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Full-Text Articles in Education
Action, Experience, And Responsibility: Using I And We In High School Writing, Corinne Mccumber
Action, Experience, And Responsibility: Using I And We In High School Writing, Corinne Mccumber
Undergraduate Research Symposium 2018
In the field of composition studies, scholars often explore and debate how educators should train students to use the general forms of academic writing. Of particular interest, a trend has emerged in high schools where students are banned from using the words “I,” “me,” “we,” and “us” to avoid sounding subjective--even though composition studies scholars consistently employ these first-person pronouns for rhetorical effect. In this presentation, I closely examine how scholars use first-person pronouns in award-winning works. In particular, I show how scholars employ “I” and “we” to introduce personal examples, to call readers to action, and to reassert responsibility …
Teaching College Writing To High School Students: A Mixed Methods Investigation Of Dual Enrollment Composition Students' Writing Curriculum And Writing Self-Efficacy, Erin Dena Scott-Stewart
Teaching College Writing To High School Students: A Mixed Methods Investigation Of Dual Enrollment Composition Students' Writing Curriculum And Writing Self-Efficacy, Erin Dena Scott-Stewart
LSU Doctoral Dissertations
The purpose of this mixed methods study was to use a quantitative survey to assess the relationships between the credit pathways students choose to earn first-year, first-semester (FYFS) university writing credit (i.e. dual enrollment, Advanced Placement, university courses, and ACT/SAT exemptions) and several writing experiences and outcomes, including writing curriculum, self-efficacy, self-regulatory strategy use, and course performance. The same survey was also used to explore relationships between these writing experiences and outcomes and preexisting student characteristics (i.e. race/ethnicity, gender, and parents’ education). For dual enrollment (DE) students only, the following aspects of the participants’ writing experiences were also investigated using …
Student And Teacher Perceptions Of Multiliterate Assignments Utilizing 21st Century Skills, Jessica Kennedy Miller
Student And Teacher Perceptions Of Multiliterate Assignments Utilizing 21st Century Skills, Jessica Kennedy Miller
MA in English Theses
Today’s society requires students to be knowledgeable in both content and skill to be successful. In the secondary classroom it is important to fully prepare students for their futures in the post-secondary classroom or for their career, and through the implementation of Common Core State Standards, this focus has been emphasized in educational pedagogy. This thesis outlines a study and the implications of the perceptions of teachers and students on utilizing 21st century skills in the secondary English classroom through the implementation of multiliterate assignments. This thesis outlines reasons for the study, important terminology to ground the study, the methodology, …