Dissertations / Theses: 'Composition classroom'

1

Tyahur, Pamela Marie Egbers. "CHANGING DIVERSITY IN THE COMPOSITION CLASSROOM." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1100624566.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Thacker, Maurer Kylee. "Defining "Engagement" for the Composition Classroom." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1873.

Full text

Abstract:

This dissertation project centers on student engagement inside the composition classroom. Through an in-depth synthesis on engagement in three major fields of engagement research—Rhetoric and Composition, Education, and Psychology (the three disciplines with the most database hits on engagement)—I discovered that engagement is used disparately in its literature, resulting in difficulty in its application inside the classroom. Due to this difficulty in applying engagement to the classroom, especially to the writing classroom, I conducted a discourse analysis—through using artifacts, an initial coding scheme, and a category provided from the synthesis—to further understand engagement and to find a more beneficial characterization of engagement for writing instructors to foster inside their classrooms. The findings of this dissertation study resulted in the creation of a model of how the engagement process manifests inside a classroom environment. Within the classroom, the instructor guides students between procedural and substantive engagement, using action terms found from the discourse analysis. While instructors seek substantive engagement, I argue that procedural engagement can be beneficial if instructors and students learn to be metacognitive about the engagement process, willing to work together and to try new actions to foster engagement in the classroom (instructors) and in themselves (students).

APA, Harvard, Vancouver, ISO, and other styles

3

Leverenz, Carrie Shively. "Collaboration and difference in the composition classroom." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287418355.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Hussey, Marianne M. "Supporting emergent writing in the kindergarten classroom." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1126.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

McAllister, Heather. "Self-Discovery Journals in the College Composition Classroom." TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/296.

Full text

Abstract:

What is it that makes writing so enjoyable to some people, and such a troublesome task to others? What, if anything, can teachers of composition do to promote an enthusiasm for writing? As I have found examination of my past experiences a key to answering these questions, I am persuaded that the key to enthusiastic writing lies in the opportunities students have to explore themselves as individuals within their writing. As Socrates in Plato's Phaedrus states above, we write well when we know the truth about that which we are writing. Providing students the occasion to write about themselves will not only increase their writing abilities but will also allow students the chance to look deep within themselves to discover truths that may further their writing, truths that may otherwise remain hidden.

APA, Harvard, Vancouver, ISO, and other styles

6

Reece, Debra Lynn. "Grammar in the Composition Classroom: Rewriting the Tradition." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3887.

Full text

Abstract:

In the last 50 years, the trend in the field of composition pedagogy has turned away from traditional grammar instruction, condemning pedagogical practices that focus on preventing and remediating error. In the early 1960s, Richard Braddock, Richard Lloyd-Jones, and Lowell Schoer invoked the death sentence on traditional grammar instruction: "The teaching of formal grammar has a negligible or, because it usually displaces some instruction and practice in actual composition, even a harmful effect on the improvement of writing" (37-38). Having been enlightened by this scholarship, the field refocused instruction to emphasize elements like writing process, collaboration, modeling, and prewriting, pushing grammar instruction to the side. As a result of this shift in pedagogies, we are helping our students to see writing differently. We're teaching them that "good writing" is more than correct spelling and well-placed commas,which is correct. But grammar is still an important part of language, and an integral part of rhetoric. Recent scholars like Cheryl Glenn, Virginia Tufte, T.R. Johnson, Constance Weaver, Martha Kolln, and Nora Bacon have recognized this oversight in the sharp move away from grammar instruction, and have developed different strategies to rewrite the tradition so that grammar instruction can be an effective part of writing instruction. I will add to their efforts by identifying the shift in theoretical principles that makes what we refer to as traditional grammar instruction so ineffective, by using the Greco-Roman curriculum (specifically Quintilian's imitatio) as a framework for understanding where these new grammar instructions come from, and by synthesizing this new understanding into a new curriculum for the writing classroom that more effectively integrates grammar instruction.

APA, Harvard, Vancouver, ISO, and other styles

7

Denecker, Christine. "Toward seamless transition? Dual enrollment and the composition classroom /." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1194187966.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Hart, Gwendolyn A. "Composing Metaphors: Metaphors for Writing in the Composition Classroom." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371472.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Britt, Cynthia. "Midwife and Mother: Maternal Metaphors in the Composition Classroom." TopSCHOLAR®, 2003. http://digitalcommons.wku.edu/theses/582.

Full text

Abstract:

This study examines the maternal metaphors of midwife and mother used to describe instructors and teaching practices in the composition classroom. In the introduction the author describes her interest in the topic based on her own experiences as a mother and as a beginning composition instructor. The paper explains the initiation of the metaphors, what the metaphors and maternal pedagogy mean in terms of classroom practices and philosophies, criticisms of maternal practices, and the relevancy and legitimacy of the metaphors and maternal pedagogy in classrooms today. Section one explores the development of the metaphors to describe composition teachers related to the composition and literature agendas created in the nineteenth century American university system. Other influences discussed in the metaphors usage and in the development of a maternal pedagogy are the 1970s revitalization of the women's rights movement and of the process pedagogy revolution. Section II surveys literature describing the philosophies of maternal pedagogy and maternal metaphors and their translations into classroom practices. Section III outlines the criticisms developed in reaction to maternal practices. Section IV details the results of surveys completed by freshmen composition students and composition instructors at Western Kentucky University. In the conclusion, the author considers the information and opinions presented and the survey results and draws conclusions about the relevancy of maternal metaphors and maternal pedagogy to the composition field and for her own teaching practices and philosophies.

APA, Harvard, Vancouver, ISO, and other styles

10

Eagleton, Maya Blair. "Hypermedia composition in a seventh grade language arts classroom." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284031.

Full text

Abstract:

This microethnographic study describes what happened when a small group of 12- and 13-year olds were given the opportunity to compose with hypermedia in their language arts class. Drawing from semiotic, sociocultural, constructivist, transactional and holistic theories, the researcher interpreted the meanings the students and their language arts teacher ascribed to the creation of a student-run online magazine. The researcher investigated the kinds of things that the seventh graders in this study value, what the webzine project meant to the student editors, what processes are involved in the creation of a webzine, how hypermedia literacy functions as a language form, how the hypermedia design project impacted the language arts curriculum, and the roles that computers can play in the classroom. Hypermedia is a multi-symbolic semiotic language form that is still in the process of evolving. Hypermedia literacy requires transmediation, among print literacies, oral literacies, visual literacies, computer literacies and hypertext literacies. Becoming fluent in hypermedia involves orchestrating the various elements (cueing systems) of hypermedia and flexibly applying this knowledge within a variety of hypermedia genres. The webzine project was a positive experience for the seventh graders in this study because it met their affective needs to be active, to learn new things, to have new experiences, to feel motivated and interested, to be social, to have freedom, to feel proud and to have a sense of audience. It also stimulated the cognitive processes of generating ideas, collaborating, problem solving, representing concepts and monitoring their own learning. It is suggested that hypermedia design projects cannot be fully integrated into the language arts curriculum unless the district and/or the classroom teacher has made a paradigmatic shift from a transmission model to a constructivist philosophy of education. Successful integration of hypermedia composition in the curriculum is also related to the students' and the teachers' perception of the potential roles of computers. Based on the results of this study and others, the author concludes that junior high language arts students should be given invitations to compose with hypermedia whenever feasible, but that educators should not dismiss the challenges associated with such an undertaking.

APA, Harvard, Vancouver, ISO, and other styles

11

Hanks, Janet. "Appalachian Language in the Two-Year College Composition Classroom." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/95542.

Full text

Abstract:

This dissertation discusses the intersection of first-year composition instructors and Appalachian language and culture at the two-year college level. Very little of the existing literature discusses pedagogy as it pertains to Appalachian students, and virtually none of the literature focuses on either instructors or the two-year college. This study attempts to address that gap and to explore the attitudes about Appalachia that accompany the teaching of writing in two-year colleges in agricultural (as opposed to coal) Appalachia. This study finds that professors express very negative ideas about Appalachian culture and language, and sometimes about Appalachian students themselves. These attitudes do not, however, contribute dramatically to differences in grades and pass/fail rates for the region as a whole. Appalachian students overall are slightly more likely to fail and less likely to make A grades. The more surprising finding, perhaps, is that students from certain either highly stigmatized or highly isolated communities are far less likely to pass the courses, with failure rates between 50-68%. These rates are far higher than non-Appalachian failure rates, and substantially higher than the rates for non-stigmatized communities and do, perhaps, stem from their instructors' inherent biases. The privileging of standard academic English above other Englishes informs the teaching of every respondent in this study and invites a consideration of how a more rhetorical approach to composition pedagogy might change outcomes for Appalachian students in writing classes and in college itself.
Doctor of Philosophy
This dissertation examines the attitudes of composition professors at the two-year college level toward Appalachian language and culture to determine if there is a correlation between professors' beliefs and students' grades and success rates. First-year composition courses are required of all students at the community college level, and these courses are designed to prepare students for the kinds of writing expected of them in college, both at the two-year level and after they transfer to four-year institutions. The study determined through interviews that professors tend to stigmatize both language and culture, but these attitudes do not necessarily result in a higher failure rate for students. While Appalachian students are 16% more likely to fail and 17% less likely to earn A grades, they still pass first-year composition courses at roughly the same rate as their non-Appalachian peers. The more successful students, however, are those who are willing to code-switch—that is, to exchange their Appalachian English for standard academic English The study also determined that students who participate in incentivized tuition reimbursement plans (like the Access to Community College Education program) are more likely to be successful in composition courses and in college in general.

APA, Harvard, Vancouver, ISO, and other styles

12

Denecker, Christine M. "Toward Seamless Transition? Dual Enrollment and the Composition Classroom." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1194187966.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Coley, Toby F. "DIGITAL MEDIA ETHICS IN THE WRITING CLASSROOM." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1296093364.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Burke, Zoe Litton. "Project-Based Learning in the College Composition Classroom: A Case Study." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1589879523305486.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Orr, Katherine. "Roller Derby Performativity: Utilizing Alt Narratives in the Composition Classroom." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/750.

Full text

Abstract:

Identity is not fixed but rather performed through interactions. The eminent philosopher and gender theorist, Judith Butler famously investigates performativity in her research on gender. Butler asserts that “gender is not a performance that a prior subject elects to do, but gender is performative in the sense that it constitutes as an effect the very subject it appears to express” (314, emphasis original). She believes that gender identity is performative because it constitutes itself though actions, gestures, and speech. This project seeks to investigate the performative nature of roller derby personas, highlighting the identities of the characters in the movie Whip It and the comic series “Slam!” to help students learn to perform an academic identity in writing. Reading roller derby texts through the lens of performativity can be a useful pedagogical tool because it helps students see that a writer’s identity can be carefully crafted into an academic persona. In this project, I examine these texts to discover how roller derby personas are constructed and performed. The texts introduce freshmeat skaters to roller derby and explore how their new derby persona is negotiated and informed by the derby community. By creating a new persona, the characters are able to constitute it through their performance. Students in First Year Composition are undergoing a similar process to the freshmeat skaters: they are learning to craft an academic identity when they enter the university. Ultimately, a performative academic identity can lead to greater agency both in and out of the classroom because it helps students take a stance and control their performance as writers.

APA, Harvard, Vancouver, ISO, and other styles

16

Steinmann, Heather Marie. "Energetic Space: The Affect of Literature in a Composition Classroom." Diss., North Dakota State University, 2015. https://hdl.handle.net/10365/27689.

Full text

Abstract:

Rhetorical and critical theory have both prescribed and proscribed the way scholars view affect. With the exception of Reader Response Theory, literary and rhetorical theory tend to use a more long-term and permanent frame of reference when addressing the emotional relationship between reader and writer. This disquisition explores a framework where the reader and writer find emotional connection in particular and emergent times and spaces. This work extends the import of Kairos, as a rhetorical figure and theory, to contemporary research and theories like Maria Takolander?s ?Energetic Space? and Louise Rosenblatt?s ?Aesthetic Reading,? theories that link writer to reader. Rather than returning to the stagnating debate regarding the societal import of literature and its inclusion in or exclusion from university course curriculum, this work will use grounded theory to qualitatively examine students? affective responses to a novel over a period of 4 years to describe how the emotional relationship between an author and audience can be located and marked in the transformative moment.

APA, Harvard, Vancouver, ISO, and other styles

17

Lusher, Katelyn J. "Recognizing Student Emotion: Resistance and Pathos in the Composition Classroom." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492017509722133.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Skidmore, Loretta Lynnette Rickert. "The value of using a writing process within the classroom." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/644.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Soriano, Maria Lynn. "Student-Consultant Continuum: Incorporating Writing Center Techniques of Peer Review Into the Composition Classroom." John Carroll University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=jcu1288706104.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Sherven, Keva N. "WORLDS COLLIDE: INTEGRATING WRITING CENTER BEST PRACTICES INTO A FIRST YEAR COMPOSITION CLASSROOM." Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2232.

Full text

Abstract:

Thesis (M.A.)--Indiana University, 2010.
Title from screen (viewed on July 29, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Stephen L. Fox, Susan C. Shepherd, Teresa Molinder Hogue. Includes vitae. Includes bibliographical references (leaves 68-70).

APA, Harvard, Vancouver, ISO, and other styles

21

Payne, Darin Phillip Desser. "Assessing collaboration: Techniques, technologies, and cultural reproduction in the composition classroom." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280106.

Full text

Abstract:

Despite proponents' claims of its embodying and enabling democratic action, collaborative learning in the composition classroom often functions to reproduce the privileged discourses and knowledge of dominant cultures, effacing and denying differences in race, class, and gender. Moreover, such functions are masked by normalized structural and discursive conditions of education and routinized pedagogical practices that rarely face critical scrutiny---what this dissertation refers to as the techniques and technologies of collaborative learning. If teachers and students in composition studies can engage in what Pierre Bourdieu calls epistemic reflexivity (a critical effort to unmask the social and intellectual unconscious embedded in routinized procedures of knowledge production), the collaborative classroom can become a site for resisting and critiquing, rather than reproducing, the status quo.

APA, Harvard, Vancouver, ISO, and other styles

22

Welch, Alison Marie. "Playing with Genre: Multigenre Composition as Rhetorical Pedagogy in the Writing Classroom." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312866898.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Dogani, Konstantina. "Teaching composing in the primary classroom : understanding teachers' framing of their practice." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272973.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Webb-Sunderhaus, Sara. "Composing identities Appalachian students, literacy, and identity in the composition classroom /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1152723478.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Wolcott, Bruce Stephen. "Constructing critical readers and writers through the teaching of irony in the composition classroom." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1983.

Full text

Abstract:

The construction of critically literate students must be paramount among goals in the freshman composition classroom. The approach for constructing critical readers positioned in this thesis employs conceptualizing both the complexity of a text and the importance of comprehending the context within which a text is both read and written. It utilizes the rhetorical feature of irony.

APA, Harvard, Vancouver, ISO, and other styles

26

Carmichael, Misty Dawn. "Teaching Media Literacy in the Composition Classroom: Are We There Yet?" Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/english_theses/21.

Full text

Abstract:

Despite the prevalence and ubiquity of media in North American culture, educators still show reluctance to embrace media literacy as a necessary literacy. This study examines two media literacy activities using descriptive teacher research, and defining usefulness based on student response and applicability to composition objectives in the English 1101 classroom. Both lessons produce useful findings, with students rating the second activity as more useful than the first activity. This research lends sample assignments and confidence to instructors seeking to employ simple media literacy tactics in the introductory composition classroom.

APA, Harvard, Vancouver, ISO, and other styles

27

Antlitz, Susan E. Kalmbach James Robert. "Building textual spaces MOO writing in the first year composition classroom /." Normal, Ill. Illinois State University, 2005. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196643.

Full text

Abstract:

Thesis (Ph. D.)--Illinois State University, 2005.
Title from title page screen, viewed September 22, 2006. Dissertation Committee: James Kalmbach (chair), Ron Fortune, Doug Hesse. Includes bibliographical references (leaves 156-160) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

28

Thomas, L. M. "Claiming knowledge : challenges of gender and class in the composition classroom /." Read online, 2008. http://library.uco.edu/UCOthesis/ThomasLM2008.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Morain, Matthew Edward. "Composition 2.0 rethinking Web literacy for the twenty-first century classroom /." [Ames, Iowa : Iowa State University], 2008.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

30

Breeze, Nicholas M. "The mediating effects of ICT upon music composition in the classroom." Thesis, University of Bristol, 2008. http://hdl.handle.net/1983/4e855473-2b32-4c99-ae1d-86bec6126e9b.

Full text

Abstract:

Composing is well-embedded into statutory classroom music in English schools and Information and Communications Technology (ICT) has played an Increasing role in this activity. How ICT affects the composing process and the ways in which teaching and learning might need to change to make the most of the technology's potential are, however, not well understood. Extending the view that creativity is a normal feature of human existence to composing in the classroom, this thesis considers ICT to be a means for pupils to realise their potential without having acquired formal theoretical and practical musical skills.

APA, Harvard, Vancouver, ISO, and other styles

31

Strasberger, Daniel. "The Efficacy of Varying Small Group Workshops in the Composition Classroom." Chapman University Digital Commons, 2019. https://digitalcommons.chapman.edu/english_theses/9.

Full text

Abstract:

This I.R.B. approved study takes a look at the efficacy of small group workshops in the composition classroom and whether it is more beneficial for a student to remain in the same small groups between drafts, or whether it is better to change small groups and get a new set of eyes on a new draft. In my first-year English Composition course, ENG 103: Writing About Writing, I take a look at two different assignments, the Personal Narrative and the Research Paper, and how they changed over three drafts. Altering the group workshops for the first and second drafts, I administered surveys to scale how helpful the workshops were. To verify the results, I chose four different sets of essays to look at as case studies and break down how the drafts changed depending on the workshops. In the end, this study attempts to show how altering how small group workshops are run can be beneficial for the writer.

APA, Harvard, Vancouver, ISO, and other styles

32

Saternus, Julie. "Critical Language Pedagogy: Linguistic Diversity in the First-Year Composition Classroom." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1396538686.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Szetela, Michelle. "The need for first-year composition in the high school classroom." Thesis, Long Island University, The Brooklyn Center, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10590821.

Full text

Abstract:

This thesis critically evaluates the essence of First Year Composition (FYC) and establishes the benefits a composition course would offer high school students. The intended purpose is to assess the feasibility of teaching FYC in the high school classroom and to consider views from the perspectives of students, teachers, and scholars in order to formulate a comprehensive conclusion. One key dispute in composition studies is whether students who write compositions as critical thinking assignmenfts actually become better critical writers and thinkers. Proponents argue that this method establishes better writing and thinking skills among college and university students, while critics argue that since these skills do not necessarily transfer to other courses and/or disciplines, FYC should either be abolished or largely revised. This thesis suggests that the benefits of FYC clearly outweigh the problems many have cited and that key mitigation measures can be used to improve FYC courses.

APA, Harvard, Vancouver, ISO, and other styles

34

Arduini, Tina. "Tools of Play: Developing a Pedagogical Framework for Gaming Literacy in the Multimodal Composition Classroom." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1458901755.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Twomey, Tish Eshelle Tyra. "Imitation and Adaptability in the First-Year Composition Classroom: A Pedagogical Study." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/31820.

Full text

Abstract:

The use of imitation exercisesâ writing activities employing model texts and the modeling of writing-process behaviorsâ in the First Year composition classroom can have many benefits for both student writers and teachers, and offers practical solutions to some of the problems facing student writers in today's colleges. First Year writing students are often unaware that they are part of a larger academic community. They often lack exposure to and understanding of academic standards. They don't understand that "good" writing is not a blanket-concept but is determined on a situational basis, and they are frustrated by the vaguely expressed expectations of their writing teachers. These problems are interconnected and so are all addressed in this study, but because they offer so many potential avenues for discussion, the focus of this project will be limited to the benefits of clear expectations that the use of modeling activities in the classroom can bring about for both students and teachers. An in-depth look at the materials, methods, and results of student participation in the activities of a single semester of English 1105, the first course in Virginia Tech's First Year Writing Program will be the dominant component of the project; it will be supplemented by a review of literature and a contextual discussion of what Stephen M. North calls the "Practitioner" mode of inquiryâ the gathering of pedagogical information through the active classroom application of educational theories and practices.
Master of Arts

APA, Harvard, Vancouver, ISO, and other styles

36

Walker, Albertina Louise. "Colliding Colors: Race, Reflection, and Literacy in the Kaleidoscopic Space of an English Composition Classroom." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148304061.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

LaGrotteria, Angela. "Feminist Pedagogies in the Creative Writing Classroom: Possibilities and Reflections." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1498598135412239.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Bell, Elizabeth R. "The Effect of Classroom Age Composition on Head Start Preschoolers' School Readiness." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_theses/65.

Full text

Abstract:

The current study examined the influence of classroom age composition (the variability in ages of children in the classroom) on low-income preschool children's rates of change in multiple domains of school readiness. The sample consisted of 4,417 preschool children enrolled in 207 classrooms in a large, diverse Head Start program. Children were assessed throughout the year on four school readiness domains: emergent literacy, emergent numeracy, social and emotional skills, and approaches to learning. Multilevel modeling was employed to examine the main effect of classroom age composition as well as the interaction between classroom age composition and child's age as predictors of children's rates of change in these school readiness domains. Results showed that classroom age composition did not uniformly influence rates of change in school readiness for all children. Instead, a significant interaction between child's age and classroom age composition indicated that younger children developed skills in the domain of approaches to learning at an increased rate when placed in classrooms with a large age composition (i.e., in classrooms with a greater degree of age-mixing). This study extends literature focused on identifying classroom structures that promote positive development of school readiness skills, particularly for at-risk children.

APA, Harvard, Vancouver, ISO, and other styles

39

Swanson, Susan. "Foibles, Follies and Fantastic Occurrences: First-Time Teaching and the Composition Classroom." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/381.

Full text

Abstract:

Foibles, Follies and Fantastic Occurrences: First-time Teaching and the Composition Classroom explores incidents that expectedly—and often, unexpectedly—occur in any instructor's classroom, but especially focuses on the first-time instructor. Following the author's journey from graduate student to graduate assistant to teaching assistant, the thesis describes the steps along the way to teaching that many who have written about the subject leave out—how to negotiate the days before classes begin, what to do to appear older than the students themselves, how to create an interesting and creative syllabus. Once classes begin, instances involving student competition, peer review, responding to student essays and handling student excuses arise and are confronted and reflected upon by the author. In order to negotiate these instances, specific events that occurred in the author's classroom are used as examples. Added to these examples are insights from other instructors, pedagogical practices, scholarship from wise and experienced writers and teachers and suggestions on ways to handle such occurrences in the future. The author calls specifically for more conversation on the subjects that bear little scrutiny in the academic world—those events that embarrass, fail, intimidate and confuse. With more conversation on classroom problems of any kind, teachers might learn from one another's experiences and find new solutions. Moreover, new instructors will feel more comfortable with expressing concerns and realize that they are not alone in their fears about teaching. While each classroom is different and has its own set of circumstances, the insights offered by the author draw on myriad other teachers' experiences and proposals and are adaptable to many types of classrooms.

APA, Harvard, Vancouver, ISO, and other styles

40

Kleinfeld, Elizabeth Neuleib Janice. "Dissonance and excess four students' experiences of revision in a composition classroom /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276391281&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181310403&clientId=43838.

Full text

Abstract:

Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Janice Neuleib (chair), Ronald Fortune, Bob Broad. Includes bibliographical references (leaves 270-280) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

41

Lauer, Claire. "Thirdspaces, Tactics and Bricolage: A Postmodern Identity Construction in the Composition Classroom." Diss., Tucson, Arizona : University of Arizona, 2006. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1667%5F1%5Fm.pdf&type=application/pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Robinson, Michael Anthony. "Strictly classroom: Ethnographic case studies of student expectations in first year composition." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284274.

Full text

Abstract:

Employing ethnographic and case study research methods, this study attempts to examine student attitudes toward, and senses of purpose about, a first-year college writing course and their roles as students and writers within it. The study argues that students possess clear and highly articulated conceptions of writing classes, of writing's place both within and outside academia, and of themselves as students and writers. These conceptions, like all theories, exhibit both strengths and weaknesses. However, students rarely have the opportunity to engage in dialogue about their views on writing. Because of this, the students in this study generally accommodate themselves to, but compartmentalize, the writing course and the strategies they are exposed to in it. The study suggests, therefore, that writing teachers approach their students not as novices to be corrected concerning the "true" ways of writing, or rejected for their unwillingness to accept these truths. Rather, we should consider writing students an audience to be persuaded to a concept of writing both different from, and similar to, the concepts they already hold. This means that writing teachers must elicit, listen to, and engage with the writing conceptions of their students. Means for fostering this dialogue include having students create narratives of their writing development, asking students to develop mini-ethnographic language projects, and historicizing with and for them standard academic English style.

APA, Harvard, Vancouver, ISO, and other styles

43

Hill, Denise Yvonne. "Wrong Planet No More: Rhetorical Sensing for the Neurodiverse College Composition Classroom." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/338684.

Full text

Abstract:

A predominant metaphor in the autism community is that the neurotypical world is a "wrong planet" in which people with autism do not belong, and I assert that the university is one such wrong planet. I examine the rhetorical history of autism and argue that the construction and reconstruction of autism have led to learning spaces in higher education that Other students on the autism spectrum. I draw upon Krista Ratcliffe's rhetorical listening as a way to address the inequities that persist in college writing classrooms. However, to avoid a bias toward neurotypicality, I recast rhetorical listening as rhetorical sensing, a term that encompasses the multiple ways of experiencing the world rather than privileging one modality.I apply rhetorical sensing to four aspects of higher education. First, I look at the ways in which students with autism are programmed to rhetorically sense neurotypicals through therapy models such as Social Thinking. I argue that such training is not true rhetorical sensing because the burden of sensing is placed solely on students with ASDs, further marginalizing them. Next, I turn my attention to the college composition classroom and present ways for instructors to rhetorically sense their students with autism. I provide strategies based on universal design that can help all students, regardless of neurodifference, thrive. I then turn my attention to composition instructors who parent children with autism. Drawing upon a rich body of research on working conditions for women in rhetoric and composition, I describe the ways in which adjunctification has left caregivers over-worked, under-paid, and under-insured as they try to provide for their children. Drawing upon Aimee Carrillo Rowe's power lines and Andrea O'Reilly's gynocentric mothering, I propose ways to improve conditions for teachers who parent children with autism. Finally, I focus on ways in which writing program administrators can make programmatic changes in order to foster inclusive learning practices. I propose low-cost training and partnership models that can create an inclusive planet that supports neurodiverse students, faculty, and writing programs.

APA, Harvard, Vancouver, ISO, and other styles

44

Gillam-Scott, Alice M. "Writer with more at stake : returning adults in the freshman composition classroom." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/435168.

Full text

Abstract:

In recent years, adults beyond the traditional college ages of 18-22 have been returning to higher education in record numbers. At most colleges, these students, along with their younger counterparts, are required to take two or three terms of freshman composition. Although returning students may be apprehensive at first, their teachers report that many are highly motivated and perform successfully in these required writing courses. To investigate this phenomenon, I studied the attitude and performance of returning adults (defined here as 25 years old and over) who were enrolled in traditional freshman composition classes at the University of Illinois at Chicago during the fall quarter of 1983.Specifically, I studied the attitude and performance of four case study subjects by conducting interviews, administering Daly and Miller's Writing Apprehension Test, collecting writing samples, and obtaining audiotaped composing-aloud protocols. My assessment of the data was informed by Daly's Taxonomy of Attitudes and Beliefs about Writing, Wilkinson's Stylistic, Cognitive, Affective, and Moral Scales, and Faigley and Witte's Taxonomy of Revision Changes. I present my findings in four narrative case histories.In addition, I conducted a group study of the attitude and performance of 44 returning students enrolled in required composition courses at U.I.C. during the fall quarter of 1983. To measure these students' attitude and performance, I administered Daly and Miller's Writing Apprehension Test at the beginning and end of the quarter and obtained final course grades.Although all four case study subjects expressed some initial writing anxiety, by the end of the quarter, three of the four had become confident and able student writers. Because of serious skill deficits, as well as high anxiety, the fourth student failed to complete the course. Contrary to expectation, the initial W.A.T. group mean was a moderate 66.22. An item analysis indicated that much of the anxiety expressed was situational. The low end-of-the-quarter mean (55.65) reinforced this impression. Apparently a quarter of composition instruction and writing practice reduced the situational apprehension of many. Moreover, the majority of these returning students performed successfully with 28 out of 44 earning an A or B in their freshman composition courses.In part, this high success rate was due to the population sampled. That is, few severely underprepared returning students begin their college work at the University of Illinois at Chicago. Characteristics shared by these adequately prepared returning students included: high investment in writing. assignments; willingness to revise; interest in and acquisition of metacognitive skills; and use of life experience to enrich their writing.

APA, Harvard, Vancouver, ISO, and other styles

45

Virtue, Andrew D. "Composing in new environments incorporating new media writing in the composition classroom /." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/virtuea/andrewvirtue.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Cowley, Katherine Elizabeth. "Public Spheres, Democracy, and New Media: Using Blogs in the Composition Classroom." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2042.

Full text

Abstract:

Public spheres theories provide purpose and direction to composition instruction: the teaching of writing within this context empowers our students to participate in public discourse and make a difference in communities. New media has been celebrated for its democratic nature, and composition instructors have begun to use public spheres theories as they incorporate new media in the classroom to create a protopublic space. Yet most composition instructors have ignored the wealth of evidence that shows that the Internet is not as democratic as it seems. As such, our new media teaching practices should account for both the democratic opportunities and failures of the Internet. By using examples from my own classroom, I demonstrate how blogs can be used within the composition classroom by focusing on public spheres oriented teaching practices and methods. Four specific pedagogical approaches which instructors can incorporate are discussed: embracing the small-scale, counterpublic, and private potential of the blog; teaching students rhetorical skills which enable them to contribute more meaningfully to online conversations; teaching aspects of online infrastructure and distribution; and consciously using Habermas' criteria of public spheres to construct an online public community of class members. By using new media in the composition classroom, teachers can promote civic virtues within our students, support democracy, and positively transform the Internet's public space.

APA, Harvard, Vancouver, ISO, and other styles

47

BARBOZA, ELEUZA MARIA RODRIGUES. "CLASSROOM COMPOSITION AND THE PERFORMANCE OF STATE PUBLIC SCHOOLS IN MINAS GERAIS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9696@1.

Full text

Abstract:

COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
Com base nos estudos já realizados, onde se comprova a influência de fatores escolares no desempenho dos alunos, o estudo aborda a política de composição de turmas, estabelecida pelas escolas para os alunos que apresentam defasagem na idade adequada à série cursada. A pesquisa explora os resultados dos testes e instrumentos contextuais do Programa de Avaliação da Educação Básica (PROEB)do Sistema de Avaliação da Educação Pública de Minas Gerais (SIMAVE), realizados em 2003 e mostra, por meio de análises de modelos estatísticos multiníveis, a associação entre homogeneidade/heterogeneidade das salas de aula, em relação à defasagem idade-série, e o desempenho dos alunos.
Based on previous studies which have proved the influence of school characteristics on pupils´ performance, this study examines the current policy determining classroom composition established by schools for those pupils who are older than their peer group. The study explores test results and contextualized questionnaires used by the Basic Education Evaluation Program an organ of the State Public Education Evaluation System of Minas Gerais, carried out in 2003, and which demonstrates, by means of analysis of statistical hierarchical linear models, the relationship between classroom homogeneity/heterogeneity in relation to advanced age for a specific school year and pupils´ performance.

APA, Harvard, Vancouver, ISO, and other styles

48

Polak, Michele. "Beyond Digital Play: Integrating Girl-Created Subjectivity Into the College Composition Classroom." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312391224.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Taylor, Rebecca Greenberg. "Toward a rhetoric of reading : two case studies from the composition classroom." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287408395.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Sheldon, Douglas H. "'Another Thing': Literature, Containment Metaphors, and the Second Language/Transnational Composition Classroom." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373709955.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Composition classroom'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles