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ASU Electronic Theses and Dissertations


This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.

In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.

Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.


Increasing numbers of courses are offered online and increasing numbers of students are pursuing post-secondary studies. At broad-access institutions, such as land grant universities and community colleges, this presents a particular concern around student persistence--that is, the number of students who complete diploma, certificate, or degree requirements from an institution. Such increased access and increased enrollment also present unique challenges to first-year writing instructors, who are often the first professionals with whom first-year students are in contact. Here I explore the many reasons why student persistence should interest first-year writing instructors, in particular, those who are teaching online. Student persistence …

Contributors
Bergin, Jeffrey Richard, Roen, Duane, Miller, Keith, et al.
Created Date
2012

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 …

Contributors
Weston Sementelli, Jennifer, McNamara, Danielle S, Connor, Carol M, et al.
Created Date
2015