Instruction in Composition through Small-Group Activities for Secondary Students

Instruction in Composition through Small-Group Activities for Secondary Students

Date: August 1969
Creator: Jensen, Ann L.
Description: It is the purpose of this thesis to describe various small-group activities which could be used in classes of secondary English to help to "teach-Johnny-to-write." These activities are divided into four areas of study--developing and practicing specific skills related to writing, developing a topic, planning a theme, and evaluating student writing.
Contributing Partner: UNT Libraries
Library and Information Science End of Program Exam Survival Tips

Library and Information Science End of Program Exam Survival Tips

Date: February 2014
Creator: Whitmer, Susan
Description: Presentation for a University of North Texas (UNT) School of Library and Information Science (SLIS) 5900 course. This presentation discusses library and information science end of program exam survival tips and how to write three 2500 word essays in one week.
Contributing Partner: UNT Libraries
The Effects of Teaching Study Skills and Reading, Writing, and Listening Skills as a Specific Course of Study for Ninth Grade Students

The Effects of Teaching Study Skills and Reading, Writing, and Listening Skills as a Specific Course of Study for Ninth Grade Students

Date: May 1969
Creator: Fillman, Tony Wayne
Description: The problem of this study was to test the effects of teaching selected study skills and reading, writing, and listening skills as a specific course of study for ninth grade students. To study this problem, the performance of students enrolled in a study skills and reading, writing, and listening skills course was compared to that of a comparable group of ninth graders, electing the course but not permitted to take it, on the basis of performance as measured by mean gain on alternate forms of the Spitzer Study Skills Test and on the Sequential Test of Educational Progress--Reading-Writing-Listening.
Contributing Partner: UNT Libraries
The Effects of Oral Planning on Fifth-Grade Composition

The Effects of Oral Planning on Fifth-Grade Composition

Date: August 1969
Creator: Beeker, Ruth Ann
Description: The problem of this study was an investigation of the effects of oral preparation on certain quantitative aspects of composition in a fifth-grade classroom.
Contributing Partner: UNT Libraries
A Composition Program for Accelerated High School Students

A Composition Program for Accelerated High School Students

Date: August 1969
Creator: Reynolds, Grover A.
Description: Since so many aids are available to help the teacher in the actual process of writing, this study will concentrate on the various ways in which other benefits, such as heightened awareness, educated imagination, increased self-esteem, and improved critical judgment, can be integrated into a composition class for accelerated students.
Contributing Partner: UNT Libraries
Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students

Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students

Date: December 2004
Creator: Oxford, Raquel Malia Nitta
Description: Today's global culture makes communication through writing in a foreign language a most desirable tool to expand personal and professional relations. However, teaching writing is a complex, time-consuming endeavor in any language. Foreign language teachers at every level struggle to fit writing into an already full curriculum and need the most effective methods and tools with which to teach. Technology may provide a viable scaffold to support writing instruction for teachers and students. The purpose of this research was to determine any benefits of weekly/structured, in-class, computer-assisted grammar drill and practice on the composition quality and quantity of intermediate university Spanish learners. A related purpose was to determine whether students who participated in such practice would access a computer-based writing assistant differently during writing than students without the treatment. The research design was a nonequivalent groups pretest-posttest design. Fifty-two subjects' compositions were graded with both holistic and analytic criteria to analyze composition quality and quantity, and statistical analyses assessed interactions of treatment and effects. The computer-based Atajo writing assistant, which could be accessed during composition, had a logging feature which provided unobtrusive observation of specific databases accessed by each student. There were no statistically significant differences found between the two ...
Contributing Partner: UNT Libraries
UNTA_U0458-093-245-02

UNTA_U0458-093-245-02

Date: unknown
Creator: unknown
Description: Photograph of a man writing at a desk, with a microphone or speaker sitting in front of him. The photo is either in front of a plastic sleeve, or is double exposed.
Contributing Partner: UNT Libraries Special Collections
[Three women gather around a desk]

[Three women gather around a desk]

Date: unknown
Creator: unknown
Description: Photograph of three women. One sits at a single person desk, writing. Another leans on the side of the desk, and the third woman stands behind the desk, looking at the woman who is writing.
Contributing Partner: UNT Libraries Special Collections
The Narration in a Narrative

The Narration in a Narrative

Date: April 19, 2012
Creator: Peak, Alexandra & Rodman, Barbara
Description: This poster discusses research on narration in narratives. The part of a narration that the author finds interesting is how an unreliable narrator is created and the effects it can have on the readers' relationship with the story.
Contributing Partner: UNT Honors College
Using Calibrated Peer Review to Facilitate Writing Assignments in Large Classes

Using Calibrated Peer Review to Facilitate Writing Assignments in Large Classes

Date: March 28, 2012
Creator: Ishiyama, John & Watson, Wendy
Description: This poster discusses a project using Calibrated Peer Review (CPR). CPR is a web-based instructional tool. CPR assignments require students to write an essay, evaluated three 'canned' calibration essays on the same topic, evaluate three of their peers' essays, and finally evaluate their own essay. The authors' goal was to determine whether the CPR process improves student learning of the essay content and whether the CPR process improves student writing.
Contributing Partner: UNT College of Arts and Sciences
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