| 41 |
Religion in Multiculturalism:: The Less-Navigated Landscape
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In: Journal of Student Research at Indiana University East; Vol. 2 No. 1 (2020): Spring 2020; 34-65 ; 2642-0643 (2020)
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| 42 |
Transgender College Students in the English Composition Classroom in the Rocky Mountains
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In: Dissertations (2020)
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| 43 |
Providing Students with Multimodal Feedback Experiences
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2020)
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| 44 |
A proposed literature-based syllabus for EAP writing
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In: Journal of Global Education and Research (2020)
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| 45 |
The Effects of Service-Learning on Writing and Rhetorical Development
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In: Doctoral Dissertations (2020)
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| 46 |
Importance and Challenges of International Service-Learning
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In: Purdue Journal of Service-Learning and International Engagement (2020)
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| 47 |
Graduate Saudi ESL Students’ Perceptions of Writing Pedagogies in EFL Versus ESL Contexts: An Approach Toward Understanding Students’ Writing Difficulties
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In: Dissertations (2020)
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| 48 |
Defining "Engagement" for the Composition Classroom
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In: Dissertations (2020)
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| 49 |
What Do Students Say about Writing? How Student Experiences Can Inform Canadian Writing Studies Pedagogy
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In: Electronic Thesis and Dissertation Repository (2020)
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Abstract:
This dissertation focuses on Canadian Writing Studies by working with students as co-constructors of knowledge. It stems from my pedagogical and personal desire to understand how students built their knowledge of writing in my first-year writing classroom. By working closely with ten former students, the study explored how their experiences in my writing course at Conestoga College (otherwise known as COMM1085) could inform writing pedagogy. To accomplish this, the study combined Academic Literacies theory with Rhetorical Genre Theory as part of a larger Critical Narrative Inquiry into the students’ narratives of experience. Simply put, these theoretical and methodological frameworks enabled me to consider student experiences with writing in relation to wider social contexts, and then ask what these experiences said about writing pedagogy on many levels. I have organized the results into three levels: the writing classroom, writing programs, and Writing Studies as a field. The results papers are organized such that the first paper looks at classroom-level pedagogy and curriculum, the second paper examines writing studies program staffing in relation to conversations with students, and the third paper synthesizes certain themes that emerged from the research that may inform Canadian Writing Studies pedagogy more broadly. I zoom out with each successive paper to explore a broader element of the conversations and how they inform my position as a Canadian Writing Studies researcher and teacher. Each strand that emerges from these papers adds one more piece to an ever growing disciplinary puzzle that is forming in the Canadian Writing Studies community.
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Keyword:
Academic Literacies; Canada; Language and Literacy Education; Narrative Inquiry; Other Rhetoric and Composition; Rhetoric; Rhetorical Genre Theory; Scholarship of Teaching and Learning; Student Participants; Writing Studies
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URL: https://ir.lib.uwo.ca/etd/7025
https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=9450&context=etd
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| 50 |
From Page to Program: A Study of Stakeholders in Multimodal First-Year Composition Curriculum and Program Design
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In: Doctoral Dissertations (2020)
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| 51 |
Passing Literacies: Soviet Immigrant Elders and Intergenerational Language Practice
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In: Doctoral Dissertations (2020)
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| 52 |
The effect of raters fatigue on scoring EFL writing tasks
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In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 1-13 (2020) (2020)
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| 53 |
Chat Language and the Challenges of Students in Written Composition
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 19, Iss 2, Pp 316-336 (2020) (2020)
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| 55 |
Das „Rechtschreib-Elend“: Der Umgang mit orthografischen Problemen im 19. und frühen 20. Jh. im deutsch-russischen Vergleich ...
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| 56 |
Understanding how International Graduate Students in Canada Reconstruct their Writing Identities ...
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Wan, Ying. - : Werklund School of Education, 2019
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| 57 |
Multilingual Literacy Practice in One School Community: Reading, Writing, and Being Across Japanese and English
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In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1563811516613295 (2019)
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| 58 |
Exploring Teaching for Transfer in an Undergraduate Second Language Academic Writing Course
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu156555200671389 (2019)
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| 59 |
Exploring the Academic/Creative Writing Binary
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In: Honors College Theses (2019)
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