Search for dissertations about: "writing processes"
Showing result 1 - 5 of 70 swedish dissertations containing the words writing processes.
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1. Nomadic Writing : Exploring Processes of Writing in Early Childhood Education
Abstract : This thesis explores how writing is made in two Swedish early childhood classrooms with a focus on how processes of writing are constituted in the writing event and what writings and writers the event offers potentials for. Theoretically, the research project takes its starting point in the assumption that processes of writing are an effect of relations between different elements, where the young writer is only one part of many human and non-human matters that make way for multiple becomings of writing and writers. READ MORE
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2. Writing and revising : Didactic and Methodological Implications of Keystroke Logging
Abstract : Keystroke logging records keyboard activity during writing. Time and position of all keystrokes are stored in a log file, which facilitates detailed analysis of all pauses, revisions and movements undertaken during writing. READ MORE
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3. Writing in deaf and hard-of-hearing children : A bimodal bilingual perspective on their written products and writing processes
Abstract : This thesis presents unique insights into the written products and writing processes of Swedish deaf and hard-of-hearing (DHH) children using a keystroke logging tool. Writing processes encompass the activities (such as planning or revision) that writers engage in during the production of the written text. READ MORE
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4. Changes in writing processes caused by post-stroke aphasia or low-grade glioma
Abstract : Background: Writing is a cognitively and linguistically complex task, therefore sensitive to impairment caused by the presence and surgical removal of low-grade glioma or presence of post-stroke aphasia. Purposes: The overall aim of the thesis was to investigate the changes in writing processes, text characteristics and spelling caused by post-stroke aphasia or low-grade glioma. READ MORE
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5. Writing in a third language : a study of upper secondary students’ texts, writing processes and metacognition
Abstract : Learning an additional foreign language (usually referred to as a third language, L3) after English (L2) in formal settings seems to remain relatively unsuccessful in the European context (European Commission 2012), despite the reported advantages from extensive language learning experiences. Against this background the present thesis explores the potential benefits of a teaching approach focused on writing strategies and metacognitive reflections for L3 writing. READ MORE