| 1 |
Conditions for Teaching Writing: Exploring Two Cases of Seventh Grade Expository Writing Instruction
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 2 of 14
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 2 of 13
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Creating vocabulary awareness and promoting its use through prewriting graphic organizers in writers workshop
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Adventures in Paragraph Writing: The Development and Refinement of Scalable and Effective Writing Exercises for Large-enrollment Engineering Courses
|
|
|
|
In: IMPACT Publications (2014)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Wie sollte ein erfolgreiches Material für Kinder mit LRS aussehen? Theoretische Grundlagen und ein praktisches Beispiel: "Das schaffe ich!"
|
|
|
|
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)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Wie sollte ein erfolgreiches Material für Kinder mit LRS aussehen? Theoretische Grundlagen und ein praktisches Beispiel: "Das schaffe ich!" ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Student Voices, Students' Right: Language Use in the Composition Classroom and "Students' Right to Their Own Language"
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Teaching summary writing through direct instruction to improve test comprehension for students in ESL/EFL classroom
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Teaching process writing for intermediate/advanced learners in South Korea
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Exploring Success in Tutoring the Non-Native English Speaker at University Writing Centers
|
|
|
|
In: ETD Archive (2010)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
The story of writing Macao : a pedagogy for creative writing in a non-native context
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Effects of Online, Collaborative Discourse on Secondary Student Writing: A Case Study of the History and Ecology of an Electronic Exchange
|
|
|
|
In: Electronic Theses and Dissertations (2008)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Teaching the Neglected "R": Rethinking Writing Instruction in Secondary Classrooms
|
|
|
|
In: Faculty and Staff Monograph Publications (2007)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Monitoring understanding in elementary hands -on science through short writing exercises.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Developing the writing skills of second language students through the activity of writing to a real reader.
|
|
|
|
In: Doctoral Dissertations 1896 - February 2014 (2001)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Teacher comments and students' risk-taking : native and non-native speakers of American English in basic writing
|
|
|
|
In: Virtual Press (1999)
|
|
Abstract:
This comparative case study examines how writing teachers comment on basic writing students' papers, how students respond to these comments, and how students take risks in their revising process. Four U.S., four ESOL basic writing students, and four basic writing teachers participated in the study. Three writing samples of the students' choices including drafts, revisions, and final papers were collected, coded, and analyzed to see the amount of risk-taking. Students were asked to complete the Daly and Miller's Writing Apprehension Test along with a Demographic Information Check Sheet. Each student was interviewed three times: once for each writing sample, and each teacher was interviewed once. The study revealed that students in the study appreciated teachers' written comments on their multiple-draft papers, and that teachers' comments, particularly the ones on content and organization, did help improve their writing ability and motivated these students to take risks in trying new ideas in revision. The ESOL writers tend to take fewer risks and regard revision as making lexical changes because of their unfamiliarity with the English usage and writing conventions, while the U.S. writers take more risks and view revision as a recursive process with different levels of attention.The main purpose of the study was to find out what major factors motivated students' risk-taking in their revisions so that writing teachers will be able to provide comments that motivate students to become better writers. This study will contribute to the understanding of what students really think of teachers' written comments. ; Department of English ; Thesis (Ph. D.)
|
|
Keyword:
American -- Evaluation; College students -- Attitudes; College students' writings; Editing -- Study and teaching (Higher); English language -- Composition and exercises -- Study and teaching (Higher); English language -- Writing -- Study and teaching (Higher); Grading and marking (Students) -- Public opinion
|
|
URL: http://cardinalscholar.bsu.edu/handle/handle/177783
|
|
BASE
|
|
Hide details
|
|
|
|
|
