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Specialized writing instruction for deaf students: A randomized controlled trial
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In: Theory and Practice in Teacher Education Publications and Other Works (2022)
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The Critical Workshop: Writing Revision and Critical Pedagogy in the Middle School Classroom
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In: Doctoral Dissertations (2022)
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Abstract:
This dissertation addresses the question of whether focusing on revision in writing instruction can be a form of critical pedagogy in middle school classrooms. Building on the work of A. Suresh Canagarajah, Lisa Delpit, Paulo Freire, Henry Giroux, Kay Halasek, Joseph Harris, Amy Lee, Timothy Lensmire, Min-Zhan Lu, Peter McLaren, Richard Ohmann, Ira Shor, and others, I explore and challenge commonly held attitudes about revision and language, primarily that the goal of revision is to correct errors and that language and its conventions should be thought of in terms of correctness. I explore the ways in which traditional writing workshops both support and fall short of critical pedagogy, and how a revised writing workshop—a critical workshop—might be a vehicle for critical pedagogy. Would focusing on revisions give students the attitude, ownership, and agency to enable them to identify what might be better in their lives and the world, and to see themselves as agents of that change? As a teacher-researcher and teaching-researcher, I investigated students’ attitudes toward revision to see if they became more critical during and after exposure to the critical workshop. In other words, did revising become less about judging, earning grades, and correction? In the minds of students, did revising writing become more about making writing stronger, seeing applications of revision to other areas of their lives, considering their audience and others, taking risks in their writing, and opening their minds to new ideas? Did their critical thinking become more complex? Second, I used my data to explore whether students appeared to feel more ownership of their writing, and what kinds of agency this ownership led to. My primarily qualitative (and partly quantitative) analysis indicates that focusing on revisions in the critical workshop can significantly change students’ attitudes toward revision to a more critical way of thinking. My data also indicates that the critical workshop helps to create a variety of feelings of ownership and agency in students. I propose that this approach to writing can be a form of critical pedagogy that is developmentally appropriate for eighth-grade students.
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Keyword:
agency; critical pedagogy; Curriculum and Instruction; middle school; revision; writing instruction; writing workshop
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URL: https://scholarworks.umass.edu/dissertations_2/2402
https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=3482&context=dissertations_2
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Textproduktion von schwach schreibenden Jugendlichen. Eine empirische Studie zum Schreibprozess im Kontext des persuasiven Argumentierens
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Lindauer, Nadja. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 306 S. - (Sprachliche Bildung – Studien; 9) (2021)
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Completing the first assignment: A case study of the writing processes of a successful and an unsuccessful student
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In: Research outputs 2014 to 2021 (2021)
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Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves and Self-Efficacy for Scientific Purposes
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In: Mathematics ; Volume 9 ; Issue 17 (2021)
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| 8 |
Teachers’ Experiences Incorporating English Language Learners Funds of Knowledge Into Scripted Curricula
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In: Middle and Secondary Education Dissertations (2021)
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| 9 |
Technologies for Learning Writing in L1 and L2 for the 21st Century: effects on writing metacognition, self-efficacy and argumentative structuring
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| 10 |
Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes
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| 11 |
Critical Pedagogy and Accountability: An Autoethnographic Analysis of Race and Embodiment in Tennessee's Teacher Evaluations
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In: Masters Theses (2021)
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| 12 |
Online and face-to-face peer review in academic writing: Frequency and preferences
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 169-201 (2021) (2021)
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English language requirements in the current international scientific publishing world: A content analysis of submission guidelines in chemical engineering
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In: Ibérica, Vol 40, Iss 1, Pp 59-74 (2021) (2021)
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| 14 |
Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 61-76 (2021)
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A SYSTEMATIC REVIEW OF COLLABORATIVE WRITING IMPLEMENTATION IN K-12 SECOND LANGUAGE CLASSROOMS
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In: TEFLIN Journal, Vol 32, Iss 1, Pp 50-71 (2021) (2021)
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| 17 |
Designing Student Participation in Synchronous Writing Instruction
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| 18 |
Writing Centers and Students’ Experiences with Writing in College
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Chen, Vicky. - : eScholarship, University of California, 2020
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| 19 |
Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule ...
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| 20 |
Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule
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Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020)
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