MARC보기
LDR02144nmm uu200469 4500
001000000332273
00520240805170511
008181129s2018 |||||||||||||||||c||eng d
020 ▼a 9780438381858
035 ▼a (MiAaPQ)AAI10751620
035 ▼a (MiAaPQ)uiowa:15580
040 ▼a MiAaPQ ▼c MiAaPQ ▼d 248032
0820 ▼a 372
1001 ▼a Aldrich, Carrie.
24510 ▼a Working Together: Two Qualitative Approaches to Researching Writing Support for Doctoral Students.
260 ▼a [S.l.] : ▼b The University of Iowa., ▼c 2018
260 1 ▼a Ann Arbor : ▼b ProQuest Dissertations & Theses, ▼c 2018
300 ▼a 140 p.
500 ▼a Source: Dissertation Abstracts International, Volume: 80-02(E), Section: A.
500 ▼a Adviser: Amanda Thein.
5021 ▼a Thesis (Ph.D.)--The University of Iowa, 2018.
520 ▼a This dissertation addresses two problems with advanced academic writing pedagogy. First, doctoral students must participate in academic discourse communities, yet they report being underprepared to do so (Boquet et al., 2015
520 ▼a The purpose of this research is to investigate the role relationships play in helping culturally and linguistically diverse doctoral students negotiate and acquire advanced academic discourse. I pose the overarching research question: Given a d
520 ▼a Taken together, findings from this research highlight the role interaction can play in writing support, development, and research. This research has implications for developing writing pedagogy and support programs to facilitate productive acade
590 ▼a School code: 0096.
650 4 ▼a Language arts.
650 4 ▼a Education.
650 4 ▼a Higher education.
650 4 ▼a Pedagogy.
690 ▼a 0279
690 ▼a 0515
690 ▼a 0745
690 ▼a 0456
71020 ▼a The University of Iowa. ▼b Teaching & Learning.
7730 ▼t Dissertation Abstracts International ▼g 80-02A(E).
773 ▼t Dissertation Abstract International
790 ▼a 0096
791 ▼a Ph.D.
792 ▼a 2018
793 ▼a English
85640 ▼u http://www.riss.kr/pdu/ddodLink.do?id=T14997180 ▼n KERIS
980 ▼a 201812 ▼f 2019
990 ▼a 관리자