Matching Items (6)
Filtering by
- All Subjects: Writing
- All Subjects: Poetry--Authorship.
- Creators: Dubie, Norman
- Creators: Graham, Steve
- Member of: ASU Electronic Theses and Dissertations
- Resource Type: Text
Description
This manuscript of poetry examines the weird and the wonderful of the worlds of science and popular culture. The poems touch on such topics as varied as tabloid inventions, shipwrecks, wandering planets, and Davie Bowie. A focus on figurative language, intriguing vocabulary, and the interesting tidbits of life provide the foundation for the thesis both in individual poems and as a whole. This thesis draws from three years of work and revision as an MFA candidate. It contains sixty poems of varying forms and lengths.
ContributorsKeller, Kathrine (Author) / Ball, Sara (Committee member) / Dubie, Norman (Committee member) / Hummer, Terry R (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study examines the effects of providing persuasive writing and reading comprehension strategy training on source-based essay writing. Strategy training was administered through the use of the Writing Pal and the Interactive Strategy Trainer for Active Reading and Thinking (iSTART). The impact of both individual (writing or reading) and blended strategy training on source-based writing was investigated. A total of 261 participants completed the study; after removing incomplete and second language participants the source-based writing and system performance was assessed for 175 participants (n no instruction = 48, n iSTART =41, n Writing Pal =41, n blended =45).
Results indicated that participants who received blended strategy training produced higher quality source-based essays than participants who received only reading comprehension, writing strategy training, or no training. Furthermore, participants who received only reading comprehension or writing strategy training did not produce higher quality source-based essays than participants in the no-training control group. Time on task was investigated as a potential explanation for the results. Neither total time on task nor practice time were predictive of group differences on source-based essay scores. Analyses further suggested that the impact of strategy training does not differ as a function of prior abilities; however, training does seem to impact the relation between prior abilities and source-based essay scores. Specifically, prior writing ability was unrelated to performance for those who received writing training (i.e., Writing Pal and blended conditions), and prior reading ability was unrelated to performance for those received the full dosage of iSTART training. Overall, the findings suggest that when taught in conjunction with one another, reading comprehension and writing strategy training transfers to source-based writing, providing a positive impact on score. Potential changes to the Writing Pal and iSTART to more closely align training with source-based writing are discussed as methods of further increasing the impact of training on source-based writing.
Results indicated that participants who received blended strategy training produced higher quality source-based essays than participants who received only reading comprehension, writing strategy training, or no training. Furthermore, participants who received only reading comprehension or writing strategy training did not produce higher quality source-based essays than participants in the no-training control group. Time on task was investigated as a potential explanation for the results. Neither total time on task nor practice time were predictive of group differences on source-based essay scores. Analyses further suggested that the impact of strategy training does not differ as a function of prior abilities; however, training does seem to impact the relation between prior abilities and source-based essay scores. Specifically, prior writing ability was unrelated to performance for those who received writing training (i.e., Writing Pal and blended conditions), and prior reading ability was unrelated to performance for those received the full dosage of iSTART training. Overall, the findings suggest that when taught in conjunction with one another, reading comprehension and writing strategy training transfers to source-based writing, providing a positive impact on score. Potential changes to the Writing Pal and iSTART to more closely align training with source-based writing are discussed as methods of further increasing the impact of training on source-based writing.
ContributorsWeston Jennifer L (Author) / McNamara, Danielle S. (Thesis advisor) / Connor, Carol M (Committee member) / Glenberg, Arthur M. (Committee member) / Graham, Steve (Committee member) / Arizona State University (Publisher)
Created2015
Description
Raised on card-catalogues, then expected to save the world with microchips, there is a generation that was left straddling two millennia. Often lumped in with the X’ers or Millennials, this generation didn’t grow up with or without technology, technology grew up with them. The poems in The Aerodynamics of Hunger strike a balance between the easy-going materialism of the 90’s and our current culture of instant gratification, between the tendency to treat science like a God and prescribe God like science. These poems see straight through the world of hypersex and click-bait, yet they admit their complicity in its creation and distribution. They watch the world become connected on a new level, but testify to the resulting struggle of place one’s self in relation to something, anything. The burden is great, but journeying through it is an undeniable pleasure.
ContributorsBassett, Kyle (Author) / Rios, Alberto A (Thesis advisor) / Dubie, Norman (Committee member) / Bell, Matthew (Committee member) / Arizona State University (Publisher)
Created2016
Description
This qualitative, classroom-based study investigates how 24 middle school students engaged with grammar in an instructional approach that bridged “grammar in context” practices with writing transfer practices. This “transfer-minded” approach invited students to monitor and reflect on their grammar choices in writing as a way to foster metacognition; it also guided students to consider other and future writing contexts where they could use the grammar they were learning as a way to foster transfer and long-term writing development. The dissertation findings detail the role of individual factors on student engagement with grammar in this study. The findings also share how students thought about and used grammar in their writing. Finally, the dissertation reveals how students engaged with the instructional practices, helping map successful and promising areas for effective grammar instruction.
ContributorsScholes, Justin (Author) / Early, Jessica (Thesis advisor) / Saidy, Christina (Committee member) / Graham, Steve (Committee member) / Arizona State University (Publisher)
Created2022
Description
The generation following post-modernism has been left with little to the imagination. In a world defined by continual technological distraction, Millennials absorb their world primarily through visual media. Where, then, is there a place for poetry, and how do writers reconcile a narcissistic world monopolized by "selfies" and virtual communication? How does a poet use the "I" selflessly in order to achieve the universal? "Poetry as a Development of Human Empathy" attempts to bridge the divide between everyday society and poets that has been growing since experimental writing became more widely accepted after the atomic bomb, while exploring reasons as to how poetry has alienated itself as an art and ways in which poets might find a way back into being an important force in the world.
ContributorsAsdel, Bryan (Author) / Dubie, Norman (Thesis advisor) / Rios, Alberto (Committee member) / Goldberg, Beckian (Committee member) / Arizona State University (Publisher)
Created2016
Description
The following thesis document entitled, "A 'Reasonable Reader of Poetry's' Briefed Introduction: A Sam Harris Application on the Lack of Authorship in Poetry and Poems" explores the concept of writing itself applied to the world of poetry. This document uses Sam Harris' critique and redefinition of free will as an illusion applied to authorship and the concept of self within poetry. This thesis upholds Sam Harris' application of the illusion of free will against and within conventions of experimental poetry to do with the persona poem, deviated syntax, memory, Confessionalist poetry, and so on. The document pulls in examples from Modernist poetry, Confessionalist poetry, prose poetry, contemporary poetry, L=A=N=G=U=A=G=E poetry, and experimental poetry. This thesis ends with the conclusion that further research needs to be done with regard to how this lack of authorship applies to copyright law within the poetry field.
ContributorsBoca, Ana (Author) / Hummer, Terry (Thesis advisor) / Dubie, Norman (Committee member) / Savard, Jeannine (Committee member) / Arizona State University (Publisher)
Created2015