- Table View
- List View
Writing Successful Undergraduate Dissertations in Games Development and Computer Science
by Thomas Hainey Gavin BaxterWriting a dissertation in the final year at university can be a highly daunting task for any student, but particularly if the degree is practically oriented and implementation based. This book provides an accessible, concise guide to producing a dissertation in computer science, software engineering, or games development degrees, with research projects typically involving design, implementation, testing, and evaluation. Drawing on the authors’ extensive knowledge and experience of supervising dissertation students, the book offers a step-by-step guide to the key areas of writing a dissertation alongside real-life examples. Chapters cover: Producing literature reviews. Formulating research questions. Understanding epistemologies. Selecting methodologies and research methods. Software development life cycle methodologies. Evaluation, statistical analysis, and formulating conclusions. Working methodically through the different stages of writing a dissertation, this is an essential comprehensive guide for all students producing any form of dissertation in computer science, software engineering, or games development.
Writing Successful Undergraduate Dissertations in Games Development and Computer Science
by Thomas Hainey Gavin BaxterWriting a dissertation in the final year at university can be a highly daunting task for any student, but particularly if the degree is practically oriented and implementation based. This book provides an accessible, concise guide to producing a dissertation in computer science, software engineering, or games development degrees, with research projects typically involving design, implementation, testing, and evaluation. Drawing on the authors’ extensive knowledge and experience of supervising dissertation students, the book offers a step-by-step guide to the key areas of writing a dissertation alongside real-life examples. Chapters cover: Producing literature reviews. Formulating research questions. Understanding epistemologies. Selecting methodologies and research methods. Software development life cycle methodologies. Evaluation, statistical analysis, and formulating conclusions. Working methodically through the different stages of writing a dissertation, this is an essential comprehensive guide for all students producing any form of dissertation in computer science, software engineering, or games development.
Writing Successful Undergraduate Dissertations in Social Sciences: A Student’s Handbook
by Francis Jegede Charlotte Hargreaves Karen Smith Philip Hodgson Malcolm J. Todd Julia WaldmanA practical guide for students undertaking their dissertation, Writing Successful Undergraduate Dissertations in Social Sciences uses a mixture of exercises, strategies, case study material and further reading to give hints and tips on beginning and managing a research project and working with supervisors. Providing an accessible overview of the essential steps in conducting research and writing dissertations, this fully updated edition contains new sections on: • The varied sources of support for students and how to make use of them • The use of modern technologies, and digital platforms in data collection, storage and processing • The important issues relating to ethnographic and feminist research • How to publish through peer review publications or using self-publishing platforms • The General Data Protection Regulation and legal issues relating to collection, storage and use of personal data • The skills that students have acquired through writing dissertations and how those skills could become useful for future career and employability • How students can relate their dissertations to existing theories and concepts in social sciences that relate to their dissertation. Packed with proven practical advice from ‘real-life’ data, case studies and examples, Writing Successful Undergraduate Dissertations in Social Sciences is an essential and dependable starting point and guide for any student beginning their dissertation journey in the social sciences.
Writing Successful Undergraduate Dissertations in Social Sciences: A Student’s Handbook
by Francis Jegede Charlotte Hargreaves Karen Smith Philip Hodgson Malcolm J. Todd Julia WaldmanA practical guide for students undertaking their dissertation, Writing Successful Undergraduate Dissertations in Social Sciences uses a mixture of exercises, strategies, case study material and further reading to give hints and tips on beginning and managing a research project and working with supervisors. Providing an accessible overview of the essential steps in conducting research and writing dissertations, this fully updated edition contains new sections on: • The varied sources of support for students and how to make use of them • The use of modern technologies, and digital platforms in data collection, storage and processing • The important issues relating to ethnographic and feminist research • How to publish through peer review publications or using self-publishing platforms • The General Data Protection Regulation and legal issues relating to collection, storage and use of personal data • The skills that students have acquired through writing dissertations and how those skills could become useful for future career and employability • How students can relate their dissertations to existing theories and concepts in social sciences that relate to their dissertation. Packed with proven practical advice from ‘real-life’ data, case studies and examples, Writing Successful Undergraduate Dissertations in Social Sciences is an essential and dependable starting point and guide for any student beginning their dissertation journey in the social sciences.
Writing Successfully in Science
by Maeve O'Connor"Writing Successfully in Science" pays particular attention to the needs of scientists whose first language is not English, explaining how to avoid the main pitfalls of English grammar and how to present work in a clear and logical fashion. It combines practical tips for the first-time writer with useful instructions for experienced contributors wishing to improve their technique
Writing Successfully in Science
by Maeve O'Connor"Writing Successfully in Science" pays particular attention to the needs of scientists whose first language is not English, explaining how to avoid the main pitfalls of English grammar and how to present work in a clear and logical fashion. It combines practical tips for the first-time writer with useful instructions for experienced contributors wishing to improve their technique
Writing Support for International Graduate Students: Enhancing Transition and Success (Routledge Research In Writing Studies)
by Shyam SharmaUsing qualitative data collected from more than twenty universities across the US, Writing Support for International Graduate Students describes and theorizes agency- and advocacydriven practices, programs, and policies that are most effective in helping international students learn graduate-level writing and communication skills. It uses compelling narratives and cases to illustrate a variety of program models and support practices that fostered the students’ process of academic transition and success. Employing an ecological framework, the book seeks to advance academic conversation about how writing scholars/instructors and program administrators, as well as other academic service professionals working with this student body, can formulate policies, develop programs, and implement practices that best help these students grow as writers and scholars in their disciplines.
Writing Support for International Graduate Students: Enhancing Transition and Success (PDF) (Routledge Research In Writing Studies)
by Shyam SharmaUsing qualitative data collected from more than twenty universities across the US, Writing Support for International Graduate Students describes and theorizes agency- and advocacydriven practices, programs, and policies that are most effective in helping international students learn graduate-level writing and communication skills. It uses compelling narratives and cases to illustrate a variety of program models and support practices that fostered the students’ process of academic transition and success. Employing an ecological framework, the book seeks to advance academic conversation about how writing scholars/instructors and program administrators, as well as other academic service professionals working with this student body, can formulate policies, develop programs, and implement practices that best help these students grow as writers and scholars in their disciplines.
Writing Support for International Graduate Students: Enhancing Transition and Success (Routledge Research in Writing Studies)
by Shyam SharmaUsing qualitative data collected from more than twenty universities across the US, Writing Support for International Graduate Students describes and theorizes agency- and advocacy-driven practices, programs, and policies that are most effective in helping international students learn graduate-level writing and communication skills. It uses compelling narratives and cases to illustrate a variety of program models and support practices that fostered the students’ process of academic transition and success. Employing an ecological framework, the book seeks to advance academic conversation about how writing scholars/instructors and program administrators, as well as other academic service professionals working with this student body, can formulate policies, develop programs, and implement practices that best help these students grow as writers and scholars in their disciplines.
Writing Support for International Graduate Students: Enhancing Transition and Success (Routledge Research in Writing Studies)
by Shyam SharmaUsing qualitative data collected from more than twenty universities across the US, Writing Support for International Graduate Students describes and theorizes agency- and advocacy-driven practices, programs, and policies that are most effective in helping international students learn graduate-level writing and communication skills. It uses compelling narratives and cases to illustrate a variety of program models and support practices that fostered the students’ process of academic transition and success. Employing an ecological framework, the book seeks to advance academic conversation about how writing scholars/instructors and program administrators, as well as other academic service professionals working with this student body, can formulate policies, develop programs, and implement practices that best help these students grow as writers and scholars in their disciplines.
The Writing Teacher's Activity-a-Day: 180 Reproducible Prompts and Quick-Writes for the Secondary Classroom (JB-Ed: 5 Minute FUNdamentals #3)
by Mary Ellen LedbetterClassroom-tested methods for boosting secondary students' writing skills The Writing Teacher's Activity-a-Day offers teachers, homeschoolers, and parents 180 ready-to-use, reproducible activities that enhance writing skills in secondary students. Based on Ledbetter's extensive experience consulting to language arts teachers and school districts across the country, the classroom-tested activities included in this book teach students key literary and writing terms like allegory, elaboration, irony, personification, propaganda, voice, and more--and provide them with engaging examples that serve as models for their own Quick Writes. Contains writing prompts and sample passages in student-friendly language that connects abstract literary concepts to students' own lives Written by popular workshop presenter and veteran educator Mary Ellen Ledbetter Offers a user-friendly, value-packed resource for teaching writing skills Designed for English language arts teachers in grades 6-12, tutors, parents, learning specialists, homeschoolers, and consultants.
The Writing Teacher's Activity-a-Day: 180 Reproducible Prompts and Quick-Writes for the Secondary Classroom (JB-Ed: 5 Minute FUNdamentals #3)
by Mary Ellen LedbetterClassroom-tested methods for boosting secondary students' writing skills The Writing Teacher's Activity-a-Day offers teachers, homeschoolers, and parents 180 ready-to-use, reproducible activities that enhance writing skills in secondary students. Based on Ledbetter's extensive experience consulting to language arts teachers and school districts across the country, the classroom-tested activities included in this book teach students key literary and writing terms like allegory, elaboration, irony, personification, propaganda, voice, and more--and provide them with engaging examples that serve as models for their own Quick Writes. Contains writing prompts and sample passages in student-friendly language that connects abstract literary concepts to students' own lives Written by popular workshop presenter and veteran educator Mary Ellen Ledbetter Offers a user-friendly, value-packed resource for teaching writing skills Designed for English language arts teachers in grades 6-12, tutors, parents, learning specialists, homeschoolers, and consultants.
The Writing Teacher’s Guide to Pedagogical Documentation: Rethinking How We Assess Learners and Learning
by Angela StockmanThis book is a call to action for English and English Language Arts teachers who understand that data are not numbers alone, learning is impossible to quantify, and students are our very best teachers.Writing teacher Angela Stockman shows us how pedagogical documentation—the practice of making learning visible, capturing what is seen and heard, and then interpreting those findings in the company of our students and our colleagues—is a humbling and humane practice that grounds what we think we’ve come to know in the lived experiences of those we intend to serve. In this rich resource, she offers: processes and protocols for documenting learning and analyzing data; resources and planning tools to help you design and execute your own projects; and a digital documentation notebook that you can download for guidance, inspiration, and examples With the powerful tools in this book, you’ll be inspired to reach students whose needs have been ignored by big data and whose identities have been erased by oppressive forms of assessment and evaluation.
The Writing Teacher’s Guide to Pedagogical Documentation: Rethinking How We Assess Learners and Learning
by Angela StockmanThis book is a call to action for English and English Language Arts teachers who understand that data are not numbers alone, learning is impossible to quantify, and students are our very best teachers.Writing teacher Angela Stockman shows us how pedagogical documentation—the practice of making learning visible, capturing what is seen and heard, and then interpreting those findings in the company of our students and our colleagues—is a humbling and humane practice that grounds what we think we’ve come to know in the lived experiences of those we intend to serve. In this rich resource, she offers: processes and protocols for documenting learning and analyzing data; resources and planning tools to help you design and execute your own projects; and a digital documentation notebook that you can download for guidance, inspiration, and examples With the powerful tools in this book, you’ll be inspired to reach students whose needs have been ignored by big data and whose identities have been erased by oppressive forms of assessment and evaluation.
Writing the Annotated Bibliography: A Guide for Students & Researchers
by Luke Beatty Cynthia A CochranThis comprehensive and practical guide covers the elements, style, and use of annotated bibliographies in the research and writing process for any discipline; key disciplinary conventions; and tips for working with digital sources. Written jointly by a library director and a writing center director, this book is packed with examples of individual bibliography entries and full bibliography formats for a wide range of academic needs. Online resources include sample bibliographies, relevant web links, printable versions of checklists and figures, and further resources for instructors and researchers. Writing the Annotated Bibliography is an essential resource for first-year and advanced composition classes, courses in writing across the disciplines, graduate programs, library science instruction programs, and academic libraries at the secondary level and beyond. It is suitable for both undergraduate and graduate students and for researchers at all levels.
Writing the Annotated Bibliography: A Guide for Students & Researchers
by Luke Beatty Cynthia A CochranThis comprehensive and practical guide covers the elements, style, and use of annotated bibliographies in the research and writing process for any discipline; key disciplinary conventions; and tips for working with digital sources. Written jointly by a library director and a writing center director, this book is packed with examples of individual bibliography entries and full bibliography formats for a wide range of academic needs. Online resources include sample bibliographies, relevant web links, printable versions of checklists and figures, and further resources for instructors and researchers. Writing the Annotated Bibliography is an essential resource for first-year and advanced composition classes, courses in writing across the disciplines, graduate programs, library science instruction programs, and academic libraries at the secondary level and beyond. It is suitable for both undergraduate and graduate students and for researchers at all levels.
Writing the Classroom: Pedagogical Documents as Rhetorical Genres
Writing the Classroom explores how faculty compose and use pedagogical documents to establish classroom expectations and teaching practices, as well as to articulate the professional identities they perform both inside and outside the classroom. The contributors to this unique collection employ a wide range of methodological frameworks to demonstrate how pedagogical genres—even ones as seemingly straightforward as the class syllabus—have lives extending well beyond the classroom as they become part of how college teachers represent their own academic identities, advocate for pedagogical values, and negotiate the many external forces that influence the act of teaching. Writing the Classroom shines a light on genres that are often treated as two-dimensional, with purely functional purposes, arguing instead that genres like assignment prompts, course proposals, teaching statements, and policy documents play a fundamental role in constructing the classroom and the broader pedagogical enterprise within academia. Writing the Classroom calls on experienced teachers and faculty administrators to critically consider their own engagement with pedagogical genres and offers graduate students and newer faculty insight into the genres that they may only now be learning to inhabit as they seek to establish their personal teacherly identities. It showcases the rhetorical complexity of the genres written in the service of pedagogy not only for students but also for the many other audiences within academia that have a role in shaping the experience of teaching. Contributors: Michael Albright, Lora Arduser, Lesley Erin Bartlett, Logan Bearden, Lindsay Clark, Dana Comi, Zack K. De Piero, Matt Dowell, Amy Ferdinandt Stolley, Mark A. Hannah, Megan Knight, Laura R. Micciche, Cindy Mooty, Dustin Morris, Kate Navickas, Kate Nesbit, Jim Nugent, Lori A. Ostergaard, Cynthia Pengilly, Jessica Rivera-Mueller, Christina Saidy, Megan Schoen, Virginia Schwarz, Christopher Toth
Writing the Community: Concepts and Models for Service-Learning in Composition
by Linda Adler-Kassner Robert Crooks Ann WattersThe first volume in AAHE and Campus Compact’s series on service-learning in the disciplines, the book discusses the microrevolution in college-level Composition through service-learning. The essays in this volume show why service-learning and communication are a natural pairing and give a background on the relationship between service-learning and communication with maps to suggest where it should go in the future.
Writing the Community: Concepts and Models for Service-Learning in Composition
The first volume in AAHE and Campus Compact’s series on service-learning in the disciplines, the book discusses the microrevolution in college-level Composition through service-learning. The essays in this volume show why service-learning and communication are a natural pairing and give a background on the relationship between service-learning and communication with maps to suggest where it should go in the future.
Writing the Family: Women, Auto-Ethnography, and Family work (Transgressions #80)
by Kathleen Skott-Myhre Korinne Weima Helen GibbsThis is not a traditional book about the family. In a very essential way, it is a book about being a woman in relation to the current form of the family under capitalism in North America. The authors are three women whose interest in the family stems out of their own unique and varied experiences. The text is comprised of three autoethnographies that look at the family from radically distinct perspectives. Each section is rooted in the author’s own personal and professional life experience. The book explores multi-cultural family therapy, living inside a divorcing family, the role of child protective services, issues of class and race in a family’s identity, how media and pop psychology shape our view of the family, and what it is to be female in a patriarchal family system. All three women are currently working with young people in various capacities. Each section offers new ways to work together with young people to reshape the family so that it better serves those who live within it.
Writing the Global City: Globalisation, Postcolonialism and the Urban (Architext)
by Anthony D KingOver the last three decades, our understanding of the city worldwide has been revolutionized by three innovative theoretical concepts – globalisation, postcolonialism and a radically contested notion of modernity. The idea and even the reality of the city has been extended out of the state and nation and re-positioned in the larger global world. In this book Anthony King brings together key essays written over this period, much of it dominated by debates about the world or global city. Challenging assumptions and silences behind these debates, King provides largely ignored historical and cultural dimensions to the understanding of world city formation as well as decline. Interdisciplinary and comparative, the essays address new ways of framing contemporary themes: the imperial and colonial origin of contemporary world and global cities, actually existing postcolonialisms, claims about urban and cultural homogenisation and the role of architecture and built environment in that process. Also addressed are arguments about indigenous and exogenous perspectives, Eurocentricism, ways of framing vernacular architecture, and the global historical sociology of building types. Wide-ranging and accessible, Writing the Global City provides essential historical contexts and theoretical frameworks for understanding contemporary urban and architectural debates. Extensive bibliographies will make it essential for teaching, reference and research.
Writing the Global City: Globalisation, Postcolonialism and the Urban (Architext)
by Anthony D KingOver the last three decades, our understanding of the city worldwide has been revolutionized by three innovative theoretical concepts – globalisation, postcolonialism and a radically contested notion of modernity. The idea and even the reality of the city has been extended out of the state and nation and re-positioned in the larger global world. In this book Anthony King brings together key essays written over this period, much of it dominated by debates about the world or global city. Challenging assumptions and silences behind these debates, King provides largely ignored historical and cultural dimensions to the understanding of world city formation as well as decline. Interdisciplinary and comparative, the essays address new ways of framing contemporary themes: the imperial and colonial origin of contemporary world and global cities, actually existing postcolonialisms, claims about urban and cultural homogenisation and the role of architecture and built environment in that process. Also addressed are arguments about indigenous and exogenous perspectives, Eurocentricism, ways of framing vernacular architecture, and the global historical sociology of building types. Wide-ranging and accessible, Writing the Global City provides essential historical contexts and theoretical frameworks for understanding contemporary urban and architectural debates. Extensive bibliographies will make it essential for teaching, reference and research.
Writing the History of the Humanities: Questions, Themes, and Approaches (Writing History)
by Herman PaulWhat are the humanities? As the cluster of disciplines historically grouped together as “humanities” has grown and diversified to include media studies and digital studies alongside philosophy, art history and musicology to name a few, the need to clearly define the field is pertinent. Herman Paul leads a stellar line-up of esteemed and early-career scholars to provide an overview of the themes, questions and methods that are central to current research on the history of the nineteenth- and twentieth-century humanities. This exciting addition to the successful Writing History series will draw from a wide range of case-studies from diverse fields, as classical philology, art history, and Biblical studies, to provide a state-of-the-art overview of the field.In doing so, this ground-breaking book challenges the rigid distinctions between disciplines and show the variety of prisms through which historians of the humanities study the past.
Writing the History of the Humanities: Questions, Themes, and Approaches (Writing History)
by Herman PaulWhat are the humanities? As the cluster of disciplines historically grouped together as “humanities” has grown and diversified to include media studies and digital studies alongside philosophy, art history and musicology to name a few, the need to clearly define the field is pertinent. Herman Paul leads a stellar line-up of esteemed and early-career scholars to provide an overview of the themes, questions and methods that are central to current research on the history of the nineteenth- and twentieth-century humanities. This exciting addition to the successful Writing History series will draw from a wide range of case-studies from diverse fields, as classical philology, art history, and Biblical studies, to provide a state-of-the-art overview of the field.In doing so, this ground-breaking book challenges the rigid distinctions between disciplines and show the variety of prisms through which historians of the humanities study the past.
Writing the Personal (Teaching Writing)
by Sandra L. Faulkner Sheila SquillanteThe Teaching Writing series publishes user-friendly writing guides penned by authors with publishing records in their subject matter. Through detailed exercises, exemplars, and a breakdown of the key elements and considerations of personal writing, Faulkner and Squillante provide a lively introduction and guide for writers to the art and craft of personal writing. Their conversational tone about audience, point of view, form, structure, ethics, research, and finding and making time for writing practice is a not-to-miss primer and reference. This book is appropriate for classes focused on poetry, creative nonfiction, ethnography, qualitative research, memoir, narrative inquiry, and other types of life writing, as well as individual writers honing their craft. Writing the Personal invites us all to find our stories and instructs us how to shape them for an audience and for ourselves. “Writing the Personal is the ideal book for anyone interested in exploring his or her life through writing. It is a must-read for any writer serious about deepening her understanding of craft.” – Kate Hopper, author of Ready for Air and Use Your Words and co-author of Silent Running “A focus on techniques makes this a useful book to read straight through or equally to dip in and out of according to your personal tastes. However you come to the recipes offered in this clever cookbook, you’re sure to enjoy the feast inside.” – Stacy Holman Jones and Anne Harris, co-authors of Writing for Performance “Faulkner and Squillante seamlessly collaborate to each bring their unique and varied writing backgrounds and academic credentials to this text to create a unique and invaluable book.” – Bernadette Marie Calafell, University of Denver, author of Monstrosity, Performance and Race in Contemporary Culture “Faulkner and Squillante are skillful, honest, and generous teachers of the craft.” – Dinty W. Moore, author of The Mindful Writer: Noble Truths of the Writing Life “In this innovative and inspiring book, Faulkner and Squillante offer practical advice about writing personal stories.” – Tony E. Adams, Northeastern Illinois University Sandra L. Faulkner teaches, writes poetry, and researches about close relationships at Bowling Green State University in NW Ohio. Sheila Squillante is a poet and essayist living in Pittsburgh and teaching in the MFA program at Chatham University.