Current Search: writing (x)
Pages
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Title
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Technical Communicators in Marketing: Switching Roles and Changing Ethical Perspectives When Working With Content Marketing.
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Creator
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Alvarez, Nicole, Dombrowski, Paul, Jones, Dan, Zemliansky, Pavel, University of Central Florida
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Abstract / Description
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This thesis presents an alternate career path for technical communicators in the area of content marketing and expands on the ethical and goal-related issues associated with a career change to a marketing-focused role. Many of the skills necessary for technical communication are transferable to marketing communication roles; however, a successful career change requires that technical communicators understand how the ethical values and goals of marketing professionals can differ from those of...
Show moreThis thesis presents an alternate career path for technical communicators in the area of content marketing and expands on the ethical and goal-related issues associated with a career change to a marketing-focused role. Many of the skills necessary for technical communication are transferable to marketing communication roles; however, a successful career change requires that technical communicators understand how the ethical values and goals of marketing professionals can differ from those of technical communicators. Through a detailed literature review and autoethnographic study, this thesis discusses the performance goals of marketing professionals to determine how these clash with those of technical communicators. This study also discusses the ethical values of technical communicators and marketing professionals, and how these values are shaped by their unique job functions. The overall goal is to determine how this affects the technical communicator working with content marketing. After combining the data available in the literature and the data gathered from the autoethnographic study, this study suggests that due to the differing job functions and training received by technical communicators and marketing professionals, ethically charged situations and ethically questionable practices are likely to be viewed under different perspectives by each professional. This can lead to vastly different perspectives on a particular situation and result in the two groups having vastly different ideas in regard to how ethical-decision making should proceed.
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Date Issued
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2014
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Identifier
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CFE0005570, ucf:50280
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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/CFE0005570
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Title
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The Relevance of Benjamin Franklin's and Thomas Jefferson's Technical Writing for Modern Communicators.
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Creator
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Fecko, Kristin, Jones, Dan, Cavanagh, Thomas, Flammia, Madelyn, University of Central Florida
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Abstract / Description
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Today's technical communicators enjoy an increasingly broader role and influence in the workplace, and are often given latitude to use engaging rhetoric and personal touches in many kinds of communications. Historical documents, particularly those that are substantially removed from our own era, can offer fresh approaches and insight into the enduring elements of successful communication. This study explores the technical writings of Benjamin Franklin and Thomas Jefferson and considers their...
Show moreToday's technical communicators enjoy an increasingly broader role and influence in the workplace, and are often given latitude to use engaging rhetoric and personal touches in many kinds of communications. Historical documents, particularly those that are substantially removed from our own era, can offer fresh approaches and insight into the enduring elements of successful communication. This study explores the technical writings of Benjamin Franklin and Thomas Jefferson and considers their usefulness to professionals today.Although the political writing of Franklin and Jefferson is more familiar, both men frequently wrote about scientific and technical subjects and were well-known in their day for these documents. Franklin created a captivating persona and arguments which carried emotional and logical appeal. Jefferson was a student of ancient rhetoric and applied classical principles of arrangement to guide readers. His fondness for statistical records led to a skill in presenting numerical data and other types of information in creative, efficient ways. By using tone, language, and description, both Franklin and Jefferson created technical narratives that are equally informative and aesthetically pleasing.The contemporary era of technical communication has been shaped by positivism, the plain language movement, and humanism, among other significant trends. Franklin's and Jefferson's approaches to technical communication both support and challenge the guiding philosophies of these movements. Their styles are reviewed in this study against the context of modern approaches. Opportunities for further historical study are also offered, including additional writings of our Founding Fathers and technical writing from the turn of the twentieth century.
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Date Issued
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2014
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Identifier
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CFE0005329, ucf:50526
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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/CFE0005329
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Title
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Stranger Species.
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Creator
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Latham, Devin, Thaxton, Terry, Stap, Donald, Kesler, Russ, University of Central Florida
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Abstract / Description
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Stranger Species is a collection of interconnected personal and lyrical essays that illustrate and dissect the biological and psychological forces that drive humans to act. While essays in the collection prove the narrator's need to believe that we are animals first and human beings second and that sex and persistence to survive are proof of our animalism, essays simultaneously counter-argue that humans(-)our emotions, weaknesses, and consciousness(-)are unique to our species, separating us...
Show moreStranger Species is a collection of interconnected personal and lyrical essays that illustrate and dissect the biological and psychological forces that drive humans to act. While essays in the collection prove the narrator's need to believe that we are animals first and human beings second and that sex and persistence to survive are proof of our animalism, essays simultaneously counter-argue that humans(-)our emotions, weaknesses, and consciousness(-)are unique to our species, separating us from the animal world. Throughout the collection, fear resonates that we do not control our desires and ultimately our lives, that biology and our deep seeded psychological inadequacies drive us blindly and often recklessly towards our species' survival never asking for our permission, leaving us to wonder why we do the strange things that we do. The narrator uses research and her experience to explore genetics, reproduction, desire, loneliness, binding societal constructions, control, and loss.
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Date Issued
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2014
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Identifier
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CFE0005516, ucf:50323
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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/CFE0005516
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Title
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What You Leave Behind: A Collection of Travel Essays.
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Creator
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Bernath, Madison, Roney, Lisa, Neal, Mary, Bartkevicius, Jocelyn, University of Central Florida
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Abstract / Description
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(")What You Leave Behind(") is a collection of essays framed by the theme of travel. The essays seek to understand the changeability and the consistency of the self when exposed to new cultures and new environments. They also explore what travel tells us about varying world perspectives, and how much of those varying world perspectives people can hope to understand. Lastly, these true-life stories and ruminations explore how travel shapes relationships: familial, romantic, and platonic. At...
Show more(")What You Leave Behind(") is a collection of essays framed by the theme of travel. The essays seek to understand the changeability and the consistency of the self when exposed to new cultures and new environments. They also explore what travel tells us about varying world perspectives, and how much of those varying world perspectives people can hope to understand. Lastly, these true-life stories and ruminations explore how travel shapes relationships: familial, romantic, and platonic. At its core, this thesis strives to reveal how traveling can inform the way people understand themselves, the world around them, and the relationships they have with others, both at home and abroad.
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Date Issued
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2014
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Identifier
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CFE0005464, ucf:50398
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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/CFE0005464
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Title
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Boitawl: Soil, Lost and Left.
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Creator
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Chowdhuri, Bishnupriya, Milanes, Cecilia, Thaxton, Terry, Roney, Lisa, University of Central Florida
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Abstract / Description
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Boitawl ???? ((")Boi(")- lack, devoid of, (")Tawl(")- bottom/ ground/ foundation), the word in one of the Bengali dialects refers to one without a ground beneath her feet. The thesis, a hybrid collection of prose and verse including narratives and graphic vignettes, flash, fabulist and short stories, prose poems and free verse imagines the inside worlds of such un-settled existences. In the process, the pieces connect migration, memory, childhood and lost towns with fractured humans caught in...
Show moreBoitawl ???? ((")Boi(")- lack, devoid of, (")Tawl(")- bottom/ ground/ foundation), the word in one of the Bengali dialects refers to one without a ground beneath her feet. The thesis, a hybrid collection of prose and verse including narratives and graphic vignettes, flash, fabulist and short stories, prose poems and free verse imagines the inside worlds of such un-settled existences. In the process, the pieces connect migration, memory, childhood and lost towns with fractured humans caught in between(-)to reveal what lies under pillars of desires, the shapes of unsaid longings and recurrent images in their dreams.?
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Date Issued
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2018
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Identifier
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CFE0007320, ucf:52122
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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/CFE0007320
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Title
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Meeting Student, Instructor, and Institutional Expectations in Online Writing Courses.
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Creator
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Proulx, Emily, Vie, Stephanie, Rounsaville, Angela, Hall, Mark, University of Central Florida
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Abstract / Description
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Research in online writing instruction often focuses on student perceptions of learning and best practices of online pedagogy (Boyd, 2008; Dziuban, Moska, Kramer, (&) Thompson, 2013; Hewett (&) Warnock, 2015; Pigg (&) Morrison, 2016; Roby, Ashe, Singh, (&) Clark, 2013; Warnock, 2009). At the University of Central Florida, online learning research is especially important due to the increasing volume of both online and hybrid courses across the university (which is itself in response to...
Show moreResearch in online writing instruction often focuses on student perceptions of learning and best practices of online pedagogy (Boyd, 2008; Dziuban, Moska, Kramer, (&) Thompson, 2013; Hewett (&) Warnock, 2015; Pigg (&) Morrison, 2016; Roby, Ashe, Singh, (&) Clark, 2013; Warnock, 2009). At the University of Central Florida, online learning research is especially important due to the increasing volume of both online and hybrid courses across the university (which is itself in response to increasing numbers of students enrolling but limited classroom space with which to teach). The current push from many university administrators for increased enrollment in online classes focuses on access and convenience; however, there is not as much of a conversation asking if the learning in the class is affected by the online course, or the different avenues for learning that these courses present. In this study, I noted that while scholarship discussed students', teachers', and institutions' roles in online courses, there was a lack of alignment in those areas.To investigate this lack of alignment, I interviewed four students enrolled in online courses and three instructors currently teaching online courses through the Department of Writing and Rhetoric at the University of Central Florida. Through a grounded theory analysis (Charmaz, 2006; Strauss (&) Corbin, 1998), I identified areas of agreement and dissonance in both the creation of and implementation of online courses. Overall, students and instructors seemed to focus both their positive and negative perceptions and expectations around discussions as sites of learning, expectations of time/effort, feedback, and classroom community. These are common sites of benefits and disadvantages of online writing courses, which make this investigation important to the continuing conversation of how we better align our perceptions and expectations to improve student learning in online writing courses.The conclusions from this study address the importance and difficulty of transparency in online courses and the need for consistency across the institution, the instructors, and the students. This research provides suggestions for implementing the findings of this research at the classroom and department levels.
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Date Issued
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2017
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Identifier
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CFE0006644, ucf:51255
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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/CFE0006644
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Title
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Technical Communicators and Writing Consultants: Identity and Expertise.
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Creator
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Cepero, Nichole, Young, Beth, Jones, Daniel, Marinara, Martha, University of Central Florida
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Abstract / Description
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This paper examines the roles of technical communicators and writing center consultants in regards to their identities and the expertise that they bring to what they do. Both fields have struggled with alack of understanding surrounding what their positions entail and more importantly how they perform in their roles. With this in mind, the goal of this paper is to analyze how the growth of each field andthe variations of each position contribute to the issue of identity. Furthermore, as a...
Show moreThis paper examines the roles of technical communicators and writing center consultants in regards to their identities and the expertise that they bring to what they do. Both fields have struggled with alack of understanding surrounding what their positions entail and more importantly how they perform in their roles. With this in mind, the goal of this paper is to analyze how the growth of each field andthe variations of each position contribute to the issue of identity. Furthermore, as a result of the identity problem that faces each position, I suggest using the theory of liminality, communication theory, and genre theory to examine more closely how technical communicators and writing center consultants approach the work they do.Technical communicators and writing center consultants perform very similar roles in their respective fields. Both positions have the ability to contribute to various fields through the work that they do. Technical communicators have the ability to communicate in multiple areas without necessarily being subject matter experts in the areas they participate in. The same holds true forwriting center consultants who may, in one day, assist students in multiple subjects without necessarily having specific disciplinary knowledge of each area addressed. Outsiders do not understand how technical communicators and writing consultants can communicate within anunfamiliar field, which creates a main area of controversy for both roles. Using the three theories mentioned above, I make an argument for just how it is possible for them to perform in this capacity.By focusing on how technical communicators and writing center consultants perform in their roles instead of on their writing, their identity and expertise becomes clear and confusion surrounding each field can be banished. Although technical communicators and writing consultants both face similarchallenges, their responsibilities differ in ways that affect how these theories apply. Still, all three theories illuminate how rhetoric provides the basis for expertise in both technical communication and writing centers.
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Date Issued
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2014
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Identifier
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CFE0005146, ucf:50706
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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/CFE0005146
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Title
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Energy-Aware Reconfigurable Logic Device Using Spin-based Storage and Carbon Nanotube Switching.
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Creator
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Gopi Krishna, Mohan Krishna, DeMara, Ronald, Yuan, Jiann-Shiun, Del Barco, Enrique, University of Central Florida
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Abstract / Description
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Scaling of semiconductors to the 14-nanometer range and below nanometer range introduces serious design challenges that include high static power in memories and high leakage power, hindering further integration of CMOS devices. Thus, emerging devices are under intense analysis to overcome these drawbacks caused by transistor size scaling. Spintronics technology provides excellent features such as Non-Volatility, low read power, low read delay, higher scalability as well as easy integration...
Show moreScaling of semiconductors to the 14-nanometer range and below nanometer range introduces serious design challenges that include high static power in memories and high leakage power, hindering further integration of CMOS devices. Thus, emerging devices are under intense analysis to overcome these drawbacks caused by transistor size scaling. Spintronics technology provides excellent features such as Non-Volatility, low read power, low read delay, higher scalability as well as easy integration with CMOS in comparison with SRAM memories. In addition, Carbon-Nanotube Field-Effect Transistors (CNFETs) provide superior electrical conductivity, low delay and low power consumption in comparison with conventional CMOS technology. Thus in this thesis, a unique approach to amalgamate spintronics memory technology with CNFET for logic drive in a reconfigurable computing architecture, realizing ultimate circuit performance has been discussed. A Carbon Magnetic Look-Up Table (CM-LUT) is proposed, using a Magnetic Tunnel Junction (MTJ) spintronic device as memory element and CNFET to perform the logical operations to read the data stored in the aforementioned devices. The proposed circuit is radiation resilient, ultra-low power and high speed operation and the ability to withstand high temperature gradient, Ideal for low power high performance battery operated mobile applications. In addition, the performance of hybrid drive for LUT to leverage fabrication feasibility of CMOS and performance of CNFET to realize fabrication cost effective design. The proposed 4-input 1-output CM-LUT utilizes 41 CNFETs and 16 MTJs for read operation and 35 CNFETs to perform write operation. The results for CM-LUT show 38 times energy reduction and 5.8 times faster circuit operation in comparison with CMOS-based spin-LUT.
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Date Issued
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2016
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Identifier
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CFE0006109, ucf:51204
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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/CFE0006109
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Title
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An Analysis of Undergraduate Creative Writing Students'Writing Processes: Gauging the Workshop Models' Effectiveness Through the Lens of Genre Theories.
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Creator
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Chrisman, John, Marinara, Martha, Roozen, Kevin, Scott, Blake, University of Central Florida
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Abstract / Description
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Current approaches to teaching creative writers the ways to success in creative writing courses consist largely of workshop style classes. While workshops often vary from class to class in style, generally a workshop will consist of a group of writers, led by a mentor/instructor, who exchange drafts and provide reader and writer focused feedback to the author. Yet because the workshop approach has not been the subject of close empirical study, it is unclear whether it is an effective pedagogy...
Show moreCurrent approaches to teaching creative writers the ways to success in creative writing courses consist largely of workshop style classes. While workshops often vary from class to class in style, generally a workshop will consist of a group of writers, led by a mentor/instructor, who exchange drafts and provide reader and writer focused feedback to the author. Yet because the workshop approach has not been the subject of close empirical study, it is unclear whether it is an effective pedagogy. This thesis serves two purposes. First, it presents an argument for new research into creative writing pedagogy and creative writers' processes and suggests that any future research should take an empirical turn. However, because creative writing has developed few theories or methods useful for the empirical study of creative writing, I suggest adopting theories and methods from the field of rhetoric and composition. The second part of this thesis is an empirical study of three creative writing undergraduate students in an introductory creative writing course over one semester. This study uses qualitative methods: semi-structured retrospective interviews, close textual analysis, and in-class observations to understand how creative writers are enculturated into the creative writing community using Christine Tardy's theories of acquiring genre expertise as a framework for analysis. Based on this research this study concludes that while creative writers enculturate in different ways, based on several factors, all creative writers develop greater awareness of genre complexity, authorial identity, and intermodal influences on their writing. Furthermore, this study recommends further case studies into creative writers writing processes and the effectiveness of various workshop models on student enculturation. ?
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Date Issued
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2015
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Identifier
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CFE0005589, ucf:50235
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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/CFE0005589
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Title
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The Effect of Feedback Medium on Accuracy with English Articles.
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Creator
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Giltner, Elizabeth, Nutta, Joyce, Purmensky, Kerry, Clark, M. H., Kaplan, Jeffrey, University of Central Florida
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Abstract / Description
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Developing and demonstrating English proficiency is a critical skill for non-native English speakers (NNESs) who wish to study in American universities. Unlike their native English speaker (NES) counterparts, NNES students who apply for university admission are required to demonstrate their proficiency in English via tests, such as the Test of English as a Foreign Language (TOEFL), that measure an NNES's ability to understand, speak, read, and write English. Although the number of students...
Show moreDeveloping and demonstrating English proficiency is a critical skill for non-native English speakers (NNESs) who wish to study in American universities. Unlike their native English speaker (NES) counterparts, NNES students who apply for university admission are required to demonstrate their proficiency in English via tests, such as the Test of English as a Foreign Language (TOEFL), that measure an NNES's ability to understand, speak, read, and write English. Although the number of students who have attained those minimum scores is large, there is a large population of adult NNESs enrolled in intensive English programs (IEPs) that are designed to help them improve their proficiency in English and again admission into mainstream university courses. Given that many university instructors require the submission of written work that demonstrates students' understanding of course content, perhaps the most important academic skill developed in IEPs is writing. Furthermore, the lack of attention given to addressing grammatical errors at the tertiary level highlights IEP instructors' need for effective and efficient methods of addressing grammatical errors in NNES writing.The present quantitative study used two experimental designs, a pretest-posttest design and a posttest-only design with proxy pretest (Campbell (&) Stanley, 1963), to investigate the efficacy of two types of indirect corrective feedback (CF) for improving adult, IEP-enrolled, intermediate level NNES writers' (participants) grammatical accuracy in academic papers. Grammatical accuracy for this study was measured by counting the number of errors participants committed when using English definite and indefinite articles in academic papers. The independent variable for this study was the type of CF participants were randomly selected to receive (-) either screencast corrective feedback (SCF) or written corrective feedback (WCF). The dependent variable, which measured the effect of the CF given, was the number of errors participants made with English definite and indefinite articles on three compositions completed to satisfy the requirements of their IEP writing class. The results of the current research demonstrated that participants made similar gains in grammatical accuracy when using CF to revise descriptive compositions. These results are in keeping with the results of previous studies that showed the usefulness of CF for improving grammatical accuracy on revised compositions (Bitchener, 2008, Bitchener (&) Knoch, 2008, 2009a, 2009b, 2010a). However, the improvement observed on the revised descriptive compositions did not transfer to new classification essays, regardless of the type of CF participants received. Participants' lack of grammatical accuracy on new compositions of a different genre effectively illustrated the difficulty English articles pose for NNESs when writing and the need for multiple exposures to CF and writing practice to develop NNESs' ability to consistently use English articles accurately.The main implication of the present study lies in the recommendation of the provision of CF to NNES students and systematic instruction about how to use CF received in order to allow NNESs to become more self-sufficient learners and writers of English.
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Date Issued
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2016
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Identifier
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CFE0006106, ucf:51187
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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/CFE0006106
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Title
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WRITE THE COMMUNITY: THE EFFECTS OF SERVICE-LEARNING PARTICIPATION ON SEVEN UNIVERSITY CREATIVE WRITING STUDENTS.
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Creator
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Hodges, Lauren, Kaplan, Jeffrey, University of Central Florida
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Abstract / Description
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Research in higher education service-learning suggests that there is a positive relationship between service-learning and student learning outcomes as well as a positive relationship between students' interactions with the "real world" through service-learning and the effects of these experiences on deepening students' knowledge in their disciplines. Recent studies have established this positive relationship between service-learning and university composition and literature students. However,...
Show moreResearch in higher education service-learning suggests that there is a positive relationship between service-learning and student learning outcomes as well as a positive relationship between students' interactions with the "real world" through service-learning and the effects of these experiences on deepening students' knowledge in their disciplines. Recent studies have established this positive relationship between service-learning and university composition and literature students. However, aside from the existing literature on service-learning and composition and writing, there has been virtually no examination of the relationship between service-learning and creative writing. The purpose of this study was to investigate how seven creative writing students experienced the process of creative writing differently after engaging in service-learning in a creative writing course at a large, urban university in the southeastern United States and to determine if students experienced a transformative learning experience as indicated by Mezirow's (2000) transformational learning theory. This research study employed an instrumental narrative case study design to determine how seven university creative writing students experienced the process of creative writing differently after taking a creative writing course with an optional service-learning component. The results of the study indicated that service-learning invoked a transformative learning experience in these seven higher education creative writing students, each in different ways-some in their writing processes and writing content, some in how they reflected upon themselves and their writing in relation to the "outside world," and some in their sense of civic duty.
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Date Issued
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2011
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Identifier
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CFE0003988, ucf:48655
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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/CFE0003988
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Title
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A RHETORIC OF TECHNOLOGY: THE DISCOURSE IN U.S. ARMY HANDBOOKS AND MANUALS.
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Creator
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Steward, Sherry Ann, Jones, Dan, University of Central Florida
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Abstract / Description
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This dissertation examines the historical technical publications of the United States Army from 1775-2004. Historical research in Army technical communication reveals the persuasive characteristics of its technical publications. Elements of narrative, storytelling, and anthropomorphism are techniques writers used to help deliver information to readers. Research also reveals the design techniques writers adopted to unite the situated literacies of the troops. Analyses of print, comic, and...
Show moreThis dissertation examines the historical technical publications of the United States Army from 1775-2004. Historical research in Army technical communication reveals the persuasive characteristics of its technical publications. Elements of narrative, storytelling, and anthropomorphism are techniques writers used to help deliver information to readers. Research also reveals the design techniques writers adopted to unite the situated literacies of the troops. Analyses of print, comic, and digital media expose the increasing visualization of information since the eighteenth century. The results of such historical research can be applied to new media designs. Automating processes captured in paper-based technical manuals and adding intelligent functionality to these designs are two of many possible design options. Research also dispels a myth concerning the history of modern technical communication and illustrates the development of many genres and subgenres. Modern technical communication was not born of World War II as many scholars suggest, but was a legitimate field in eighteenth-century America. Finally, historical research in Army technical communication shows the systematic progression of a technological society and our increasing dependence on machine intelligence.
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Date Issued
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2004
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Identifier
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CFE0000060, ucf:46088
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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/CFE0000060
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Title
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THE EFFECTS OF PROBLEM SOLVING STRATEGY INSTRUCTION, JOURNAL WRITING AND DISCOURSE ON 6TH GRADE ADVANCED MATHEMATICS STUDENT PERFORMANCE.
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Creator
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Wittcop, Melissa, Ortiz, Enrique, University of Central Florida
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Abstract / Description
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There are two purposes to this study. The first was for me, as a teacher, to try something new in my instruction and grow from it. The second purpose of this study focused on the students. I wanted to see what level of performance in problem solving my students are at currently, and how the use of journaling and discourse affected the students' problem solving abilities. A problem-solving unit was taught heuristically in order to introduce students to the various strategies that could be...
Show moreThere are two purposes to this study. The first was for me, as a teacher, to try something new in my instruction and grow from it. The second purpose of this study focused on the students. I wanted to see what level of performance in problem solving my students are at currently, and how the use of journaling and discourse affected the students' problem solving abilities. A problem-solving unit was taught heuristically in order to introduce students to the various strategies that could be used in problem solving. Math journals were also used for problem solving and reflection. Classroom discourse in discussion of problem solving situations was used as a means of identifying strategies used to solve the problem. Explanations and justifications were then used in writing and discourse to support students' solution and methods. An analytic problem-solving rubric was used to score the problems solved by the students. These scores, along with explanations and justifications, and discourse were used as data and analyzed for common themes. The results of this study demonstrate overall improvement in student performance in problem solving. Heuristic instruction the students received on strategies in problem solving helped to improve their ability to not only select an appropriate strategy, but also implement it. This unit, along with the problem solving prompts solved in the journals, helped to improve the students' performance in explanations. It was discourse combined with all the previous instruction that finally improved student performance in justification.
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Date Issued
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2008
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Identifier
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CFE0002075, ucf:47592
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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/CFE0002075
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Title
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THE EFFECT OF PREWRITING STRATEGY INSTRUCTION ON THE WRITTEN PRODUCTS OF HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES.
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Creator
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Sundeen, Todd, Wienke, Wilfred, University of Central Florida
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Abstract / Description
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ABSTRACT We know that many students with learning disabilities struggle throughout their school years with the writing process. High school is no exception. Writing is a life skill that can directly impact the quality of life for older students preparing to graduate and progress to college, a career, or simply the world of work. A need in society exists to improve the writing of all students including those who are on the threshold of high school graduation. Students with learning...
Show moreABSTRACT We know that many students with learning disabilities struggle throughout their school years with the writing process. High school is no exception. Writing is a life skill that can directly impact the quality of life for older students preparing to graduate and progress to college, a career, or simply the world of work. A need in society exists to improve the writing of all students including those who are on the threshold of high school graduation. Students with learning disabilities enter their ninth year of school with a performance gap of 4 to 5 years placing their equivalent learning in the late elementary years. Few studies however have investigated the impact of explicit written expression strategy instruction for students with mild disabilities in high school. Thus, expanding the knowledge base for this group of students becomes especially critical. The present study examines the effects of explicitly teaching a writing strategy to high school students with learning disabilities. A multiple baseline design across subjects was used to observe changes in student writing. A total of 11 students in three subject groups participated in the study. Eleventh grade students in three learning strategies classes were pretested to determine the level of their organizational skills for written products. Scoring criteria were described to students using a written expression rubric to provide them with the specific expectations for their daily writing. Mind-mapping, an organizational strategy for writing, was explicitly taught to each of three classes during their daily learning strategy period. Data were collected relative to the students' rubric scores and visually inspected for changes in writing performance before, during, and following the strategy instruction. Pre- and post-tests were administered to the student groups. Following data collection and the post-test, interviews were conducted with the teacher and each of the participants. Findings indicate that the mind-mapping intervention had limited success in improving students' written products when measured by the multiple baseline across subjects design. Pre- and post-test data, however, show that writing quality certainly did improve. The participants' teacher specifically noted during her interview that, in her perception, improvements in student writing as a result of using the mind-mapping strategy did occur. The teacher also felt strongly enough about the efficacy of the mind-mapping intervention that she plans to teach the strategy to her future students. Most of the students reported during their interviews that they felt that learning mind-mapping helped them to become better writers. The vast majority of students also stated that they planned to use the strategy for tests and writing assignments.
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Date Issued
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2007
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Identifier
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CFE0001788, ucf:47263
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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/CFE0001788
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Title
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LET THE CHILDREN COME TO ME.
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Creator
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Ramirez, Andrea, Bartkevicius, Jocelyn, University of Central Florida
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Abstract / Description
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My thesis, a collection of personal essays, explores my parents' affinity towards their native Colombia and how this connection to their homeland, through their faith and their customs, affected my definition of self. When I think about my parents' emigration from Colombia to the States, I picture the illustrations in the Bible I had as a child: the couple running from Sodom and Gomorra, running away from the place they had always known and holding on to each other. My parents, like...
Show moreMy thesis, a collection of personal essays, explores my parents' affinity towards their native Colombia and how this connection to their homeland, through their faith and their customs, affected my definition of self. When I think about my parents' emigration from Colombia to the States, I picture the illustrations in the Bible I had as a child: the couple running from Sodom and Gomorra, running away from the place they had always known and holding on to each other. My parents, like the couple in the Bible, were in the middle of nowhere when they first set foot on the cold, concrete streets of New York City. In the Bible, the man knew he was in a better place, the cities left behind him becoming more and more of a distant memory. The next picture showed a statue of salt in the shape of the woman. The woman had turned back. Shortly after they married in Colombia, my mother looked forward to a future in another country. She urged my father to seek a better life for them in the United States. My father was the one who couldn't help but look behind him, despite the consequences. The thesis chapters explore such issues as the consequences of leaving home; the impact of my father's incarceration upon his Catholic faith and upon the family; how travel to Colombia with my parents revealed new aspects of their personalities and beliefs; and my own efforts to understand and meditate upon my multicultural heritage and surroundings.
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Date Issued
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2007
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Identifier
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CFE0001866, ucf:47415
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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/CFE0001866
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Title
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FROM TEXTBOOKS TO SAFETY BRIEFINGS: HELPING TECHNICAL WRITERS NEGOTIATE COMPLEX RHETORICAL SITUATIONS.
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Creator
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Blackburne, Brian, Bowdon, Melody, University of Central Florida
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Abstract / Description
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In this dissertation, I analyze the organizational and political constraints that technical writers encounter when dealing with complex rhetorical situations, particularly within risk-management discourse. I ground my research in case studies of safety briefings that airlines provide to their passengers because these important documents have long been regarded as ineffective, yet they've gone largely unchanged in the last 20 years. Airlines are required to produce these safety briefings,...
Show moreIn this dissertation, I analyze the organizational and political constraints that technical writers encounter when dealing with complex rhetorical situations, particularly within risk-management discourse. I ground my research in case studies of safety briefings that airlines provide to their passengers because these important documents have long been regarded as ineffective, yet they've gone largely unchanged in the last 20 years. Airlines are required to produce these safety briefings, which must satisfy multiple audiences, such as corporate executives, federal safety inspectors, flight attendants, and passengers. Because space and time are limited when presenting safety information to passengers, the technical writers must negotiate constraints related to issues such as format, budget, audience education and language, passenger perceptions/fears, reproducibility, and corporate image/branding to name a few. The writers have to negotiate these constraints while presenting important (and potentially alarming) information in a way that's as informative, realistic, and tasteful as possible. But such constraints aren't unique to the airline industry. Once they enter the profession, many writing students will experience complex rhetorical situations that constrain their abilities to produce effective documentation; therefore, I am looking at the theories and skills that we're teaching our future technical communicators for coping with such situations. By applying writing-style and visual-cultural analyses to a set of documents, I demonstrate a methodology for analyzing complex rhetorical situations. I conclude by proposing a pedagogy that teachers of technical communication can employ for helping students assess and work within complex rhetorical situations, and I offer suggestions for implementing such practices in the classroom.
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Date Issued
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2008
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Identifier
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CFE0002465, ucf:47729
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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/CFE0002465
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Title
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AN INVESTIGATION OF HIGH SCHOOL GEOMETRY STUDENTS' PROVING AND LOGICAL THINKING ABILITIES AND THE IMPACT OF DYNAMIC GEOMETRY SOFTWARE ON STUDENT PERFORMANCE.
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Creator
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Subramanian, Lalitha, Hynes, Michael, University of Central Florida
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Abstract / Description
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The purpose of this study was to investigate (a) the role of a yearlong geometry course on high school geometry students' logical thinking and proof construction abilities, (b) the linkage between students' logical thinking and proof construction abilities, and (c) the impact of dynamic geometry software on students' performance. In addition, this study also ventured to determine if the type of geometry course had any impact on students' logical thinking and proof construction achievement....
Show moreThe purpose of this study was to investigate (a) the role of a yearlong geometry course on high school geometry students' logical thinking and proof construction abilities, (b) the linkage between students' logical thinking and proof construction abilities, and (c) the impact of dynamic geometry software on students' performance. In addition, this study also ventured to determine if the type of geometry course had any impact on students' logical thinking and proof construction achievement. The sample for the study consisted of 1,325 high school geometry students enrolled in regular, honors, and mastery courses in four high schools from the school district affiliated with the Local Education Agency (LEA) during the academic year 2004-2005. Geometer's Sketchpadä (GSP) was assumed to represent the dynamic geometry software. Responses of students on two pre-tests and two post-tests, each with one on logical thinking and one on proof, were analyzed to address the research questions. Results of the analyses indicated no significant effect of the yearlong geometry course on the performance of students on proof tests but a fairly significant effect on the tests of logical thinking. Use of GSP was found to have some impact on honors and mastery students' performance on proof post-tests. Honors students showed a higher logical thinking level than their regular and mastery counterparts in both GSP and non-GSP groups. There was a significant positive correlation between students' performance on the tests of logical thinking and proof.
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Date Issued
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2005
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Identifier
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CFE0000616, ucf:46546
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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/CFE0000616
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Title
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FEMTOSECOND LASER WRITTEN VOLUMETRIC DIFFRACTIVE OPTICAL ELEMENTS AND THEIR APPLICATIONS.
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Creator
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Choi, Jiyeon, Richardson, Martin, University of Central Florida
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Abstract / Description
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Since the first demonstration of femtosecond laser written waveguides in 1996, femtosecond laser direct writing (FLDW) has been providing a versatile means to fabricate embedded 3-D microstructures in transparent materials. The key mechanisms are nonlinear absorption processes that occur when a laser beam is tightly focused into a material and the intensity of the focused beam reaches the range creating enough free electrons to induce structural modification. One of the most useful features...
Show moreSince the first demonstration of femtosecond laser written waveguides in 1996, femtosecond laser direct writing (FLDW) has been providing a versatile means to fabricate embedded 3-D microstructures in transparent materials. The key mechanisms are nonlinear absorption processes that occur when a laser beam is tightly focused into a material and the intensity of the focused beam reaches the range creating enough free electrons to induce structural modification. One of the most useful features that can be exploited in fabricating photonic structures is the refractive index change which results from the localized energy deposition. The laser processing system for FLDW can be realized as a compact, desktop station, implemented by a laser source, a 3-D stage and focusing optics. Thus, FLDW can be readily adopted for the fabrication of the photonic devices. For instance, it has been widely employed in various areas of photonic device fabrication such as active and passive waveguides, couplers, gratings, opto-fluidics and similar applications. This dissertation describes the use of FLDW towards the fabrication of custom designed diffractive optical elements (DOE's). These are important micro-optical elements that are building blocks in integrated optical devices including on-chip sensors and systems. The fabrication and characterization of laser direct written DOEs in different glass materials is investigated. The design and performance of a range of DOE's is described, especially, laser-written embedded Fresnel zone plates and linear gratings. Their diffractive efficiency as a function of the fabrication parameters is discussed and an optimized fabrication process is realized. The potential of the micro-DOEs and their integration shown in this dissertation will impact on the fabrication of future on-chip devices involving customized DOEs that will serve great flexibility and multi-functional capability on sensing, imaging and beam shaping.
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Date Issued
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2009
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Identifier
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CFE0002958, ucf:47984
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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/CFE0002958
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Title
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Noise Thinks the Anthropocene: An Experiment in Noise Poetics.
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Creator
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Zwintscher, Aaron, Mauer, Barry, Grajeda, Anthony, Rounsaville, Angela, Schafer, Mark, University of Central Florida
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Abstract / Description
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This dissertation is a textual experiment in noise poetics. It is an experiment in that it results from indeterminate means, alternative grammar, and experimental thinking. The outcome was not predetermined. Noise poetics is the use of noise to explain, elucidate, and evoke (akin to other poetic forms) within the textual milieu in a manner that seeks to be less determinate and more improvisational than conventional writing. This text argues that noise poetics is a necessary form for...
Show moreThis dissertation is a textual experiment in noise poetics. It is an experiment in that it results from indeterminate means, alternative grammar, and experimental thinking. The outcome was not predetermined. Noise poetics is the use of noise to explain, elucidate, and evoke (akin to other poetic forms) within the textual milieu in a manner that seeks to be less determinate and more improvisational than conventional writing. This text argues that noise poetics is a necessary form for addressing political inequality, coexistence with the (nonhuman) other, the ecological crisis, and sustainability because it approaches these issues as system of interconnected fragments and excesses and thus has the potential to reach or envision solutions in novel ways. The experiment draws quotations and fragments from a diverse collection of noise theory texts, arranged and assembled via indeterminate cut-up methods based on the work of several prominent artists and theorists (John Cage and William Burroughs among them). The experimental text (contained in full in Appendix B) was then edited and added to in order to craft the textual project into an argument for noise poetics that followed the juxtaposed lines of thought towards possible conclusions and practical applications. This project coincided with and was supplemented by bruit jouissance, a multimedia audiovisual noise project (contained and explicated in Appendix A). The two projects together are two applications of thoryvology (an articulation of noise theory created and presented within the text) and as complementary methods of viewing and understanding each other.
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Date Issued
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2017
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Identifier
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CFE0006679, ucf:51911
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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/CFE0006679
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Title
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The Feminine Margin: The Re-Imagining of One Professor's Rhetorical Pedagogy--A Curriculum Project.
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Creator
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Alvarez, Camila, Brenckle, Martha, Bowdon, Melody, Mauer, Barry, Weishampel, John, University of Central Florida
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Abstract / Description
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Writing pedagogy uses techniques that institutionalize dichotomous thinking rather than work against it. Cartesian duality has helped to create the marginalization of people, environments, and animals inherent in Western thought. Writing pedagogy based in current-traditional rhetoric uses a writing process that reinforces the hierarchical structure of Self/Other, Author/Reader, and Teacher/Student. This structure, in conjunction with capitalism, prioritizes the self and financial gain while...
Show moreWriting pedagogy uses techniques that institutionalize dichotomous thinking rather than work against it. Cartesian duality has helped to create the marginalization of people, environments, and animals inherent in Western thought. Writing pedagogy based in current-traditional rhetoric uses a writing process that reinforces the hierarchical structure of Self/Other, Author/Reader, and Teacher/Student. This structure, in conjunction with capitalism, prioritizes the self and financial gain while diminishing and objectifying the other. The thought process behind the objectification and monetization of the other created the unsustainable business and life practices behind global warming, racism, sexism, and environmental destruction. A reframing of pedagogical writing practices can fight dichotomous thinking by re-imagining student writers as counter-capitalism content creators. Changing student perceptions from isolation to a transmodern, humanitarian, and feminist ethics of care model uses a self-reflexive ethnography to form a pedagogy of writing that challenges dichotomous thought(-)by focusing on transparency in my teaching practice, the utilization of liminality through images, the use of technology to publish student work, and both instructor and student self-reflection as a part of the writing and communication process. This practice has led me to a theory of resistance and influence that I have titled The Resistance Hurricane, a definition of digital rhetoric that includes humanitarian and feminist objectives that I have titled Electric Rhetoric, and a definition for the digitally mediated product of that rhetoric that I call Electric Blooms or electracy after Gregory Ulmer's term for digital media.
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Date Issued
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2019
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Identifier
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CFE0007777, ucf:52371
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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/CFE0007777
Pages