05.01: Writing Process - From Audience to Rough Draft

Upon completion of this chapter, readers will be able to: Brainstorm and narrow down topics for a report. Create an outline for a report

Addressing hypertext design and conversion issues

Hypertext is a network of information units connected by relational links. A hypertext system is a configuration of hardware and software that presents a hypertext to users and allows them to manage and access the information that it contains. Hypertext is also a user interface concept that closely supports the ways that people use printed information. Hypertext concepts encourage modularity and the elimination of redundancy in data bases because information can be stored only once but viewed in any appropriate context. Hypertext is such a hot idea because it is an enabling technology in that workstations and personal computers finally provide enough local processing power for hypertext user interfaces

New Mexico Daily Lobo, Volume 082, No 65, 11/27/1978

New Mexico Daily Lobo, Volume 082, No 65, 11/27/1978https://digitalrepository.unm.edu/daily_lobo_1978/1143/thumbnail.jp

Volume 2, Number 5

Bookstore Busted Again, Normal Stifles Union, Workers Denied Election, Lettuce Boycott, Hotel, No Indictments Yet in City Bank Stock Scandal, Legal Street Sheet: Landlord-Tenant Relations, Rising Up Angry Comix, Protect Me!, Ain\u27t Funnies, Community for Social Action, Impeach Nixon, Bloomington-Normal Women\u27s Liberation Group, Crazy Rock, Because There\u27s Hope, LNS News Briefshttps://thekeep.eiu.edu/post_amerikan/1020/thumbnail.jp

Commonwealth Times 2000-02-21

https://scholarscompass.vcu.edu/com/2159/thumbnail.jp

Commonwealth Times 2000-01-31

https://scholarscompass.vcu.edu/com/2154/thumbnail.jp

A Proposed Course of Study For Prospective Secondary Education Teachers of the Social Sciences in the Use of Educational Media and Media Centers

Research has shown that prospective teachers have a very limited knowledge of educational media and media centers, and that little is presently being done to correct this deficiency. The intent of this study was to develop a course of instruction which would give the prospective secondary teacher of the social sciences the knowledge and acquaintanceship necessary to enable him to make intelligent and effective use of educational media and the school media center. The course was first planned in advance and then actually taught to a group of secondary education majors in the social sciences. A day-to-day account of the course as it was actually taught is presented, followed by an evaluative commentary and any handout or resource material used. Evaluations of the course by both the instructors and the students are presented. From the experience gained through teaching this course, from the knowledge gained through reading, and from the comments made by the students in their evaluations, conclusions were drawn and recommendations made

The New Hampshire, Vol. 84, No. 31 (Feb. 22, 1994)

The student publication of the University of New Hampshire

The development of writing in four to seven year-old children: a longitudinal study

This longitudinal study investigates the factors at home and school that influence children's attainment and progress in writing at Key Stage 1. Sixty children between the ages of four and seven years in four Reading primaiy schools were tracked and data was collected in the term before they started school, at school entry, on a termly basis once in school and at the end of Key Stage 1. Semi-structured interviews, questionnaires, observation schedules, checklists and standardised assessments were used. Associations between measures and continuity over time were assessed using multiple regression analysis. Pre-school independent variables that were found to be significantly associated with writing proficiency at school entry included mother's educational level, family size, parental assessment of writing and a measure of home writing. Child characteristics, skills and competencies were measured at school entry and those found to be significantly associated with writing at outcome included season of birth, WPPSI-R vocabulary score, pre-reading skills and proficiency in writing their own name. The only pre-school variable that maintained its significant relationship to writing at outcome was home writing. Teacher assessments of pupil attitudes to writing were consistently found to be significantly associated with writing at outcome. Data from the termly writing samples indicated that only the handwriting assessment predicted general writing ability at seven years of age. Eight pupils were observed writing at two points in time and the records are discussed in terms of processes and products. Issues such as quality and quantity of writing generated are considered in relation to the development of component skills (e.g. handwriting, spelling, vocabulary), within the context of the curriculum and role of the teacher. The results confirm the complexity of learning to write for children at Key Stage I and developmental considerations are discussed in relation to policy and practice issues