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Conditions for Teaching Writing: Exploring Two Cases of Seventh Grade Expository Writing Instruction
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Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 2 of 14
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Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 2 of 13
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Creating vocabulary awareness and promoting its use through prewriting graphic organizers in writers workshop
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| 7 |
Adventures in Paragraph Writing: The Development and Refinement of Scalable and Effective Writing Exercises for Large-enrollment Engineering Courses
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In: IMPACT Publications (2014)
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| 8 |
Wie sollte ein erfolgreiches Material für Kinder mit LRS aussehen? Theoretische Grundlagen und ein praktisches Beispiel: "Das schaffe ich!"
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In: Hellmich, Frank [Hrsg.]; Siekmann, Katja [Hrsg.]: Sprechen, Lesen und Schreiben lernen. Erfolgreiche Konzepte der Sprachförderung. Berlin : Deutsche Gesellschaft für Lesen und Schreiben 2013, S. 200-214. - (DGLS-Beiträge; 15) (2013)
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| 9 |
Wie sollte ein erfolgreiches Material für Kinder mit LRS aussehen? Theoretische Grundlagen und ein praktisches Beispiel: "Das schaffe ich!" ...
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| 10 |
Student Voices, Students' Right: Language Use in the Composition Classroom and "Students' Right to Their Own Language"
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| 11 |
Teaching summary writing through direct instruction to improve test comprehension for students in ESL/EFL classroom
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| 12 |
Teaching process writing for intermediate/advanced learners in South Korea
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| 13 |
Exploring Success in Tutoring the Non-Native English Speaker at University Writing Centers
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In: ETD Archive (2010)
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| 14 |
The story of writing Macao : a pedagogy for creative writing in a non-native context
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| 15 |
Effects of Online, Collaborative Discourse on Secondary Student Writing: A Case Study of the History and Ecology of an Electronic Exchange
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In: Electronic Theses and Dissertations (2008)
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| 16 |
Teaching the Neglected "R": Rethinking Writing Instruction in Secondary Classrooms
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In: Faculty and Staff Monograph Publications (2007)
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| 17 |
First-year composition and writing center usage
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Abstract:
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. ; Title from title screen of research.pdf file (viewed on March 27, 2008) ; Includes bibliographical references. ; Thesis (M.A.) University of Missouri-Columbia 2007. ; Dissertations, Academic -- University of Missouri--Columbia -- English. ; This study began with some initial questions about the interaction between the Composition Program and the Writing Lab at the University of Missouri-Columbia, with the first-year composition student's navigation of that interaction as the point of inquiry. What were the motivations that students had as they began their coursework? Could those motivations change throughout the course of a semester and, if so, could the Writing Lab be seen as a catalyst for those changes? An adapted version of the Motivated Strategies for Learning Questionnaire (MSLQ) was made available to the students who were enrolled in English 1000 during the Fall semester of 2005. The students were asked to complete this survey at the beginning and end of the semester, and the campus Writing Lab's data on student usage was then matched with the results from each survey. The study was amended though, due to a lack of matched data sets. Sixty-six students completed the MSLQ survey for the pre-test, while only 42 completed the post-test. Only ten of the respondents were found to have utilized the Writing Lab as well as having participated in both the pre-test and post-test. Because of this small sample size, a "student centered" set of questions was developed, in order to collect more data from the individuals who had completed all parts of the initial method. Three of the students further articulated their experiences in and out of class through these sets of interview questions. While there were no statistically significant correlations between Writing Lab usage and the student responses to the MSLQ, both the quantitative data and the additional qualitative responses serve to point in particular directions for further research in Composition, such as student understanding of the services provided for them, as well as the requirements and demands for their courses in conjunction with those services.
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Keyword:
Composition (Language arts); English language -- Composition and exercises; motivated strategies for learning questionnaire; MSLQ; Writing centers
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URL: https://doi.org/10.32469/10355/4933
https://hdl.handle.net/10355/4933
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| 18 |
Monitoring understanding in elementary hands -on science through short writing exercises.
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| 19 |
Developing the writing skills of second language students through the activity of writing to a real reader.
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In: Doctoral Dissertations 1896 - February 2014 (2001)
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Teacher comments and students' risk-taking : native and non-native speakers of American English in basic writing
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In: Virtual Press (1999)
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