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Articles 1 - 3 of 3
Full-Text Articles in Creative Writing
Hot Fruit, Erinrose Mager
Hot Fruit, Erinrose Mager
Electronic Theses and Dissertations
The creative component of this dissertation is a collection of short prose that investigates the longing for the self, the longing for another, and the longing for connection between the self and another during periods of mourning and transition. Hot Fruit, though vocally, stylistically, and perspectivally fragmented, finds its unification through attention to the minute, the quotidian, and the domestic. It likewise attends to small actions performed as acts of care, empathy, and discovery, foregrounding the minor exchange or the minor memory as a means of understanding. Transracial adoptee and Asian American identities; food, ritual, and home; potentiality and …
Lawthy: Holding Flowers, Bailey Pittenger
Lawthy: Holding Flowers, Bailey Pittenger
Electronic Theses and Dissertations
The research and design of this dissertation involves four parts: 1) Bridges to Care Work in the Sick Room, an essay that begins bridges across care genealogies, foundational literature on nursing and sick rooms, and applications of care work and care logic via local protest, civic, and community engagements; 2) “Writing Lawthy,” which is a process-based approach to literary and social sciences research on “writing on memory loss” and dementia narratives that center personhood and autonomy; 3) Lawthy: Holding Flowers, a fragmented novel created by first-hand accounts of caregiving, a 1981 journal, and fiction; and 4) appendices of local city …
Teachers Who Collaborate With A Professional Writing Organization: The Importance Of Critical Stance, Paul A. Viskanta
Teachers Who Collaborate With A Professional Writing Organization: The Importance Of Critical Stance, Paul A. Viskanta
Electronic Theses and Dissertations
A wide body of research finds teacher preparation programs fail to address the complexity of writing instruction, especially for secondary English-language Arts teachers (Coker & Lewis, 2008; Graham, 2019; Wahleithner, 2018). Beliefs and knowledge about writing determine how teachers approach pedagogical practices (McCarthey & Mkhize, 2013). One of many contextualized social literacy practices, writing is always ideological (Gee, 2105; Moje & Lewis, 2007). Competing research philosophies complicate development of teachers' practices and impedes research dissemination (Coker & Lewis, 2008; Hillocks, 2008; National Writing Project & Nagin, 2006). Structures informing school-based writing limit the types of writing practices (Bazerman, 2016). Using …