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ERIC Number: ED197364
Record Type: RIE
Publication Date: 1980
Pages: 13
Abstractor: N/A
Reference Count: 0
Written Language and Writing Abilities: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1980 (Vol. 41 Nos. 1 through 6).
ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 17 titles deal with a variety of topics, including the following: (1) the impact of cognitive development upon audience awareness in the writing process, (2) a theory of college composition and academic prose, (3) public perceptions of student writing ability, (4) cohesion as a teachable measure of writing competence, (5) writing anxiety among high school students, (6) an analysis of effective expository prose, (7) syntactic and vocabulary development in the written discourse of learning disabled and normal children and adolescents, (8) the effects of intended audience and feedback on the writings of middle grade pupils, (9) the quality of essays written for distant and intimate audiences by high and low apprehensive two-year college freshmen, (10) intellectual strategies used in composing, (11) six journeys through the writing process, (12) the relationship between reading response and syntactic writing maturity, (13) the effect of written dialogue and the location of the deep subject on the reading comprehension of seven- and nine-year-old children, (14) a sequential instructional development model applied to the area of written composition, (15) the effect of maturity and discourse type on the written syntax, and (16) cohesion in ESL students' expository writing. (MKM)
Publication Type: Collected Works - Serials; Reference Materials - Bibliographies; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Identifiers: Audience Awareness
Note: Pages may be marginally legible.