Current Search: writing (x)
Pages
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Title
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A CRIMSON TRAIL.
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Creator
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McGill, Caitlin, Neal, Mary Darlin', University of Central Florida
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Abstract / Description
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Willing to overstep literary conventions in order to ensure that meaning and purpose reign over structure, cross-genre writing works to push boundaries of genre and tear down the walls of limitation. This cross-genre thesis aims to test literary restrictions of structure and style and, as literary endeavors often do, to rattle our existence. In this thesis, nonfiction and fiction work together to drive meaning to the surface of the page, meaning that is universal in the individual stories as...
Show moreWilling to overstep literary conventions in order to ensure that meaning and purpose reign over structure, cross-genre writing works to push boundaries of genre and tear down the walls of limitation. This cross-genre thesis aims to test literary restrictions of structure and style and, as literary endeavors often do, to rattle our existence. In this thesis, nonfiction and fiction work together to drive meaning to the surface of the page, meaning that is universal in the individual stories as well as in the human experience. Although some characters are fictional and some real, they often intersect, their journeys and discoveries merging into one. The many voices of this thesis, while diverse, speak to similar themes and meaning. The main character of "Silhouettes," a homosexual male who yearns to find his identity away from the place he once called home, experiences feelings of abandonment and loss. The narrator of "A Crimson Trail" longs to uncovers truths about her uncle's suicide and endures similar feelings of loss. "Abandoned Laurels" explores a complex mother-daughter relationship and wades through themes of mourning, regret, and shame. The remaining stories explore similar themes, including those of longing, death, and familial relationships. Shorter pieces are scattered amongst longer works and supplement themes developed in the thesis. Each section contributes to the characters' longing for identity, recovery, and understanding of the past. These related characters and their stories - both real and fictional - merge in a collective endeavor to sift through loss, explore the past, and, most importantly, find identity and hope in the future amidst the rubble of the present.
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Date Issued
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2012
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Identifier
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CFH0004165, ucf:44814
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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/CFH0004165
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Title
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THE SCATTERED BRAIN CONVALESCES.
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Creator
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LaMura, Sam, Thaxton, Terry, University of Central Florida
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Abstract / Description
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The intent for each poem in this thesis: To write without intent. I, ironically, intended to approach the writing process without considering the outcome of each poem. Some of the poems spiraled out of control, while others spiraled into focus. I do not always know what I'm thinking. It may be unfair to impose clarity on poems when clarity is not always part of experience. Each poem took self-examination to understand in the context of my own life. The proposal for this thesis, entitled, "The...
Show moreThe intent for each poem in this thesis: To write without intent. I, ironically, intended to approach the writing process without considering the outcome of each poem. Some of the poems spiraled out of control, while others spiraled into focus. I do not always know what I'm thinking. It may be unfair to impose clarity on poems when clarity is not always part of experience. Each poem took self-examination to understand in the context of my own life. The proposal for this thesis, entitled, "The Unintended Approach," did not mention the unintended consequences of writing poems in such a way. Bursts of energy found their way into the writing. Only in reflection, did I realize that these bursts of energy were understandable in the context of personal memory. This experiment in crafting poems, at times, left me confused. There are images I still can't seem to decipher. I have kept my belief that concise meaning in poetry is not the most important aspect of verse. With rapid urbanization, increased distortion created by fast-paced leaps in technology, and the evolution of celebrity awareness, the world we write in, is not the world we were written into. I have written each poem into their own place on page—allowed them their own discoveries without my approval. People behave in a way that is often erratic. My experience is intrinsic to what I have observed in my life; a schizophrenic cousin, a slurred maternal mouthing, uncles addicted to drugs or hope, for fame. My life has been a series of disjointed events. This thesis is a composite, not a copy. Genetic code is also a composite. Each poem has a life unlike my own. The goal of this collection was to allow these poems their own struggle to understand.
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Date Issued
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2014
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Identifier
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CFH0004631, ucf:45254
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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/CFH0004631
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Title
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ORANGE BLOSSOMS: ESSAYS ON MASCULINITY, HERITAGE, AND IDENTITY.
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Creator
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Montalvo, Edward, Roney, Lisa, University of Central Florida
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Abstract / Description
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I miss the smell of orange blossoms, which used to flood the countryside. But as a city grows, the land surrounding it dies. You cannot roll down your windows anymore and smell the sweet scent dancing off the buds. You will however find impressive theme parks, factory-style chain stores and restaurants. If you look close enough, you'll also see disgruntled souls of a once naturally spectacular culture of people. Laid back like the sands of Florida's coast. But now there are bills, traffic,...
Show moreI miss the smell of orange blossoms, which used to flood the countryside. But as a city grows, the land surrounding it dies. You cannot roll down your windows anymore and smell the sweet scent dancing off the buds. You will however find impressive theme parks, factory-style chain stores and restaurants. If you look close enough, you'll also see disgruntled souls of a once naturally spectacular culture of people. Laid back like the sands of Florida's coast. But now there are bills, traffic, and IKEA. This collection of essays is an attempt to escape such an experience. To explain such an existence, and to explore an eschewal from the inevitable, retail therapy. Xanthomonas axonopodis, often known as citrus cankers, is a bacterial disease affecting most citrus species. Dead tissue forms, then slowly grows, and consumes, then kills the fruits of labor. Grapefruits are the most susceptible to the disease. There was an outbreak from 1910, to 1931. Another from 1986 to 1994, and rumors sprang less than a year later stating the canker was back. To solve most outbreaks, famers and officials just burn the trees to complete, and utter ash. In 2006, the USDA stated eradication of the disease was impossible. If this sounds like cancer, the trust me, you're not crazy. Florida is known for its beaches, hospitality, and it's citrus.
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Date Issued
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2014
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Identifier
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CFH0004586, ucf:45183
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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/CFH0004586
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Title
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A STUDY OF AN ATTEMPT TO IMPROVE THE RELIABILITY OF TEACHERS' HOLISTIC SCORES OF ELEMENTARY WRITING THROUGH IN-HOUSE PROFESSIONAL DEVELOPMENT.
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Creator
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Farmer, Lisa, Hynes, Michael, University of Central Florida
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Abstract / Description
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This study evaluated the effectiveness of a school-based training that attempted to improve the reliability of holistic scores teachers assigned to the writings of elementary school students. Seventeen teachers at one suburban elementary school located in the Southeastern United States participated in three training sessions that allowed for scoring practice and group discussions. The trainers, or presenters, were "faculty-experts." A comparison of scores the participants assigned to students...
Show moreThis study evaluated the effectiveness of a school-based training that attempted to improve the reliability of holistic scores teachers assigned to the writings of elementary school students. Seventeen teachers at one suburban elementary school located in the Southeastern United States participated in three training sessions that allowed for scoring practice and group discussions. The trainers, or presenters, were "faculty-experts." A comparison of scores the participants assigned to students' writings before and after the training was conducted. The analyses included t-tests that compared the participants' mean scores to the scores assigned by raters from the state, a within-group analysis of reliability as measured by Cronbach's Alpha, and percentage agreement analyses. The results suggested that the in-house training activities promoted higher inter-rater reliability of scores assigned to students' writings by the teachers in this study. This study also compared teachers identified as being highly confident writers with teachers who reported low levels of self-confidence related to writing. Prior to the training, the highly confident teachers' scores tended to be lower than the state scores and the scores assigned by their less confident peers. During group discussions, however, the "high-confidence" group was just as likely to change their scores to a higher level as to a lower level, and by the end of the training, both groups demonstrated more consistent score patterns.
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Date Issued
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2008
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Identifier
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CFE0002297, ucf:47855
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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/CFE0002297
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Title
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Jindo On Becoming Shaman.
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Creator
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Jo, Iljeen, Bartkevicius, Jocelyn, Milanes, Cecilia, Holic, Nathan, University of Central Florida
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Abstract / Description
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Jindo is a novel that incorporates drawings, photos, symbols, and comic panels in collaboration with visual artists, Minna Moon and Myungee Jo. In addition to the drawings, the novel integrates Korean folktales and family mythology into the narrative. The hybrid work also weaves elements of speculative fiction, fantasy, realism, horror, and comedy game theory. The novel is told in the first person voice of Korean American, Jindo Cho.In the wake of a nationally televised humiliation, Jindo Cho...
Show moreJindo is a novel that incorporates drawings, photos, symbols, and comic panels in collaboration with visual artists, Minna Moon and Myungee Jo. In addition to the drawings, the novel integrates Korean folktales and family mythology into the narrative. The hybrid work also weaves elements of speculative fiction, fantasy, realism, horror, and comedy game theory. The novel is told in the first person voice of Korean American, Jindo Cho.In the wake of a nationally televised humiliation, Jindo Cho leaves the world of competitive figure skating to attend state college. When, at the beginning of the semester, his childhood best friend abandons him to join a whites-only fraternity, Delta Kappa, Jindo is left to fend for himself in a surprisingly racist campus. At a party he isn't invited to, Jindo rebels against his past, present, and future, and consumes an unnamed psychedelic compound. After ingesting the unknown compound, he gets thrown into a terrifying trip that he does not remember. Once the trip ends, Jindo relapses in strange ways. Visions show him scenes from the past, present, future, and (")other places(") as he fights to reconcile reality and meaning in the universe.The novel focuses on how Jindo comes to terms with his past, his dreams, and a traumatic memory he can't quite grasp, all the while exploring the genre of the novel itself, how novels may think, breathe, and evolve in form, and how an experiment in form itself can expose the pressures a character struggles against, in Jindo's case, racial stereotypes, gender norms, and the toxic expectations of a masculinity that encourages detachment and violence. This novel seeks to dismantle stereotypes while also providing readers a wildly entertaining time.
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Date Issued
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2018
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Identifier
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CFE0007020, ucf:52036
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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/CFE0007020
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Title
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Successful Urban Adolescent Writers: A Study of a Collaborative Model of Teaching Writing.
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Creator
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Mander, Erin, Hewitt, Randall, Hopp, Carolyn, Short, Edmund, Vitale, Thomas, University of Central Florida
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Abstract / Description
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The goal of the research study was to explore the cognitive, social, and affective factors that contribute to the development of 8th grade writing skill. The central research question for this study was: How does a collaborative model of teaching writing prepares students for high achievement on Florida Writes? The researcher successfully answered this inquiry by asserting the following supporting questions: How does school culture impact teacher collaboration and student engagement in...
Show moreThe goal of the research study was to explore the cognitive, social, and affective factors that contribute to the development of 8th grade writing skill. The central research question for this study was: How does a collaborative model of teaching writing prepares students for high achievement on Florida Writes? The researcher successfully answered this inquiry by asserting the following supporting questions: How does school culture impact teacher collaboration and student engagement in teaching writing? What is the relationship between engaging in a collaborative model of teaching writing and improvement of writing skill in middle level students?The study determined how and why the writing skill was developed at an urban, rural middle school in a Central Florida School District. The rationale for completing research at Horizon Middle School was to provide an exemplar in the teaching of writing skill, a phenomenon. Horizon Middle School presented a learning community that was entrenched in the same challenging demographics, but distinctly showed a high level of academic achievement in writing. Instead of teaching through a formulaic, test-generated approach, students learned through discovery, personal relationship, and engagement. Not only did 97% of 8th grade students passed the Florida Writes examination, but in the process of preparing for the standardized assessment was an embedded foundation laid for students and their future learning. The review of literature focused on: school culture, models of teaching at the middle level, models of teaching writing at the middle level and the standardization found within the FCAT Writes. Data collection was completed through classroom observations, one-on-one interviews and participation in faculty meetings. Data analysis was completed by addressing each research question through the conceptual framework. The study determined that this was a model for developing the writing skill for all middle level students, an exemplar within the field. Suggested uses for the study included the development of future studies focus on successful schools that were challenged by the same demographics and consideration of the partnership that Horizon had with the University of Central Florida as a model for other educational communities to consider.
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Date Issued
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2012
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Identifier
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CFE0004574, ucf:49202
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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/CFE0004574
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Title
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Evaluating Teaching Grammar in Specific Constraints of Context: A Pilot Study in the Developmental Writing Program at Seminole State College.
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Creator
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Roney, Joshua, Marinara, Martha, Scott, John, McDaniel, Rudy, University of Central Florida
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Abstract / Description
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This pilot study investigated the efficacy of a supplemental Active Learning intervention that was administered with grammar workbook software in remedial-level composition classrooms at Seminole State College. The study analyzed student response data in a pre-test and post-test instrument in four classrooms; two followed standard methods while two incorporated the additional experimental intervention. The groups are identified in this study as either (")Standard(") or (")Experimental,(")...
Show moreThis pilot study investigated the efficacy of a supplemental Active Learning intervention that was administered with grammar workbook software in remedial-level composition classrooms at Seminole State College. The study analyzed student response data in a pre-test and post-test instrument in four classrooms; two followed standard methods while two incorporated the additional experimental intervention. The groups are identified in this study as either (")Standard(") or (")Experimental,(") according to the method administered in the classroom.The intervention was designed based on five grammar topic areas which correspond with content assessed in the pre-test and post-test. The Active Learning method required students to prepare a short, guided presentation on selected grammar topics. Findings showed that there was no significant change in improvement between the pre-test and post-test among the Standard or the Experimental groups, due in part to a relatively small sample size. A positive change approaching significant level occurred in the Experimental group in topic areas related to critical thinking. No significant or near-significant change was observed in the topic areas related to memorization in either group. Recommendations were made for further sampling, modification, and future applications of the intervention used in the study and for continued testing of grammar software used for instruction in Developmental Writing classes at Seminole State College.
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Date Issued
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2012
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Identifier
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CFE0004590, ucf:49218
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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/CFE0004590
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Title
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EFFECTS OF DISCUSSION AND WRITING ON STUDENT UNDERSTANDING OF MATHEMATICS CONCEPTS.
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Creator
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Roicki, Joseph, Ortiz, Enrique, University of Central Florida
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Abstract / Description
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For this action research project, I wanted to examine my practice of teaching mathematics. Specifically, I encouraged students to improve their communication skills during my math class through daily discussion and writing tasks. After establishing a class set of sociomathematical norms, the students solved problems provided by the Every Day Counts: Calendar Math program and used verbal and written formats to describe their problem solving methods and reasons. My study showed the effects of...
Show moreFor this action research project, I wanted to examine my practice of teaching mathematics. Specifically, I encouraged students to improve their communication skills during my math class through daily discussion and writing tasks. After establishing a class set of sociomathematical norms, the students solved problems provided by the Every Day Counts: Calendar Math program and used verbal and written formats to describe their problem solving methods and reasons. My study showed the effects of using discussion and writing to help students develop their conceptual understanding of mathematical ideas. Focus was placed on the quality of daily discussions and written tasks both at the beginning of the study and continually as the study progressed. Through daily discussions, monthly written assessments, and student interviews, the study helped to determine the importance of developing students' mathematical communication skills and building conceptual understanding of mathematical ideas.
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Date Issued
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2008
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Identifier
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CFE0002026, ucf:47627
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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/CFE0002026
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Title
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HALF-VIRGIN.
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Creator
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Pollack, Alexander, Bartkevicius, Jocelyn, University of Central Florida
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Abstract / Description
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Half-Virgin is a cross-genre collection of essays, short stories, and poems about the humor, pain, and occasional glory of journeying into adulthood but not quite getting there. The works in this collection seek to create a definition of a term, "half-virgin," that I coined in the process of writing this thesis. Among the possibilities explored are: an individual who embarks upon sexual activity for the first time and does not achieve orgasm; an individual who has reached orgasm through...
Show moreHalf-Virgin is a cross-genre collection of essays, short stories, and poems about the humor, pain, and occasional glory of journeying into adulthood but not quite getting there. The works in this collection seek to create a definition of a term, "half-virgin," that I coined in the process of writing this thesis. Among the possibilities explored are: an individual who embarks upon sexual activity for the first time and does not achieve orgasm; an individual who has reached orgasm through consensual sexual activity, but has remained uncertain about what he or she is doing; and the curious sensation of being half-child, half-adult. Ultimately, I believe, a "half-virgin" possesses all of these traits. One of the goals of the collection is to scramble the prototypical coming-of-age story into bits and parts and halves. Among the approaches included are earnest memoir (the real and metaphorical costumes a young couple wears on Halloween), character-driven fiction (the life story of Marlow, a college track star who ends up the unwitting inspiration for Super Mario Brothers), and narrative experiments (a tongue-in-cheek creative writing syllabus and a bullet pointed resume of sexual conquests). By exploring the untidy fragments in love, lust, and human connection in these works, Half-Virgin aspires to find wholeness through the jagged adventures of growing up.
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Date Issued
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2011
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Identifier
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CFE0003591, ucf:48921
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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/CFE0003591
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Title
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Engaging and Enacting Writing in First-Year Composition: Re-Imagining Student Self-Efficacy in Writing.
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Creator
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Tripp, Mary, Wardle, Elizabeth, Pigg, Stacey, Scott, John, Slomp, David, University of Central Florida
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Abstract / Description
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According to educational theory, learning to write necessitates self-belief that one is capable of performing required tasks. This belief is called self-efficacy, a component of human agency. Students who enter First-Year Composition (FYC), are often unaware of the writing challenges that lie ahead, and many educational psychologists posit that self-efficacy beliefs are the most important factor in meeting these writing challenges. While socio-cognitive theory shapes views of self-efficacy in...
Show moreAccording to educational theory, learning to write necessitates self-belief that one is capable of performing required tasks. This belief is called self-efficacy, a component of human agency. Students who enter First-Year Composition (FYC), are often unaware of the writing challenges that lie ahead, and many educational psychologists posit that self-efficacy beliefs are the most important factor in meeting these writing challenges. While socio-cognitive theory shapes views of self-efficacy in education literature, to date, measures of self-efficacy in writing have focused only on the individual cognitive beliefs as they influence writing performance outcomes. However, current research in writing studies as well as posthuman theories of agency point to a broader, more contextually-bound view of agency for writing as emergent and enacted in socially constructed systems.This dissertation challenges the current view of self-efficacy as it is described in the educational literature as well as the ways in which self-efficacy in writing is measured, suggesting instead that self-efficacy beliefs and learning to write are deeply contextualized. In this dissertation, I examine student self-efficacy in writing using the lens of activity theory, not only as a set of stated individual beliefs but also as belief-in-action measured as images on writing maps, subtle shifts in language and talk about writing, as well as changes in writing practices. More importantly, I examine the agency that is constructed in the social system of FYC classrooms which may only later become internalized individual beliefs about abilities to write. My study suggests that self-efficacy beliefs are not bound by inside the head as belief about performing certain rules for writing, but instead self-efficacy beliefs about writing are emergent and enacted and bound to particular writing systems. Lingering feelings of agency forworking in particular systems can move with students to similar systems; however, strong beliefs about writing as fixed and rule-bound can actually hinder how much students learn in FYC. The evidence suggests that self-efficacy in writing may be better theorized as writing efficacy, emergent agency for writing that strengthens as participants become engaged in working toward the motives of a writing system.
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Date Issued
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2012
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Identifier
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CFE0004447, ucf:49336
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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/CFE0004447
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Title
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Toward the Red Shore.
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Creator
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Bomhoff, Gary, Rushin, Patrick, Roney, Lisa, Thaxton, Terry, University of Central Florida
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Abstract / Description
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A fictional novel utilizing third person limited narration from the perspective of the primary character, Ilya Kollide, who narrates the story as though it were happening in his head as it occurred, with frequent embellishments. He has come to live near an old mansion on the Trans-Siberian Railroad, named Neimasaurus, to find an antiquated, dusty world of faded aristocracy. Temporarily orphaned at the age sixteen by the recent death of his parents, he has traveled four thousand miles to live...
Show moreA fictional novel utilizing third person limited narration from the perspective of the primary character, Ilya Kollide, who narrates the story as though it were happening in his head as it occurred, with frequent embellishments. He has come to live near an old mansion on the Trans-Siberian Railroad, named Neimasaurus, to find an antiquated, dusty world of faded aristocracy. Temporarily orphaned at the age sixteen by the recent death of his parents, he has traveled four thousand miles to live with his last living relative, an uncle named Demetri, whom he has never met. The year is 1990, only this is not a world where the rule of the Tsar was supplanted by the Soviet Union. Instead, it is a logical exploration of what Russia might resemble, had communism never taken root. While the fantastical may or may not occur, depending upon how the reader chooses to interpret the point of view of the narrator, the setting in and of itself is not meant to be fantastical. Ilya discovers that all the servants who work there are deaf, as is his uncle and his own now deceased parents, whom he carries around in an urn after mixing their ashes together. While working at the great estate of the Neimasaurus family, Ilya discovers a surprising numbers of stories and people who both parallel his own experiences and serve as allegorical warnings toward his future mistakes in life. He becomes obsessed with the idea that he is to blame for his parents' death and sets out on a quest to bring redemption to the wounded inhabitants of the estate, only to discover that not everyone wants to be helped. In fact, they want him dead. They see him as an allegory, just as he sees them. To the young man Shoji Yamano, Ilya represents everything he was, and can no longer be. As such a reflection, he resolves to shatter Ilya like a mirror. The novel charts Ilya's personal growth from a neurotic wreck, incapable of normal interaction with people, to a young man capable of not just self-sacrifice, but an understanding of what it actually means to literally sacrifice himself for the well-being of someone he barely knows. He learns to value time spent with others rather than dwelling within a narcissistic and lonely fantasy world.?
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Date Issued
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2013
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Identifier
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CFE0004976, ucf:49591
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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/CFE0004976
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Title
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POLITICAL SPACES AND REMEDIATED PLACES: REARTICULATING THE ROLE OF TECHNOLOGY IN THE WRITING CENTER.
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Creator
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Carpenter, Russell, Bowdon, Melody, University of Central Florida
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Abstract / Description
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Writing center directors (WCDs) often situate their programs in physical and virtual spaces without fully studying the pedagogical and political implications of their decisions. Without intense study, writing centers risk building programs within spaces that undermine their missions and philosophies. In The Production of Space, Henri Lefebvre argues that "From the analytic standpoint, the spatial practice of a society is revealed through the deciphering of its space" (38). The study of space...
Show moreWriting center directors (WCDs) often situate their programs in physical and virtual spaces without fully studying the pedagogical and political implications of their decisions. Without intense study, writing centers risk building programs within spaces that undermine their missions and philosophies. In The Production of Space, Henri Lefebvre argues that "From the analytic standpoint, the spatial practice of a society is revealed through the deciphering of its space" (38). The study of space also reveals important political and financial priorities within the institution. Furthermore, the positioning of buildings and the spatial layout of a campus display the institution's priorities and attitudes toward writing center work. Theorizing the Online Writing Lab (OWL) through the lens of cultural and political geographies, it becomes apparent that the physical spaces of many writing centers are not as sustainable as WCDs might like, and in many ways, they are marginalized within the larger institution. This dissertation prompts a rearticulation of place and space in the writing center. In this dissertation, I argue that in an attempt to rethink current practices, the virtual space of the writing center should perpetuate, extend, and improve the social practices employed in our physical spaces. I draw from mapping exercises to inform my critique in an attempt to advance our understanding of writing center physical and virtual spaces. The changing geographical and cultural landscape of the institution demands that writing centers pay close attention to spatial implications as they employ technology to create dynamic virtual resources and more sustainable spaces. I rearticulate writing center spaces through cognitive and digital mapping, urban planning, and architectural theories. I make several contributions through this work: theoretical, to rearticulate the physical and virtual space of writing center work; political, to understand the constructions of the writing center's pedagogical spaces; and pedagogical, to understand best practices for creating virtual spaces that enhance learning, unlike those we have seen before or have had available in the writing center.
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Date Issued
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2009
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Identifier
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CFE0002776, ucf:48092
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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/CFE0002776
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Title
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Understanding the Dynamics of Peer Review and Its Impact on Revision.
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Creator
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Kopp, Julie, Roozen, Kevin, Rounsaville, Angela, Hall, Mark, University of Central Florida
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Abstract / Description
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Research in writing studies has focused on what happens as students, and often their teachers, talk about student writing. This line of inquiry has identified several strategies for productive peer interactions, including spontaneous talk (Danis; Dipardo and Freedman; Johnson, The New Frontier; Bruffee; Lam), a flexible environment (Dipardo (&) Freedman; Johnson, (")Friendly Persuasion(")), positive rapport (Rish; Thompson; Wolfe), feedback and support (Barron; Covill; Flynn; Grimm; Lam;...
Show moreResearch in writing studies has focused on what happens as students, and often their teachers, talk about student writing. This line of inquiry has identified several strategies for productive peer interactions, including spontaneous talk (Danis; Dipardo and Freedman; Johnson, The New Frontier; Bruffee; Lam), a flexible environment (Dipardo (&) Freedman; Johnson, (")Friendly Persuasion(")), positive rapport (Rish; Thompson; Wolfe), feedback and support (Barron; Covill; Flynn; Grimm; Lam; Yucel, Bird, Young, and Blanksby; Zhu), and reflection (Yucel, Bird, Young, and Blanksby). However, research invested in understanding the extent to which such interactions result in better revisions or make students better writers has been slower to emerge. To address this gap in the existing scholarship, this thesis involved case studies of two first-year undergraduates as they navigated multiple peer review interactions throughout one semester of ENC 1101. Data collection for this inquiry included observations of three peer review sessions, retrospective interviews with each participant, and participants' end of semester e-portfolios. Using conversation analysis as a lens (Black; Ford and Thompson; Kerschbaum), this project explores the extent to which peer interactions inform students' revision of their writing. The analysis of the data suggests that the amount of interruptions and control during peer interactions influences the amount of comments a student takes up in the revision process. The results of conversation analysis identify a power structure within peer interactions that are developed and constantly changing. Those power structures also show the relationship between social interaction and revision. Teachers can use this study to motivate students to use the comments given during peer review toward revising their papers. Also, with the development of more diverse case studies, researchers would be able to identify if these phenomena show up more consistently.
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Date Issued
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2017
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Identifier
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CFE0006613, ucf:51284
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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/CFE0006613
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Title
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Some Girls.
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Creator
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Napolitano, Sabrina, Poissant, David, Uttich, Laurie, Preston-Sidler, Leandra, University of Central Florida
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Abstract / Description
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This novel in stories explores the viewpoint of an unnamed, agender narrator as they navigate their life from childhood into early adulthood. Through the narrator's unique lens, the stories explore gender, sexuality, mental illness, family, and loneliness. The narrator's struggles with belonging and overarching feelings of abandonment intertwine with the sometimes isolating and dangerous landscape of Florida. From their interactions with both Florida and the people who pass through their life...
Show moreThis novel in stories explores the viewpoint of an unnamed, agender narrator as they navigate their life from childhood into early adulthood. Through the narrator's unique lens, the stories explore gender, sexuality, mental illness, family, and loneliness. The narrator's struggles with belonging and overarching feelings of abandonment intertwine with the sometimes isolating and dangerous landscape of Florida. From their interactions with both Florida and the people who pass through their life, the narrator begins to learn how to accept who are they are, without apology.
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Date Issued
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2017
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Identifier
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CFE0006629, ucf:51272
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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/CFE0006629
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Title
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The Effect of a Metalinguistic Approach to Sentence Combining on Written Expression in Eighth Grade Science for Students who Struggle with Literacy.
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Creator
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Telesca, Lynne, Ehren, Barbara, Zygouris-Coe, Vassiliki, Kong, Anthony Pak Hin, Hahs-Vaughn, Debbie, University of Central Florida
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Abstract / Description
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Recent data indicate that less than 50% of American secondary students are able to demonstrate grade-level proficiency in reading, writing, and science (National Center for Educational Statistics [NCES], 2007, 2011, 2012a, 2012b). Secondary students' are expected to develop advanced literacy skills, especially in writing, in order to be ready for college and careers. Students are expected to develop these advanced literacy skills, within all academic subjects. In other words, they are...
Show moreRecent data indicate that less than 50% of American secondary students are able to demonstrate grade-level proficiency in reading, writing, and science (National Center for Educational Statistics [NCES], 2007, 2011, 2012a, 2012b). Secondary students' are expected to develop advanced literacy skills, especially in writing, in order to be ready for college and careers. Students are expected to develop these advanced literacy skills, within all academic subjects. In other words, they are expected to develop disciplinary literacy skills. The statistics are alarming overall, but they are particularly alarming in the area of science. Students need strong literacy skills, including written expression, to be prepared for employment opportunities in science fields, which currently are being filled by graduates of other industrialized nations, who have a more advanced skill set. This loss of occupational opportunity poses a threat for the U.S. to remain globally competitive in science innovation and advancement, which ultimately secures economic prosperity. Despite these staggering concerns, there is little research conducted to evaluate effective instructional methods to develop complex writing skills in academic disciplines such as science.To address this critical issue, the present study examined the effects of a metalinguistic approach to the writing intervention of sentence combining with eighth-grade students who struggle with literacy. The researcher conducted the study in a typical science classroom in an urban American school setting. The focus of the intervention was to increase students' metalinguistic awareness of science text, to improve written sentence complexity in science, as well as the written expression and determination of comparison and contrast of science content. The study employed a quasi-experimental design. The participants consisted of an experimental group (two classes) who received the treatment during typical science instruction and a comparison group (three classes) who did not receive treatment, but participated in their typical science instruction. There were four participating teachers and 84 participating students. The researcher conducted the study over a period of seven weeks within regularly scheduled science classes. Twenty intervention sessions were conducted for a length of 20 minutes each, totaling 400 minutes or 6.6 hours. Hierarchical repeated measures ANOVA and hierarchical repeated measures MANOVA analyses revealed that the experimental group performed significantly better than the comparison group on their ability to determine similarities and differences (compare and contrast) related to science content, with a medium effect. The experimental group achieved a slightly higher marginal mean over the comparison group on their ability to combine sentences, with a small effect. Multiple statistical analyses revealed a trend of higher marginal means in favor of the experimental group over the comparison group on several measures of written sentence complexity on both the science compare and contrast writing prompt (small-medium effect) and the science expository essay (medium to large effect). One experimental class also demonstrated higher scores in their overall sentence correctness on science expository essay as compared to all the other classes. These findings suggest that sentence combining, utilizing a metalinguistic approach, may hold promise as an effective writing intervention in a content area classroom, for secondary students who struggle with literacy. Furthermore, the findings suggest that a metalinguistic approach to sentence combining can be successfully embedded within a content area class, which may result in increased concept knowledge and writing skills in that academic discipline. Implications for practice and future research directions are discussed.
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Date Issued
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2015
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Identifier
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CFE0005891, ucf:50897
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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/CFE0005891
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Title
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On Copyright Law: What Technical Communicators Need to Know.
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Creator
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Chao, Mariana, Jones, Daniel, Cavanagh, Thomas, Flammia, Madelyn, University of Central Florida
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Abstract / Description
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Copyright law, in general, is a multi-faceted and sometimes difficult to understand process. Although it is law, it is often not straight-forward and cannot be applied universally. While the concepts of copyright infringement and plagiarism may sometimes overlap, many confuse one for the other or think they are the same offense. This thesis is intended to serve as a primer to some basic aspects of copyright law for technical communicators, including issues surrounding public domain works, the...
Show moreCopyright law, in general, is a multi-faceted and sometimes difficult to understand process. Although it is law, it is often not straight-forward and cannot be applied universally. While the concepts of copyright infringement and plagiarism may sometimes overlap, many confuse one for the other or think they are the same offense. This thesis is intended to serve as a primer to some basic aspects of copyright law for technical communicators, including issues surrounding public domain works, the fair use doctrine, the copyright clearance process, as well as why we should be concerned about our current copyright laws.Over the past few decades, Congress has increased the number of copyright extensions, and these extensions are pushing out works that were to expire into the public domain. This thesis provides details about the growing copyright reform movement to explore the possibilities of making our culture more egalitarian and democratic when it comes to the exchange of ideas and information. Those who support copyright reform believe current copyright laws increasingly favor corporations and special interest groups rather than the public, and insist on a balance in copyright laws to loosen some of the restrictions.This thesis illustrates the importance of the knowledge of copyright and its associated laws for technical communicators especially in these current times. With the growth of the Internet within the last 20 years, some of the core concepts of how copyright works for the analog age present some challenges when translated into our digital age. Young professionals (-) particularly those working in web-based media (-) are faced with some contradicting ideas on copyright, sharing, and piracy, especially when surrounded by peers who perpetuate incorrect notions about these topics. Technical communicators also need to be aware of the risks they run if they choose to ignore the law (or choose to remain ignorant of it), but, on a deeper level, they also need be prepared to deal with the philosophical and ethical inquiries that tie into the concept of copyright. This thesis also provides practical applications of the knowledge of copyright laws for technical communicators.
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Date Issued
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2014
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Identifier
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CFE0005147, ucf:50700
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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/CFE0005147
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Title
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The Lived Experiences of Elementary Students with Disabilities Self-Advocating Through Speaking and Writing.
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Creator
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Massengale, Lindsey, Dieker, Lisa, Pearl, Cynthia, Vasquez, Eleazar, Zygouris-Coe, Vassiliki, University of Central Florida
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Abstract / Description
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Writing and self-advocacy skills are important for all students, including individuals with disabilities. Within the K-12 setting, those skills are taught, but emphasis changes as students progress through the grade levels. At the elementary level, writing is more prominent; whereas, in high school, self-advocacy becomes a focus. In this study, the researcher used a phenomenological research design to explore the lived experiences and preferences of elementary students with disabilities and...
Show moreWriting and self-advocacy skills are important for all students, including individuals with disabilities. Within the K-12 setting, those skills are taught, but emphasis changes as students progress through the grade levels. At the elementary level, writing is more prominent; whereas, in high school, self-advocacy becomes a focus. In this study, the researcher used a phenomenological research design to explore the lived experiences and preferences of elementary students with disabilities and their use of self-advocacy strategies in the inclusive setting, both in writing and speaking. The phenomenon was explored over an eleven-week period in a second grade, inclusive classroom. The conceptual framework for the study was the theoretical framework of self-advocacy by Test, Fowler, Wood, Brewer, and Eddy (2005). The child development of Piaget (1964) and disability theory of Tashakkaori and Teddlie (2003) served as secondary frameworks. The data collected are reflective of the self-advocacy experiences and preferences of two students with disabilities, their parents and classroom teacher. The themes of knowledge of self, knowledge of rights, effective communication skills, and leadership skills are discussed in detail. Implications for practice within the elementary classroom and recommendations for future research for students with disabilities in the inclusive environment are provided.
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Date Issued
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2016
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Identifier
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CFE0006351, ucf:51565
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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/CFE0006351
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Title
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Natural Disasters.
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Creator
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Cobb, Rebecca, Milanes, Cecilia, Poissant, David, Bartkevicius, Jocelyn, University of Central Florida
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Abstract / Description
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Natural Disasters is a collection of twelve short stories that feature a variety of narrators as they interact with the ones they love. In these stories, characters experience puberty, friendship, love, loss, trauma, and the everyday magic of living as they fight to master their own failings. Those lucky enough find solace in the forgiving beauty of nature, while others succumb to the untamable power of its disasters. This thesis is useful, important, and unique as it focuses on the stories...
Show moreNatural Disasters is a collection of twelve short stories that feature a variety of narrators as they interact with the ones they love. In these stories, characters experience puberty, friendship, love, loss, trauma, and the everyday magic of living as they fight to master their own failings. Those lucky enough find solace in the forgiving beauty of nature, while others succumb to the untamable power of its disasters. This thesis is useful, important, and unique as it focuses on the stories of a variety of characters, mostly women and children, and displays the beauty and fearsome power of nature as the characters strive to achieve their goals. In today's political and social climate, women, children, and nature are often taken for granted, underestimated, and even forgotten about. Here, they are anything but forgotten. Women join together to fight trauma, children stand together and face some of today's worst natural disasters, and nature is portrayed as a source of magic. This thesis gives these characters a voice and shines a spotlight on their importance to the world and society as a whole.
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Date Issued
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2017
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Identifier
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CFE0006867, ucf:51741
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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/CFE0006867
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Title
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Cold Snap.
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Creator
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Phin, Jonathan, Roney, Lisa, Neal, Mary, Milanes, Cecilia, University of Central Florida
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Abstract / Description
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Cold Snap is a collection of short stories that details the breaking down of self by those closest to us and the rebuilding process necessary to continue on in this diverse world. The sometimes autobiographical short stories attempt to explore the different stages of psychological and/or physical abuse and their aftermaths. Three short stories revolve around a singular family and include themes of cultural division, LGBT coming-of-age, neglect, and acceptance. The other short stories focus on...
Show moreCold Snap is a collection of short stories that details the breaking down of self by those closest to us and the rebuilding process necessary to continue on in this diverse world. The sometimes autobiographical short stories attempt to explore the different stages of psychological and/or physical abuse and their aftermaths. Three short stories revolve around a singular family and include themes of cultural division, LGBT coming-of-age, neglect, and acceptance. The other short stories focus on themes including but not limited to self-worth, fear, desire, and survival. All characters revolve around the Buddhist idea that to want is to suffer and conclude with how the protagonists live with those consequences.
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Date Issued
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2016
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Identifier
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CFE0006486, ucf:51385
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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/CFE0006486
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Title
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Living with Marie: Dramatherapy in the Creation of Performable Theatre.
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Creator
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James, Madelyn, Listengarten, Julia, Ingram, Kate, Wood, Vandy, University of Central Florida
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Abstract / Description
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Living with Marie is a project aiming to adapt dramatherapy techniques so that they are better suited to the creation of theatre in an attempt to educate audiences of the struggles some individuals cope with while living with mental illness. By using the practices implemented by dramatherapists Sue Jennings, John Casson, R. M. Simon, and Phil Jones, the evolution of my play Living with Marie can be seen as first originating in imagery before progressing to text and finally, performable art....
Show moreLiving with Marie is a project aiming to adapt dramatherapy techniques so that they are better suited to the creation of theatre in an attempt to educate audiences of the struggles some individuals cope with while living with mental illness. By using the practices implemented by dramatherapists Sue Jennings, John Casson, R. M. Simon, and Phil Jones, the evolution of my play Living with Marie can be seen as first originating in imagery before progressing to text and finally, performable art. This venture, inspired by my own psychotic struggle, gives audiences a glimpse into the clandestine existence of a nameless Young Woman and her m(&)#234;l(&)#233;e with a schizophrenic embodiment of her mental disorders named Marie.
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Date Issued
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2017
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Identifier
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CFE0006949, ucf:51659
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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/CFE0006949
Pages