The chapter reports the results of an exploratory study examining the use of personal blogs for the development of L2 writing skills in fully online language courses. The chapter outlines the methodology of the blog project including pedagogical objectives, task design, selection of digital tools, and implementation. The study involved 48 beginning students who used blogs for their writing assignments over the course of two consecutive summers. Both quantitative and qualitative data collected from post surveys, blog entries, and comments, and final interviews were analyzed. The results indicated that students perceived blogging as an effective tool for building their writing skills. Moreover, the chapter revealed that feedback scaffolding affected students' efforts to make improvement on both content and form. The study concludes that while writing performance can be assessed by the implementation of a well-designed blog project, sufficient time for feedback interaction and strategies for effective use of feedback are vital to foster reflective thinking and collaborative learning.

"This volume integrates complex dynamic systems theory (CDST) and L2 writing scholarship through a collection of in-depth studies and commentary across a range of writing constructs, learning contexts, and second and foreign languages. The text is arranged thematically across four topics: (i) perspectives on complexity, accuracy, and fluency, (ii) new constructs, approaches, and domains of L2-writing scholarship, (iii) methodological issues, and finally (iv) curricular perspectives. This work should appeal to graduate students and academics interested in expanded discussions on CDST, highlighting its utility for theorizing and researching language change, and to L2 writing scholars curious about how this fresh approach to researching L2 development can inform understandings of how L2 writing develops. As a CDST approach to language change has matured and taken a place among the dominant epistemologies in the field, students and researchers of L2 development alike will benefit from this volume"-- Provided by publisher

Dissertation Research Methods: A Step-by-Step Guide to Writing Up Your Research in the Social Sciences focuses specifically on the methodology for planning, writing and submitting your dissertation thesis. Written by two methodology experts in the social sciences, the book provides a step-by-step guide through each stage of the dissertation process. It covers all aspects of the methodological considerations needed, from choosing a topic or research question, developing a literature review, identifying research gaps, accessing potential study participants, utilizing the right sampling strategies, analyzing data and writing up findings. Readers are introduced to the main research methods normally used in dissertations and their characteristics, and they are guided to choose an appropriate research method for their study, provide a substantial description of the selected method and articulate strong arguments in support of it. The book is filled with templates, exemplars and tools to help students write about methodology in their thesis and to equip readers to successfully troubleshoot any methodology challenges they may face. This compact book will be of use to all graduate students and their supervisors in the Social Sciences and Education and Behavioural Sciences who are looking for a guide to working with robust and defensible methodological principles in their dissertation research and theses.

"When severe reading and spelling problems are not detected at an early stage in the school context, students may not be able to overcome them even in adulthood. Such problems in the worst cases may lead to developmental dyslexia or developmental dysorthographia, which are severe learning disabilities. Early intervention, though, can prevent these problems. Consequently, involving students in an active writing programme and providing them with ample opportunities to use spelling words in frequent writing can be the answer to such an inquiry. Meaningful writing can further facilitate spelling acquisition since in this manner, they can gain control over their work and learn to focus on the writing process and not exclusively on the final product. The book addresses these issues in order to help educators and clinicians identify such problems early, while it also acts as a practical guide to instruction and assessment."--Back cover

__Dissertation Research Methods: A Step-by-Step Guide to Writing Up Your Research in the Social Sciences__ focuses specifically on the methodology for planning, writing and submitting your dissertation thesis. Written by two methodology experts in the social sciences, the book provides a step-by-step guide through each stage of the dissertation process. It covers all aspects of the methodological considerations needed, from choosing a topic or research question, developing a literature review, identifying research gaps, accessing potential study participants, utilizing the right sampling strategies, analyzing data and writing up findings. Readers are introduced to the main research methods normally used in dissertations and their characteristics, and they are guided to choose an appropriate research method for their study, provide a substantial description of the selected method and articulate strong arguments in support of it. The book is filled with templates, exemplars and tools to help students write about methodology in their thesis and to equip readers to successfully troubleshoot any methodology challenges they may face. This compact book will be of use to all graduate students and their supervisors in the Social Sciences and Education and Behavioural Sciences who are looking for a guide to working with robust and defensible methodological principles in their dissertation research and theses.

"There has been a longstanding bias in the study of spoken language towards using writing to analyse speech. This approach is problematic in that it assumes language to be derived from an autonomous mental capacity to assemble words into sentences, while failing to acknowledge culture-specific ideas linked to writing. Words and sentences are writing constructs that hardly capture the sound-making actions involved in spoken language. This book brings to light research that has long revealed structures present in all languages but which do not match the writing-induced concepts of traditional linguistic analysis. It demonstrates that language processes are not physiologically autonomous, and that speech structures are structures of spoken language. It then illustrates how speech acts can be studied using instrumental records, and how multisensory experiences in semantic memory couple to these acts, offering a biologically-grounded understanding of how spoken language conveys meaning and why it develops only in humans."-- Provided by publisher

This volume highlights some of the main issues and questions surrounding the field of second language (L2) writing, and includes 14 chapters authored by contributors from a wide variety of geographical regions including, but not limited to, North America, Europe, Australia, and Asia. The authors are all experienced L2 writing researchers, and their contributions will enhance the reader's understanding of issues related to L2 writing. Considering the breadth and the depth of the issues raised and discussed, the book will appeal to a wide readership, including postgraduate students of Teaching English to Speakers of Other Languages (TESOL) and Applied Linguistics (AL), and both early-career and experienced TESOL/AL researchers.

This book tackles three choices that face developers of L2 writing assessments: defining L2 writing abilities; collecting evidence of those abilities (usually by getting L2 writers to write something); and judging their performance (usually by assigning a score or grade to it). It takes a historical view of how assessment developers have made those choices, how contemporary practices emerged, and of alternative techniques that have risen and fallen over time. The three sections each tackle one of these choices. The first considers the social functions that define L2 writing and assessment; the second relates how assessment tasks have adapted to changing conceptions of languages, writing, and assessment; and the third explores how scoring systems have evolved. Each section brings the reader up to date with current issues confronting writing assessment (both in large-scale testing and in language classrooms) before considering the new opportunities and challenges of the digital age. This book will be of interest to students, scholars and practitioners in language assessment, language education, and applied linguistics.

Methods for studying writing processes have significantly developed over the last two decades. The rapid development of software tools which support the collection together with the display and analysis of writing process data and new input from various neighboring disciplines contribute to an increasingly detailed knowledge acquisition about the complex cognitive processes of writing. This volume, which focuses on research methods, mixed methods designs, conceptual considerations of writing process research, interdisciplinary research influences and the application of research methods in educational settings, provides an insight into the current status of the methodological development of writing process research in Europe. Erscheinungsdatum: 30.06.2014

This volume introduces theory-to-practice-based critical pedagogy grounded in Paulo Freire's scholarship to language and literacy learning settings. The chapters present authentic experiences of teacher-scholars, feature real-world examples and activities ready for implementation in the classroom, and provide nuanced guidance for future teachers. The examples and activities from teacher-scholars place critical pedagogy at the heart of classroom contexts and cover key topics, including place-based pedagogy, contemplative pedagogy, technology within the classroom, and translingual and multimodal paradigms. The chapters include further readings and discussion questions that challenge assumptions and promote deeper reflection, and can be modified for different teaching contexts. This practical volume is essential reading for students and scholars in TESOL and critical pedagogy.

Methods for studying writing processes have significantly developed over the last two decades. The rapid development of software tools which support the collection together with the display and analysis of writing process data and new input from various neighboring disciplines contribute to an increasingly detailed knowledge acquisition about the complex cognitive processes of writing. This volume, which focuses on research methods, mixed methods designs, conceptual considerations of writing process research, interdisciplinary research influences and the application of research methods in educational settings, provides an insight into the current status of the methodological development of writing process research in Europe. Erscheinungsdatum: 30.06.2014

As the arts become an increasingly popular pedagogical tool in writing studies, Arts-Based Research Methods in Writing Studies offers scholars and educators in the field ways to leverage the arts for their own scholarship through the practice of arts-based research (ABR). Tailored to the needs of writing studies scholars, this concise guide presents ways of exploring and addressing unresolved research questions from the past as well as new, pressing questions that are emerging in light of increasingly fraught and complicated current contexts. It explores motives and methods for taking up ABR, sheds light on the processes of representing research and the ethical imperative of methodological disclosure, and looks critically at the complexities of fully realizing ABR in writing studies while offering some pedagogical applications. Connecting theory to practice, this book also performs ABR through a co-created mixed-media text about the everyday and extraordinary stories woven into the fabric of new American artists’ composing processes. Arts-Based Research Methods in Writing Studies lends itself to insight that is at once personal for writing studies researchers, useful for research communities, and a catalyst for social change beyond institutional walls; as such, it will be an important resource for scholars, educators, and graduate students in writing studies and those interested in multimodal, multilingual, and translingual learning; equitable pedagogies and administrative practices; online writing instruction; transnational literacies; research methods; community-based research; and disability studies in composition.

ix, 217 p. : 23 cm Includes bibliographical references (p. 197-209) and indexes

Why There Is No Happy Ever After: A Look At The Stories And Images That Sustain Us / Melissa Nicolas -- Exporting Writing Center Pedagogy: Writing Fellows Programs As Ambassadors For The Writing Center / Carol Severino And Megan Knight -- Nothing Marginal About This Writing Center Experience: Using Research About Peer Tutor Alumni To Educate Others / Paula Gillespie, Bradley Hughes, And Harvey Kail -- Situated Learning In The Writing Center / Neal Lerner -- Writing Ourselves Into Writing Instruction: Beyond Sound Bytes, Tours, Reports, Orientations And Brochures / Muriel Harris -- On Being A Colleague / Kate Chanock -- Risks In Collaboration: Accountability As We Move Beyond The Center's Walls / Jane Cogie [and Others] -- Inside Looking Out: Trading Immediate Autonomy For Long-term Centrality / Crystal Bickford -- Two Centers, Not One / Derek Owens -- Institutionalizing Ethical Collaboration Across Difference In Writing Centers / Christopher Wilkey And Donelle Dreese -- Dialogue And Collaboration: Writing Lab Applied Tutoring Techniques To Relations With Other Writing Programs / Linda S. Bergmann And Tammy Conard-salvo -- Fronting Our Desired Identities: The Role Of Writing Center Documents In Institutional Underlife / Jennifer Beech -- Quietly Creating An Identity For A Writing Center / Jill Gladstein -- Encouraging Or Alarming? / Jill Frey -- Expanding The Center: A Narrative About Resources, Roles, And The Right Tutors / Terry Myers Zawacki. Edited By William J. Macauley, Jr. And Nicholas Mauriello. Includes Bibliographical References And Indexes.

viii, 182 pages : 24 cm, Includes bibliographical references (pages 173-178) and indexes, 1. Journal Writing as a Sociopolitical Process -- 2. Procedures: Reflexivity in Classroom Composition -- 3. Journal Keeping and Class Activity in \"Spaceship Earth\" -- 4. The Sociopolitics of Journal Keeping in \"Spaceship Earth\": Two Students -- 5. The Sociopolitics of Journal Keeping in \"Spaceship Earth\": The Professor -- 6. A Postscript and Some Concluding Observations

Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages.

In this practical resource secondary English teachers will find an individualized, holistic curriculum that involves students in working with real-life models, creating and evaluating their own writing portfolios, and learning to see writing, grammar, and literature as inseparable pieces of the language arts. Over 350 pages of writing activities, teacher and student writing models, and writing guidelines help students learn at their own pace. These are accompanied by handy, easy-to-follow "teacher pages" with suggestions ranging from grading assignments to involving students in the evaluation process to creating mini-lessons for specific units. Covers all steps of the writing process and contains over 150 reproducible worksheets and models for developing students to writing skills in six different modes including Persuasive, Comparison/Contrast, Narrative, Descriptive, How-to, and Literary Analysis

As a newly minted PhD or DNP, you’ve completed your dissertation or scholarly project. Congratulations! Wondering whether or how to publish? Confused about the publication process? Feeling overwhelmed? You are not alone. A Nurse’s Step-By-Step Guide to Publishing a Dissertation or DNP Project is a concise guide to preparing and polishing your work for publication. In a straightforward, conversational tone, author Karen Roush offers encouragement as well as information on everything from honing essential writing skills to choosing a publisher to submitting your manuscript—and all the steps in between. This book will help you navigate the world of scholarly publishing with less frustration— and more confidence—on the way to disseminating your research and knowledge.

THE ROUTLEDGE HANDBOOK OF RESEARCH METHODS IN THE STUDY OF RELIGION 4 Copyright 5 CONTENTS 6 LIST OF FIGURES AND PLATES 9 LIST OF TABLES 11 LIST OF BOXES 12 CONTRIBUTORS 14 PREFACE 21 PART I 24 1.1 INTRODUCTION Research methods in the study of religion\s 26 1.2 COMPARISON 44 1.3 EPISTEMOLOGY 63 1.4 FEMINIST METHODOLOGIES 77 1.5 RESEARCH DESIGN 91 1.6 RESEARCH ETHICS 104 PART II Methods 130 2.1 CONTENT ANALYSIS 132 2.2 CONVERSATION ANALYSIS 145 2.3 DISCOURSE ANALYSIS 157 2.4 DOCUMENT ANALYSIS 174 2.5 EXPERIMENTS 184 2.6 FACET THEORY METHODS 201 2.7 FACTOR ANALYSIS 227 2.8 FIELD RESEARCH: Participant observation 240 2.9 FREE-LISTING 268 2.10 GROUNDED THEORY 279 2.11 HERMENEUTICS 298 2.12 HISTORY 308 2.13 INTERVIEWING 333 2.14 NETWORK ANALYSIS 346 2.15 PHENOMENOLOGY 356 2.16 PHILOLOGY 369 2.17 SEMIOTICS 378 2.18 STRUCTURALISM 389 2.19 STRUCTURED OBSERVATION 405 2.20 SURVEYS AND QUESTIONNAIRES 418 2.21 TRANSLATION 444 2.22 VIDEOGRAPHY 456 PART III Materials 468 3.1 AUDITORY MATERIALS 470 3.2 THE INTERNET 482 3.3 MATERIAL CULTURE 497 3.4 SPATIAL METHODS 514 3.5 VISUAL CULTURE 525 Index 546

Researchers and educators routinely call for longitudinal research on language learning and teaching. The present volume explores the connection between longitudinal study and advanced language capacities, two under-researched areas, and proposes an agenda for future research. Five chapters probe theoretical and methodological reflections about the longitudinal study of advanced L2 capacities, followed by eight chapters that report on empirical longitudinal investigations spanning descriptive, quasi-experimental, qualitative, and quantitative longitudinal methodologies. In addition, the co-editors offer a detailed introduction to the volume and a coda chapter in which they explore what it would take to design systematic research programs for the longitudinal investigation of advanced L2 capacities. The scholars in this volume collectively make the argument that second language acquisition research will be the richer, theoretically and empirically, if a trajectory toward advancedness is part of its conceptualization right from the beginning and, in reverse, that advancedness is a particularly interesting acquisitional level at which to probe contemporary theories associated with the longitudinal study of language development. Acknowledging that advancedness is increasingly important in our multicultural societies and globalized world, the central question explored in the present collection is: How does learning over time evolve toward advanced capacities in a second language?

This book tackles three choices that face developers of L2 writing assessments: defining L2 writing abilities; collecting evidence of those abilities (usually by getting L2 writers to write something); and judging their performance (usually by assigning a score or grade to it). It takes a historical view of how assessment developers have made those choices, how contemporary practices emerged, and of alternative techniques that have risen and fallen over time. The three sections each tackle one of these choices. The first considers the social functions that define L2 writing and assessment; the second relates how assessment tasks have adapted to changing conceptions of languages, writing, and assessment; and the third explores how scoring systems have evolved. Each section brings the reader up to date with current issues confronting writing assessment (both in large-scale testing and in language classrooms) before considering the new opportunities and challenges of the digital age. This book will be of interest to students, scholars and practitioners in language assessment, language education, and applied linguistics. Anthony Green is Professor in Language Assessment and Director of the Centre for Research in English Language Learning and Assessment at the University of Bedfordshire, UK. He conducts training courses and has served as a consultant on language assessment projects around the world. His books include Exploring Language Assessment and Testing (2020) and Language Functions Revisited (2012)

<p><P>This volume will take a comprehensive view of STS education, the goals of which are manifold, and include making science and technology literacy available for all Americans, preparing those not bound for college to compete successfully in an increasingly science- and technology-oriented global market, and equipping the average person with the information necessary for making informed personal and policy decisions concerning the role of science and technology in society.</p>

This book covers a range of field techniques used by anthropologists in the study of culture.

Archival research of any magnitude can be daunting. With this in mind, Alexis E. Ramsey, Wendy B. Sharer, Barbara L’Eplattenier, and Lisa Mastrangelo have developed an indispensable volume for the first-time researcher as well as the seasoned scholar. Working in the Archives is a guide to the world of rhetoric and composition archives, from locating an archival source and its materials to establishing one’s own collection of archival materials. This practical volume provides insightful information on a variety of helpful topics, such as basic archival theory, processes, and principles; the use of hidden or digital archives; the intricacies of searching for and using letters and photographs; strategies for addressing the dilemmas of archival organization without damaging the provenance of materials; the benefits of seeking sources outside academia; and the difficult (yet often rewarding) aspects of research on the Internet. Working in the Archives moves beyond the basics to discuss the more personal and emotional aspects of archival work through the inclusion of interviews with experienced researchers such as Lyn?e Lewis Gaillet, Peter Mortensen, Kathryn Fitzgerald, Kenneth Lindblom, and David Gold. Each shares his or her personal stories of the joys and challenges that face today’s researchers. Packed with useful recommendations, this volume draws on the knowledge and experiences of experts to present a well-rounded guidebook to the often winding paths of academic archival investigation. These in-depth yet user-friendly essays provide crucial answers to the myriad questions facing both fledgling and practiced researchers, making Working in the Archives an essential resource.

Cover Half Title Title Page Copyright Page Dedication Table of Contents Acknowledgments List of contributors Foreword Notes References Chapter 1: Introduction to the Collection Our Selection of Chapter Topics Missing Methods Conclusion References PART I: Theories Chapter 2: Vygotskyan Learning Theory Introduction Vygotskyan Learning Theory Defined and Delineated Differentiating Vygotskyan Learning Theory from Collaboration Vygotskyan Learning Theory at Use in Writing Center Studies Possible Future Research with Vygotskyan Learning Theory Vygotskyan Learning Theory and the Future of Writing Center Studies Note References Chapter 3: Genre Theory: A Research Approach for Understanding Learning, Agency, and Materiality in the Writing Center Introduction Understanding Genre and Genre Theory Genre Theory in Writing Center Studies Future Research with Genre Theory References Chapter 4: Writing Center Research and Critical Race Theory Writing Center Research: Why Queries Matter Illiteracy or Language/Linguistic Diversity? Language: A Web of Social Interactions and Relationships The Role of CRT in Writing Center Research Racial Projects The Value of Storytelling in Writing Center Research Note References Chapter 5: Category Is . . . Queer Theory, Queering Research, and Queerer Centers Prologue Defining and Describing Queer Theory Queer Theory in the Center Current Research and Queer Theory The Role of Queer Theory in Future Writing Center Research Notes References Chapter 6: Bringing Feminist Theory Home Introduction Resistance to Feminist Theory Practicing Feminist Theory Recovering and Claiming the Feminine: Present and Future Research for Feminist Theory Bringing Feminist Theory Home Conclusion Note References Chapter 7: Transfer Theory: A Guide to Transfer-Focused Writing Center Research Introduction to Transfer Theory Definitions of Transfer Transfer and Writing Instruction Transfer and Writing Center Research Conclusions and Implications for Writing Center Transfer Research Note References Chapter 8: Writing Center Research and Disability Theory Defining Disability Theory for Writing Center Research Noah at the Crossing Brenda in the Crossing Disability Theory: Embodiment, Insight, Gain The Writing Center Crossing Disability Writing a New Script Notes References Chapter 9: Activity Theory Defining Activity Theory Applying Activity Theory Potential Research Questions The Future of Activity Theory in Writing Center Scholarship Note References Chapter 10: Second Language Acquisition Theories and Writing Center Research Introduction From the Input-Output-Interaction Model to the Interaction Approach Sociocultural Theory Complexity Theory SLA Theories and the Future of Writing Center Research References PART II: Methods Chapter 11: Grounded Theory: Explanations and Possibilities Introduction The Purpose of Grounded Theory Defining and Describing Grounded Theory Boundaries of Grounded Theory Grounded Theory in Writing Center Research Possible Futures for Grounded Theory in Writing Center Studies Conclusion Notes References Chapter 12: Ethnography—More or Less Claiming Ethnography Tracing Ethnography Analyzing Abstracts of Writing Center Ethnographies Methodology, Method, or Mindset Looking Forward Appendix A: Writing Center Dissertation Abstracts with the Words “Ethnography” or “Ethnographic” Notes References Chapter 13: Histories, Historiographies, and Historical Research in the Writing Center Definitions and Boundaries of Historical Research Applications of Historical Research Exemplifying Historical Writing Center Research The Promise of Historical Research The Role of Writing Center Studies in Writing Studies Notes References Chapter 14: The Potential of Writing Center Case Study Research Design as Public Scholarship Introduction The Basics: Terminology and Case Study Research Boundaries and Limitations in Case Study Research A Possible Future for Case Study Research Notes References Chapter 15: Extending Our Research: Meta-Analysis in the Writing Center Makers of Knowledge in Writing Centers Mapping Knowledge-Making in Writing Centers A Synthesis of Qualitative Studies of Writing Centers (1983–2006) Notes References Chapter 16: Rhetorical Analysis: Choices in Exploring and Connecting Our Writing Center Studies and Stories Introduction: Why Rhetorical Analysis? The Story of My Studies: Examples of Writing-Centered Rhetorical Analysis in Action Connecting Study and Story for Researchers and Participants Coda Notes References Chapter 17: Discourse Analysis, Critical Discourse Analysis, and Conversation Analysis Introduction Discourse Analysis Critical Discourse Analysis Conversation Analysis Conclusion References Chapter 18: Corpus Approaches to Writing Center Research Preamble I Might Be Doing It Wrong Corpus Analysis Rationale for Corpus Analysis in Writing Center Studies A Survey of Corpora for Writing Center Research Collaboration within the Institution, across the Curriculum, and beyond the Academy Corpus Approaches to a Socially Just Writing Center Guarded Optimism Notes References Chapter 19: Survey Methods for Research and Assessment in Writing Centers Introduction What Is Survey Research (Good For) Working the Method in Writing Centers Looking Ahead: Growing Survey Methods for Writing Center Research and Assessment Notes References Chapter 20: Mixed-Methods Research in Writing Centers Introduction Overview of Qualitative and Quantitative Research Methods Quantitative Research Methods Qualitative Research Methods Grounded Theory: Merging Qualitative and Quantitative Methods Mixed-Methods Research in Writing Centers Justice, Representation, and Writing Center Research Notes References Appendix A: IWCA Outstanding Scholarship RecipientsSince 2011 Chapter 21: Conclusion Themes and Future Research: A Conclusion Themes across the Chapters Ideas for Future Research from across the Chapters A Final Note of Encouragement Notes References Index

"If you've ever wondered if there's a more efficient way of completing a PhD, this text is for you. [It] fundamentally challenges the way in which PhDs are currently pursued by applying lean methodologies, which have been embraced by start-ups, to the doctoral research process. It explains how to apply ideas such as the minimum viable product approach, rapid prototyping and end-user orientation, to each stage of your PhD endeavour, enabling you to save time, boost the quality of your research and better demonstrate its impact."--Back cover.

This substantially revised second edition of The Routledge Handbook of Research Methods in the Study of Religion remains the only comprehensive survey in English of methods and methodology in the discipline. Designed for non-specialists and upper undergraduate-/graduate-level students, it discusses the range of methods currently available to stimulate interest in unfamiliar methods and enable students and scholars to evaluate methodological issues in research.The Handbook comprises 39 chapters – 21 of which are new, and the rest revised for this edition. A total of 56 contributors from 10 countries cover a broad range of topics divided into three clear parts: Methodology, Methods, TechniquesThe first section addresses general methodological issues: including comparison, research design, research ethics, intersectionality, and theorizing/analysis. The second addresses specific methods: including advanced computational methods, autoethnography, computational text analysis, digital ethnography, discourse analysis, experiments, field research, grounded theory, interviewing, reading images, surveys, and videography. The final section addresses specific techniques: including coding, focus groups, photo elicitation, and survey experiments.Each chapter covers practical issues and challenges, theoretical bases, and their use in the study of religion/s, illustrated by case studies.The Routledge Handbook of Research Methods in the Study of Religion is essential reading for students and researchers in the study of religion/s, as well as for those in related disciplines.They are co-editors of the journal Religion and The Oxford Handbook of the Study of Religion (2016).

The book seeks to enlarge the theoretical scope, research agenda, and practices associated with TBLT in a two-way dynamic, by exploring how insights from writing might reconfigure our understanding of tasks and, in turn, how work associated with TBLT might benefit the learning and teaching of writing. In order to enrich the domain of task and to advance the educational interests of TBLT, it adopts both a psycholinguistic and a textual meaning-making orientation. Following an issues-oriented introductory chapter, Part I of the volume explores tenets, methods, and findings in task-oriented theory and research in the context of writing; the chapters in Part II present empirical findings on task-based writing by investigating how writing tasks are implemented, how writers differentially respond to tasks, and how tasks can contribute to language development. A coda chapter summarizes the volume’s contribution and suggests directions for advancing TBLT constructs and research agendas.

This Volume Deals With The Subject Of Portfolio-based Writing Assessment. This Single Source Explores The Theory Behind Using Portfolios In A Writing Program As Well As Information About What Portfolios Are, What Advantages They Hold For Assessment Purposes, And What Effects They Can Have On A Writing Program. The Book Focuses Not On An Individual Program But On The Full Spectrum Of Portfolio Assessment. This Resource Examines The Theory And Principles Behind Portfolio-based Assessment, Discusses The Practice Of This Form Of Assessment In Many Manifestations, Deals With How To Set Up Such An Assessment, And Begins To Discuss The Kinds Of Research Questions That Will Inevitably Arise As Portfolio Assessment Continues To Grow.--jacket. 1. Portfolio-based Writing Assessment: Current Trends And Practices -- 2. Portfolio-based Writing Assessment In College Writing Programs -- 3. Portfolios: Practice -- 4. Developing A Theory For Portfolio-based Writing Assessment -- 5. Towards A Research Agenda For Portfolio-based Writing Assessment. Edited By Liz Hamp-lyons, William Condon. Includes Bibliographical References (p. 197-206) And Indexes.

غلاف الجمعية الجيولوجية -1 INSTRUCTIONS TO AUTHORS -1 All rights reserved -1 A Scientific International Journal Published By -1 EDITORIAL BOARD -1 Editor-in-Chief: -1 Prof. Dr. Selim Zeidan -1 Associate Editors: -1 Correspondence: -1 7 El – Obour Buildings, Flat 85 -1 Cairo, Egypt -1 Tel. (02) 2627061 , Email:egs@link.net -1 رقم الايداع -1 رثاء -1 SELIM ZEIDAN1 -1 Note: -1 Family names are arranged in alphabetical order. -1 EGS Board -1 CONTENT -1 1 -1 2 -1 3 -1 4 -1 5 -1 The laboratory measurements of porosity (%) were carried out on the rock samples. Each sample is well cleaned and dried. The dried and cleaned plugs were individually placed in the matrix cup of small volume porosimeter (model: Helium Porosimeter 30... -1 Horizontal Permeability: -1 Oil Saturation Determination: -1 So = Vo/Vp -1 Water saturation: -1 SUMMARY AND CONCLUSION -1 6 -1 7 -1 8 -1 9 -1 10 -1 Legend -1 Fig. (3): Geoidal height (the reference ellipsoid used is WGS 84). -1 Fig. (4): Location of some hot (or high) spots in Africa. -1 11 -1 The depth to the source of magnetic anomalies is valuable and important information in any geophysical interpretation of subsurface structures. In order to estimate the volume of the mineralization zone, 3D-Eular Deconvolution and 2-D Power Spectrum m... -1 (3) -1 12 -1 INTRODUCTION -1 The mutual tectonic displacements of the lithospheric blocks take place within the deep fractures dividing them into hundreds and thousands kilometers long. It is possible to suggest that the reason of the accumulation of considerable local shift def... -1 The short-arc method: -1 RESULTS AND DISCUSSIONS -1 CONCLUSION -1 REFERENCES -1 13 1 الخلاصـة: لدراسة تواجد العلاقة بين مصادر تغذية المياه الجوفية وظروف تواجدها بمنطقة الصالحية الجديدة التى تقع محصورة بين ترعة الأسماعيلية من الشمال وطريق القاهرة الأسماعيلية الصحرواى من الجنوب تم إجراء استكشاف جيوكهربىباستخدام توزيع اشلمبرجير لعمل الج... 1 وقد أظهرت الدراسة أن الطبقتين أ، ب الحاملتين للميه الجوفية تتعرضان للتغذية من مياه الترع والرى (الصرف الزراعى) وأن مياه الرى هى أكثر تأثيراً على الطبقة أ حيث يلاحظ زيادة ملوحة مياه هذه الطبقة، أما مياه الترعة (ترعة الاسماعيلية) فهى التى تؤثر على ملوحة... 1 INTRODUCTION 1 Plagued areas of land reclamation in the desert lands suffer from the lack of water resources and face some problems such as salinization of groundwater and deficiency in productivity. In this sense, geophysical studies are required to determine the d... 1 The proposed study area is located on the southern eastern edge of the Nile Delta, which represents the extension of the delta along the Cairo-Ismailia Desert Road new Salhyiah area. This area suffers from a lack of groundwater and increased salinity.... 1 According to the previous geological works, the stratigraphy of the investigated area was differentiated by many authors such as Shukri and Ayouty (1956), Shata (1956), Said and Beheri (1961), El Fayoumy (1968), Shata and El Fayoumy (1970), El Shaz... 2 The area east of the Nile Delta is occupied by Quaternary and Tertiary deposits. They have a thickness of 400-900m (Hefny, 1980). El Salhyiah area is covered by Quaternary deposits consisting of young aeolian sediments at the top and old deltaic depo... 2 According to Sallouma (1983), Gad (1995) and Dahab, et al. (2007), the main aquifer in the area is formed of Quaternary deposits (sand, sandstone, clay and shale). The clay and shale separate the aquifer into an upper unit and a lower one such that th... 2 FIELD SURVEY 2 Two geoelectrical measurements are applied; the first is Vertical Electrical Sounding (VES), the second is Two-dimensional electrical resistivity imaging (2-D), Figure (1). 2 a- Vertical Electrical Soundings (VES): 2 The area was covered by a total of 10 Vertical Electrical Soundings (VES) (Fig. 1). The Schlumberger 4-electrode configuration was applied, where the maximum current electrode separation (AB/2) used was 700 meters. The D.C. resistivity meter (Terramet... 2 b- Geoelectrical imaging (2-D) : 2 The geoelectrical imaging (tomography) survey has been applied along three profiles 2-D N0.1, 2-D N0.2 and 2-D N0.3 at locations of VES. 9, VES.6 and VES.10 respectively, with a profile 460-m in length. The main objective of conducting such a techniqu... 2 Fig. (1): Location map of the VES stations, Well, 2-D geoelectrical resistivity imaging and the geoelectrical cross sections in El-Salhyiah El-Gedidah 2 INTERPRETATION AND RESULTS 3 1- Groundwater Exploration: 4 a- Interpretation of the Vertical Electrical Sounding Data: 4 Figure (2) shows the resistivity sounding curves with different varieties: KQQH, QQQ, HK and AH types which have been carried out in the investigated site. From this figure, it is obvious that the apparent resistivity values at the surface and near th... 4 The detailed quantitative interpretation of the field measurements was carried out by using a computer program “RESIST” written by Velpen (1989). It is an iterative and inverse modeling program for interpreting the resistivity curves in terms of a lay... 4 The quantitative interpretation of the geoelectrical resistivity sounding data is discussed in terms of the geoelectrical parameters of the resulting geoelectrical zones i.e., resistivity and thickness. The resistivities are related to the lithology a... 4 The vertical and horizontal extensions of the detected geoelectrical layers are illustrated as geoelectrical cross sections (A-A’) and (B-B`), figure (3) from north to south and (C-C`) and (D-D`) from west to east direction figure (4). The details of ... 4 b- Interpretation of the imaging profiles : 5 For the interpretation of the imaging data, use was made of the computer program RES2DINV, ver. 3.48a written by Loke (1998). Three imaging profiles were conducted at three sites. The first is close to VES N0.9, in a NE-SW direction, the second lies a... 6 2- Groundwater Conditions: 7 From the geoelectrical cross sections (Figures. 3, 4) and the geoelectrical imaging profiles (Figure. 5), it is obvious that groundwater occurrence in the investigated area could successfully recognize two main water-bearing layers; the upper one repr... 7 The lower layer “B” is thick with much relatively higher resistivity values than the upper zone (more than 20 Ohm.m). The resistivity distribution within this layer reflects anomalous flow layers where the effect of recharging water has extended later... 7 The groundwater potentiality of these layers in the area has been evaluated in view of the distribution of the electrical resistivity exhibited by the concerned layers. This has been achieved through isoresistivity maps for the water bearing layers in... 7 may represent water occurrences, are localized at the southern part of the investigated area. 7 The groundwater potentiality within the concerned layers increases by increasing the resistivity values due to increasing the density of the water saturation. On the other hand, the groundwater potentiality decreases by decreasing the resistivity valu... 7 According to the resistivity distribution (Fig. 6), layer “A’ reflects degree of recharging water from drain canal that lies to the north of the investigated area and the infiltration water due to irrigation within the concerned layer increasing towar... 7 Figure (9) shows the horizontal and vertical resistivity variations of the different layers and the impact of recharging resources on the water bearing layers in the investigated the area. 8 SUMMARY AND CONCLUSIONS 9 A geoelectrical study has been carried out with the purpose of detecting groundwater existence and delineating the relation between feeding resources and groundwater. Geoelectrical resistivity sounding and two-dimensional electrical imaging measuremen... 9 The results of the geoelectrical resistivity sounding and geoelectrical imaging revealed that the subsurface succession in the area consists of three main layers without surface layer. The surface layer has a wide resistivity range which reflects a va... 9 According to this study the following findings can be concluded: 9 Generally, the resistivity values and the thickness of the water bearing layers are increasing toward the north direction in the study area and increasing the groundwater potentiality of water, and water quality. The best site for production wells is... 9 This study is an example which can be applied on large scale. Accordingly, reaching a decision for locating production wells needs carrying out further integrated geoelectrical studies to detect the sites with the best conditions, concerning thickness... 9 REFERENCES 9 14 -1 15 -1 Airborne Spectrometric Data: -1 Airborne Magnetic Data -1 REFERENCES -1

<p><P>Rachel Spilka brings together nineteen previously unpublished essays concerned with ways in which recent research on workplace writing can contribute to the future direction of the discipline of technical and professional writing. Hers is the first anthology on the social perspective in professional writing to feature focused discussions of research advances and future research directions.</P><P>The workplace as defined by this volume is a widely diverse area that encompasses small companies and large corporations, public agencies and private firms, and a varied population of writers&#8212;engineers, managers, nurses, social workers, government employees, and others. Because much research has been conducted on the relationship between workplace writing and social contexts since the ground~breaking 1985 publication of Odell and Goswami&#8217;s <i>Writing in Nonacademic Settings, </i>Spilka contends that this is an appropriate time for the professional writing community to consider what it has learned to date and where it should be heading next in light of these recent discoveries. She argues that now professional writers should try to ask better questions and to define new directions.</P><P>Spilka breaks the anthology into two parts. Part 1 is a collection of ten essays presenting textual and qualitative studies conducted by the authors in the late l980s on workplace writing. Spilka has chosen these studies as representative of the finest research being conducted in professional writing that can serve as models for current and future researchers in the field. Barbara Couture, Jone Rymer, and Barbara Mirel report on surveys they conducted relying on the social perspective both todesign survey instruments and to analyze survey data. Jamie MacKinnon assesses a qualitative study describing what workplace professionals might need to learn about social contexts and workplace writing. Susan Kleimann and editor Rachel Spilka discuss multiple case studies they conducted that help explain the value during the composing process of social interaction among the participants of a rhetorical situation. Judy Z. Segal explores the negotiation between the character of Western medicine and the nature of its professional discourse. Jennie Dautermann describes a qualitative study in which a group of nurses "claimed the authority to restructure their own procedural information system." Anthony Par&#233;&nbsp;finds in a case study of social workers that writing can be constrained heavily by socially imposed limitations and restrictions. Graham Smart describes a study of discourse conventions in a financial institution. Geoffrey A. Cross reports on a case study of the interrelation of genre, context, and process in the group production of an executive letter and report. </P><P></P>Part 2 includes nine essays that assess the implications of recent research on workplace writing on theory, pedagogy and practice, and future research directions. Mary Beth Debs considers research implications for the notion of authorship. Jack Selzer explores the idea of intertextuality. Leslie A. Olson reviews the literature central to the concept of a discourse community. James A. Reither suggests that writing-as-collaboration in the classroom focuses "more on the production of texts to be evaluated than on ways in which texts arise out of other texts." Rachel Spilka continues Reither&#8217;s discussion of how writing pedagogy in academia might be revised with regard to the social perspective. Patricia Sullivan and James E. Porter respond to the debate about the authority of theory versus that of practice on researchers&#8217; notions of methodology. Mary Beth Debs considers which methods used in fields related to writing hold promise for research in workplace writing. Stephen Doheny-Farina discusses how some writing researchers are questioning the underlying assumptions of traditional ethnography. Finally, Tyler Bouldin and Lee Odell suggest future directions for the research of workplace writing. <P></P><P></P><P></P></p> <h3>Booknews</h3> <p>An anthology containing 19 previously unpublished contributions, some reporting on workplace writing studies completed since the mid-1980s, and others introducing new arguments about research to date and future research directions. Annotation c. Book News, Inc., Portland, OR (booknews.com)</p>

Researchers and educators routinely call for longitudinal research on language learning and teaching. The present volume explores the connection between longitudinal study and advanced language capacities, two under-researched areas, and proposes an agenda for future research. Five chapters probe theoretical and methodological reflections about the longitudinal study of advanced L2 capacities, followed by eight chapters that report on empirical longitudinal investigations spanning descriptive, quasi-experimental, qualitative, and quantitative longitudinal methodologies. In addition, the co-editors offer a detailed introduction to the volume and a coda chapter in which they explore what it would take to design systematic research programs for the longitudinal investigation of advanced L2 capacities. The scholars in this volume collectively make the argument that second language acquisition research will be the richer, theoretically and empirically, if a trajectory toward advancedness is part of its conceptualization right from the beginning and, in reverse, that advancedness is a particularly interesting acquisitional level at which to probe contemporary theories associated with the longitudinal study of language development. Acknowledging that advancedness is increasingly important in our multicultural societies and globalized world, the central question explored in the present collection is: How does learning over time evolve toward advanced capacities in a second language?

An important part of the risk management of natural hazards in mountain regions concerns the hazard assessment and the planning of protection measures in steep headwater catchments, i.e. torrent control and slope stabilization. This publication presents an overview of methods to quantify channel processes in steep catchments. An important part of the risk management of natural hazards in mountain regions concerns the hazard assessment and the planning of protection measures in steep headwater catchments, i.e. torrent control and slope stabilization. Torrent processes in steep channels have their rightful place among the various alpine natural hazards and the corresponding control measures have a long tradition in the European alpine countries. In the planning and execution of such measures, professional experience has been of paramount importance. This experience was based primarily on observations made during and after hazardous events, as well as on regular field visits in the catchments of a steep headwater stream. Quantitative measurements, e.g. of the discharge and of the eroded and deposited solid materials, have been increasingly carried out only in the last decades. This set the basis to develop and improve quantitative methods to predict flow hydraulics, bedload transport and debris flows in torrent catchments. This publication presents an overview of methods to quantify channel processes in steep catchments. The understanding and the quantitative description of channel processes provides an essential basis for the planning of protection measures