Dissertations / Theses: 'Community writing'

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DoBroka, Cheryl Conrad. "The promise of success : academic writing in a basic writing discourse community." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239975640.

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Crawford, James E. "Writing Center Practices in Tennessee Community Colleges." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2899.

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The objective of this study was to develop a profile of writing centers in twelve community colleges governed by the Tennessee Board of Regents. This profile included how they were established, how they are funded and staffed, what services are provided and to whom, how training is provided for staff, and how technology is incorporated. More important than the profile itself, however, was an analysis of successful and unsuccessful practices, especially those related to governance, structure, and training of staff, as revealed through the perceptions and experiences of writing center directors. Because electronic technology has transformed the craft of writing, and its teaching, the analysis extended to the ways in which this technology should be integrated into writing center programs. To construct a profile of current writing center structure and practice, a survey instrument was created and administered by telephone during the spring of 1998. The survey was followed by on-site interviews with four writing center directors which focused on strategies for improving campus support for services, recruiting and training tutors, and providing services electronically. Tennessee community college writing centers vary in their primary clientele with almost half providing comprehensive services to all writers on campus and half serving primarily developmental writers. Perhaps because of this developmental orientation there continues to be a stigma attached to writing centers. Community colleges in Tennessee could enhance the stature of their writing centers by conferring faculty and full-time status on the director, offering more comprehensive services, especially tutorial services, to writers of all levels of ability and from all departments. While a substantial body of literature on writing center philosophy and practice has developed during the last twenty years, much of it failed to address the limitations inherent in community colleges pertaining to admissions policies, non-residential and part-time students, and length of time required to complete a degree. This study identified assumptions, practices, and goals which are universal as well as those which are unique among community college writing centers within the Tennessee Board of Regents system and attempted to anticipate future needs as these centers continue to evolve into the new millennium.

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Reavie, Maryanne M. "Building a writing community, the role of children's talk during the writing process." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30541.pdf.

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Wright, Kenneth Robert. "Rhetoric, writing, and civic participation : a community-literacy approach to college writing instruction /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998051.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 147-156). Also available for download via the World Wide Web; free to University of Oregon users.

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Morris, Myla Bianca. "Writing Class: How Class-Based Culture Influences Community College Student Experience in College Writing." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/377822.

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Urban Education
Ph.D.
This study was designed to build on the existing research on teaching and learning in community college contexts and the literature of college writing in two-year schools. The work of Pierre Bourdieu formed the primary theoretical framework and composition theory was used to position this study in the literature of the college writing discipline. Employing qualitative research methods and a critical working-class perspective, this study reflects a combined data set of participant observation, in-depth personal interview, and document analysis, giving shape to the experiences of fourteen students in one section of a first-year college writing course. This ethnographic study provided fruitful data regarding the nature of student/teacher relationships and students’ negotiation of authority in the classroom and in their writing. The results showcase the value of in-depth, qualitative research in college writing classrooms, a perspective with great potential to reveal underlying factors for student behaviors and outcomes in two-year literacy education.
Temple University--Theses

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Wiens, Jason. "The Kootenay School of Writing, history, community, poetics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq64891.pdf.

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Clinnin, Kaitlin M. "Moving from "Community as Teaching" to "Community as Learning": A New Framework for Community in Higher Education and Writing Studies." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491222371780264.

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Jarrin, Lucia A. "Teaching more than writing : a writing and community building project for Liceo Internacional Quito, Ecuador /." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/6/.

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Krumheuer, Aaron Taylor. "LAVALAND ZINE: Community Writing and the Arts in Athens." Ohio University Honors Tutorial College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1340130693.

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Montaño, Jesus A. "Writing a nation : figuring community in late medieval England/." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu148819010986812.

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Roberts, Kathryn Susan. "Colony Writing: Creative Community in the Age of Revolt." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493348.

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This dissertation studies the impact of a form of literary patronage, domestic writers’ colonies, on U.S. literary production in first half of the twentieth century. I discuss Provincetown, Massachusetts; Taos and Santa Fe, New Mexico; the MacDowell Colony in Peterborough, New Hampshire; and Yaddo in Saratoga Springs, New York. Hundreds of writers, artists, and composers lived and worked in these colonies, but I focus on writers whose relationship with a colony caused a significant shift in their career, including Eugene O’Neill, Willa Cather, Thornton Wilder, Carson McCullers, and Katherine Anne Porter. There have been many studies of literary patronage in this period—from little magazines and expatriate networks, to the Works Progress Administration, to university creative writing programs—but there is no literary-historical account of domestic writers’ colonies as a distinctive set of institutions. “Colony Writing” argues that domestic writers’ colonies made a space for writers who were neither commercial bestsellers nor high modernists, but occupied an uncharted position in the literary field. These colony writers valued participation in creative community over personal profit or aesthetic experimentation. While their work spans many genres and styles, it shares a preoccupation with heterotopias: spaces outside of mainstream culture that have the power to reshape social life. Colonies placed writers on the margins of American society, and writers celebrated that marginality as an imaginative advantage, one that gave them an outsider’s perspective on the culture at large.
English

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Luyt, Ilka. "Writing in the presence of others, understanding the role of personal writing in a community college." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0003/MQ42657.pdf.

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Ott, James E. "Expressive Writing Study Benefitting Student Veterans." Thesis, Saint Mary's College of California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10142187.

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Colleges and universities in the United States are enrolling a growing number of veterans returning home from military service. Many of these veterans struggle in their transition from military to collegiate and civilian life. To augment college resources provided to assist veterans in their transition, this study offered and assessed the effects of a curriculum intervention associated with expressive writing activities over the course of a semester and within a classroom setting consisting of veterans. Designed as practitioner action research within a constructivist epistemology, the study took place at a community college in California within a for-credit, college-level English composition course designed for veterans. The study’s research question was: What are the perceived effects on the well-being of student veterans who write expressively about their military experiences? The study’s findings suggest that student veterans who engage in expressive writing activities within a classroom setting are likely to experience improvement in their self-reported well-being relative to their self-efficacy in terms of college, life in general, social support, their future, and gaining perspective to make meaning of their military experiences as they transition from military to civilian life. Key insights are offered for educators interested in offering expressive writing for veterans on college campuses.

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Guglielmo, Letizia. "Feminist Online Writing Courses: Collaboration, Community Action, and Student Engagement." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/english_diss/40/.

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Thesis (Ph. D.)--Georgia State University, 2009.
Title from archive page (Digital Archive@GSU, viewed July 16, 2010) Lynee Lewis Gaillet, committee chair; Baotong Gu, Beth Burmester, committee members. Includes bibliographical references.

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Pelaez-Morales, Carolina. "Expanding composition's scope : community-based literacy and second-language writing /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131423549.pdf.

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Boehr, Christiane. "Enabling Spaces: A Rhetorical Exploration of Women Writing in Community." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin15535133573856.

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Halliwell, David C. "Building for Communities: Definitions, Conceptual Models, and Adaptations to Community Located Work." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1533052538144644.

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O'neill, Megan Elizabeth. "From Reflection to Reflexivity: Challenging Students' Conceptions of Writing, Self, and Society in the Community Writing Classroom." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/77360.

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This dissertation, "From Reflection to Reflexivity: Challenging Students' Conceptions of Writing, Self, and Society in the Community Writing Classroom," examines the disconnect that characterizes much of the discussion of reflective writing in community writing studies and argues for the potential of reflexivity as a concept to further develop the kinds of reflective writing assigned in community writing classrooms. Many practitioners and scholars view reflective writing as a potentially powerful tool that may help students learn challenging or abstract theories and practices from their own community writing experiences. With such potential, it can be disappointing when student reflective writing does not achieve teacher expectations of critical thinking and analysis, stopping before critical engagement and understanding is achieved. Instead, it often centers on students' personal feelings and motivations that shape or arise from their community experiences. This dissertation argues that one reason for such a disconnect between teacher expectations and actual student writing, comes from the word "reflection" itself. While a traditional understanding of reflective writing asks students to look back on their experiences, observations, feelings, and opinions, community writing teachers use the term "reflection" with qualifiers like "critical," "sustained," or "intellectually rich." In qualifying their expectations for reflective writing, teachers are in fact asking for something very different from reflection, namely, reflexivity. When reflexive thinking is presented to students as "qualified reflection" it loses the considerable theoretical grounding that makes it a particularly unique way of using experiences as the foundation for inquiry. Building on theories of epistemological reflexivity for researchers in the social sciences, this dissertation highlights the methodological reflexivity theorized and practiced by feminist researchers. Feminist reflexivity specifically affords researchers more nuanced ways of looking at issues of positionality, social transformation, and agency. Such strategies have the potential for moving student reflections from private writings toward writings that impact students' understandings of the rhetorical and theoretical issues that community writing hopes to illustrate. This combination of feminist reflexivity and community writing reflections can provide community writing theorists and practitioners with alternative ways to solve reflective writing's challenges.
Ph. D.

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Gregory, Gerald Thomas. "Working-class writing, publishing and education : an investigation of three 'moments'." Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10007377/.

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This study explores the work and experience of working-class writers in three Imoments l and the contexts in which their writing has been produced and published. A class a~ymmetrv of access to writing and publishing is seen to characterise all three Imoments l , disadvantaging working-class people, and to explain a corpus of work that, because it remains largely obscure, both surprises the student by its extent while at the same time remaining relatively 2 modest in quantity. The processes of writing and publishing receive increasing attention and come to be seen as powerfully educational for participants. This by-product~educational strand of (especially recent) working-class writing and publishing is set within a tradition of working-class collective self-education and its success set against a pattern of provided schooling that typically has failed (in both sense~) working-class students. The Introduction sets out the origins and development of the study; explores 80me of the key terms of' the title; expounds the structure of ideas; presents an 'overview ' ; and explains the research activities and '~ase-studv' approach developed. eart I explores a 'first moment of working-class writing': roughly the first half of the nineteenth century. Poetry and prose-autobiography are considered with special attention to a particular cluster of texts and to the precursors and contexts of writers and writings. Part II investigates a 'second moment l which began around 1930, climaxed in the three or four veal'S before the outbreak of World War II and had ended by 1945. The approach here is by means of two 'casestudies' and a brief 'overview' that refers to parallels and contrasts in contemporaneous developments in France. At the climax of the study ~art III explores the context end developments of communitY-Dublishinq and workinq-class writinq since 1971. This ohase of the dissertation draws on study of some three hundred oublications and of the oriqins and processes of the Federation of Worker Writers and Community Publishers (FWWCP) and its constituent qroups. Additionally, attention is paid to such overlapping developments as Historv Workshop and the Oral Historv SOCiety. A brief consideration of publications arising in pit communities from the Miners' Strike) 1984-1985, is used to draw together lConclusion) and underline the main arguments of the study.

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Stanley, Sara. "An Examination of Writing Center-Based Tutoring Models." NSUWorks, 2013. http://nsuworks.nova.edu/writing_etd/30.

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Paré, Anthony. "Writing in social work : a case study of a discourse community." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=70189.

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Over the past decade, the theoretical basis for composition research and pedagogy has expanded. A social perspective on writing has been added to the cognitive view which dominated composition studies throughout the 1970s and early 80s. This social perspective has radically altered conceptions of the writing process. Whereas cognitive theory placed a creative and isolated individual at the centre of the writing act, social theory locates the writer in community, and shifts much of the control of discourse from the individual to the group.
This research takes the form of a case study of social workers attached to Quebec's Youth Court system. The specific focus within that setting is the preparation of reports about adolescents in trouble with the law. Data were collected through "think-aloud" protocols and interviews, including discourse-based interviews. The study offers a detailed description of the complex and dynamic relationship between the individual writer and the community, and provides a new perspective on the concept of "audience" and the notion of genre as social action.

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Turner, Jesse Patrick. "Inventing a transactional classroom: An Upward Bound, Native American writing community." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/279997.

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This teacher-researcher study examines the experiences of secondary students in a unique Upward Bound program exclusively for Native Americans. The study followed the reading and writing experiences of these students during a 2-year period. The focus of the dissertation is on the literacy experiences of students as they were exposed to a rich writing program that used culture as the invitation to literacy. The investigation follows both teacher researcher and students during the emergence of a transactional curriculum that closely followed the Indian Nations at Risk Task Force recommendations for Native American learners. The study enlisted 20 Native American students who were already participating in the Upward Bound program. This program was chosen because it was the only such program in the United States exclusively for Native American students. These students attended public high schools in Tucson, Arizona, or high schools on the Tohono O'odham reservation outside Tucson. The curriculum focus is on transactional literacy experiences and inquiry. These focuses and the concept of teacher as researcher provide the theoretical framework. This framework illuminates curriculum as it attempts to transform the educational experiences of Native American adolescents immersed in writing experiences rooted in Native American ways of viewing the world. This analysis of one distinctive writing class suggests that the often documented institutionally-produced factors that contribute to Native American adolescent failure and discontinuity in secondary writing settings can be overcome when Native American culture is not only valued, but embraced as the focus of literacy in school. This dissertation provides insights into the uniqueness of Native American school experiences and extends the current body of literature on Native American education by considering culture as the invitation into literacy and the teacher as change agent. This study also asks others to pick up the torch. Finally, teacher researcher generated recommendations provide an opportunity for teachers themselves to begin the process of changing the discontinuity of learning often felt by Native Americans in their own classrooms. These recommendations include five conditions for an emerging curriculum: (a) creating space for transactional dialogues, (b) sharing responsibility, (c) trusting inquiry, (d) using multiple sign systems, and (e) accessing personal and social ways of knowing. We need not wait for institutional change to make a difference. As has often been stated in educational research, the teacher makes the difference.

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Wissbeck-Kittel, Claudia Eleanore. "Teaching the reading/writing connection in the diverse community college classroom." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1992.

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This thesis argues that with the racial and ethnic diversity becoming more pronounced in the diverse disciplines of the two year college we are going to need to adapt a cultural studies pedagogy in the writing class.

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Fulkerson, Tahita N. (Tahita Niemeyer). "A Faculty Orientation and Design for Writing Across the Curriculum." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc331080/.

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A Faculty Orientation and Design for Writing Across the Curriculum is a case study of the work done to introduce the concept of writing across the curriculum at an urban community college. Emphasizing the related processes of learning, thinking, and writing, the researcher describes private interviews and analyzes transcriptions of small group meetings designed to discuss ways to encourage increased quantity and improved quality of writing in vocational and university-parallel courses on the campus. The focus of the study is the transcription of the faculty meetings where teachers reveal their methodologies and educational philosophies as they discuss ways to provide increased writing opportunities to large classes of open-door students. The culmination of the orientation project is a faculty booklet of ways to increase writing. The researcher concludes that although a writing "program" is not in place as a result of the year's work, essential groundwork for such a program is laid.

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Godfrey, Jeremy. "Between Tactics of Hope and Tactics of Power: Liminality, (Re)Invention, and The Atlanta Overlook." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/english_diss/112.

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This dissertation focuses on the potential empowerment writing has among a homeless community in Atlanta, Georgia. Through the participation in a newly created writing workshop and a street newspaper in that community, the narrative and communication among writing participants demonstrate negotiations of self-identification as public and private writers and the situational influence writing has on their lives. The study adds to the “public turn” of writing instruction with the intention of helping to bridge the gap between traditional composition pedagogy in academia and such education in outside community. That participatory instruction reinforces the notion that writing and rhetorical performances can effect positive change in individual lives beyond that institutional space.

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Bruen, Matthew. "Local Literature| Place and the Writing of Community in Nineteenth-Century America." Thesis, New York University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3591162.

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This dissertation explores the ways by which reading and writing mediated the experience of place and the meaning of community in the nineteenth-century United States. Drawing on the literary productions of well-known authors like Frederick Douglass and Rebecca Harding Davis, the project shows how imaginative representations of real American places came to simultaneously challenge and make use of the expanding networks and institutions of a national print culture. Through its study of local cultures of print in Trenton, New Jersey, Bennington, Vermont, Chicago, Illinois, and Johnstown, Pennsylvania, this dissertation also examines the societal and cultural reshaping that sprang from confrontations between the frontiers of local and national identity, attachments to the old and new places of the nation, and divergent beliefs regarding the importance of face-to-face communities in the lives of everyday Americans.

In each of its four chapters, the dissertation studies the consumption and production of what it calls "local literature," an oft-overlooked literary category comprised of texts written about a specific place by a resident of that place. This intentionally broad definition allows the project to study many diverse genres and texts, including diaries, unpublished letters, congressional testimony, national periodicals, melodramas, factory ledgers, pamphlets, autobiographies, short stories, speeches, memoirs, newspapers, toasts, slave narratives, poems, event programs, popular songs, and public art inscriptions. The vast array of materials considered by this dissertation offers a different angle on the diversity of print culture in the nineteenth-century United States, while also drawing attention to the ways that reading and writing affected how Americans thought of themselves in relation to the many local and distant places they encountered during this period in the nation's history.

By paying close attention to the local dynamics and contexts of nineteenth-century American literature, this dissertation sheds new light on the related issues of identity and attachment. To some degree, cultural historians have grown accustomed to viewing identity through the prisms of race, gender, nationality, and class; building off of these works, this project shows how the attachment to place - and the expression of this attachment through literary production - figures in the construction of identity.

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Amodeo, Joseph. "The effect of guided journal writing on community college students of technology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ28152.pdf.

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Krekhovetsky, Luba. "Writing ethnicity on the Internet, communicative practices of the Ukrainian virtual community." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39050.pdf.

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Pine, Nancy F. "Authorizing community outreach an ethnography of a service-learning basic writing class /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1181151635.

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Bassard, Katherine Clay. "Spiritual interrogations : culture, gender, and community in early African American women's writing /." Princeton, NJ : Princeton Univ. Press, 1999. http://www.loc.gov/catdir/toc/prin032/98023197.html.

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Osborn, Jan M. "Intersections academic discourse and student identities in a community college writing class /." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=88&did=1907279871&SrchMode=1&sid=1&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270248261&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 264-272). Issued in print and online. Available via ProQuest Digital Dissertations.

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Lo, Cassandra. "Writing, Witnessing & Healing| A Community of Black Male Students Confronting Loss." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788022.

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Now more than ever, it is imperative that we provide spaces for our students to share and witness testimonies of trauma, specifically about losses that they may experience. With little room in the curriculum for these important avenues of expression, students are grieving in isolation without support. Black male students, who are often seen as “problems” or “trouble,” are especially not provided with the spaces or moments necessary to understand and write about death experiences or impactful moments in their lives. With a theoretical framework derived from critical race theory, trauma studies and relational teaching, I argue that spaces for sharing and building communities of loss are critical for Black male students who are particularly deprived of these opportunities. The primary goal of this study was to improve the schooling experiences for Black male students who are grieving from trauma, especially the death of a family member, by examining what happens when they are provided with space to share their stories and witness others’ testimonies. For this study, students at an all-boys’ charter high school in a large Northeast city met weekly during the Spring 2017 semester to write and share about their lived experiences. This qualitative study employed research methods from the fields of practitioner inquiry and narrative inquiry. The findings from this study revealed that: 1. Certain pedagogies lend themselves to sharing written and spoken narratives about lost loved ones and critical witnessing and reciprocal witnessing are necessary parts of these student communities. 2. When faced with loss, the students sought support structures and experienced both positive and negative support from their families, peers and school staff. 3. There was a range of emotions, from anger to joy, when remembering through writing and speaking about their deceased family members. For students who experienced loss, especially those who are marginalized and silenced because of their identities, testimonials of trauma are necessary to share, but are often suppressed and not witnessed by others. This study acknowledges the affordances of a classroom where trauma narratives are shared and witnessed.

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Ashworth, Thomas Edward. "Using writing-to-learn strategies in community college associate degree nursing programs." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/38622.

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This study investigated the use of writing-to-learn strategies in freshman associate degree nursing classes at Wytheville Community College, Wytheville, Virginia. It sought to determine if the use of writing-to-Iearn strategies would affect the students' achievement in the course and their critical thinking skills. The design of the study was experimental. Two groups of freshman nursing students were randomly selected and randomly assigned to either an experiment group or a control group. The experiment group used the writing-to-learn strategies. The achievement in the course was measured using teacher-developed tests. Critical thinking skills were measured using the Cornell Critical Thinking Test. Level Z. The study found that the students in the experiment group achieved higher aggregate semester scores than those in the control group. The difference in mean aggregate semester scores for the two groups was statistically significant. The results of the critical thinking post-test indicated the mean scores of both groups declined, but not significantly. The mean score of the experiment group was higher, but again not significantly. It was concluded that the use of writing-to-Iearn strategies is an effective means of improving community college nursing students' achievement The results of the critical thinking portion of the study were inconclusive.
Ed. D.

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Reyes, Karen Stoner. "Finding a new voice : the Oregon writing community between the world wars." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3602.

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The period of 1919 to 1939 was a significant one for the development of the literature of Oregon and the Pacific Northwest. The literary work produced in the region prior to the first world war was greatly influenced by the "Genteel tradition" of the late nineteenth century. By 1939, however, the literature of Oregon and the region had emerged from the outdated literary standards of the pre-war period and had found a new, realistic, natural voice, strongly regional in nature and rooted in the modern American tradition.

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Vetter, Matthew A. "Teaching Wikipedia: The Pedagogy and Politics of an Open Access Writing Community." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427278094.

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Malkin, Rachel M. E. "Ordinary pursuits : experience, community, and the aesthetic in American writing since modernism." Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708519.

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Francis, Toni P. "Identity Politics: Postcolonial Theory and Writing Instruction." Scholar Commons, 2007. https://scholarcommons.usf.edu/etd/711.

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In this dissertation I intend to apply postcolonial theory to primary pedagogical and administrative concerns of the writing program administrator. Writing Program Administrators, or WPAs, take their responsibilities seriously, remaining cognizant of both the negative and positive repercussions of the pedagogical decisions that take shape in the scores of composition classrooms they administer. This dissertation intends to infuse the WPA position with the ethos of scholarly praxis by historicizing and contextualizing the field of composition, and by placing the teaching of writing within the historical memory of slavery and colonialism. Sound WPA research is theoretically informed, systematic, principled inquiry that works toward producing strong writing programs. This dissertation provides such inquiry, drawing the field's attention to the reality of postcoloniality and presenting an understanding of the work of composition as informed by and complicit in the history of racialized forms of oppression. From this context, the dissertation analyzes three major issues faced by the WPA: the debate over standardized discourse, the influence of the job market on pedagogical decisions, and the (de)politicizing of the composition classroom. In the following sections, these issues will be related directly to critical theories from postcolonial and composition studies that assist in articulating the issues of identity politics, hegemonic struggle, interpellation and interpolation, subaltern voice, and hybridity that are so crucial to writing program pedagogy and administration in the postcolonial age, for it is my argument that the writing classroom is a crucial site of contention in which the politics of identity are manifested as students appropriate and are appropriated by discourse.

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Boyd, Michael Glen Broad Bob. "Discourse community pedagogy opening doors for students of composition /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196658.

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Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewed May 18, 2006. Dissertation Committee: Bob Broad (chair), Jan Neuleib, Ron Fortune. Includes bibliographical references (leaves 148-151) and abstract. Also available in print.

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Hauman, Kerri Elise. "Community-Sponsored Literate Activity and Technofeminism: Ethnographic Inquiry of Feministing." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1370279476.

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Dowse, Cilla. "Learning to write by writing to learn : a postgraduate intervention for the development of academic research writing." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/43321.

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Within postgraduate studies, learning is assessed through the examination of modules making up a taught programme and the writing of a dissertation. However, research, nationally and internationally, has shown that although students are generally able to complete the modules making up a postgraduate programme successfully, often difficulty arises in the writing of the dissertation which begins with the conceptualising and writing of the research proposal. It seems that students are considered poorly equipped for postgraduate study, which puts their academic success and completion of their studies in jeopardy, particularly those for whom English is not a first language. Since 1994 with wider access to higher education, a concern has arisen about National figures for postgraduate throughput rates, which on average, are quite low. This current research originated with concern about the unpreparedness of some postgraduate students in a specific master‟s programme in a Faculty of Education at a South African university and about offering them the foundations for the development of their academic research writing, an aspect so vital to achieve success at this level. It seems that programmes which incorporate academic writing are put into place in some honours programmes (see Henning, Gravett & van Rensburg, 2005; Thomson, 2008 for South African programmes) but once the student progresses to master‟s or doctoral level, this does not seem to be the case. The main aim of this study was to obtain insight and understanding of the demands of academic writing at postgraduate level and to develop an effective intervention to assist in the development of proficient academic research writing. Thus, the development of an academic research writing intervention deemed most appropriate for postgraduates in education was designed and developed to assist students during the first stages of their research, that of conceptualising, writing and successfully defending the research proposal. The premise is that during this first year of study, acquiring and developing academic literacies, in order to become competent academic writers would provide the scaffolding1 for the move into the second phase of the research process, that of academic research writing. Design Research was considered most appropriate for this research as it is interventionist, iterative, process-focused, utility-oriented and theory-driven (Van den Akker, Gravemeijer, McKinney & Nieveen, 2006, p.5) and in addition, requires the involvement of practitioners (Plomp, 2013, p. 20). The sample for this study was drawn from a specific master‟s programme in education and consisted of students, the supervision team and the academic research writing practitioner. A mixed methods approach was used where data comprised quantitative data (questionnaire, evaluations and assessments) and qualitative data (personal writing, evaluative writing, interviews and assessments). Findings emerging from the context of this particular master‟s programme point to a set of design principles that inform the development of a model for academic research writing which appears promising for supporting the postgraduate student effectively. It is hoped that the findings emerging from the research will fill a gap in the literature and add to the body of knowledge on postgraduate academic research writing.
Thesis (PhD)--University of Pretoria, 2014.
lk2014
Science, Mathematics and Technology Education
PhD
Unrestricted

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Wendler, Rachael. "Community Perspectives On University-Community Partnerships: Implications For Program Assessment, Teacher Training, And Composition Pedagogy." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556591.

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As widely recognized, the voices of community members have been severely overlooked in scholarship. This dissertation reports on interviews with 36 community partners from the three most common types of university-community partnerships in composition and rhetoric: Youth mentored in their writing by first-year composition (FYC) students; Non-profit staff acting as clients for upper-division professional writing students; and Community members (including adult literacy learners, youth slam poets, and rural teachers) working with graduate students in a community literacy practicum or engaged research course. The project offers a theoretical rationale for listening to community voices, combining theories from community development with critical raced-gendered epistemologies to argue for what I term "asset-based epistemologies," systems of knowing that acknowledge the advantages marginalized communities bring to the knowledge production process in service-learning. The dissertation also suggests a reciprocal, reflective storytelling methodology that invites community partners to analyze their own experiences. Each set of community members offered a distinct contribution to community-based learning: Latino/a high school students mentored by college students revealed the need to nuance traditional outcomes-based notions of reciprocity. The high school students experienced fear about interacting with college students, a response that I understand through Alison Jaggar's concept of "outlaw emotions." To mitigate this fear, the youth suggested emphasizing cultural assets and relationships, leading to what I term "relational reciprocity." Non-profit staff detailed their complex motivations for collaborating with professional writing courses, challenging the often-simplistic representations of non-profit partners in professional writing scholarship. Invoking the theory of distributed cognition, I use non-profit staff insights to describe how knowledge circulates in non-profits and how students can interact and write more effectively in organizational contexts. Community members who interacted with graduate students in a range of projects used the term "openness" to describe healthy partnerships, and I build from their stories, along with insights from bell hooks and Maria Lugones, to detail a disposition of openness needed for engaged work. This disposition includes open communication, open structures, open minds, open hearts, and open constructions of self and others. The dissertation concludes with an argument for attention to "relational literacies" in both service-learning practice and scholarship.

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Hight, Jim D. "Journaling and the improvement of writing skills for incoming college freshmen." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605250.

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Journaling is an effective tool for the development of writing skills and creative thinking; however, research has not revealed how it improves writing skills in the college classroom. The majority of the studies related to journaling are elementary school studies, which do not provide statistics on how journaling can improve writing skills for undergraduates. The purpose of this study is to compare the writing skills of students in freshman college composition classes who make journal entries at the beginning of each class, and those who do not. The theoretical base for the study was provided by Thorndike's laws of exercise and effect and Mezirow's transformational learning theory. This is a quantitative, quasi-experimental study, and data were gathered using a pretest-posttest design using a sample of 106 freshman students in a small two-year community college in the Midwest. A rubric was used to score a writing sample from each student at the beginning and end of the semester, and the samples were independently evaluated by three experienced college writing instructors. The significance for the study was measured by using an independent t-test. Results indicated no significant difference between the pretest and posttest writing scores of the students who wrote in journals and those who did not. The study can foster social change by helping teachers to understand the potential benefits of journaling in the development of critical thinking skills. Further study with a larger sample and an advanced writing class would be beneficial in examining whether extensive journaling would result in improved writing skills.

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Huang, Qiaole 1976. "Writing from within a women's community : Gu Taiqing (1799-1877) and her poetry." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81496.

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This thesis examines the life and poetry of the woman poet Gu Taiqing (1799-1877) within the context of a community of gentry women in mid-nineteenth century Beijing. This group of women was a "community" in the sense that their contact, sociability, friendship and poetry writing were meaningfully intertwined in their lives. The thesis is divided into three interconnected chapters. Two separate biographical accounts of Gu Taiqing's life---one centered around the relationship with her husband, and the second around her relationship with her female friends---are reconstructed in the first chapter. This biographical chapter underlines the importance of situating Gu in the women's community to understand her life and poetry. The second is comprised of a reconstruction of this women's community, delineating its members and distinctive features. In the third chapter, a close-reading of Gu's poems in relation to the women's community focuses on the themes of xian (leisure), parting, and friendship. This chapter shows how each of these themes are represented by Gu and how her representations are closely related to the experiences of this women's group.

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Johnstone, Charity. "Online community support for academic writing : SOC first year research postgraduates case study /." Leeds : University of Leeds, School of Computer Studies, 2008. http://www.comp.leeds.ac.uk/fyproj/reports/0708/Johnstone.pdf.

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Ebel, Suzanne. "The creation of narrative : writing in a community on the World Wide Web." Thesis, Edinburgh Napier University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443857.

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Tremblay-McGaw, Robin. "Community and contestatory writing practices in the San Francisco Bay Area, 1970-present /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2009. http://uclibs.org/PID/11984.

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Kitchens, Juliette C. "The Postdisciplinarity of Lore: Professional and Pedagogical Development in a Graduate Student Community of Practice." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/english_diss/92.

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Recuperating Composition’s lore in postdisciplinarity in order to illustrate the polyvalent, multidirectional positionality of our practices, this study argues that Composition’s lore, as it functions in a community of practice, helps locate and address various challenges with the cultural displacement that burgeoning scholars experience as they critically negotiate their practices within the expectations of the academy. Bridging the communities of writing teachers in classrooms and writing centers in a demonstration of institutional polyvalence, this ethnographic study’s participants suggest the reflexive influence of postdisciplinary lore in the cultivation of authority and practitioner identity. As one point of access to this cultural negotiation, the transmission and application of myth contextualizes lore as cultural phenomena affecting both professional and pedagogical development in graduate student teachers and tutors. This study concludes that the reflexivity offered in postdisciplinary sites of cultural engagement encourages a negotiated, recursive power relation between the institution and the practitioner, thus creating multiple, malleable sites of authority and agency within disciplinary culture.

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Busser, Cristine. "Encouraging Emergence: Introducing Generative Pedagogy to Writing Center Tutoring." NSUWorks, 2013. http://nsuworks.nova.edu/writing_etd/12.

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Tuberville, Brenda Gail. "Inside/out(sourced) the problematic nature of teaching basic writing at the community college /." Fort Worth, Tex. : Texas Christian University, 2007. http://etd.tcu.edu/etdfiles/available/etd-05012007-160103/unrestricted/tuberville.pdf.

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Schlumberger, Ann Lewis. "The effects of elaboration on community college students' execution of a reading-writing task." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185573.

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Elaborative processing is important to the study of reading-to-write tasks because of its function in the integration of new knowledge. This study investigated whether assisting students to generate intra- and intertextual elaborations on source texts would (1) result in their writing essays in which textual information was transformed according to a personal purpose, and (2) result in their showing more metacognitive consciousness about their reading/writing processes. The pedagogical methodology was developed through analyzing the think-aloud protocols of six students writing from sources. Subsequently, two intact classes of first-semester freshman composition students attending community college composed essays from three autobiographical source texts. The experimental group was prompted to generate personal associations and new ideas from the source texts as well as to criticize ideas in them. Students in the experimental group were also encouraged to draw a diagram relating the three source texts to each other and to the students' own experiences. Students' annotations, notes, and essays were parsed into idea units and tallied according to categories of elaborations identified by Stein (1990a, c). Essays were also holistically scored for writing quality and organizational plan. Finally, students' free written responses to the task were analyzed and types of comments were tallied. Prompting students to elaborate is associated with their producing greater numbers of elaborations in their annotations. In the present study, however, no significant differences were found between the types of essays each group produced, in the types and percentages of elaborations present in their papers, or in the quality of their papers. However, members of the group receiving training in elaboration were better able to articulate the unifying concepts and organizational plans of their essays. Training in elaboration also seemed to heighten these students' interest in writing from sources. Future research on how elaboration affects the execution of reading-to-write tasks might involve more clearly prompting students to synthesize information from sources as well as giving them more extensive experience with elaboration techniques.

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Dissertations / Theses on the topic 'Community writing'

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