Spelling suggestions: "subject:"first year eomposition"" "subject:"first year compositition""
61 |
Sense of Place and Concurrent Enrollment: Creating College Places in High School SettingsErford, Jamie L. 18 August 2017 (has links)
No description available.
|
62 |
Imitation and Adaptability in the First-Year Composition Classroom: A Pedagogical StudyTwomey, Tish Eshelle Tyra 01 May 2003 (has links)
The use of imitation exercises—writing activities employing model texts and the modeling of writing-process behaviors—in the First Year composition classroom can have many benefits for both student writers and teachers, and offers practical solutions to some of the problems facing student writers in today's colleges. First Year writing students are often unaware that they are part of a larger academic community. They often lack exposure to and understanding of academic standards. They don't understand that "good" writing is not a blanket-concept but is determined on a situational basis, and they are frustrated by the vaguely expressed expectations of their writing teachers. These problems are interconnected and so are all addressed in this study, but because they offer so many potential avenues for discussion, the focus of this project will be limited to the benefits of clear expectations that the use of modeling activities in the classroom can bring about for both students and teachers. An in-depth look at the materials, methods, and results of student participation in the activities of a single semester of English 1105, the first course in Virginia Tech's First Year Writing Program will be the dominant component of the project; it will be supplemented by a review of literature and a contextual discussion of what Stephen M. North calls the "Practitioner" mode of inquiry—the gathering of pedagogical information through the active classroom application of educational theories and practices. / Master of Arts
|
63 |
L2 Undergraduate Writers' Experiences in a First Year Writing CourseLin, Hsing-Yin Cynthia January 2017 (has links)
No description available.
|
64 |
Proposing a Purpose: Rhetorical Paideia Goals for First Year CompositionJohnson, Lauren Everett 10 March 2010 (has links) (PDF)
First Year Composition (FYC) instructors are often left to puzzle out the larger meaning of the most ubiquitous course in our field for themselves; consequently, goals for the course are frequently selected by the instructor, and are not always most effective for laying a groundwork of lifelong learning and education, or paideia. This lack of clear and unifying goals for the course is illustrated by a piece of 2005 scholarship that points to multiple focuses for FYC, each different in its values and aims. FYC is an important course for students, not only because it is one of only a few writing courses students must take, but also because it is often required as part of a general education core. Because it is such an important course, it is imperative that we identify a unified set of goals for FYC—a set of goals that work toward a larger goal of paideia, or preparation for lifelong learning and citizenship. Some well-received and recently popularized approaches to the course try and fail to meet this criteria of enhancing students' pursuit of paideia, namely goals of teaching course-specific genres and general writing skills. Rather than continuing in these problematic to FYC, we must adopt a rhetorical paideia focus and seek to achieve the goals of rhetorical paideia in our courses. We must help students gain insights, through their development as writers, into their world (phronesis) and themselves (self knowledge), and FYC is the vehicle through which we can accomplish these goals.
|
65 |
Metaphoric Competence As A Means To Meta-cognitive Awareness In First-year CompositionDadurka, David T 01 January 2012 (has links)
A growing body of writing research suggests college students’ and teachers’ conceptualizations of writing play an important role in learning to write and making the transition from secondary to post-secondary academic composition. First-year college writers are not blank slates; rather, they bring many assumptions and beliefs about academic writing to the first-year writing classroom from exposure to a wide range of literate practices throughout their lives. Metaphor acts as a way for scholars to trace students’ as well as their instructors’ assumptions and beliefs about writing. In this study, I contend that metaphor is a pathway to meta-cognitive awareness, mindfulness, and reflection. This multi-method descriptive study applies metaphor analysis to a corpus of more than a dozen first-year composition students’ endof-semester writing portfolios; the study also employs an auto-ethnographic approach to examining this author’s texts composed as a graduate student and novice teacher. In several cases writing students in this study appeared to reconfigure their metaphors for writing and subsequently reconsider their assumptions about writing. My literature review and analysis suggests that metaphor remains an underutilized inventive and reflective strategy in composition pedagogy. Based on these results, I suggest that instructors consider how metaphoric competence might offer writers and writing instructors an alternate means for operationalizing key habits of mind such as meta-cognitive awareness, reflection, openness to learning, and creativity as recommended in the Framework for Success in Post-Secondary Writing. Ultimately, I argue that writers and teachers might benefit from adopting a more flexible attitude towards metaphor. As a rhetorical trope, metaphors are contextual and, thus, writers need to learn to mix, discard, create, and obscure metaphors as required by the situation.
|
66 |
The Impact of Course Management Systems Like Blackboard on First Year Composition Pedagogy and PracticeSalisbury, Lauren E. 29 May 2015 (has links)
No description available.
|
67 |
Can Instructional Videos Influence Perception of Plagiarism Among First Year Composition (FYC) Students?Ryder, Robert Monier 16 May 2016 (has links)
No description available.
|
68 |
<b>Mentoring, advocacy, resilience: Investigating strategies of agility by writing program administrators</b>Marisa Eileen Yerace (19183120) 20 July 2024 (has links)
<p dir="ltr">The early COVID-19 pandemic presented a sudden and shared challenge to educators across the country. This dissertation focuses on the challenges presented to writing program administrators (WPAs), a group in higher education who provides leadership and guidance to courses which frequently fulfill writing requirements for students such as First Year Composition. In asking what we can learn from these WPAs who supported teaching and learning in difficult times, I arrive at an understanding of education which is always changing and in crisis. I position writing program administration—which is often poorly-understood, capacious work—within what we know about wicked problems (Rittel & Webber, 1973), which are iterative and socially situated in ways that call for responsiveness and collaboration. To respond to this exigence, I begin to describe an approach of <i>agile writing program administration</i>, which centers the needs of students and teachers through changes that affect teaching and learning.</p><p dir="ltr">My study began with a survey (n=55) collecting information from WPAs on how they targeted support to instructors in 2020’s Emergency Remote Teaching. I then conducted a series of two interviews (n=13) that included narratives of that support, reflections on programmatic decisions, and analysis of texts created to support instructors and students. This data analysis led me to four themes that describe agile WPAs in the early pandemic: centering humans; promoting accessibility and usability; responding to users; and strategizing to respond to change.</p><p dir="ltr">Responding to Lindquist's (2021) call for the field of writing studies to revisit its commonplaces of work, I reconsider commonplaces of writing program administration: its activities, what it takes for granted, and what often goes unseen with this work. Most importantly, I move away from any commonplace understanding of education as stable. Instead, I argue that writing program administration, like any wicked problem, is an iterative problem which therefore requires iterative response. Just as the pandemic didn't definitively end, the issues facing down a WPA continue and change and multiply. WPAs are asked to navigate changes in student populations and needs, updates to local and statewide policies, and an increasingly contingent instructional labor force in higher education. An agile framework for writing program administration can inform more practical and intentional ways for WPAs to achieve their goals of supporting, first and foremost, the instructors and students involved in these writing programs.</p>
|
Page generated in 0.0924 seconds