No description available.

No description available.

No description available.

This study examines how post-process theories are being defined, negotiated, and enacted in composition classrooms. While recognizing that most composition instruction remains shaped by modern and process oriented theories, this research asks how post-process considerations might be currently informing teaching practices in some classrooms.

This thesis rhetorically analyzes the Outcomes Statement (OS) developed by "The Outcomes Collective" (a group of writing program administrators) for First-Year Composition. The OS was designed to create curricular consensus with regard to First-Year Composition both within and across postsecondary institutions. Though postmodern undertones permeate the OS, it can be interpreted from a purely modernist perspective. The thesis includes a chapter with suggestions on revising the OS to control this ambiguity.

How do ELA spaces, here defined as classroom practices, curricula, and assignments, invite students to locate “their” voice? To enact one? To what extent do or might pedagogical approaches to and community norms for a class discussion; the possibility and opportunity to lean into uncertainty; the texts students read and are exposed to; and the kinds of writing assignments and different narrative perspectives with which they experiment each play a role in shaping that voice? The chapters that follow will explore occasions and sites where voice may be located in different iterations in the ELA secondary classroom. Based on student claims and written responses on which I report in this dissertation, ELA spaces emerge as a kind of laboratory theater for locating a writerly identity. The results of my research suggest that Harkness pedagogy; reading and writing in response to literature; dialectical journaling; essaying that embraces uncertainty; experiment and play with different narrative perspectives; and being in conversation with literature are all promising pedagogical approaches to ELA instruction whose aim is to help writers locate and develop their own writerly voice.

I examined the effect of a feedback system on the performance of two graduate teaching assistants (GTAb) in writing conferences with their students. Two sets of conferences were taped and coded for the interactions that took place and for the content transacted. I established inter-coder reliability of .84 on interactions and .87 and .89 on content categories, using Scott's Pi Coefficient, with two trained coders. The coded tapes were processed using the “Real Time observational Data Collection” microcomputer program. This program provided printouts of the frequencies and percentages of interactions and content in each of the GTAs’ conferences with students in this study. After the printouts were generated, I conducted feedback interviews following the first and second set of text-based conferences. Transcripts of these taped feedback interviews were also analyzed. I found that there were important differences between the first and second sets of conferences. One GTA was able, as a result of the feedback system, to alter his performance in his second set of conferences, becoming more student-centered, clarifying his expectations for students, and modeling appropriate responses to writing. The content of his second set of conferences did not change markedly; however, the content of both sets of conferences dealt with rhetorical issues as the literature recommended. While the second GTA’s performance did not change a great deal, her attitude became more consistent with the literature suggested. The content of her first conferences tended to focus on mechanical or sentence level concerns. Her second set of conferences, however, contained more discussion of rhetorical issues. Both GTAs attributed most of the changes in their conferences to the feedback system, particularly the printouts that quantified the interactions and content. Finally, the GTAs intentions for their first set of conferences matched their actual performance. When they saw their first printouts, however, tht,ey chanljed their intentions for their second set of conferences, becoming more consistent with what experts contend should be happening in writing conferences. / Doctor of Education

Kong, Ying Yuk. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 287-304). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

An overview of the historical background of error analysis and interference issues, followed by a sample error analysis in a case study context. This investigation of errors is significant in bringing to light the impact on English student writing of the differnces between English versus the indirect nature of various levels of Indonesian.