The effects of goal setting and attributional feedback on self -efficacy for writing and writing achievement

This study investigated the effectiveness of goal setting and attributional feedback on self-efficacy for writing and writing achievement of students who are gifted underachievers. Students in grades 3, 4 and 5 participated. Five dependent measures were investigated: fluency, syntax, range, diversity and organization. The results indicated that a systematic writing instruction program increased self-efficacy for writing. In addition the self-efficacy strategies of goal setting and attributional feedback improve self-efficacy and increased some areas of writing achievement. The dependent measures most affected were fluency, syntax and organization. The students in this study did not improve their levels of vocabulary. This study included many practical applications for teachers to use in a classroom setting. ^

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. ^

Writing Secrecy in Caribbean Freemasonry, Book Presentation by Author Jossianna Arroyo Martínez

This flyer promotes the event "Writing Secrecy in Caribbean Freemasonry Book Presentation by Author Jossianna Arroyo Martínez" sponsored by the School of International and Public Affairs at Florida International University. The event was held at Books & Books in Coral Gables.

Reimagining Reflection: Gender, Student Perception, and Reflective Writing in the Composition Classroom

The purpose of this thesis is to discover any existing correlation between gender and student perceptions of reflective writing in the composition classroom. Seventy-five students at Florida International University participated in a survey that explored their approaches to and understanding of reflective writing. In order to connect the specific results of this study to the larger context of composition theory, this thesis includes an examination of the theoretical background of gender and reflective writing. The results of the survey indicate that the only identifiable difference between male and female student responses resulted from their definitions of reflective writing. Beyond this difference, however, there were no significant variances in student perceptions of reflective writing. The response of these students at FIU indicates a shift in expected gender norms and suggests a reconsideration of what it means to be a gendered writer in the composition classroom.

The Use of a Computer Graphic Organizer for Persuasive Composition Writing by Hispanic Students with Specific Learning Disabilities

Many culturally and linguistically diverse (CLD) students with specific learning disabilities (SLD) struggle with the writing process. Particularly, they have difficulties developing and expanding ideas, organizing and elaborating sentences, and revising and editing their compositions (Graham, Harris, & Larsen, 2001; Myles, 2002). Computer graphic organizers offer a possible solution to assist them in their writing. This study investigated the effects of a computer graphic organizer on the persuasive writing compositions of Hispanic middle school students with SLD. A multiple baseline design across subjects was used to examine its effects on six dependent variables: number of arguments and supporting details, number and percentage of transferred arguments and supporting details, planning time, writing fluency, syntactical maturity (measured by T-units, the shortest grammatical sentence without fragments), and overall organization. Data were collected and analyzed throughout baseline and intervention. Participants were taught persuasive writing and the writing process prior to baseline. During baseline, participants were given a prompt and asked to use paper and pencil to plan their compositions. A computer was used for typing and editing. Intervention required participants to use a computer graphic organizer for planning and then a computer for typing and editing. The planning sheets and written composition were printed and analyzed daily along with the time each participant spent on planning. The use of computer graphic organizers had a positive effect on the planning and persuasive writing compositions. Increases were noted in the number of supporting details planned, percentage of supporting details transferred, planning time, writing fluency, syntactical maturity in number of T-units, and overall organization of the composition. Minimal to negligible increases were noted in the mean number of arguments planned and written. Varying effects were noted in the percent of transferred arguments and there was a decrease in the T-unit mean length. This study extends the limited literature on the effects of computer graphic organizers as a prewriting strategy for Hispanic students with SLD. In order to fully gauge the potential of this intervention, future research should investigate the use of different features of computer graphic organizer programs, its effects with other writing genres, and different populations.

Does Hope Matter? The Influence of Dispositional Hope on Persistence in a Developmental Writing Course

The purpose of this study was to determine hope’s unique role, if any, in predicting persistence in a developmental writing course. Perceived academic self-efficacy was also included as a variable of interest for comparison because self-efficacy has been more widely studied than hope in terms of its non-cognitive role in predicting academic outcomes. A significant body of research indicates that self-efficacy influences academic motivation to persist and academic performance. Hope, however, is an emerging psychological construct in the study of non-cognitive factors that influence college outcomes and warrants further exploration in higher education. This study examined the predictive value of hope and self-efficacy on persistence in a developmental writing course. The research sample was obtained from a community college in the southeastern United States. Participants were 238 students enrolled in developmental writing courses during their first year of college. Participants were given a questionnaire that included measures for perceived academic self-efficacy and hope. The self-efficacy scale asked participants to self-report on their beliefs about how they cope with different academic tasks in order to be successful. The hope scale asked students to self-report on their beliefs about their capability to initiate action towards a goal (“agency”) and create a plan to attain these goals (“pathways”). This study utilized a correlational research design. A statistical association was estimated between hope and self-efficacy as well as the unique variance contributed by each on course persistence. Correlational analysis confirmed a significant relationship between hope and perceived academic self-efficacy, and a Fisher’s z-transformation confirmed a stronger relationship between the agency component of hope and perceived academic self-efficacy than for the pathways component. A series of multinomial logistic regression analyses were conducted to assess if (a) perceived self-efficacy and hope predict course persistence, (b) hope independent of self-efficacy predicts course persistence, and (c) if including the interaction of perceived self-efficacy and hope predicts course persistence. It was found that hope was only significant independent of self-efficacy. Some implications for future research are drawn for those who lead and coordinate academic support initiatives in student and academic affairs.

Dependence and Masculinity in Contemporary French Writing about Disability

Peer reviewed

Women in support of Portuguese woman imprisoned in Lisbon jail for writing book on feminism

General note: Title and date provided by Bettye Lane.

Arab Canadian writing : remapping home

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Differing bodies, defying subjects, deferring texts : gender, sexuality, and transgression in Chinese Canadian women's writing

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

Atomic nanolithography patterning of submicron features: writing an organic self-assembled monolayer with cold bright Cs atom beams

Cs atom beams, transversely collimated and cooled, passing through material masks in the form of arrays of reactive-ion-etched hollow Si pyramidal tips and optical masks formed by intense standing light waves, write submicron features on self-assembled monolayers (SAMs). Features with widths as narrow as 43 ± 6 nm and spatial resolution limited only by the grain boundaries of the substrate have been realized in SAMs of alkanethiols. The material masks write two-dimensional arrays of submicron holes; the optical masks result in parallel lines spaced by half the optical wavelength. Both types of feature are written to the substrate by exposure of the masked SAM to the Cs flux and a subsequent wet chemical etch. For the arrays of pyramidal tips, acting as passive shadow masks, the resolution and size of the resultant feature depends on the distance of the mask array from the SAM, an effect caused by the residual divergence of the Cs atom beam. The standing wave optical mask acts as an array of microlenses focusing the atom flux onto the substrate. Atom 'pencils' writing on SAMs have the potential to create arbitrary submicron figures in massively parallel arrays. The smallest features and highest resolutions were realized with SAMs grown on smooth, sputtered gold substrates.

Writing self-assembled monolayers with Cs: Optimization of atomic nanolithography imaging using self-assembled monolayers on gold substrates

We report the results of a study into the factors controlling the quality of nanolithographic imaging. Self-assembled monolayer (SAM) coverage, subsequent postetch pattern definition, and minimum feature size all depend on the quality of the Au substrate used in material mask atomic nanolithographic experiments. We find that sputtered Au substrates yield much smoother surfaces and a higher density of {111}-oriented grains than evaporated Au surfaces. Phase imaging with an atomic force microscope shows that the quality and percentage coverage of SAM adsorption are much greater for sputtered Au surfaces. Exposure of the self-assembled monolayer to an optically cooled atomic Cs beam traversing a two-dimensional array of submicron material masks mounted a few microns above the self-assembled monolayer surface allowed determination of the minimum average Cs dose (2 Cs atoms per self-assembled monolayer molecule) to write the monolayer. Suitable wet etching, with etch rates of 2.2 nm min-1, results in optimized pattern definition. Utilizing these optimizations, material mask features as small as 230 nm in diameter with a fractional depth gradient of 0.820 nm were realized.

Straw - structured reading, analysis and writing in humanities disciplines

Technology provides a range of tools which facilitate parts of the process of reading, analysis and writing in humanities, but these tools are limited and poorly integrated. Methods of providing students with the skills to make good use of a range of tools to create an integrated, structured process of writing in the disciplines are examined, compared and critiqued. Tools for mindmapping and outlining are examined both as reading tools and as tools to structure knowledge and explore ontology creation. Interoperability between these and common wordprocessors is examined in order to explore how students may be taught to develop a structured research and writing process using currently available tools. Requirements for future writing tools are suggested

Arab Canadian writing : remapping home

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.