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Full-Text Articles in Education
When Process Becomes Processing: Managing Instructor Response To Student Disclosure Of Trauma In The Composition Classroom, Kelci Barton
When Process Becomes Processing: Managing Instructor Response To Student Disclosure Of Trauma In The Composition Classroom, Kelci Barton
Electronic Theses and Dissertations
In first-year composition courses, there are three aspects of teaching that are researched well so far: disclosure of trauma in student writing, instructor feedback, and emotional labor. The disclosure of trauma is almost completely unavoidable in first-year composition. We encounter an issue with instructor feedback; how do we provide feedback to student writing, like grammar and mechanics, when the student has disclosed trauma in the writing? Additionally, we can build off this with emotional labor, which already occurs consistently in teaching but is heightened in this instance. When providing feedback to a student who has disclosed trauma, this can be …
Engaging And Enacting Writing In First-Year Composition: Re-Imagining Student Self-Efficacy In Writing, Mary L. Tripp
Engaging And Enacting Writing In First-Year Composition: Re-Imagining Student Self-Efficacy In Writing, Mary L. Tripp
Electronic Theses and Dissertations
According to educational theory, learning to write necessitates self-belief that one is capable of performing required tasks. This belief is called self-efficacy, a component of human agency. Students who enter First-Year Composition (FYC), are often unaware of the writing challenges that lie ahead, and many educational psychologists posit that self-efficacy beliefs are the most important factor in meeting these writing challenges. While socio-cognitive theory shapes views of self-efficacy in education literature, to date, measures of self-efficacy in writing have focused only on the individual cognitive beliefs as they influence writing performance outcomes. However, current research in writing studies as well …