Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xv, 311 p.; also includes graphics (some col.) Includes bibliographical references (p. 297-311). Available online via OhioLINK's ETD Center

This ethnographic study is driven by the aim of understanding how an out-of-school learning program supports the development of youth artists and writers, particularly when it operates outside of institutional strictures such as mandatory grading, curricular guidelines, and tracking based on age and perceived abilities. The research is guided by the following overarching questions: 1) In what ways do Black, Latinx, and queer students demonstrate investment in critical multimodal literacies? 2) How do world-building projects reveal the possibilities and limits of the imagination? 3) What conditions can inspire youth to articulate their identities as evolving writers and leaders? This work argues that playing with multimodal projects and imaginative world-building opportunities provided generative conditions for young adults’ development as writers, creators, and mentors. By engaging in transdisciplinary projects that invited crafting, coding, urban planning, architectural modeling, and creative writing, youth participants contributed to a participatory learning environment that celebrated their inherent capacities as critical thinkers and actors. My research ultimately highlights the ways that critical multimodal literacies can promote powerful self-expressions, complex articulations of the future, and projections of self confidence through productive play and public engagement with wider audiences.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Merrill Swain.

The purpose of this study was to examine the use of general impression scoring by teachers and students, and to compare the criteria used in evaluating student writings. Subjects for the study were 40 eighth grade and tenth grade students of varying reading ability in regular English classes in a suburban school district. Teachers and students evaluated two sets of writings in the narrative, classificatory and descriptive modes, generated by ninth grade students in regular English classes in the same school district. In addition, a comment, citing criteria upon which evaluation was based, was made on each writing. The design for this study was an extended factorial analysis. A three way analysis of variance was computed for ability and grade for each level of quality of writing in each mode of discourse. Six hypotheses were tested. Hypotheses one and two dealt with comparison of ratings by students who differed by ability and grade. No significant differences were found. Hypotheses three and four dealt with interaction between grade, ability and mode of discourse. No significant interaction was found. Hypotheses five and six dealt with differences in evaluations between teachers and students of varying ability. A significant difference was found in how teachers and students evaluate writing (p .01). Examination of criteria used in evaluating writings indicated that teachers consistently referred to elements of the text. Students also made text-based comments. In addition, students responded subjectively, referring to common experience, interest, and memories cued by the text.