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English Language and Literature Commons™
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Articles 1 - 3 of 3
Full-Text Articles in English Language and Literature
We Know Better And It's Time To Act Like It: Ending Written Feedback, Jacob S. Rees
We Know Better And It's Time To Act Like It: Ending Written Feedback, Jacob S. Rees
Theses and Dissertations
Researchers have tried to demonstrate the effectiveness of written teacher feedback over the course of the last sixty years, and the results are inconclusive. Many studies point to improvement on subsequent drafts as evidence of student improvement; however, this only indicates students' abilities to follow directions. It is not an indication of autonomous writing ability. This study demonstrates that with proper curriculum support high school students can develop intentional transferability (the autonomous, intentional transferring of writing skills to varied rhetorical situations) throughout the course of one academic year without receiving any teacher written feedback.
Sugar Nine: A Creative Thesis, Emily L. Dyer
Sugar Nine: A Creative Thesis, Emily L. Dyer
Theses and Dissertations
This collection of short stories explores the different ways women tolerate violence in exchange for some form of validation. The narratives focus on women and the reverberations of small moments which carry violent mass. While the violence occasionally includes physical elements, the collection is more concerned with the ways women accept emotional and psychological violence—specifically from men. Themes, motifs and symbols from the Clytie-Helios myth are threaded throughout the collection as well as a concern for space and touch, art and the creation of art, silence and voice. All of these elements involve control as the women characters in these …
Advanced Placement English And The College Curriculum: Evaluating And Contextualizing Policy, Jennifer Dawn Gonzalez
Advanced Placement English And The College Curriculum: Evaluating And Contextualizing Policy, Jennifer Dawn Gonzalez
Theses and Dissertations
This thesis examines the context in which Advanced Placement (AP) English policies are made, examining the political and economic realities that impact policy decisions as well as the discipline-based critiques of the AP English program which have led many writing program administrators (WPAs) and faculty to question existing credit and placement policies. Recent efforts to dramatically expand the AP program have left many questioning whether the AP English experience actually fulfills the promises suggested by the program. After reviewing current literature relating to AP English, this thesis examines the findings of an empirical study conducted at BYU. The study evaluates …