Current Search: writing (x)
Pages
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Title
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Trade Secrets.
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Creator
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Kolman, Rachel, Hubbard, Susan, Neal, Mary, Rushin, Patrick, University of Central Florida
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Abstract / Description
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Trade Secrets is a collection of fourteen short stories that explores characters falling in and out of relationships and coping in unusual and even comedic ways. These characters are often obsessive and do not trust one another. They think life is funny, and discover that love is funny, and yeah, sex can be funny too. They don't feel the right things when they're supposed to. They find love, and lose love. They find hope, and lose hope. They escape sometimes, but more often are unable to go...
Show moreTrade Secrets is a collection of fourteen short stories that explores characters falling in and out of relationships and coping in unusual and even comedic ways. These characters are often obsessive and do not trust one another. They think life is funny, and discover that love is funny, and yeah, sex can be funny too. They don't feel the right things when they're supposed to. They find love, and lose love. They find hope, and lose hope. They escape sometimes, but more often are unable to go anywhere. These stories consider relationships through the disconnection between reality and fantasy, exploring how the lines between illusion and actuality can become blurred. A young boy fantasizes about running on the wind; teenagers pretend to be werewolves; twenty-somethings obsess about potential love affairs, dreams, and the possibility of escape. There is a driving curiosity behind these characters, a desire to figure one another out(-)a desire to learn the other's secret. Trade secrets are insider information after all, and must be earned. These characters are all earning the right to hold their own trade secrets and, when the time is right, sharing that information with whomever is willing to listen.
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Date Issued
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2012
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Identifier
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CFE0004273, ucf:49512
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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/CFE0004273
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Title
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Modern Arcana.
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Creator
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Kolhoff, Kaitlin, Thaxton, Terry, Pugh, William, Sommers, Ephraim, University of Central Florida
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Abstract / Description
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Modern Arcana is a collection of eleven short stories, totaling 124 pages, and was written in pursuit of a Master of Fine Arts in Creative Writing. This collection was written through multiple stages of planning and revising work in response to the feedback of peers and instructors. Through writing this thesis, I explored my own relationship to the craft of creative writing and composition, as well as the familiarized myself with the current work being published in my field and genre. This...
Show moreModern Arcana is a collection of eleven short stories, totaling 124 pages, and was written in pursuit of a Master of Fine Arts in Creative Writing. This collection was written through multiple stages of planning and revising work in response to the feedback of peers and instructors. Through writing this thesis, I explored my own relationship to the craft of creative writing and composition, as well as the familiarized myself with the current work being published in my field and genre. This collection is made unique through the sharing magical elements between pieces and the themes of agency in relation to destiny explored throughout the collection that are also inherent in the practice of interpreting the tarot. The many narrators of this collection navigate issues of family, friendship, responsibility, isolation, and the level agency with which they move forward in their multitude of possible futures.
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Date Issued
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2017
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Identifier
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CFE0006892, ucf:51709
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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/CFE0006892
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Title
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Heavy Hit Me.
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Creator
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Basques, Shauna, Roney, Lisa, Thaxton, Terry, Bartkevicius, Jocelyn, University of Central Florida
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Abstract / Description
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Heavy Hit Me is a memoir series linking obesity to sexual desire and its corresponding fear, linking fantasy to the lived loneliness of a girl too distrusting of her own body and attractions to live outside her own head. Told through essay, found letters, and shifting points of view, Heavy Hit Me explores the breadth of its protagonist's chosen isolation. It shows how the many itches of insecurity craft a young woman never challenged to really know and love herself(-)until now.
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Date Issued
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2017
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Identifier
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CFE0006932, ucf:51678
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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/CFE0006932
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Title
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(In)Tangible Things.
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Creator
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Skaryd, Ryan, Uttich, Laurie, Roney, Lisa, Thaxton, Terry, University of Central Florida
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Abstract / Description
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(In)Tangible Things is a collection of memoir essays and poems that examines loss, pain, and identity. Many pieces explore familial ties through separation, secrecy, and divorce, while other stories and poems observe the author's connection to drag culture, sexuality, eating disorders, and time itself. Using techniques such as framing devices, backwards storytelling, and delineated narrative, the author invites the reader to experience memories and moments from his past that show consistency...
Show more(In)Tangible Things is a collection of memoir essays and poems that examines loss, pain, and identity. Many pieces explore familial ties through separation, secrecy, and divorce, while other stories and poems observe the author's connection to drag culture, sexuality, eating disorders, and time itself. Using techniques such as framing devices, backwards storytelling, and delineated narrative, the author invites the reader to experience memories and moments from his past that show consistency and change, betrayal and forgiveness.
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Date Issued
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2017
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Identifier
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CFE0006661, ucf:51215
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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/CFE0006661
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Title
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Understanding the Effect of Formulaic Language on ESL Teachers' Perceptions of Advanced L2 Writing: An Application of Corpus-Identified Formulaic Language.
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Creator
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Youngblood, Alison, Nutta, Joyce, Folse, Keith, Xu, Lihua, Purmensky, Kerry, University of Central Florida
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Abstract / Description
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A quantitative study was conducted to determine if the amount of formulaic language influenced ESL teachers' perceptions (n=102) of non-native writing skill, as evidenced by composite and sub-scale scores on the ESL Composition Profile (Jacobs et al., 1981). Formulaic language was operationalized as 25 three-word strings sampled from the writing sub-list of the Academic Formulas List (Simpson-Vlach (&) Ellis, 2010) and further validated as frequent in the Michigan Corpus of Upper Level...
Show moreA quantitative study was conducted to determine if the amount of formulaic language influenced ESL teachers' perceptions (n=102) of non-native writing skill, as evidenced by composite and sub-scale scores on the ESL Composition Profile (Jacobs et al., 1981). Formulaic language was operationalized as 25 three-word strings sampled from the writing sub-list of the Academic Formulas List (Simpson-Vlach (&) Ellis, 2010) and further validated as frequent in the Michigan Corpus of Upper Level Student Papers. The target formulaic sequences were divided into three experimental groups representing a low, mid, and high amount of formulaic language. Four advanced non-native writers generated argumentative, timed writing samples that incorporated the target sequences. The writing samples were then assembled into data collection packets and distributed at eight Intensive English Programs across the southeastern United States. A repeated measures ANOVA indicated that there was a significant difference in composite score (p(<).05) between the control and three experimental conditions; however, the essays that incorporated 16 and 25 formulaic sequences scored significantly lower than those with zero or eight target sequences. When the amount of syntactical and semantic errors were strictly controlled for, the composite scores also fell between the control and experimental conditions, but the decrease in score was not significant (p(>).05). The content, organization, vocabulary, language, and mechanics sub-scales were also compared using a repeated measures MANOVA. In content, organization, and language, the control and low essays outscored the mid and high conditions (p(<).05). For the vocabulary sub-scale, the control and low condition were not significantly different, but the control essays only outperformed the mid level essays. The low essays outperformed both the mid and high essays. In terms of mechanics, there was only a significant difference between the low and mid level essays. The results of the MANOVA were consistent when the amount of syntactic and semantic errors were controlled.Implications for teaching suggest that the Academic Formulas List would not benefit academically-oriented L2 learners preparing to enter a university. While corpus tools are valuable in helping teachers, material writers, and publishers improve vocabulary instruction in the English classroom, not all statistically salient lexical combinations are important for non-native writers to master and incorporate in their academic discourse.
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Date Issued
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2014
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Identifier
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CFE0005447, ucf:50397
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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/CFE0005447
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Title
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Last Kind Word.
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Creator
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Richardson, Dianne, Poissant, David, Hubbard, Susan, Rushin, Patrick, University of Central Florida
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Abstract / Description
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Last Kind Word is a novel that explores the ways people seek control and power in the face of the unknowable. Set in the fictional town of Thorpe, South Carolina, the story follows four main characters(-)Donna Neese, Melissa Burnside, Anthony Washington, and Jill McManus(-)struggling in the aftermath of biracial teenager Micah Burnside's disappearance. They search for a replacement for the lost connection to Micah and for a sense of control at a time when their lives seem to lack it, when...
Show moreLast Kind Word is a novel that explores the ways people seek control and power in the face of the unknowable. Set in the fictional town of Thorpe, South Carolina, the story follows four main characters(-)Donna Neese, Melissa Burnside, Anthony Washington, and Jill McManus(-)struggling in the aftermath of biracial teenager Micah Burnside's disappearance. They search for a replacement for the lost connection to Micah and for a sense of control at a time when their lives seem to lack it, when other forces, be they people or circumstances or spirits, hold power over them. In the midst of this, the four of them must decide what life will look like going forward. In Thorpe, theories about what happened to Micah range from the plausible to the fantastical. Those closest to him have their own theories, too, although they are less inclined to share them with the gossip-hungry townspeople. Micah's mother Melissa, reeling from the equally mysterious loss of Micah's father Dan eighteen years earlier and the intense mood swings from her untreated bipolar disorder, is convinced that her son is alive, searching for his father in San Diego. Meanwhile, Micah's grandmother Donna believes that he is dead, murdered by Nick and Nathan Goff, Thorpe's not-so-secret meth dealers who come from a long line of rowdy and dangerous men. Jill, Micah's ex-girlfriend and a recent college drop-out, worries that a prank they played on a hoodoo practitioner is somehow to blame not only for the dissolution of their relationship, but also Micah's disappearance. Jill seeks the aid of a hoodoo conjurer to set things right in the spirit world and, hopefully, her life. Anthony is a black country and blues musician and small-time drug dealer. His work forces him into a tenuous and volatile friendship with the Goffs, one that could explode into anger and violence at any moment. Anthony also thinks the Goffs have something to do with Micah's disappearance, but he believes his friend is alive, just laying low after a lie leads to the Goffs' arrest. These four characters must grapple with long-standing feuds, secrets, and family discord as they try to solve the mystery of Micah's disappearance and come to grips with the possibility that he may never be found.
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Date Issued
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2014
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Identifier
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CFE0005238, ucf:50582
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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/CFE0005238
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Title
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SECONDARY ENGLISH TEACHERS' PERCEPTIONS AND EXPECTATIONS OF HIGH SCHOOL ATHLETES.
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Creator
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Jarem, Sarah, Wise, W. Scott, University of Central Florida
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Abstract / Description
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In the United States, there are currently over seven million high school athletes, all of whom are required to take four years of core classes as well as elective classes. Core subject areas consist of math, science, social sciences, and English language arts. Of the four core subject areas, both national and state education committees place emphasis and scrutiny on English language arts. The research within this thesis, conducted in the form of an interview, is meant to explore English...
Show moreIn the United States, there are currently over seven million high school athletes, all of whom are required to take four years of core classes as well as elective classes. Core subject areas consist of math, science, social sciences, and English language arts. Of the four core subject areas, both national and state education committees place emphasis and scrutiny on English language arts. The research within this thesis, conducted in the form of an interview, is meant to explore English language arts teachers' possible attitudes and expectations of their student athletes in concern to their writing abilities. Special emphasis will be placed on secondary English language arts teachers' perceptions of student-athletes' use of the standard conventions of English, such as spelling, punctuation, syntax, and grammar, within their writing. The results of four interviews with secondary English language arts teachers revealed that these secondary English language arts teachers did not hold different perceptions of their student-athletes writing abilities as compared to their non-athlete peers. All four participants revealed that they believe that the student-athletes in their classroom have the same writing abilities as non-athletes, and that being labeled as a student-athlete does not give way to either positive or negative perception of their writing. This exploratory study is beneficial to both student-athletes and English language arts teachers, as it may have the ability to affect change in the way that teachers approach and teach their student-athletes.
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Date Issued
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2014
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Identifier
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CFH0004681, ucf:45318
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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/CFH0004681
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Title
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A LONGER SPOON: A NOVEL.
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Creator
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MacDonald, Elizabeth, Hubbard, Susan, University of Central Florida
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Abstract / Description
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The intent of this thesis is to create a novel-length narrative based around a premise conceived in a workshop setting. The novel, while containing elements of fantasy, will be character-driven and feature psychological character development as its primary goal. Lawrence Caligny, a young cook newly instated at a castle, is coerced by his mother, an infamous witch named Mallory, to concoct a sleeping potion for the country's crown prince, beckoning comparison to the "Sleeping Beauty" fairy...
Show moreThe intent of this thesis is to create a novel-length narrative based around a premise conceived in a workshop setting. The novel, while containing elements of fantasy, will be character-driven and feature psychological character development as its primary goal. Lawrence Caligny, a young cook newly instated at a castle, is coerced by his mother, an infamous witch named Mallory, to concoct a sleeping potion for the country's crown prince, beckoning comparison to the "Sleeping Beauty" fairy tale. As Lawrence prepares for his opportunity, he unwittingly befriends the prince and his sister and stumbles across an assassination plot. Being thoroughly inept at witchcraft himself, Lawrence fails to put the prince to sleep when he gets the chance, knocking out the entirety of the castle inhabitants and staff instead. The story concludes with the revival of those in the castle and Lawrence being fired from his (ignominious) position in the kitchens, but otherwise pardoned in acknowledgement of his help in stopping the assassination.
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Date Issued
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2014
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Identifier
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CFH0004611, ucf:45322
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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/CFH0004611
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Title
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IMPROVING ELEMENTARY STUDENT WRITING THROUGH MENTOR TEXTS AND MINILESSONS RELATED TO THE 6+1 TRAITS OF WRITING AS ALIGNED WITH THE COMMON CORE STATE STANDARDS.
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Creator
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Weiler, Leigh, Killingsworth Roberts, Sherron, University of Central Florida
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Abstract / Description
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During the times we live in, writing has become a very important skill for all young students and adults to have. Whether they are taking a standardized test or putting together a resume, basic writing skills are necessary. In this thesis, I will attempt to prove that teaching the six traits of writing with the use of mentor texts is a great, creative way to help students learn the writing process. I will also explore how to align the concept of the six traits of writing with the new Common...
Show moreDuring the times we live in, writing has become a very important skill for all young students and adults to have. Whether they are taking a standardized test or putting together a resume, basic writing skills are necessary. In this thesis, I will attempt to prove that teaching the six traits of writing with the use of mentor texts is a great, creative way to help students learn the writing process. I will also explore how to align the concept of the six traits of writing with the new Common Core State Standards. This topic is very important when it comes to education. Huge emphasis is placed on the skill of being able to write, and our students are expected to be proficient in this process. Through writing students can communicate emotions, ideas, and knowledge they have pertaining to different subject areas. As a whole, the writing process can become daunting for young students. By using the six traits of writing through mentor texts, students can learn chunk by chunk and eventually master the skill of writing. Experts in writing decided that breaking different skills into manageable components might prove helpful to authors of all ages and skill levels (Culham, 2008). The second component to be addressed is aligning the six traits concept with the Common Core State Standards. All across the nation, states have adopted these new standards and school communities are trying to figure out how to make the switch. By aligning the Common Core State Standards with the six traits of writing, teachers will be able to eliminate this process for the writing portion of the standards. For my own research, I have chosen to create and modify minilessons for each of the six traits of writing with use of mentor texts. Common Core State Standards will be aligned with these minilessons for educators to use as they see fit.
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Date Issued
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2013
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Identifier
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CFH0004448, ucf:45088
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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/CFH0004448
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Title
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Moving Towards a Dialogic Pedagogy: Using Video Feedback as a Teaching Tool to Respond to Writing across Disciplines.
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Creator
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Martin, Paul, Vie, Stephanie, Brenckle, Martha, Roozen, Kevin, Kitalong, Karla, University of Central Florida
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Abstract / Description
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This study examined the impact of video feedback (VF) as a teaching tool for responding to writing activities and assignments across disciplines and whether or not VF can help instructors facilitate dialogic exchanges between students and teachers. I conducted three case studies with three different instructors from three different disciplines: psychology, history, and nanoscience. To determine the potential of video feedback to facilitate dialogic pedagogies, this dissertation examined the...
Show moreThis study examined the impact of video feedback (VF) as a teaching tool for responding to writing activities and assignments across disciplines and whether or not VF can help instructors facilitate dialogic exchanges between students and teachers. I conducted three case studies with three different instructors from three different disciplines: psychology, history, and nanoscience. To determine the potential of video feedback to facilitate dialogic pedagogies, this dissertation examined the presence of transformational leadership theory (Parkin, 2017), the voices of teaching and learning (Collison et al., 2001), and gesture theory (Bavelas et al., 2014; Pera?kyla? (&) Ruusuvuori, 2008) for the paralinguistic activity in the VF content to determine if the presence of these theories position students as what Buber (1965) referred to as a (")Thou(") and dismantle the authoritative discourses (Bakhtin, 1994) in higher education that hinder learning. This dissertation found that teachers experienced meta-reflection and self-dialogue from making videos, which is dialogic. This study also found that instructors can facilitate dialogic exchanges that undermine authoritative discourses if they can utilize their paralinguistic activity that video affords them. This study also revealed that using VF requires overcoming a significant learning curve, and that Writing Across the Curriculum (WAC) can help teachers improve how they negotiate feedback variables like the assignment, discipline, pedagogy, and learning outcome that can lead to dialogic feedback.
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Date Issued
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2019
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Identifier
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CFE0007497, ucf:52650
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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/CFE0007497
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Title
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The Many Pedagogies of Memoir: A Study of the Promise of Teaching Memoir in College Composition.
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Creator
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Lee, Melissa, Wallace, David, Bartkevicius, Jocelyn, Marinara, Martha, University of Central Florida
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Abstract / Description
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This thesis examines the promise and problems of memoir in the pedagogy and practices of teaching memoir in college composition. I interviewed three University of Central Florida instructors who value memoir in composition, and who at the time of this study, were mandated to teach memoir in their composition courses. The interviews focus on three main points of interest: (1) the instructors' motivations behind their teaching of memoir, (2) how these instructors see memoir functioning in their...
Show moreThis thesis examines the promise and problems of memoir in the pedagogy and practices of teaching memoir in college composition. I interviewed three University of Central Florida instructors who value memoir in composition, and who at the time of this study, were mandated to teach memoir in their composition courses. The interviews focus on three main points of interest: (1) the instructors' motivations behind their teaching of memoir, (2) how these instructors see memoir functioning in their classes, and (3) what these instructors hope their students will gain in the process of writing the memoir essay. By analyzing these interviews, I was better able to understand the three instructors' pedagogical choices and rationales for teaching memoir in their classes. I have also collected data and research from scholarly journal articles, books, and from my experiences teaching memoir in the composition classroom. This thesis challenges the widely accepted notion that memoir and the personal in composition scholarship, pedagogy, and teaching practices are (")'touchy-feely,' 'soft,' 'unrigorous,' 'mystical,' 'therapeutic,' and 'Mickey Mouse'(") ways of meaning-making and teaching writing (Tompkins 214). My findings show that memoir in the classroom is richer and far more complex than it might appear at first, and that the teaching of memoir in composition can, in fact, be greater than the memoir essay itself. Even though each instructor I interviewed values the personal and believes memoir belongs in composition curriculum, it turns out that none of these instructors' core reasons for teaching memoir was so his or her students could master writing the memoir essay, although this was important; rather the memoir essay ultimately served in the instructors' classrooms as a conduit through which they ultimately could teach more diverse writing skills and techniques as well as intellectual concepts that truly inspired them. Since the teaching of memoir seems to be even more dynamic and versatile in process and pedagogy than many of the other essay genres traditionally taught in college composition, this thesis makes recommendations for how memoir needs to be viewed, written about, and taught in order to harness the promise of this essay genre more consistently in the discussion of composition pedagogy and in the teaching of memoir to our students in the composition classroom.Thompkins, Jane. A Life in School: What the Teacher Learned. Reading: Addison-Wesley. 1996. Print.
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Date Issued
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2012
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Identifier
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CFE0004293, ucf:49469
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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/CFE0004293
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Title
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Can Best Practices in Writing Instruction and Standardized Testing Coexist?.
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Creator
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Cannavino, Karen, Bell, Kathleen, Wardle, Elizabeth, Roozen, Kevin, University of Central Florida
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Abstract / Description
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At the high school level, teachers are tasked with a twofold agenda: they must prepare their students for college level and other post-secondary writing, and they must also make sure they perform well on the standardized writing tests that are required by the state. The stakes in standardized testing continue to rise, especially in Florida. Since the passing of the No Child Left Behind Act in 2002 (NCLB) and the implementation of the Race to the Top Assessment Program (RTTT) in 2009, teachers...
Show moreAt the high school level, teachers are tasked with a twofold agenda: they must prepare their students for college level and other post-secondary writing, and they must also make sure they perform well on the standardized writing tests that are required by the state. The stakes in standardized testing continue to rise, especially in Florida. Since the passing of the No Child Left Behind Act in 2002 (NCLB) and the implementation of the Race to the Top Assessment Program (RTTT) in 2009, teachers across the nation have experienced intense pressures related to standardized testing. Many schools' efforts to conform to testing requirements have had the unintended consequence of narrowing their focus to the content of the test. As teachers and administrators experience the pressure to meet the requirements, it has become impossible to implement any pedagogy without test results in mind. The challenge facing high school writing teachers is formidable: how can they best choose their new approach to pedagogy, given the pressures of standardized testing, the new curriculum requirements, and the need to ensure that they equip students with the skills they will need to write in college? This thesis explores the question by analyzing the key factors that impact writing instruction in Florida high school classrooms: testing requirements, curriculum requirements, and the content of writing textbooks being used. Do these factors encourage teachers to follow the best practices in writing instruction recommended by field-based research? What knowledge can we gain from comparing these factors, which may be helpful to today's writing instructors in light of the challenges they face? Through this research and analysis, I hope to provide insight that can inform high school writing teachers on the heart of the issue: is it possible for best practices in writing instruction and standardized testing to coexist in their classrooms?
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Date Issued
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2016
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Identifier
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CFE0006084, ucf:50956
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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/CFE0006084
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Title
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Technical Illustration: The Changes and Challenges Presented by Advancements in Technology.
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Creator
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Caudill, Cindy, Jones, Daniel, Flammia, Madelyn, Young, Beth, University of Central Florida
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Abstract / Description
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This thesis investigates the changes and challenges technology has created in the field of technical illustration. Technical illustration includes the fields of technical drawing as well as scientific and medical illustration. Previously, technical illustrators learned and used traditional illustration methods, without the aid of computers. However, technology has rapidly entered the field and has changed the education, work environment, skills, and role of the technical illustrator. I note...
Show moreThis thesis investigates the changes and challenges technology has created in the field of technical illustration. Technical illustration includes the fields of technical drawing as well as scientific and medical illustration. Previously, technical illustrators learned and used traditional illustration methods, without the aid of computers. However, technology has rapidly entered the field and has changed the education, work environment, skills, and role of the technical illustrator. I note both the benefits and disadvantages that current technical illustrators are facing in their work. I explore both sides of the digital media and traditional art debate while focusing on the technical illustrator's role, tools and methods used in the illustration process, education, idea-generation, and the future of technical illustration. By emphasizing the issues associated with the incorporation of digital media into traditional methods, I hope to bring awareness to the transformation of technical illustration and the future of this discipline.
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Date Issued
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2014
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Identifier
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CFE0005145, ucf:50681
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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/CFE0005145
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Title
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Examining the Effects of Self-Regulated Strategy Development in Combination with Video Self-Modeling on Writing by Third Grade Students with Learning Disabilities.
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Creator
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Miller, Katie, Little, Mary, Dieker, Lisa, Pearl, Cynthia, Roberts, Sherron, University of Central Florida
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Abstract / Description
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This research examined the effects of self-regulated strategy development (SRSD), a cognitive strategy instructional method, on opinion writing by third grade students with learning disabilities. A video self-modeling (VSM) component was added to the SRSD method. A multiple probe across participants, single-subject design was used to determine the effectiveness of the SRSD instructional strategy, (POW + TREE), in combination with video self-modeling. Data from various components of writing,...
Show moreThis research examined the effects of self-regulated strategy development (SRSD), a cognitive strategy instructional method, on opinion writing by third grade students with learning disabilities. A video self-modeling (VSM) component was added to the SRSD method. A multiple probe across participants, single-subject design was used to determine the effectiveness of the SRSD instructional strategy, (POW + TREE), in combination with video self-modeling. Data from various components of writing, including essay elements, length of responses, time spent writing, and overall writing quality, were collected and assessed to determine the effectiveness of the intervention. All students who received the intervention improved their overall writing performance on opinion essays as measured by the number of opinion essay elements, including topic sentence, reasons, examples, and ending. During the maintenance phase of the intervention, students who received a VSM booster session increased their total number of opinion essay elements back to mastery levels.
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Date Issued
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2013
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Identifier
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CFE0004893, ucf:49674
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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/CFE0004893
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Title
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Identifying the Most Common Errors in Saudi University Students' Writing: Does the Prompt Matter?.
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Creator
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Barzanji, Amal, Mihai, Florin, Folse, Keith, Purmensky, Kerry, University of Central Florida
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Abstract / Description
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The purpose of this study was to investigate the most common writing errors made by undergraduate Saudi students with special focus on the five most common errors. The study also examined whether the type of prompt has an effect on the frequency of these errors. 58 English major students participated in this study, and each student wrote two timed essays. The first one was persuasive and the second one was compare and contrast. In order to analyze the data, the researcher used an error...
Show moreThe purpose of this study was to investigate the most common writing errors made by undergraduate Saudi students with special focus on the five most common errors. The study also examined whether the type of prompt has an effect on the frequency of these errors. 58 English major students participated in this study, and each student wrote two timed essays. The first one was persuasive and the second one was compare and contrast. In order to analyze the data, the researcher used an error inventory developed by Bushong and Mihai (2012) based on Ferris (2002), which categorized ten types of errors. However, five other errors were added to this category later, which resulted in a combination of fifteen types of errors. The findings revealed that missing/unnecessary word was the most frequent type of error (17.86%), followed by spelling errors (15.66%), wrong choice (14.00%), article (7.68%), wrong noun form (6.68%). In addition, the results showed that the type of prompt had no effect on the number of errors. However, it had an influence on the frequency and types of errors, which was manifested in the differences between the last two categories of the five most common errors found in prompts A and B.
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Date Issued
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2016
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Identifier
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CFE0006071, ucf:50957
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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/CFE0006071
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Title
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UNIFICACION: THE THINGS THAT BIND US.
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Creator
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Muriel, Kaylani E, Milanes, Cecilia Rodr�guez, University of Central Florida
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Abstract / Description
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Unificacion: The Things That Bind Us is a collection of poetry and prose, using New York City's Spanish Harlem and Carolina, Puerto Rico as its backdrop. Each work in this collection revolves around a young man and his family, based on the real-life stories and experiences of the writer's grandfather, Luis. They are crafted with the intent of sharing aspects of Puerto Rican life both in and out of the continental United States with a diverse audience, including those who might not have...
Show moreUnificacion: The Things That Bind Us is a collection of poetry and prose, using New York City's Spanish Harlem and Carolina, Puerto Rico as its backdrop. Each work in this collection revolves around a young man and his family, based on the real-life stories and experiences of the writer's grandfather, Luis. They are crafted with the intent of sharing aspects of Puerto Rican life both in and out of the continental United States with a diverse audience, including those who might not have encountered any elements of the Hispanic culture. Using techniques inspired by writers like Jes�s Colon, Esmeralda Santiago, and Piri Thomas, each of the pieces focus on a different element of the Puerto Rican culture. The intent is to give audiences an idea of the cultural values, familial structures, and other norms typical of the Puerto Rican culture by providing glimpses into the everyday lives of the same family on the island and the mainland. The works capture their struggle to make the most of the life they've found themselves in, and emphasize one boy's growth as he attempts to find his role in the family. Overall, the goal of this work is to craft a story that can appeal to all audiences, bringing the Puerto Rican culture to life for all who encounter it.
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Date Issued
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2018
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Identifier
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CFH2000430, ucf:45829
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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/CFH2000430
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Title
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EFFECTS OF INTEGRATING WRITING ACTIVITIES ON STUDENTS' ATTITUDES AND ACHIEVEMENT IN PROBLEM SOLVING: AN ACTION RESEARCH STUDY.
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Creator
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Culbert, Kelly, Ortiz, Enrique, University of Central Florida
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Abstract / Description
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This action research study investigated my practice of using writing activities in the mathematics classroom. The study was conducted to determine the effect of integrating writing with mathematics on students' achievement in, and attitudes towards problem solving, and the relationship between students' attitudes and their achievement in problem solving. The study was conducted over a six-week period. Students participated in daily problem solving activities. Data were collected using a...
Show moreThis action research study investigated my practice of using writing activities in the mathematics classroom. The study was conducted to determine the effect of integrating writing with mathematics on students' achievement in, and attitudes towards problem solving, and the relationship between students' attitudes and their achievement in problem solving. The study was conducted over a six-week period. Students participated in daily problem solving activities. Data were collected using a problem solving themed writing rubric for evaluating student journal responses, anecdotal records, and using a pre- and posttest problem solving attitude inventory. In this study, students demonstrated overall increased mathematical knowledge, strategic knowledge, and abilities to explain their procedures. In addition, all three data-collection instruments demonstrated students' positive attitudes toward problem solving. Moreover, evaluation of the data sources illustrated a relationship between students' performance and attitudes. The study suggested that writing about mathematics is beneficial to students' achievement and attitudes toward problem solving.
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Date Issued
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2005
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Identifier
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CFE0000435, ucf:46392
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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/CFE0000435
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Title
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IMPLEMENTING PLAIN LANGUAGE INTO LEGAL DOCUMENTS: THE TECHNICAL COMMUNICATOR'S ROLE.
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Creator
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Bivins, Peggy, Flammia, Madelyn, University of Central Florida
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Abstract / Description
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This thesis discusses the benefits of using plain language in legal documents and the role technical communicators can play to help implement plain language. Although many definitions for plain language exist, it is best described as reader-focused communication that presents information in a manner that makes it easy for a reader to find, understand, and use the information. Plain language facilitates comprehension by using shorter, less complex sentences; active voice; and common words. All...
Show moreThis thesis discusses the benefits of using plain language in legal documents and the role technical communicators can play to help implement plain language. Although many definitions for plain language exist, it is best described as reader-focused communication that presents information in a manner that makes it easy for a reader to find, understand, and use the information. Plain language facilitates comprehension by using shorter, less complex sentences; active voice; and common words. All these elements aid in processing and understanding information, especially unfamiliar concepts. Laypeople, unversed in the law, frequently have difficulty understanding traditional legal writing. The complex sentences, wordiness, and redundancy that characterize traditional legal writing often inhibit comprehension and become barriers to understanding. To demonstrate how plain language can improve legal writing, this thesis reviews before-and-after versions of documents that were revised to incorporate plain language as well as common documents that laypeople might encounter. The studies and research discussed in this thesis demonstrate that readers achieve greater comprehension with plain language documents. Technical communicators, the language experts, can work with legal professionals, the content experts, to help encourage plain language use in legal writing. By emphasizing plain language use in legal formbooks, law school courses, and continuing legal education courses, plain language will become more dominant. Technical communicators can work with governments and law firms to develop and run in-house writing programs. When organizations realize how plain language can benefit them, both economically as well as in improved consumer relations, they will be motivated to adopt plain language into their legal writing.
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Date Issued
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2008
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Identifier
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CFE0002022, ucf:47608
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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/CFE0002022
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Title
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CHARACTERISTICS OF ACADEMIC WRITING IN EDUCATION.
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Creator
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Kemp, Andrew, Witta, Lea, University of Central Florida
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Abstract / Description
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According to Stangl (1994), Jalongo (2002), Richards and Miller (2005) and a host of other authors regarding publishing in educational journals, understanding the audience for an article is of utmost importance. Huff (1999) notes that an author must understand the audience for whom s/he writes. While much of this understanding of audience comes down to suitable topics (Silverman, 1982), articles must also fit the style of the journal to which it is being presented (Olsen, 1997). With this in...
Show moreAccording to Stangl (1994), Jalongo (2002), Richards and Miller (2005) and a host of other authors regarding publishing in educational journals, understanding the audience for an article is of utmost importance. Huff (1999) notes that an author must understand the audience for whom s/he writes. While much of this understanding of audience comes down to suitable topics (Silverman, 1982), articles must also fit the style of the journal to which it is being presented (Olsen, 1997). With this in mind, the purpose of this study is to characterize the writing style of academic writing in education. This research will involve exploring and analyzing various education and research journals, and through an analysis of individual education articles, delineating the writing style for academic writing in education. By looking at the various components of writing style, a writing style or various writing styles found in scholarly writing in education was determined. It was found that there is a definite style in academic writing in education with two other distinct subsets--journals associated with specific associations and journals with a purely quantitative focus. It is suggested that specific curriculum and instruction in writing style be added to the current study of research.
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Date Issued
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2007
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Identifier
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CFE0001596, ucf:47157
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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/CFE0001596
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Title
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IN THE CARDS: A COLLECTION OF SHORT STORIES AND POETRY.
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Creator
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Vick, Alise, Milanes, Cecilia, University of Central Florida
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Abstract / Description
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"In the Cards" is a collection of five interrelated short stories with six related poems in between each piece. Each of the selections features a female protagonist with a focus on two main characters, Shelley and Caroline, half-sisters trying to regain their sisterhood after their father's death. Themes explored in the fiction and poetry include faith and relationships, and how they can be connected. Caroline and Shelley drive the primary storyline with the former, a self-described goody...
Show more"In the Cards" is a collection of five interrelated short stories with six related poems in between each piece. Each of the selections features a female protagonist with a focus on two main characters, Shelley and Caroline, half-sisters trying to regain their sisterhood after their father's death. Themes explored in the fiction and poetry include faith and relationships, and how they can be connected. Caroline and Shelley drive the primary storyline with the former, a self-described goody goody who has surrounded herself with superficial friends. Between the expectations of the community that surrounds her and the standards she has set for herself, she struggles to create a unique identity that is not influenced by some form of expectation. She is also haunted by guilt over her relationship with her younger sister Shelley, with whom she has had minimal contact ever since Caroline refused to attend their father's funeral, though she keeps these feeling largely to herself. Shelley's mother, Caroline's step-mother, has brought Shelley up in a household dominated by strict adherence to Catholicism, and conservative ideals. When the half-sisters' father dies, Shelley becomes increasingly disillusioned by religious faith, and faith in the people she thought cared for her most, such as Caroline. Both sisters must look beyond their own perspectives of what has happened in their pasts in order to mature, understand, and maybe grow to forgive each other and themselves.
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Date Issued
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2013
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Identifier
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CFH0004434, ucf:45141
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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/CFH0004434
Pages