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The effects of instruction in the im...

Ampadu, Lena Marie.

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The effects of instruction in the imitation of repetition on college students' persuasive writing style.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effects of instruction in the imitation of repetition on college students' persuasive writing style./
作者:	Ampadu, Lena Marie.
面頁冊數:	256 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-10, Section: A, page: 3868.
Contained By:	Dissertation Abstracts International61-10A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9993415
ISBN:	9780493005102

The effects of instruction in the imitation of repetition on college students' persuasive writing style.
Ampadu, Lena Marie.

The effects of instruction in the imitation of repetition on college students' persuasive writing style. - 256 p.

Source: Dissertation Abstracts International, Volume: 61-10, Section: A, page: 3868.

Thesis (Ph.D.)--University of Maryland, College Park, 1999.

This study determined the effects of instruction in the imitation of repetition (anaphora, antithesis, chiasmus and parallelism) on college students' persuasive writing style. While the students were enrolled in an introductory African American literature class, they participated in an instructional unit emphasizing the imitation of several schemes of repetition grounded in Classical Greek rhetoric and liberally used in the African American rhetorical tradition. Additionally, the study examined how students perceived that their participation in this instructional unit helped to shape their choices or repetition schemes in persuasive writing assignments completed for this class.

ISBN: 9780493005102Subjects--Topical Terms:

1018115
Education, Language and Literature.

The effects of instruction in the imitation of repetition on college students' persuasive writing style.
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245 1 4 $a The effects of instruction in the imitation of repetition on college students' persuasive writing style.
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500 $a Source: Dissertation Abstracts International, Volume: 61-10, Section: A, page: 3868.
500 $a Director: Wayne H. Slater.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 1999.
520 $a This study determined the effects of instruction in the imitation of repetition (anaphora, antithesis, chiasmus and parallelism) on college students' persuasive writing style. While the students were enrolled in an introductory African American literature class, they participated in an instructional unit emphasizing the imitation of several schemes of repetition grounded in Classical Greek rhetoric and liberally used in the African American rhetorical tradition. Additionally, the study examined how students perceived that their participation in this instructional unit helped to shape their choices or repetition schemes in persuasive writing assignments completed for this class.
520 $a This case study involved a class of thirty-four students, six of whom were chosen for an intensive study of their work modeling four types of repetition schemes in their home and in-class writing assignments. Two observers, in addition to the researcher, evaluated the students' ability to identify the schemes of repetition in model texts, and two raters evaluated their pre- and post-writing samples to determine the students ability to implement the schemes of repetition in these persuasive writing samples. Since this study devised an innovative-instructional plan to teach writing to college students, it added to the existing research on pedagogical practices for students at the college level.
520 $a The major results of this study were as follows: (1) After students participated in an instructional unit emphasizing the imitation of repetition, it appears that they produced writing that had elements of clarity and elegance when the purpose of their writing was to produce a clearly oral persuasive text, such as a speech. (2) Students benefited from instruction emphasizing three of the schemes of repetition: anaphora, antithesis, and parallelism. (3) Students learned about the scheme of chiasmus, but the instruction appears to have had little effect on the students' ability to use this scheme of repetition in their persuasive writing style. (4) Questionnaire data suggested that students had strongly positive perceptions of their experiences while learning to improve their writing style participating in this unit. (5) Students felt that the unit helped in developing their writing style by assisting them in writing sentences that display balance and rhythm, key elements of elegance.
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