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What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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Abstract:
This qualitative narrative study investigated the relationship between emerging adults’ understandings of themselves as writers and their autobiographical memories of writing. Narrative data, largely elicited through semi-structured interviews, were collected from 14 participants who were recruited from six postsecondary institutions. Recruitment efforts aimed to yield participants who had divergent educational experiences, career ambitions, and dispositions towards writing, and who inhabited divergent racial, social, and cultural identities. The study contributes to writer identity research by applying a sociocultural framework that holds memory, narrative, identity, and culture as reflections—and, often, distortions—of each other. The research questions, asked through this lens, aimed to provide insight into the emotional residues of pre-college writing experiences, the potential patterning of narrated memories or identities among participants, and the ways in which the stories participants shared and the identities they storied shape each other. While this is fundamentally an inquiry into the narrative features of writer identity, it is also a study about how certain lived writing experiences reincarnate as highly emotive autobiographical memories; even if such memories tend to be unstable, unreliable, and suggestable, they are nonetheless meaningful reflections of the lingering effects of the past. Through this retrospective study, a portrait emerges of classroom conditions and writing experiences that are particularly hospitable to the nurturement of positive memories and healthy writing identities, as well as to the inverse. This research is intended to speak to both secondary English teachers and English teacher educators and college composition instructors by bridging secondary and postsecondary understandings of how student writers are moving between worlds, the memories they are bringing with them, and the ways in which they might be storying their writer identities en route.
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Keyword:
Autobiography; College students; Creative writing (Higher education)--Study and teaching; Education; English language--Study and teaching (Higher); English teachers--Training of
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URL: https://doi.org/10.7916/xj2t-ja03
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| 2 |
Still I Aspire: Graduate Degree Aspirations for Community College Transfer Students of Color
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| 3 |
Exploring First-Generation College Students Transition into Higher Education
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In: Culminating Experience Projects (2022)
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| 4 |
Encountering American higher education: First-year academic transition of international undergraduate students in the United States
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In: Journal of Global Education and Research (2022)
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| 5 |
HMong Parent Day/Hnub Txhawb Nqa Niam Txiv: Implementing Psychosociocultural Educational Programming to Honor Rau Siab
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In: Journal of Southeast Asian American Education and Advancement (2022)
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| 6 |
Using Issues in Honors Education to Teach Argumentation
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In: Honors in Practice -- Online Archive (2022)
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| 7 |
Honors Participation at a Two-Year Community College: Academic and Student Engagement Outcomes
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In: Electronic Theses and Dissertations (2021)
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| 8 |
In a world where teens send 100s of text messages a week, has literacy changed?
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In: Who Cares? Casual Conversations with Southern Scholars (2021)
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| 9 |
Obtaining Gold: A Heuristic Inquiry on Successful Non-Traditional Black Male Students at a Midwestern Predominantly White Institution
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| 10 |
Divergent Values: A Family Critical Race Theory Analysis of Families of Color and Their Perceptions of Teachers and Teaching as a Profession
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In: Taboo: The Journal of Culture and Education (2021)
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| 11 |
Prices they pay: Academic achievement and progress to graduation barriers experienced by community college students due to the cost of course materials
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In: Educational Leadership and Policy Studies Publications and Other Works (2021)
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| 12 |
BORN OR MADE: PROBLEMS OF PROSE STYLE & STYLISTIC IMPROVABILITY AT THE SENTENCE LEVEL, AN INTERDISCIPLINARY APPROACH
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| 13 |
“I Always Felt Like I Belonged:” A Case Study on a First-Generation Focused Student Success Program and Sense of Belonging
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In: Educational Administration: Theses, Dissertations, and Student Research (2021)
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| 14 |
Culturally Responsive Teaching: Teacher Candidates Identify What’s Important
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In: Showcase of Osprey Advancements in Research and Scholarship (SOARS) (2021)
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| 15 |
First-Generation College Student Network
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In: Honors in Practice -- Online Archive (2021)
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| 16 |
GRAMMATICAL ERRORS IN THESIS ABSTRACTS WRITTEN BY THE UNDERGRADUATE STUDENTS OF MANAGEMENT STUDY PROGRAM
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In: Journal of Applied Linguistics and Literature, Vol 6, Iss 1, Pp 72-86 (2021) (2021)
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| 17 |
English as a Medium of Instruction in English-as-a-Foreign-Language Primary Schools in Vietnam: Policies and Implementation
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| 18 |
Academic advising first-generation college students ; Academic advising FGCS
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| 19 |
Hopes and Struggles: Cross-generational Metamorphosis of Educational Beliefs and Practices between Two-Generations of Korean-American Parents
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In: Graduate Theses & Dissertations (2020)
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