By writers for writers: developing a writer-centred model of the writing process

This thesis, set within an Action Research framework, details the development and validation of a writer-centred model of the writing process. The model was synthesised within the boundaries of a writers’ group for MA students. The initial data collected, and analysed using the principles of grounded theory, were retrospective descriptions of group members’ writing processes. After initial analysis, additional data, from group members’ writing, and from audio recordings, were used for further analysis, and to form a model of the writing process. To ascertain whether the model had value outside the specific context in which it was made, it was validated from three different perspectives. Firstly, the retrospective descriptions of other writers were collected and analysed, using the model as a framework. Secondly, the model was presented at academic conferences; comments about the model, made by members of the audience, were collected and analysed. Finally, the model was used in writing courses for PhD students. Comments from these students, along with questionnaire responses, were collected and the content analysed. Upon examination of all data sources, the model was updated to reflect additional insights arising from the analysis. Analysis of the data also indicated that the model is useable outside its original context. Potential uses for the model are 1) raising awareness of the process of writing, 2) putting writers at ease, 3) serving as a starting point for individuals or groups to design their own models of the writing process, and 4) as a tool to help writers take control of their writing processes.

The effects of cross -age peer tutoring on writing and reading comprehension skills and attitudes and self -perceptions as writers of third and fourth grade students

The purpose of this study was to investigate the effects of cross-age peer writing response groups on the writing and reading achievement of third and fourth grade students. Students' attitudes about writing and their perceptions of themselves as writers were also measured at the end of the study. ^ One hundred and twenty-two third and fourth grade students enrolled in a public school in a middle-class, multi-cultural neighborhood participated in the study. Four existing classes of students were randomly assigned to either the experimental condition (EC) or the control condition (CC). Both groups were pretested and posttested for writing and reading achievement. The intervention, cross-age peer writing groups, met for eleven weeks. ^ Three hypotheses were examined in this study: (a) writing improvement score, (b) reading comprehension improvement score, and (c) students' attitudes toward writing and their perception of themselves as writers based on the five scales measured on the Writer Self-Perception Scale. ^ ANOVAs were done on the pretests and posttests for writing and the Stanford Achievement Test reading comprehension subtest scores for the year of the study and the previous year. ANOVAs were also done for the five areas of the Writer Self-Perception Scale. Cross-tabulations were also used to compare improvement level verses treatment group, and grade level. ^ Analysis of the data revealed that there was no evidence that the tutoring (EC) groups made more progress than the non-tutoring (CC) groups in writing and reading. There was evidence of growth in writing, especially by the fourth graders. Most importantly, the fourth grade tutors, the experimental group, had the most positive feelings about writing and themselves as writers. ^

Writers Karen Malpede (left) and Carole Rosental (right) at the Woman's Salon

Inscriptions: Verso: [stamped] Credit must be given to Freda Leinwand from Monkmeyer Press Photo Service.

The many voices of Piedmont: language, identity and alterity in the works of modern and contemporary Piedmontese writers

The aim of this project is to carry out a linguistic analysis of a group of modern and contemporary narratives written by authors from the same Italian region: Piedmont. The novels and short stories examined stand out for the intriguing ways in which they move between a variety of idioms – Italian, Piedmontese dialects, English and pastiches, with some rare excursions into French. A sociolinguistic study and an overview of political changes that Piedmont underwent from the sixteenth to the twenty-first centuries are provided, with the purpose of outlining the region’s sociogeographical and historical background which can be seen to have fostered multilingualism in a group of writers. With the support of linguistic studies and philosophical theories on the relation between identity, alterity and language (such as Edwards’s Language and Identity and Bakhtin’s reflections on language), I then elucidate the presence of diverse linguistic varieties in selected narratives by Cesare Pavese, Beppe Fenoglio, Primo Levi, Nanni Balestrini, Fruttero & Lucentini, Benito Mazzi and Younis Tawfik. In other words, my purpose is to explain the reasons for multilingualism in each writer, as well as to underscore the ideological positions which lie behind the linguistic strategies of the authors. With this study I attempt to fill a gap and cast new light on Piedmontese literature. Although some critical studies on the use of dialect or English exist on individual authors and works (e.g. Meddemmem on Fenoglio’s use of English and Beccaria on Pavese’s inclusion of Piedmontese dialect), and some important contributions to the history of Piedmontese literature have appeared in print, to date no current, systematic study that compares different Piedmontese writers under the language/identity theme has been published. The study concludes with a summary of the evolution of plurilingualism in Piedmont and highlights the common trends in the use of multiple linguistic varieties as tools for both social demarcation and an opening up to alternative, marginalised andforeign cultures.

Modeling Individual Differences among Writers Using ReaderBench

The current study builds upon a previous study, which examined the degree to which the lexical properties of students’ essays could predict their vocabulary scores. We expand on this previous research by incorporating new natural language processing indices related to both the surface- and discourse-levels of students’ essays. Additionally, we investigate the degree to which these NLP indices can be used to account for variance in students’ reading comprehension skills. We calculated linguistic essay features using our framework, ReaderBench, which is an automated text analysis tools that calculates indices related to linguistic and rhetorical features of text. University students (n = 108) produced timed (25 minutes), argumentative essays, which were then analyzed by ReaderBench. Additionally, they completed the Gates-MacGinitie Vocabulary and Reading comprehension tests. The results of this study indicated that two indices were able to account for 32.4% of the variance in vocabulary scores and 31.6% of the variance in reading comprehension scores. Follow-up analyses revealed that these models further improved when only considering essays that contained multiple paragraph (R2 values = .61 and .49, respectively). Overall, the results of the current study suggest that natural language processing techniques can help to inform models of individual differences among student writers.

A commentary on the Holy Bible, by various writers;

Mode of access: Internet.

A complete body of divinity. Consisting of five parts ... The whole extracted from the best ancient and modern writers, but chiefly form the works of such, as have been reputed the most able divines, and celebrated preachers amongst us. ...

"An alphabetical table": p. [1-12] at end.

Two writers created by Graciliano Ramos

ABSTRACT This text consists of a study of the characters JoãoValério, from Caetés (published in 1933), and Paulo Honório, from S. Bernardo (published in 1934). The focus on these two characters created by Graciliano Ramos is justified by the fact that, even when it comes to men that in many aspects are different from each other, they are similar in the act of writing, activity that also makes them close to their creator. The considerations here presented lead to the interpretation that, for the two men in question, the act of writing is marked, ultimately, as activity of self-consciousness and recognition. KEYWORDS: João Valério; Paulo Honório; Writing.

Key performance indicators for measuring construction success

The construction industry is dynamic in nature. The concept of project success has remained ambiguously defined in the construction industry. Project success is almost the ultimate goal for every project. However, it means different things to different people. While some writers consider time, cost and quality as predominant criteria, others suggest that success is something more complex. The aim of this paper is to develop a framework for measuring success of construction projects. In this paper, a set of key performance indicators (KPIs), measured both objectively and subjectively are developed through a comprehensive literature review. The validity of the proposed KPIs is also tested by three case studies. Then, the limitations of the suggested KPIs are discussed. With the development of KPIs, a benchmark for measuring the performance of a construction project can be set. It also provides significant insights into developing a general and comprehensive base for further research.