Current Search: writing (x)
Pages
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Title
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MILD TO MODERATELY SEVERE.
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Creator
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Valencia, Julian, Thaxton, Terry, University of Central Florida
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Abstract / Description
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Mild to Moderately Severe is an episodic memoir of a boy coming of age as a latch-key kid, living with a working single mother and partly raising himself, as a hearing impaired and depressed young adult, learning to navigate the culture with a strategy of faking it, as a nomad with seven mailing addresses before turning ten. It is an examination of accidental and cultivated loneliness, a narrative of a boy and later a man who is too adept at adapting to different environments, a reflection on...
Show moreMild to Moderately Severe is an episodic memoir of a boy coming of age as a latch-key kid, living with a working single mother and partly raising himself, as a hearing impaired and depressed young adult, learning to navigate the culture with a strategy of faking it, as a nomad with seven mailing addresses before turning ten. It is an examination of accidental and cultivated loneliness, a narrative of a boy and later a man who is too adept at adapting to different environments, a reflection on relationships and popularity and a need for attention and love that clashes with a need to walk through unfamiliar neighborhoods alone. "Mild to moderately severe" is a diagnosed level of my hearing impairment. It is also the level of clinical depression I'm supposed to have been suffering since I was a preteen. It is also an answer to the question, "How was your day?"
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Date Issued
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2011
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Identifier
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CFE0003749, ucf:48770
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0003749
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Title
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Tracing Literacy Practices of Multilingual Writing Tutors.
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Creator
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Nieves, Somaily, Rounsaville, Angela, Hall, Mark, Pinkert, Laurie, University of Central Florida
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Abstract / Description
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Research in writing studies has focused on multilingual writers and the rhetorical affinity they gain from shuttling between multiple languages (Lorimer Leonard, 2014; Guerra, 2004) Writing center studies have focused on multilingual writing tutors and have argued the need to use more tutors who are literate in more than one language because they possess skills that can be useful in writing centers (Lape, 2013; Thonus, 2014). However, not much research has been conducted to better understand...
Show moreResearch in writing studies has focused on multilingual writers and the rhetorical affinity they gain from shuttling between multiple languages (Lorimer Leonard, 2014; Guerra, 2004) Writing center studies have focused on multilingual writing tutors and have argued the need to use more tutors who are literate in more than one language because they possess skills that can be useful in writing centers (Lape, 2013; Thonus, 2014). However, not much research has been conducted to better understand what literacy practices these multilingual writing tutors develop that make them better equipped in writing center tutoring sessions. This thesis focuses on a case study of a multilingual writing tutor and traces her literacy practices through the collection of a literacy history interview, three video-recordings of tutoring sessions, and a stimulated recall interview in which segments from the sessions are the focus of the interview. The thesis employs New Literacy Studies (Barton and Hamilton, 1998; Heath, 2001) and Canagarajah's (2013) translingualism as a lens to identify literacy practices that stem from a multilingual upbringing and the ways they manifest in tutoring sessions. The findings of this study reveal two main literacy practices that are prevalent in the tutor's tutoring strategies, empathy and rhetorical attunement. More importantly, the study reveals the complexities of tracing literacy practices across time. Through data analysis, I claim that the participant's rhetorical attunement may have derived from her multilingual upbringing as many researchers suggest (Lorimer Leonard, 2014; Guerra, 2004). Ultimately, my research also argues that these practices were amplified by other factors in her life that helped foster her rhetorical learning and led to a metacognitive practice. I assert that through her exposure to rhetorical education in the tutor training course, the Writing and Rhetoric major, and the continual training and practice of tutoring, her rhetorical affinity is developed into a metacognitive practice in which she thinks critically about the moves she is making in her tutoring session, rather than simply reacting to changes in the session; she thinks of the various effects her decisions may have on the learning occurring in the session. The results of this study demonstrate the complexities of tracing literacy practices over time and argue for a less linear approach to tracing literacy practices. By understanding the ways informal and formal education affect the development of those practices, we can better trace those practices from its origin through its progression in order to understand how those practices are enhanced through various domains. Although this study begins to address the literacy practices that are distinct to multilingual writing tutors, it is limited due to the number of participants that took part in this study. More research needs to be conducted to study the literacy practices of multilingual writing tutors.
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Date Issued
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2017
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Identifier
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CFE0006631, ucf:51285
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0006631
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Title
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The Clockman Movement.
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Creator
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Martin, Allison, Jones, Anna, Thaxton, Terry, Smith, Anne, University of Central Florida
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Abstract / Description
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As a genre of Neo-Victorian fiction, Steampunk is largely identified by Victorian aesthetics and technology centering on clockwork and steam power. The novel The Clockman Movement seeks to emphasize the (")punk(") in (")steampunk(") by exploring the social concerns of colonialism, including sexism, racism, and classism, while embracing the more fantastic and entertaining aspects of steampunk.Before all other labels(-)Nordlunder, daughter, woman(-)Eve Traugott is a machinist. Or she would be,...
Show moreAs a genre of Neo-Victorian fiction, Steampunk is largely identified by Victorian aesthetics and technology centering on clockwork and steam power. The novel The Clockman Movement seeks to emphasize the (")punk(") in (")steampunk(") by exploring the social concerns of colonialism, including sexism, racism, and classism, while embracing the more fantastic and entertaining aspects of steampunk.Before all other labels(-)Nordlunder, daughter, woman(-)Eve Traugott is a machinist. Or she would be, if one of the machinists in the capital would hire her as an apprentice. She thought it would be simple to find a machinist willing to take a chance on her in Aufziehburg, the mechanical center of the State of Nordlund, but so far the Aufziehburger machinists have been as narrow-minded as the one she left behind in her hometown.Her inheritance dwindling, Eve sets her sights on the clockmen, the State's automaton workers, hoping that studying them might help her learn enough to gain an apprenticeship. When her curiosity draws the unwanted attention of Statesman Bristed and the winders, procuring an apprenticeship becomes the least of Eve's concerns.
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Date Issued
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2016
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Identifier
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CFE0006476, ucf:51439
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0006476
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Title
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When Our Cities Hollowed.
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Creator
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Al-harastani, Hana, Milanes, Cecilia, Neal, Mary, Poissant, David, University of Central Florida
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Abstract / Description
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When Our Cities Hollowed is an interrelated collection of short fiction that follows an extended family's everyday lives before and during the Syrian Civil War. In efforts to combat current media narratives regarding Syrians, this collection presents a complex counter-narrative, following characters of a typical Sunni Muslim, middle-class family, some of whom support the government, others of whom support the opposition. War, in these stories, is a looming shadow, often acting as a catalyst...
Show moreWhen Our Cities Hollowed is an interrelated collection of short fiction that follows an extended family's everyday lives before and during the Syrian Civil War. In efforts to combat current media narratives regarding Syrians, this collection presents a complex counter-narrative, following characters of a typical Sunni Muslim, middle-class family, some of whom support the government, others of whom support the opposition. War, in these stories, is a looming shadow, often acting as a catalyst to many of the characters' conclusions about love, family, and what it means to be alive.
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Date Issued
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2017
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Identifier
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CFE0006552, ucf:51354
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0006552
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Title
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Drops of Light in the Dark.
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Creator
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Urban, April, Neal, Mary, Hubbard, Susan, Bartkevicius, Jocelyn, University of Central Florida
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Abstract / Description
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The short stories in this collection focus on young individuals', especially women's, experience and development as they navigate personal relationships and search for a place in the world. Both longer stories and flash fiction are included, and stories are told in past and present tense, and from first, second, and third person point of view. However, the narration of all of these stories stays close to the characters' points of view, inhabiting their visceral experience. These stories take...
Show moreThe short stories in this collection focus on young individuals', especially women's, experience and development as they navigate personal relationships and search for a place in the world. Both longer stories and flash fiction are included, and stories are told in past and present tense, and from first, second, and third person point of view. However, the narration of all of these stories stays close to the characters' points of view, inhabiting their visceral experience. These stories take place in a variety of settings, including a beachside motel, college campuses, bars, and offices. All of these characters, though, struggle with questions of identity, intimacy, and purpose. These conflicts are revealed through the characters' interactions with others and reactions to their environments, especially focusing on the small details of ordinary events and settings. By depicting these characters' encounters with the everyday, their sense of self and experiences are shown, and thus the particularities of women's relationships with their selves, their bodies, and their relationships are represented. In addition to this collection of short stories, the Writing Life Essay in this thesis discusses my development as a writer, my aims, and the writers, such as Dylan Landis, Joy Williams, and Mary Gaitskill, who have influenced my work. A Reading List of influential works, including fiction, non-fiction, and poetry, follows.
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Date Issued
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2013
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Identifier
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CFE0004764, ucf:49766
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0004764
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Title
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Mercury.
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Creator
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Gaines, Adrienne, Rushin, Patrick, Neal, Mary, Roney, Lisa, University of Central Florida
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Abstract / Description
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Mercury is a collection of short stories based in the fictional town of Mercury, Georgia. Set over the course of several decades, the stories trace the events that changed individuals, families, and a whole community for decades. Loosely based on the author's real-life family history, the stories, both humorous and heartbreaking, show characters caught between the past and the present and searching for a way forward. A girl who makes friends with a ghost, a woman who can't help but run from...
Show moreMercury is a collection of short stories based in the fictional town of Mercury, Georgia. Set over the course of several decades, the stories trace the events that changed individuals, families, and a whole community for decades. Loosely based on the author's real-life family history, the stories, both humorous and heartbreaking, show characters caught between the past and the present and searching for a way forward. A girl who makes friends with a ghost, a woman who can't help but run from crying babies, a man forced to face the town's darkest side(-)these and other characters respond in surprising ways to circumstances that are both ordinary and extraordinary. Most of the stories in the collection are linked, showing the interconnectedness of the lives in this small town. The pieces work together to present a larger narrative of how the characters and the town struggle to change, survive, hope, and face the future.
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Date Issued
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2013
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Identifier
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CFE0004846, ucf:49692
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0004846
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Title
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CONSTRUCTS UNIQUE TO TWO VOLUSIA COUNTY ELEMENTARY WRITING PROGRAMS.
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Creator
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Holt, Kathleen, Kaplan, Jeffrey, University of Central Florida
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Abstract / Description
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This case study sought to examine constructs of two fourth-grade elementary writing programs in Volusia County, Florida. With only the Sunshine State Standards as a guide, each district, school, or teacher must design a writing curriculum that addresses those standards, develops writers, and provides accountability. Fourth-grade classrooms were selected because students at that grade level are required to participate in the FCAT Writing +, a two-day state assessemnt that requires students to...
Show moreThis case study sought to examine constructs of two fourth-grade elementary writing programs in Volusia County, Florida. With only the Sunshine State Standards as a guide, each district, school, or teacher must design a writing curriculum that addresses those standards, develops writers, and provides accountability. Fourth-grade classrooms were selected because students at that grade level are required to participate in the FCAT Writing +, a two-day state assessemnt that requires students to compose an essay on a designated topic within a 45-minute period. A second part of the assessment consists of multiple-choice items covering editing and revising, graphic organizers, and letter writing. Both sections of this assessment measure student progress relative to the Sunshine State Standards' benchmarks for writing. Data was collected through multiple sources. An observation instrument, based in part on Karen Bromley's Key Components of Sound Writing Instruction, was constructed. Survey, focus group, and interview questions were derived in part from a survey Dr. Roger Brindley and Dr. Jenifer Jasinski Schneider created to study fourth-grade teachers' perspectives on teaching writing. Writing artifacts were also collected. Karen Bromley suggested five elements to address both process and product that are necessary for a balanced approach to writing. They are; Standards and Assessment, Large Blocks of Time, Direct Instruction, Choice and Authenticity, and Writing Across the Curriculum. Findings revealed that although both schools subscribed to different methods and materials for writing instruction, similarities were revealed with consideration to these components. Current test scores validated these practices. Implications for further study and investigation based on these findings ensures the advancement of the body of knowledge about writing instruction.
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Date Issued
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2006
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Identifier
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CFE0001158, ucf:46862
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0001158
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Title
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Learning Spaces are WAC: Investigating How Classroom Space Design Influences Student Disciplinary Identities.
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Creator
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Berry, Landon, Zemliansky, Pavel, Vie, Stephanie, Bowdon, Melody, Pigg, Stacey, University of Central Florida
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Abstract / Description
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This dissertation used classroom observations, movement mapping, instructor interviews, and student focus groups to examine the ways in which both instructors and students navigated the classroom spaces they were assigned in upper-level, discipline-specific courses. By focusing on three diverse disciplines (writing and rhetoric, education, and chemistry), this dissertation makes arguments about how the design of classroom spaces (as well as the tools that are housed therein) support,...
Show moreThis dissertation used classroom observations, movement mapping, instructor interviews, and student focus groups to examine the ways in which both instructors and students navigated the classroom spaces they were assigned in upper-level, discipline-specific courses. By focusing on three diverse disciplines (writing and rhetoric, education, and chemistry), this dissertation makes arguments about how the design of classroom spaces (as well as the tools that are housed therein) support, facilitate, and detract from a student's ability to develop a disciplinary identity, which is defined here as the social and linguistic construction of a practitioner of a discipline that is shaped by the language, positions, and peer acknowledgement negotiated by that discipline. Moreover, this dissertation also makes arguments about how tools that are common across many disciplines (desktops, chairs, etc.) support or detract from student engagement. Ultimately, this dissertation argues that teachers across disciplines can be mindful of the spaces they are assigned (even if those spaces were perhaps not designed with disciplinary goals in mind) in an effort to help students begin to think of those spaces as extensions of their discipline so they can better imagine themselves as future professionals in those spaces.
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Date Issued
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2018
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Identifier
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CFE0006977, ucf:51651
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0006977
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Title
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INTEGRATING JOURNAL WRITING WITH INQUIRY BASED SCIENCE INSTRUCTION IN A SECOND GRADE CLASSROOM.
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Creator
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Zissman, Lauren, Lewis, Nancy, University of Central Florida
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Abstract / Description
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This action research study investigated the effects of using science journals to promote science writing and to investigate changes in student attitudes in a second grade inquiry-based science class. This was an action research study in which qualitative and quantitative data was collected. The data was collected using science journals, pre and post inventories, field notes, teacher observations, videotaped science inquiry lessons, and surveys. The students demonstrated a true fondness for...
Show moreThis action research study investigated the effects of using science journals to promote science writing and to investigate changes in student attitudes in a second grade inquiry-based science class. This was an action research study in which qualitative and quantitative data was collected. The data was collected using science journals, pre and post inventories, field notes, teacher observations, videotaped science inquiry lessons, and surveys. The students demonstrated a true fondness for journal writing and expressed interest in continued use. After concluding this action research study, I better understand the benefits of utilizing journal writing to enhance my teaching of the science curriculum as well as the other disciplines I facilitate.
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Date Issued
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2005
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Identifier
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CFE0000437, ucf:46383
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0000437
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Title
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IN SEARCH OF: STORIES FROM THE ONES LEFT BEHIND.
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Creator
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Velez, Mayra, Rushin, Pat, University of Central Florida
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Abstract / Description
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"In Search Of: Stories from the Ones Left Behind" introduces five young women-- June, Leila, Kiss, Marianne, and Alma-- who struggle to impede loved ones from abandoning them. One woman confronts her worst fears when she finds out about her husband's affair with a mutual friend; one comes to terms with her sister's poor lifestyle choices; another copes with her mother's sudden marriage; and yet another figures out that in order to keep her fiancé, she must be willing to...
Show more"In Search Of: Stories from the Ones Left Behind" introduces five young women-- June, Leila, Kiss, Marianne, and Alma-- who struggle to impede loved ones from abandoning them. One woman confronts her worst fears when she finds out about her husband's affair with a mutual friend; one comes to terms with her sister's poor lifestyle choices; another copes with her mother's sudden marriage; and yet another figures out that in order to keep her fiancé, she must be willing to take on responsibilities foreign to her. And then there is the story of Alma, a contemplative but naïve seventeen-year-old girl who commits a serious mistake, an act of prostitution, and when her parents find out, she's left with no choice except to leave her hometown before high school graduation. Alma learns that when it comes to the aftermath of mistakes, women often get a double-dose of pain, plus they run the risk of being removed from the family circle. These stories also touch on other themes: mother-daughter relationships; sibling rivalry and communion; adultery; marriage to foreigners; spirituality; atheism amongst a religious family; dependency; and also how contemporary young women deal with relatively successful careers. But the one common thread running through the heart of these women's stories is how they confront the threat of being pushed aside or deserted by a loved one.
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Date Issued
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2007
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Identifier
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CFE0001841, ucf:47365
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0001841
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Title
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MOONFLOWERS AND OTHER STORIES.
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Creator
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Prevatt-Harris, Sarah, Hubbard, Susan, University of Central Florida
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Abstract / Description
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"Moonflowers" and Other Stories is a collection of short stories focusing on complex relationships among characters who are estranged from their families and their pasts; some seek to reestablish connections, while others decide to simply walk away. All of the stories are set in Florida. In "Stained Glass," Abby returns home after seventeen years to help care for the father who disowned her. In "Blue Green Red," Melaney is compelled to find her brother after years of lying about his existence...
Show more"Moonflowers" and Other Stories is a collection of short stories focusing on complex relationships among characters who are estranged from their families and their pasts; some seek to reestablish connections, while others decide to simply walk away. All of the stories are set in Florida. In "Stained Glass," Abby returns home after seventeen years to help care for the father who disowned her. In "Blue Green Red," Melaney is compelled to find her brother after years of lying about his existence. Selina, the protagonist of "Fatty Walsh" is so embarrassed by her family she will not tell her friend Alucia where she lives, although she must ultimately choose between her younger brother and her friendship with Alucia. All of the stories in this thesis find characters desiring to establish or restore relationships despite past mistakes and grievances, evidence of their innate longing for human connection.
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Date Issued
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2007
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Identifier
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CFE0001980, ucf:47428
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0001980
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Title
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WHAT IS COLLEGE-LEVEL WRITING? -THE COMMON GROUND FROM WHICH A NEW SECONDARY POST SECONDARY COMPOSITION PARTNERSHIP CAN BE FORMED.
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Creator
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Berger, Nancy, Bell, Kathleen, University of Central Florida
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Abstract / Description
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In the Introduction to What is "College-Level" Writing?, editors Patrick Sullivan and Howard Tinberg state that the title asks "one of the most important questions in our profession" (xiii). However, even after 418 pages of essays written from the perspectives of high school teachers, college instructors, students, and administrators, the answer remains elusive because college-level writing does not, in fact, start in college - it starts in high school - where high school teachers believe...
Show moreIn the Introduction to What is "College-Level" Writing?, editors Patrick Sullivan and Howard Tinberg state that the title asks "one of the most important questions in our profession" (xiii). However, even after 418 pages of essays written from the perspectives of high school teachers, college instructors, students, and administrators, the answer remains elusive because college-level writing does not, in fact, start in college - it starts in high school - where high school teachers believe they are instilling in their college-bound students the writing skills required by post-secondary institutions. The students, meanwhile, show up in first-year composition classes to find not only have they not been prepared for college-level writing, they haven't the faintest idea what college-level writing is. Our students have more writing demands on them now than ever before -- both in and outside of academia -- what past CCCC president, Douglas D. Hesse, terms "obliged" and "self-sponsored" writing (349). The job market has gone global and careerism is a reality for the college graduates of today. Yet, college writing instruction represents the last chance students have to learn the rhetorical traditions behind the writing skills, along with the realization that without an understanding of process and purpose, the products they do produce will never reach full potential. It is this seemingly dichotomic relationship between the "global village" job market and the rhetorical tradition that has created the exigence for this research. This study examines twelfth grade English and first-year college composition instruction from the three perspectives comprising the College Writing Contact Zone rhetorical triangle (practitioners-professional organizations-textbooks). Following the model of analysis used by Patrick Sullivan and Howard Tinberg in What is "College-Level" Writing, essays and articles written by high school teachers and first-year composition instructors involved in the "what is college-level writing?" conversation are discussed, examining each for the common threads running throughout their different viewpoints. The curricula at both the 12th grade high school and first-year college levels is also researched, in light of the mandates instituted by the professional organizations of the discipline (the NCTE and CCCC). Specifically examined are the roles these respective professional organizations played in the evolution of 12th grade high school English classes and the first-year college composition course, as we know them today. Finally, the textbooks, which inform the curricula of 12th grade high school English and first-year college composition, are investigated in regards to scope and sequence, assumptions, and authorship. The learning theories driving the textbooks are then used to construct the definition of college-level writing from the perspective of textbook publishers. The answer to the "What is college-level writing?" question emerging from this research is not what one might expect. College-level writing, as an entity, does not exist because college-level writing is the result of college-level discourse literacy. Since first year college students must step outside their comfort zone into Pratt's contact zone, perhaps, "instead of asking how to make high school writing prepare students for college writing ,. . ." we should be asking what literacy looks like"(Thompson 80). Making students aware of the different discourse communities in existence at the college level (Hesse's self-sponsored and obliged) is the first step in their being able to learn what writing is considered appropriate within each discourse community. What is needed is a new paradigm in the form of a transitional composition class that cultivates students as critically thinking writers who are the experts of their own thoughts and ideas. Whether this class belongs in the twelfth grade curriculum or the first-year college curriculum needs to be determined, but its absence is the missing link responsible for the non-transference of writing skills from the high school to the college level, as well as the non-transference of writing skills beyond the first-year composition class within academia. Our high schools, recognizing the fact that all of their twelfth grade English students are not going on to college, teach the writing skills and reading analyses needed for post-secondary school life whatever that may be. First-year composition instructors assign their essays and research papers expecting their students to already be well-versed in the self-sponsored and obliged discourses of the academy but they are not. The contact zone is created and the conflict begins because students need to access those discourses if they are to start creating self-sponsored knowledge of their disciplines. It is this 'knowing,' this created knowledge, that transforms our students into writers; the writers for whom we are the stewards.
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Date Issued
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2007
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Identifier
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CFE0001878, ucf:47419
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0001878
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Title
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THE NATURAL ORDER OF THINGS: STORIES.
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Creator
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Albamonte, Gene, Rushin, Pat, University of Central Florida
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Abstract / Description
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The Natural Order of Things is a collection of unrelated short stories that focuses on the love, despair, happiness and sorrow prevalent in relationships. Another common thread is how the lack of communication between family, friends and lovers can create burdens that, in some cases, are simply too heavy to lift. Some of the stories have a humorous voice while dealing with those burdens. Many others deal with the complexities of those emotions in a more somber tone. These fictional stories...
Show moreThe Natural Order of Things is a collection of unrelated short stories that focuses on the love, despair, happiness and sorrow prevalent in relationships. Another common thread is how the lack of communication between family, friends and lovers can create burdens that, in some cases, are simply too heavy to lift. Some of the stories have a humorous voice while dealing with those burdens. Many others deal with the complexities of those emotions in a more somber tone. These fictional stories are completely unrelated to each other, and yet they all aim to shine a light on life's conflicts and on the ramifications of how we deal with those conflicts.
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Date Issued
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2009
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Identifier
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CFE0002534, ucf:47651
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0002534
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Title
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A LITTLE SLICE OF THE MOON: STORIES.
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Creator
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Rashid, Fatima, Leiby, Jeanne, University of Central Florida
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Abstract / Description
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A Little Slice of the Moon: stories is a collection of short stories that explore the struggles of various characters to find their place in the world. And the world, despite its familiarity, can be a hostile place. The characters in this collection learn that families are a fragile lot, that every desire contains a paradox, that the Road of Life can seemingly be grasped by the horns, but that the future twists and turns, yet never escapes the past. And it is the past that haunts these...
Show moreA Little Slice of the Moon: stories is a collection of short stories that explore the struggles of various characters to find their place in the world. And the world, despite its familiarity, can be a hostile place. The characters in this collection learn that families are a fragile lot, that every desire contains a paradox, that the Road of Life can seemingly be grasped by the horns, but that the future twists and turns, yet never escapes the past. And it is the past that haunts these characters' lives. One word, one act, impacts a lifetime. In A Little Slice of the Moon, Khalid traces the devastation of his 'new' life and his alienation to everything around him back to a youthful error. In The Thousand Trees Orchard, the arrival of Mahjabeen, Laddo's deranged and possibly dangerous sister, teaches Laddo the difference between fleeing the past and embracing it. In Dead Woman's Pass, Priya tries to outrun her malevolent qismet, and in doing so, almost loses herself as well. Isolation, physical or emotional, is a primary element in many of these characters' lives. Whether the isolation is self-imposed or results from circumstances beyond their control, these characters realize that where they are matters less than what they've done. They learn that confronting themselves--who they are, who they were--is the only way to break free from the past and make peace with themselves and with the world around them.
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Date Issued
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2005
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Identifier
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CFE0000911, ucf:46738
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0000911
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Title
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AND ITS ALSO THE SMELL OF LAUNDRY.
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Creator
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Miranda, Rachel, Thaxton, Terry, University of Central Florida
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Abstract / Description
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This collection of poems brings to life the idea that in a poet's world, every day life and every single occurrence is a possible subject. Included are works brought on from the worst of circumstances, the youngest of memories, the happiest moments, and even the simplest of thoughts. The collection is autobiographical and reflective, a re-creation of the events taken place with the addition of present knowledge. The work here gives proof to the idea of cohesion between content and art form -...
Show moreThis collection of poems brings to life the idea that in a poet's world, every day life and every single occurrence is a possible subject. Included are works brought on from the worst of circumstances, the youngest of memories, the happiest moments, and even the simplest of thoughts. The collection is autobiographical and reflective, a re-creation of the events taken place with the addition of present knowledge. The work here gives proof to the idea of cohesion between content and art form - it proves the notion that how something is being said is just as, if not more, important than what is being said itself. Concrete imagery full of sensory details, a distinct voice given through language and rhythm, and passionate, truthful emotion are only some of the specific interests found in the following pages. and it's also the smell of laundry is a collection that celebrates the cohesion of content and form, interweaves experience and art itself. This collection embraces experience, gives reason to the past, and gives strength to the present. It is autobiographical, written from painful, colorful, miserable, ecstatic, and even mundane moments. But it is also carefully crafted, true to the form, and embodies perfectly the idea of art itself as it is the carefully constructed form and tools within each piece that bring to life the experiences themselves.
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Date Issued
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2012
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Identifier
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CFH0004191, ucf:44850
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH0004191
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Title
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Small Nothings.
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Creator
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Washburn, Leah, Poissant, David, Milanes, Cecilia, Thaxton, Terry, University of Central Florida
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Abstract / Description
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Small Nothings is a collection of ten short stories exploring the connection between place, friendship, and family. Set in Missouri's capital, a variety of characters grapple with different types of separation and loneliness. Couples struggle with emotional distance, children try to reconnect with their parents, and an old woman faces the loss of her independence. Through small conflicts and choices, these stories revolve around isolation, disconnection, and absence. How do missing presences...
Show moreSmall Nothings is a collection of ten short stories exploring the connection between place, friendship, and family. Set in Missouri's capital, a variety of characters grapple with different types of separation and loneliness. Couples struggle with emotional distance, children try to reconnect with their parents, and an old woman faces the loss of her independence. Through small conflicts and choices, these stories revolve around isolation, disconnection, and absence. How do missing presences affect family and friendship? How do people deal with change through everyday choices?
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Date Issued
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2018
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Identifier
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CFE0007112, ucf:51932
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0007112
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Title
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Analyses and comparisons of three lexical features in native and nonnative academic English writing.
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Creator
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Yu, Xiaoli, Folse, Keith, Fernandez-Rubiera, Francisco, Young, Beth, Boote, David, University of Central Florida
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Abstract / Description
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Built upon the Contrastive Interlanguage Analysis (CIA) framework, this corpus-based research analyzes three lexical features (lexical diversity, lexical sophistication, and cohesion) in native and nonnative English writers' academic writing and examines the potential differences in lexical performance 1) between native and nonnative English writers and 2) across all writers from various language backgrounds. The differences in lexical performance in academic writing between native and...
Show moreBuilt upon the Contrastive Interlanguage Analysis (CIA) framework, this corpus-based research analyzes three lexical features (lexical diversity, lexical sophistication, and cohesion) in native and nonnative English writers' academic writing and examines the potential differences in lexical performance 1) between native and nonnative English writers and 2) across all writers from various language backgrounds. The differences in lexical performance in academic writing between native and nonnative English writers and the unique characteristics of writers from different language backgrounds suggest the necessity of targeted academic writing instruction based upon learner needs. Using text length as the covariate, two Multivariate Analysis of Covariate (MANCOVA) were conducted with language background as the Independent Variable and the three lexical features as the Dependent Variables. The results revealed that nonnative English writers demonstrated significantly lower performance in lexical sophistication than did native English writers. In terms of the comparison between writers from different language backgrounds, the results suggested statistically significant differences in all three aspects of lexical features. Pedagogical implications for vocabulary instruction in academic writing for nonnative English writers include emphasizing the mastery of academic, low-frequency, and discipline-specific vocabulary. In addition, improving nonnative writers' vocabulary size and lexical diversity can offer these learners more options to build cohesion in academic writing at a deeper level. Moreover, the results of this study highlight the wide but often under-considered variability within any language group as individual learner differences come into play, thereby downplaying the idea that writers of any given language tend to perform homogenously. Instructors should acknowledge the unique writing characteristics of different nonnative writers and their varied learner needs. Thus, targeted instruction is essential to provide effective enhancement to nonnative English writers' lexical performance in academic writing.
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Date Issued
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2018
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Identifier
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CFE0007269, ucf:52206
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0007269
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Title
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AN INVESTIGATION IN JOURNAL WRITING AND COOPERATIVE LEARNING WITH 8TH GRADE GEOMETRY STUDENTS IN THE CONSTRUCTION OF PROOF.
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Creator
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Wojcik, Paul, Haciomeroglu, Erhan, University of Central Florida
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Abstract / Description
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This action research study summarizes the investigation of journal writing and cooperative grouping with 8th grade geometry students in the construction of proof. Students written responses to prompts in journals were analyzed over the course of twelve weeks. Case studies of four students were developed from the researchers' three geometry classes. All four students in the study participated in an academic program called Pre International Baccalaureate Preparation. Standardized test scores...
Show moreThis action research study summarizes the investigation of journal writing and cooperative grouping with 8th grade geometry students in the construction of proof. Students written responses to prompts in journals were analyzed over the course of twelve weeks. Case studies of four students were developed from the researchers' three geometry classes. All four students in the study participated in an academic program called Pre International Baccalaureate Preparation. Standardized test scores and an attitude scale categorized the four students. The ATMAT survey (Appendix A) measured each student's attitude toward mathematics. Writing prompts focused on the students' perceptions of the group process in constructing proofs and the development of geometric proof. The results suggested the students were engaged in learning within their cooperative groups but they also desired individual time before coming to a group setting. In addition, students' written responses to journal prompts may provide an informal assessment and help students convey their own understanding of proof before any formal assessments.
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Date Issued
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2011
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Identifier
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CFE0003625, ucf:48865
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0003625
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Title
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Renovations and Other Stories.
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Creator
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Lager, Amanda, Poissant, David, Hubbard, Susan, Rushin, Patrick, University of Central Florida
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Abstract / Description
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Renovations and Other Stories is a linked collection of ten fiction stories that examines the ways by which women renew or restore themselves. The collection is set in the imaginary city of St. Clair, South Carolina, a town balancing historical accuracy with the sensational tourist industry; Carolinians who trace their ancestries back to the American Revolution with suburban newcomers; and the notion of cherishing the past with moving forward. Many of the characters struggle with identity,...
Show moreRenovations and Other Stories is a linked collection of ten fiction stories that examines the ways by which women renew or restore themselves. The collection is set in the imaginary city of St. Clair, South Carolina, a town balancing historical accuracy with the sensational tourist industry; Carolinians who trace their ancestries back to the American Revolution with suburban newcomers; and the notion of cherishing the past with moving forward. Many of the characters struggle with identity, whether it is regional or feminine individuality. The protagonists must challenge self-image when faced with situations that make them reconsider their places in their marriages, schools, jobs, and in their lives.Relationships among women, especially mother-daughter bonds, are an important motif throughout the collection. These stories cover the lifetimes of two generations of Carolinian women. A baker struggles to break free of her Northern transient upbringing. A history student yearns to escape her past as a victim of bullying to form a new, confident identity while saying goodbye to her estranged mother. Another girl explores the confused social politics of the South which alienate her from a childhood friend. I intend to examine, through fiction, how people come to appreciate one another, often a moment too late, and how sometimes we completely misunderstand ourselves.
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Date Issued
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2012
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Identifier
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CFE0004254, ucf:49516
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0004254
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Title
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Metaphoric Competence as a Means to Meta-Cognitive Awareness in First-Year Composition.
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Creator
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Dadurka, David, Scott, John, Marinara, Martha, Wallace, David, University of Central Florida
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Abstract / Description
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A growing body of writing research suggests college students' and teachers' conceptualizations of writing play an important role in learning to write and making the transition from secondary to post-secondary academic composition. First-year college writers are not blank slates; rather, they bring many assumptions and beliefs about academic writing to the first-year writing classroom from exposure to a wide range of literate practices throughout their lives. Metaphor acts as a way for...
Show moreA growing body of writing research suggests college students' and teachers' conceptualizations of writing play an important role in learning to write and making the transition from secondary to post-secondary academic composition. First-year college writers are not blank slates; rather, they bring many assumptions and beliefs about academic writing to the first-year writing classroom from exposure to a wide range of literate practices throughout their lives. Metaphor acts as a way for scholars to trace students' as well as their instructors' assumptions and beliefs about writing. In this study, I contend that metaphor is a pathway to meta-cognitive awareness, mindfulness, and reflection. This multi-method descriptive study applies metaphor analysis to a corpus of more than a dozen first-year composition students' end-of-semester writing portfolios; the study also employs an auto-ethnographic approach to examining this author's texts composed as a graduate student and novice teacher. In several cases writing students in this study appeared to reconfigure their metaphors for writing and subsequently reconsider their assumptions about writing. My literature review and analysis suggests that metaphor remains an underutilized inventive and reflective strategy in composition pedagogy. Based on these results, I suggest that instructors consider how metaphoric competence might offer writers and writing instructors an alternate means for operationalizing key habits of mind such as meta-cognitive awareness, reflection, openness to learning, and creativity as recommended in the Framework for Success in Post-Secondary Writing. Ultimately, I argue that writers and teachers might benefit from adopting a more flexible attitude towards metaphor. As a rhetorical trope, metaphors are contextual and, thus, writers need to learn to mix, discard, create, and obscure metaphors as required by the situation.
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Date Issued
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2012
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Identifier
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CFE0004303, ucf:49475
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0004303
Pages