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High Impact Practices In First Year Composition Courses, Haley Hamilton
High Impact Practices In First Year Composition Courses, Haley Hamilton
Master of Arts in Professional Writing Capstones
This capstone project explores High Impact Practices and how they can interact with First Year Composition Pedagogy through the creation of a Course Design for English 1102. The literature review is primarily an examination of research from the field of composition studies and high impact practices in higher education, as well as several aspects of composition studies such as transfer theory and first year composition pedagogy. The course design details ways to implement high impact practices into English 1102 in the context of specific university requirements. Through this project, I was able to make the connection between the WPA Outcome …
Unraveling Identity Signifier Literacy: A Case Study Of First-Year Composition Students' Communication Practices, Bailey Mcalister
Unraveling Identity Signifier Literacy: A Case Study Of First-Year Composition Students' Communication Practices, Bailey Mcalister
Master of Arts in Professional Writing Capstones
Identity signifier literacy is defined as one’s ability to accurately read – via personal interactions or via visual, verbal, written, or digital communication – the signifiers others display in direct and indirect ways and interpret these signifiers to gain understanding of others’ identities. In this study, 22 first-year composition students were surveyed about their communication practices in order to see how their identity signifier literacies influence and are influenced by digital environments and composition. These results are meant to improve first-year composition pedagogy by making connections between students’ informal composition practices and their academic composition courses.
Engaging Fyc Students With Quality Work Design, Candace Deal
Engaging Fyc Students With Quality Work Design, Candace Deal
Master of Arts in Professional Writing Capstones
Students learn at deeper levels when engaged with their work; however, engaging students in writing is one of the biggest challenges all composition teachers face. This qualitative study asked Kennesaw State University students to describe the work in English 1101 and English 1102 that they found meaningful and engaging. The data collected was then aligned with research about engaging students in grades K-12 based on the work of Phillip Schlechty. Results from this study reveal that many of the same engagement qualities identified by Schlechty have application in the FYC classroom for engaging students and improving learning.