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Filtering by: Contributor O’Malley, Kathleen G. Advisor Tolar Burton, Vicki Committee Member Ede, Lisa

Charting their own course as writers : a study of writing-intensive students’ self-assessment and goal-setting at start of term

Creator:

Robinson, Tracy Ann

Abstract:

Curricular models and teaching techniques that support college students as the primary authors of their writing-across-the-curriculum experiences remain largely unexplored. This thesis addresses that research gap by investigating the use of a start-of-term writing self-assessment and goal-setting questionnaire (STQ) for upper-division undergraduates taking writing-intensive (WI) college courses in their majors....

Resource Type:

Masters Thesis
A circle of response : addressing the tensions of teacher responseto student writing

Creator:

Carothers, April D.

Abstract:

What students need most from instructors’ written response on their texts is commentary that evokes a sense of exchange. Teachers often believe that their job is to point out the deficits in a student’s paper and help eliminate those deficits. While this is a part of the function of response,...

Resource Type:

Masters Thesis
When High School Teachers Teach College Writing : Oregon Approaches to Dual Credit Teacher Qualifications, Support, and Professional Development

Creator:

Terriere, Jordan E.

Abstract:

This thesis examines the challenging situation high school dual credit teachers in Oregon face teaching first-year composition in the high school location. I argue that thorough training, support, and professional development are vital for high school teachers teaching dual credit writing courses, who without it may find themselves faced with...

Resource Type:

Masters Thesis

Full Text:

......................................................... 102 Appendix G Table of Oregon Dual Credit Teacher Professional Development .. 110 Appendix H