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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 24 1 BORN OR MADE: PROBLEMS OF PROSE STYLE & STYLISTIC IMPROVABILITY AT THE SENTENCE LEVEL, AN INTERDISCIPLINARY APPROACH McCarthy, Hope Petrash. - 2021 BASE Show details 2 Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule ... Leßmann, Beate. - : Waxmann, 2020 BASE Show details 3 Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020 In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020) BASE Show details 4 Indications of Single-Session Improvement in Writing Center Sessions ... Wilder, Aaron. - : IUPUI University Library, 2020 BASE Show details 5 Indications of Single-Session Improvement in Writing Center Sessions Wilder, Aaron. - 2020 BASE Show details 6 A revisão textual e o texto de opinião - uma intervenção pedagógica no 1º ciclo do ensino básico Freitas, Sara Nair Teixeira. - 2018 BASE Show details 7 FOUR SQUARE WRITING METHOD AS A TECHNIQUE TO TEACH DESCRIPTIVE WRITING Abdul Muth’im; Norhasanah In: JEELS (Journal of English Education and Linguistics Studies), Vol 5, Iss 2, Pp 259-278 (2018) (2018) BASE Show details 8 Campus Writing Centers, Student Attendance, and Change in Student Writing Performance Brown, Suzana G In: Dissertations (2015) Abstract: This dissertation examined the relationship between students attending a writing center and the change in students’ writing performance over the course of a semester. The study also sought to determine whether demographics (age, gender, ethnicity, marital status, and whether a student is a first-generation college student) were related to students’ change in writing after they attended a college writing center. Five Mississippi colleges and universities participated in the study. The study began with 110 students; however, only 78 students submitted two essays during the semester. Of those, 34 reported that they attended the writing center, 28 reported that they did not attend the writing center, and 16 did not report attendance. English instructors at each college selected one of their English composition classes for the study, and during the semester, the instructors submitted unmarked copies of their students’ first essay and unmarked copies of a later essay to the researcher. Upon receipt of the students’ papers, the researcher copied and coded all of the papers, removing all identifying information. A panel of three trained raters individually graded all of the students’ unmarked papers using a first-year composition rubric obtained from the University of South Florida, which included the four criteria: focus, evidence, organization, and style. Using the Cronbach’s alpha of .7, the researcher determined interrater reliability and was able to average the scores of the raters for each of the student’s essays. The results indicated that the majority of the student participants did not attend their college’s writing center during the semester. Additionally, the majority of those who did attend, only attended one time. However, of the 8 students who attended their writing center at least 4 times, their scores on the 4 criteria improved on most of the criteria, with only two students showing a decline on any criteria. The remainder showed either no change or an improvement. The results of this study suggest that a change in student writing performance occurs after multiple visits and could be useful to higher education administrators, especially writing center directors, who may seek to replicate the study within their own centers. Keyword: and Research; Educational Assessment; Evaluation; Higher Education and Teaching; Scholarship of Teaching and Learning; writing assessment; writing centers; writing improvement URL: https://aquila.usm.edu/dissertations/119 https://aquila.usm.edu/cgi/viewcontent.cgi?article=1134&context=dissertations BASE Hide details 9 Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 12 of 12 Place-based WAC/WID Hui. - 2015 BASE Show details 10 Student interview for Place-Based WAC/WID writing instruction in English, clip 6 of 15 Place-based WAC/WID Hui. - 2015 BASE Show details 11 Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 4 of 13 Place-based WAC/WID Hui. - 2015 BASE Show details 12 Student interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 5 of 15 Place-based WAC/WID Hui. - 2015 BASE Show details 13 Instructor interview for Place-Based WAC/WID writing instruction in Social Work, clip 3 of 21 Place-based WAC/WID Hui. - 2015 BASE Show details 14 Student interview for Place-Based WAC/WID writing instruction in Management, clip 5 of 13 Place-based WAC/WID Hui. - 2015 BASE Show details 15 ARAB STUDENTS' DIFFICULTIES WITH ENGLISH WRITING DURING THEIR TRANSITION TO THE UNITED STATES: AN EXPLORATORY STUDY Zghyer, Rima Nassar In: Dissertations (2014) BASE Show details 16 Wie sollte ein erfolgreiches Material für Kinder mit LRS aussehen? Theoretische Grundlagen und ein praktisches Beispiel: "Das schaffe ich!" Valtin, Renate; Naegele, Ingrid; Sasse, Ada 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 17 Wie sollte ein erfolgreiches Material für Kinder mit LRS aussehen? Theoretische Grundlagen und ein praktisches Beispiel: "Das schaffe ich!" ... Valtin, Renate; Naegele, Ingrid; Sasse, Ada. - : Deutsche Gesellschaft für Lesen und Schreiben, 2013 BASE Show details 18 Gutachten zur lerntheoretischen, lesedidaktischen und pädagogischen Qualität des Programms "IntraActPlus" ... Brügelmann, Hans. - : :null, 2009 BASE Show details 19 Gutachten zur lerntheoretischen, lesedidaktischen und pädagogischen Qualität des Programms "IntraActPlus" Brügelmann, Hans. - : Siegen, 2009. : pedocs-Dokumentenserver/DIPF, 2009 In: Siegen 2009, 24 S. (2009) BASE Show details 20 Checkpoint Literacy. Tagungsband 2 zum 15. Europäischen Lesekongress 2007 in Berlin Europäischer Lesekongress (15 : 2007 : Berlin). - : Deutsche Gesellschaft für Lesen und Schreiben, 2008. : Berlin, 2008. : pedocs-Dokumentenserver/DIPF, 2008 In: Berlin : Deutsche Gesellschaft für Lesen und Schreiben 2008, 328 S. - (DGLS-Beiträge; 8) (2008) BASE Show details Page: 1 2

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