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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 3 4 5...31 Hits 1 – 20 of 604 1 Secondary & Collegiate English Composition Education in Turkey: a Case Study of History and Present State Haq, Haris U In: English Dissertations (2022) BASE Show details 2 English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction Kelly, Teresa Marie; Thompson, Stephanie; Bone, Sheryl In: Georgia International Conference on Information Literacy (2022) BASE Show details 3 Study 1 - Fred and his dog (revised with author vs respondent conditions) ... Shorr, Ardon. - : Open Science Framework, 2022 BASE Show details 4 Using Issues in Honors Education to Teach Argumentation Guzy, Annmarie In: Honors in Practice -- Online Archive (2022) BASE Show details 5 Writing Fat: Rejecting the Logics of Anti-Fatness in the Teaching of Writing Knudsen, Celie In: Embargoed Master's Theses (2022) BASE Show details 6 Dewey in the Digital Age: Experiential Composition and Reflection as Transformation Page, Danielle In: Dissertations, Theses, and Student Research: Department of English (2022) BASE Show details 7 Defending Difference: Translingualism in the Composition Classroom Smith, R. Elle In: All Graduate Plan B and other Reports (2022) BASE Show details 8 Cutting and Pasting: The Rhetorical Promise of Scrapbooking as Feminist Inventiveness and Agency from the Margins Hayter, Catherine. - : eScholarship, University of California, 2021 BASE Show details 9 Textproduktion von schwach schreibenden Jugendlichen. Eine empirische Studie zum Schreibprozess im Kontext des persuasiven Argumentierens Lindauer, Nadja. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021 In: Münster ; New York : Waxmann 2021, 306 S. - (Sprachliche Bildung – Studien; 9) (2021) BASE Show details 10 Writing Difference: Student Ideologies and Translingual Possibilities ... Vaneyk, Kristin. - : My University, 2021 BASE Show details 11 Advancing writing analytics methodologies: a hybrid approach to analyzing errors in automated rhetorical feedback Cotos, Elena In: World Languages and Cultures Conference Papers, Posters and Proceedings (2021) BASE Show details 12 Collaborative Multimodal Writing via Google Docs: Perceptions of French FL Learners Miriam Akoto In: Languages ; Volume 6 ; Issue 3 (2021) BASE Show details 13 Writing Difference: Student Ideologies and Translingual Possibilities Vaneyk, Kristin. - 2021 BASE Show details 14 Why Are We Doing This: How Students Find Meaning in Research Writing Across Contexts Lasley, Scott In: Doctoral Dissertations (2021) BASE Show details 15 The Ideal International Student: Intersections of Race, Gender, and Accent in International Multilingual Student Identity Raymond, Kristin In: Doctoral Dissertations (2021) BASE Show details 16 Generic Expectations in First Year Writing: Teaching Metadiscoursal Reflection and Revision Strategies for Increased Generic Uptake of Academic Writing Scheff, Kaelah Rose. - : Digital Commons @ University of South Florida, 2021 In: Graduate Theses and Dissertations (2021) BASE Show details 17 A Culture of Civic Action: Deliberative Pedagogy for Composition Sprague, Trevor Colin In: Theses and Dissertations (2021) BASE Show details 18 Critical Pedagogy and Accountability: An Autoethnographic Analysis of Race and Embodiment in Tennessee's Teacher Evaluations Napreyeva, Rebecca C In: Masters Theses (2021) BASE Show details 19 What's In a Mode: Writing Program Administrators' Perception, Value, and Implementation of Multimodality in First-Year Writing Johnston, Carolyn Alice In: Doctoral Dissertations (2021) Abstract: This study focuses on writing program administrators’ (WPAs) views towards the definition and value of multimodality within their first-year writing program curriculum. Furthermore, the study seeks to discover how first-year writing programs go about integrating a multimodal focus, including support structures that are in place, such as training, equipment, technology, and other resources. Multimodality has become a popular topic of discussion for those in Rhetoric/Composition, yet its program-wide implementation remains low. This study updates a 2005 study published in Composition Studies, which provided an overview of what participants labeled as multimodal or new media for their Composition classroom instruction (Anderson, Atkins, Ball, Millar, Selfe, & Selfe) Much of the scholarship on multimodality has centered on defining the concept, proposing practical ways to incorporate multimodality into instruction, and analyzing the pros and cons of its incorporation. So far, not much scholarship has been directly targeted to WPAs. This project explores the theoretical approaches to multimodality through curriculum implementation by presenting an overview of what works for writing programs across institutional contexts, from doctoral granting institutions to associate’s colleges. This research was explored through the theoretical frameworks of antiracism and utilitarianism. Methodology included surveys and semi-structured interviews via Zoom. Data analysis was used to identify themes of student and faculty perception of multimodality, balancing expectations and faculty experiences, and labor conditions. Implications for navigating curriculum changes while balancing structural disadvantages within programs are discussed. Further research is warranted for expanding this research into even more diverse contexts. Keyword: first-year writing; implementation; multimodality; perceptions; Rhetoric and Composition; values; writing program administrators URL: https://trace.tennessee.edu/cgi/viewcontent.cgi?article=7838&context=utk_graddiss https://trace.tennessee.edu/utk_graddiss/6651 BASE Hide details 20 BORN OR MADE: PROBLEMS OF PROSE STYLE & STYLISTIC IMPROVABILITY AT THE SENTENCE LEVEL, AN INTERDISCIPLINARY APPROACH McCarthy, Hope Petrash. - 2021 BASE Show details Page: 1 2 3 4 5...31

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