Practices, Discourse Strategies, and Participant Perceptions. [Internet] [Doctoral dissertation]. Indiana University of Pennsylvania; 2018. [cited 2019 Apr 22]. Available from: https://knowledge.library.iup.edu/etd/1675.

Council of Science Editors:

Saaty A. Wiki-Supported Collaborative Writing: Saudi Female Graduate Students' Writing Practices, Discourse Strategies, and Participant Perceptions. [Doctoral Dissertation]. Indiana University of Pennsylvania; 2018. Available from: https://knowledge.library.iup.edu/etd/1675


University of Zululand

24. Mhlongo, Hlengiwe Romualda. The use of the reading-response journal as a strategy in promoting writing skills in further education and training phase schools .

Degree: 2017, University of Zululand

 This study is aimed at investigating whether or not the use of the reading-response journal as a strategy can yield any positive results in enhancing… (more)

Subjects/Keywords: writing skills development  – young learners  – strategies  – KZN  – South Africa

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

APA (6th Edition):

Mhlongo, H. R. (2017). The use of the reading-response journal as a strategy in promoting writing skills in further education and training phase schools . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1523

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):

Mhlongo, Hlengiwe Romualda. “The use of the reading-response journal as a strategy in promoting writing skills in further education and training phase schools .” 2017. Thesis, University of Zululand. Accessed April 22, 2019. http://hdl.handle.net/10530/1523.

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

MLA Handbook (7th Edition):

Mhlongo, Hlengiwe Romualda. “The use of the reading-response journal as a strategy in promoting writing skills in further education and training phase schools .” 2017. Web. 22 Apr 2019.

Vancouver:

Mhlongo HR. The use of the reading-response journal as a strategy in promoting writing skills in further education and training phase schools . [Internet] [Thesis]. University of Zululand; 2017. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10530/1523.

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

Council of Science Editors:

Mhlongo HR. The use of the reading-response journal as a strategy in promoting writing skills in further education and training phase schools . [Thesis]. University of Zululand; 2017. Available from: http://hdl.handle.net/10530/1523

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

25. Sandmel, Karin N. "I am a raindrop!" Narrative writing strategies and self-regulated strategy development for fourth and fifth grade students with writing and behavioral difficulties.

Degree: PhD, Special Education, 2010, Vanderbilt University

 Students at risk for emotional and behavioral disorders (EBD) typically receive support to improve their social and behavioral needs. There has been relative limited attention… (more)

Subjects/Keywords: behavioral difficulties; writing strategies

…use of self-regulation strategies and writing strategies with students with or at risk for… …the next section, research on the effectiveness of self-regulation and writing strategies… …addition to developing sufficient writing skills and strategies to succeed in school, students… …because of the success they experience with the writing and self-regulations strategies. There… …probes in baseline, 8 Adkins investigated SRSD and story writing strategies with three… 

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

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

APA (6th Edition):

Sandmel, K. N. (2010). "I am a raindrop!" Narrative writing strategies and self-regulated strategy development for fourth and fifth grade students with writing and behavioral difficulties. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu//available/etd-07212010-140129/ ;

Chicago Manual of Style (16th Edition):

Sandmel, Karin N. “"I am a raindrop!" Narrative writing strategies and self-regulated strategy development for fourth and fifth grade students with writing and behavioral difficulties.” 2010. Doctoral Dissertation, Vanderbilt University. Accessed April 22, 2019. http://etd.library.vanderbilt.edu//available/etd-07212010-140129/ ;.

MLA Handbook (7th Edition):

Sandmel, Karin N. “"I am a raindrop!" Narrative writing strategies and self-regulated strategy development for fourth and fifth grade students with writing and behavioral difficulties.” 2010. Web. 22 Apr 2019.

Vancouver:

Sandmel KN. "I am a raindrop!" Narrative writing strategies and self-regulated strategy development for fourth and fifth grade students with writing and behavioral difficulties. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2019 Apr 22]. Available from: http://etd.library.vanderbilt.edu//available/etd-07212010-140129/ ;.

Council of Science Editors:

Sandmel KN. "I am a raindrop!" Narrative writing strategies and self-regulated strategy development for fourth and fifth grade students with writing and behavioral difficulties. [Doctoral Dissertation]. Vanderbilt University; 2010. Available from: http://etd.library.vanderbilt.edu//available/etd-07212010-140129/ ;

26. AL-ZANKAWI, MAISOUN. An Investigation of EFL writing strategies and cohesion of Kuwaiti undergraduate students.

Degree: School of Education. Discipline of Education, 2018, Trinity College Dublin

 This study is the first of its kind in Kuwait. It aims to help writing curricula designers and teachers of writing at The University of… (more)

Subjects/Keywords: EFL writing strategies; composing process; language learning; cohesion; sociocognitive approach.

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

APA (6th Edition):

AL-ZANKAWI, M. (2018). An Investigation of EFL writing strategies and cohesion of Kuwaiti undergraduate students. (Thesis). Trinity College Dublin. Retrieved from http://hdl.handle.net/2262/84047

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):

AL-ZANKAWI, MAISOUN. “An Investigation of EFL writing strategies and cohesion of Kuwaiti undergraduate students.” 2018. Thesis, Trinity College Dublin. Accessed April 22, 2019. http://hdl.handle.net/2262/84047.

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

MLA Handbook (7th Edition):

AL-ZANKAWI, MAISOUN. “An Investigation of EFL writing strategies and cohesion of Kuwaiti undergraduate students.” 2018. Web. 22 Apr 2019.

Vancouver:

AL-ZANKAWI M. An Investigation of EFL writing strategies and cohesion of Kuwaiti undergraduate students. [Internet] [Thesis]. Trinity College Dublin; 2018. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2262/84047.

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

Council of Science Editors:

AL-ZANKAWI M. An Investigation of EFL writing strategies and cohesion of Kuwaiti undergraduate students. [Thesis]. Trinity College Dublin; 2018. Available from: http://hdl.handle.net/2262/84047

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


University of Southern California

27. Jury, Milo A. Using individual cognitive task analysis to capture expert writing instruction in expository writing for secondary students.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 Cognitive Task Analysis (CTA) is a collection of methods used to elicit the cognitive processes, unobserved knowledge, and goal structures that make up human behavior.… (more)

Subjects/Keywords: expository writing; cognitive task analysis; CTA; writing instruction; expertise; writing pedagogy; teaching strategies; high school writing; knowledge elicitation; high school; secondary students

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APA (6th Edition):

Jury, M. A. (2015). Using individual cognitive task analysis to capture expert writing instruction in expository writing for secondary students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/539594/rec/7752

Chicago Manual of Style (16th Edition):

Jury, Milo A. “Using individual cognitive task analysis to capture expert writing instruction in expository writing for secondary students.” 2015. Doctoral Dissertation, University of Southern California. Accessed April 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/539594/rec/7752.

MLA Handbook (7th Edition):

Jury, Milo A. “Using individual cognitive task analysis to capture expert writing instruction in expository writing for secondary students.” 2015. Web. 22 Apr 2019.

Vancouver:

Jury MA. Using individual cognitive task analysis to capture expert writing instruction in expository writing for secondary students. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Apr 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/539594/rec/7752.

Council of Science Editors:

Jury MA. Using individual cognitive task analysis to capture expert writing instruction in expository writing for secondary students. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/539594/rec/7752


AUT University

28. Tarawhiti, Nancy. The Effect of an Explicit Strategy Instructional Approach for the Treatment of L2 Writing Difficulties .

Degree: AUT University

Writing difficulties (WDs) have been investigated to identify what they are and how they occur, but not necessarily how to address them within a specific… (more)

Subjects/Keywords: Writing difficulties; Explicit strategy instruction; Second language writing; Strategies

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

APA (6th Edition):

Tarawhiti, N. (n.d.). The Effect of an Explicit Strategy Instructional Approach for the Treatment of L2 Writing Difficulties . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/10576

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tarawhiti, Nancy. “The Effect of an Explicit Strategy Instructional Approach for the Treatment of L2 Writing Difficulties .” Thesis, AUT University. Accessed April 22, 2019. http://hdl.handle.net/10292/10576.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tarawhiti, Nancy. “The Effect of an Explicit Strategy Instructional Approach for the Treatment of L2 Writing Difficulties .” Web. 22 Apr 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Tarawhiti N. The Effect of an Explicit Strategy Instructional Approach for the Treatment of L2 Writing Difficulties . [Internet] [Thesis]. AUT University; [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10292/10576.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Tarawhiti N. The Effect of an Explicit Strategy Instructional Approach for the Treatment of L2 Writing Difficulties . [Thesis]. AUT University; Available from: http://hdl.handle.net/10292/10576

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

29. Santos, Ana Rita Nunes. Relatório Final da Prática de Ensino Supervisionada: O Desenvolvimento do Gosto pela Escrita no 1.º Ciclo do Ensino Básico.

Degree: 2015, RCAAP

Atualmente, a literacia é uma questão educativa fundamental pois é importante que desde cedo o aluno se apodere de competências de escrita. Através da presente… (more)

Subjects/Keywords: Escrita; Ensino da escrita; Produção de textos; Estratégias; Motivação; Writing; Teaching of writing; Production of texts; Strategies; Motivation

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

APA (6th Edition):

Santos, A. R. N. (2015). Relatório Final da Prática de Ensino Supervisionada: O Desenvolvimento do Gosto pela Escrita no 1.º Ciclo do Ensino Básico. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/8638

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):

Santos, Ana Rita Nunes. “Relatório Final da Prática de Ensino Supervisionada: O Desenvolvimento do Gosto pela Escrita no 1.º Ciclo do Ensino Básico.” 2015. Thesis, RCAAP. Accessed April 22, 2019. https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/8638.

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

MLA Handbook (7th Edition):

Santos, Ana Rita Nunes. “Relatório Final da Prática de Ensino Supervisionada: O Desenvolvimento do Gosto pela Escrita no 1.º Ciclo do Ensino Básico.” 2015. Web. 22 Apr 2019.

Vancouver:

Santos ARN. Relatório Final da Prática de Ensino Supervisionada: O Desenvolvimento do Gosto pela Escrita no 1.º Ciclo do Ensino Básico. [Internet] [Thesis]. RCAAP; 2015. [cited 2019 Apr 22]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/8638.

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

Council of Science Editors:

Santos ARN. Relatório Final da Prática de Ensino Supervisionada: O Desenvolvimento do Gosto pela Escrita no 1.º Ciclo do Ensino Básico. [Thesis]. RCAAP; 2015. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/8638

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


University of Melbourne

30. Moore, Jacqueline. The performance of Culturally and Linguistically Diverse (CALD) students on a high-stakes writing test.

Degree: 2016, University of Melbourne

 This study considers the performance of Culturally and Linguistically Diverse (CALD) candidates compared with L1 candidates on a high-+stakes test of argumentative writing. The test… (more)

Subjects/Keywords: L2 writing assessment; approaches to persuasive writing; rhetorical strategies of L1 and L2 writers; L2 writers and figurative language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Moore, J. (2016). The performance of Culturally and Linguistically Diverse (CALD) students on a high-stakes writing test. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/91705

Chicago Manual of Style (16th Edition):

Moore, Jacqueline. “The performance of Culturally and Linguistically Diverse (CALD) students on a high-stakes writing test.” 2016. Masters Thesis, University of Melbourne. Accessed April 22, 2019. http://hdl.handle.net/11343/91705.

MLA Handbook (7th Edition):

Moore, Jacqueline. “The performance of Culturally and Linguistically Diverse (CALD) students on a high-stakes writing test.” 2016. Web. 22 Apr 2019.

Vancouver:

Moore J. The performance of Culturally and Linguistically Diverse (CALD) students on a high-stakes writing test. [Internet] [Masters thesis]. University of Melbourne; 2016. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/11343/91705.

Council of Science Editors:

Moore J. The performance of Culturally and Linguistically Diverse (CALD) students on a high-stakes writing test. [Masters Thesis]. University of Melbourne; 2016. Available from: http://hdl.handle.net/11343/91705

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