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Full-Text Articles in Education
Defining And Transferring Digital Literacies: What Does This Mean For High School And College Educators?, Jocelyn Spoor
Defining And Transferring Digital Literacies: What Does This Mean For High School And College Educators?, Jocelyn Spoor
Department of English: Dissertations, Theses, and Student Research
This thesis aims to create a digital literacies transfer framework through a discussion regarding current conversations on transfer and digital literacies in the English field, including synthesizing the two ideas to think about the transfer of digital literacies as a concept. This digital literacies framework is made up of five components: the functional skills, critical skills, and rhetorical skills found in digital literacies scholarship and the genre awareness and meta-cognitive ideas found in transfer literature. This digital literacies transfer framework is then used to analyze information gleaned from four college and five high school English educators. The key findings from …
Language And Literacy: Politics Of Language, Brittany A. Zayas, Missy Watson
Language And Literacy: Politics Of Language, Brittany A. Zayas, 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.
Rhetoric As Inquiry: Personal Writing And Academic Success In The English Classroom, Erica E. Rogers
Rhetoric As Inquiry: Personal Writing And Academic Success In The English Classroom, Erica E. Rogers
Department of English: Dissertations, Theses, and Student Research
Holistic and critical pedagogy, an approach to learning and teaching, integrates the everyday realities students live, with the systemic and institutional objectives of education itself. Working with theories from composition, rhetoric, feminist studies, and cognitive psychology from a teacher-researcher perspective, this dissertation explores and theorizes holistic, critical pedagogy within the composition classroom while outlining the use of personal writing as a means to develop critical consciousness. Student study participants kept “Inquiry Notebooks,” semester-long personal writing projects that served as receptacles for practical and theoretical engagement with a variety of texts and ideas, then interviewed after the course to discuss their …
Come On In, The Writing's Fine: Preserving Voice And Generating Enthusiasm In My English 100 Syllabus, Elisa Leah Berry
Come On In, The Writing's Fine: Preserving Voice And Generating Enthusiasm In My English 100 Syllabus, Elisa Leah Berry
Masters Theses & Specialist Projects
This thesis explores the potential for creating a composition syllabus that presents a model of good writing, is an enthusiastic invitation to the discipline, and provides a clear roadmap to success, not only for the course, but also for the students’ college career. This is especially useful for an increasingly diverse student community that arrives to college with a varying knowledge of the academic institution, with its specialized language and systems. The project explores the existing research on syllabus crafting, uses current composition studies and a survey of English 100 students to interrogate the rhetorical situation of the author’s own …
Fostering Liberatory Teaching: A Proposal For Revising Instructional Assessment Practices, Jane E. Hindman
Fostering Liberatory Teaching: A Proposal For Revising Instructional Assessment Practices, Jane E. Hindman
Publications and Research
Appraises the assumptions that drive standard evaluation methods and compares them to those assumptions that undergird more critical approaches to teaching. Presents an alternative teacher evaluation instrument and explains how it more accurately measures what is said and believed to be effective teaching. Offers statistical evidence supporting the instrument and suggests further steps to foster teaching practices