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Articles 1 - 16 of 16
Full-Text Articles in Education
Linguistically Diverse Writers And The Shaping Of A Scholarly Ethos: Rhetorical Listening As A Strategy In Composition Pedagogy, Ashlynn T. Rader
Linguistically Diverse Writers And The Shaping Of A Scholarly Ethos: Rhetorical Listening As A Strategy In Composition Pedagogy, Ashlynn T. Rader
West Chester University Master’s Theses
This thesis project advocates for a more inclusive approach to writing instruction, challenging traditional pedagogical practices that have historically excluded marginalized groups from fully participating in academic discourse. This project highlights the ways that Aristotelian interpretations of ethos continue to inform and shape contemporary writing pedagogy, despite their potential outdatedness in the context of the 21st-century composition classroom. By examining the Conference of College Composition and Communication's policy resolution entitled Students' Right to Their Own Language, this project recognizes the presence of linguistically diverse writers and their historical, ongoing struggle for academic legitimacy. Furthermore, this project proposes rhetorical listening …
Esl To Composition Transitions: Investigating The Differences In Disciplinary Values Among Two-Year College Faculty, Amy M. Flessert
Esl To Composition Transitions: Investigating The Differences In Disciplinary Values Among Two-Year College Faculty, Amy M. Flessert
English Theses & Dissertations
In this qualitative methods study, I draw on Paul Kei Matsuda’s 1999 article “Composition Studies and ESL Writing: A Disciplinary Division of Labor” to examine if, more than 20 years after its publication, there is still a significant disciplinary division between ESL writing and first-year college composition. I surveyed writing instructors from both ESL and ENG at Mid-Atlantic Community College (MACC) regarding what they value as “good” writing. I also worked with three faculty members – one in ENG, one in ESL, and a third who teaches in both departments, serving, in this study and the department, as a “bridge” …
Developing Teacher Candidates’ Multicultural Lenses Through Disciplinary Writing Assignments, Kristie Gutierrez, Jori S. Beck, Kaavonia Hinton, Kelly Rippard, Yonghee Suh
Developing Teacher Candidates’ Multicultural Lenses Through Disciplinary Writing Assignments, Kristie Gutierrez, Jori S. Beck, Kaavonia Hinton, Kelly Rippard, Yonghee Suh
Teaching & Learning Faculty Publications
The purpose of this study was to explore the effectiveness of providing scaffolded disciplinary writing assignments to develop teacher candidates’ multicultural lenses. This study was set in a secondary education program at one mid-Atlantic university. Faculty in this program focused on five dimensions of multicultural education (ME) to better serve teacher candidates within their program through the development of ME-focused disciplinary writing assignments. In required courses within the program, teacher candidates (TCs) completed assignments such as a student shadow experience, infographic, journal, community mapping activity, and practitioner journal article. Qualitative data were collected to explore TCs’ understanding of the ME …
Zapatista Maya Literacies And Decolonial Civic Pedagogies, Juan Moisés García-Rentería
Zapatista Maya Literacies And Decolonial Civic Pedagogies, Juan Moisés García-Rentería
Open Access Theses & Dissertations
Zapatista Maya Literacies and Decolonial Civic Pedagogies evaluates an educational outreach project led by an Indigenous grass roots mobilization in the high plateau of central México, the Zapatista movement. Using retrospective narrative inquiry and theoretically informed perspectives, this dissertation shows that the program of the Zapatista escuelita, Spanish for “little school,” is rooted in the Maya educational paradigm of nojptesel-p’ijubtasel, a cultural and political process of socialization at the heart of contemporary Maya peasant families. The research focus of this study offers rhetoric, composition, and literacy studies two interrelated points of insight tied to the overall Maya conception of the …
Systemic Functional Linguistics In The Community College Composition Class: A Multimodal Approach To Teaching Composition Using The Metalanguage Of Sfl, Jennifer James
Education (PhD) Dissertations
This qualitative research study sought to understand the affordances and limitations of a systemic functional linguistics (SFL) approach to teaching composition at the community college level. The study took place over the course of a semester in two developmental college composition classes using the language of SFL to teach writing through multimodal assignments. The study was developed in response to the increasing diversity in writing skills and educational goals of students in the community college composition class. The increase in diversity is a result of legislation in California that restructures developmental class offerings and affects placement in the transfer-level composition …
Fyc’S Unrealized Nnest Egg: Why Non-Native English Speaking Teachers Belong In The First-Year Composition Classroom, Asmita Ghimire, Elizabethada Wright
Fyc’S Unrealized Nnest Egg: Why Non-Native English Speaking Teachers Belong In The First-Year Composition Classroom, Asmita Ghimire, Elizabethada Wright
Academic Labor: Research and Artistry
Overviewing rhetoric and composition's evolution from “English” to “Englishes,” this article shows how the denigration of non-native English-Speaking Teachers (NNEST) of writing on the basis of English difference disregards linguistics’ understandings of the evolutions of language. Additionally, this essay demonstrates that when we consider writing via the lens of the threshold concepts and see writing as an exercise of mind, ideas and thinking, NNEST of writing can be a strength in twenty-first century First Year Composition (FYC) course.
Autoethnography Of Laughter: Transforming Identity By Teaching Composition And Linguistics Through Humor, Olya Cochran
Autoethnography Of Laughter: Transforming Identity By Teaching Composition And Linguistics Through Humor, Olya Cochran
Theses and Dissertations
The following dissertation is a story composed of humorous and humor-related experiences, lived by me as an immigrant student and instructor. I reflect on how those experiences influenced the transformation and performance of my teaching identity and shaped my humor-based pedagogy for Composition and Introductory Linguistics courses. The work is considering the effects of humor on my linguistic and cultural competences as well as my teaching practice. Along with that, the work provides an overview of scholarship on humor in education and the ways practicing academics utilize humor in their teaching and teaching identities. To reflect on how and why …
Fiqws Language And Literacy: Mine/Yours/Ours/Theirs, Missy Watson
Fiqws Language And Literacy: Mine/Yours/Ours/Theirs, Missy Watson
Open Educational Resources
This syllabus is for a Freshmen Inquiry Writing Seminar, which is a two-section, collaboratively taught course wherein one of the two courses engages students in critical thinking, reading, and writing about the issue of language and literacy, while the other introduces students to conventions of academic writing and mentors them in social and rhetorical writing processes. Thus, this course draws on the topic of language and literacy as a vehicle for critically analyzing students' own languages and literacies and developing especially their academic and information literacies.
How Do We Teach All Students In Monolingual Classrooms? A Study Of Transfer And Translingualism, Norma Denae Dibrell
How Do We Teach All Students In Monolingual Classrooms? A Study Of Transfer And Translingualism, Norma Denae Dibrell
Theses and Dissertations
I take the work of Lorimer and Nowacek in “Transfer and Translingualism,” as a starting point to address these questions. In “Transfer and Translingualism” they argue that transfer and translingualism “both index movement among contexts, practices, or meaning” while “neither suggests a neutral carrying over of knowledge from one context or language to another” (260) and thus acknowledge prior knowledge and prior experience. Lorimer and Nowacek call for transfer researchers to look at language diversity “beyond recognition of difference to the matrices of power that regulate that difference” and to ask questions about how to measure transfer (261-262). Consequently, in …
Multilingual Students' Perceptions Of And Experiences With Instructor Feedback Methods In A U.S. First-Year Composition Class, Hong Thi Tuyet Vo
Multilingual Students' Perceptions Of And Experiences With Instructor Feedback Methods In A U.S. First-Year Composition Class, Hong Thi Tuyet Vo
All Graduate Theses, Dissertations, and Other Capstone Projects
While instructor feedback has generally been recognized as an essential factor in enhancing writing proficiency for multilingual writers, little known research has focused on students’ perceptions of and their experiences with different modes of instructor feedback. In addition, impacts of various feedback methods on students’ writing have remained debatable. This case study seeks to gain an in-depth understanding of the meaning and significance of three instructor feedback methods, namely written, oral, and audio-visual feedback, from students’ perspectives. Furthermore, it offers additional insights into the impacts of these three instructor feedback methods on students’ writing. To be more precise, this study …
Writing Research Papers: A Guide For International Students, Veronica Andrew
Writing Research Papers: A Guide For International Students, Veronica Andrew
Master's Projects and Capstones
The recent dramatic influx of international students to universities in the United States has presented many difficulties, both to those students and to those who work in American higher education. One of the most significant of those challenges is helping international students learn, understand, and practice the conventions of research that are a part of academic writing curricula. Grounded in the pedagogical theories of critical literacy, community of practice, and process-based learning, this project presents international students with concepts and skills used in source-based writing. The project, in the form of a workbook, introduces students to the research-related ideas of …
Exploring Seventh Graders’ Perceptions Of The Picture-Word Inductive Model To Their English Narrative Writing In China, Xuan Jiang
South Florida Education Research Conference
In this exploratory study, the researcher interviewed 30 seventh graders in China about their perceptions of the newly tried method, Picture-word Inductive Model (PWIM), to their English narrative writing. Many student participants listed and exemplified positive influence of PWIM on their narrative writing in and from the PWIM trial.
First Language Status And Second Language Writing, Sheryl Stephanie Slocum
First Language Status And Second Language Writing, Sheryl Stephanie Slocum
Theses and Dissertations
In spite of growing numbers in high schools and colleges, US-resident adolescent bilingual learners, sometimes termed "English as a second language" (ESL) or "Generation 1.5," are not succeeding academically in proportion to their monolingual English-speaking peers. This achievement gap is evident in their writing as they enter college. Depending on the elementary and secondary schools they have attended, bilingual learners may have received no extra English learning support (often termed "immersion"), ESL support classes, or bilingual education. In addition, depending on school and community resources, bilingual learners have varying knowledge of their first language (L1): some may only speak it, …
Writing Across Institutions: Studying The Curricular And Extracurricular Journeys Of Latina/O Students Transitioning From High School To College, Todd Ruecker
Open Access Theses & Dissertations
This dissertation is based on a year and a half multi-institutional study of seven Mexican American students transitioning from high school to a community college or a university. It explores the differences between high school, community college, and university literacy environments, focusing on the following: the impact of standardized testing at the high school level, the role of rhetoric and composition disciplinary expertise in shaping first-year composition (FYC) curricula, writing in the disciplines, and the digital divide between institutions. Seven case studies examine students' literacy experiences across institutions as well as both challenges and sources of support in and beyond …
Writing With An English As A Second Language (Esl) Student, Sara Mulcahy
Writing With An English As A Second Language (Esl) Student, Sara Mulcahy
Undergraduate Review
This paper explores the pedagogies and practices of teaching writing to English-as-a-second-language (ESL) students. With growing numbers of ESL students entering colleges and universities, it is important to be aware of the challenges facing ESL students. Equally important is awareness of what methodologies and practices work best when assisting ESL students with their writing. This paper serves as a final report for a service learning project that consisted of one-on-one workshops with a Japanese ESL student. This final report draws on various secondary sources and primary research in order to explore the writing development of this particular ESL student. It …
Flarr Pages #68: Autobiography And Travel: Motivation For Writing In World Languages Classes, Thomas C. Turner
Flarr Pages #68: Autobiography And Travel: Motivation For Writing In World Languages Classes, Thomas C. Turner
FLARR Pages
My idea for motivating compositional skill is to have students write about questions that they will surely be asked when they travel, especially, in my classes, when they travel to Latin America and Spain Students are most commonly asked about their families; about studies and future plans; about jobs, which are usually Summer jobs; and shortly thereafter about their views on love, courtship, and marriage. I have students write composition about these topics, drafts to be revised three times,and then students arrange the statements on one page, front and back. with illustrations. I then laminate the page for them and …