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This dissertation examines the integral role of identity in first-year composition, a crucial site of writing instruction predominantly taught by contingent, often inexperienced faculty. It explores how identity is manifested in composition textbooks, which are pivotal in transmitting knowledge about writing and pedagogy across various programs nationwide. Utilizing established identity theory, this project aims to establish a baseline for future research in identity and writing development. Chapter 2 lays the theoretical groundwork, drawing on the works of Gee, Ivanič, Matsuda, and Hyland to offer a comprehensive understanding of identity in writing. It explores generalized definitions of identity, delving deeper into its nuanced role in first-year writing classrooms. The chapter justifies the focus on identity due to its significant influence on the writing process and composition. The literature review in Chapter 2 synthesizes prominent theories, including Gee's "Identity as Discourse and Community," Matsuda's "Identity as Voice," Ivanič's perspective on "Identity and Writing," and Hyland's concept of "Academic Disciplinary Identity." This review also establishes key terminology such as discourse, voice, literacy, ideology, and identity, crucial for the study's context. Chapter 3 details the methodology, introducing the "Textbook Identity Analysis." This case study, using corpus linguistics software, analyzes key terms within the Norton Field Guide to Writing 4e with Readings. Drawing on Gee's "How to do Discourse Analysis," the method provides a baseline framework focusing on identity. Chapter 4 is divided into two sections for systematic data presentation and analysis. Chapter 4a focuses on the relationship between identity and literacy in the Norton Field Guide, examining their intersection and impact on first-year composition students. Chapter 4b shifts to analyzing discourse, ideology, and voice within the same textbook, exploring their implications on student writing experiences. Finally, Chapter 5 evaluates the findings, assessing the effectiveness on how identity manifests in the Norton Field Guide, and how the study could be applied to other texts, groups of texts, and fields of scholarship. It synthesizes the key insights, overarching themes, and implications of the study. This chapter provides practical insights for instructors and outlines future research, emphasizing a shift toward identity in future first-year composition texts.

This study focused on the perceptions students have about the effectiveness of learning communities, a focus of the First-Year Success initiative at Texas A

This study focused on the perceptions students have about the effectiveness of learning communities, a focus of the First-Year Success initiative at Texas A

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (M.A.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Mar. 08, 2010). Creative project (M.A.), 3 hrs. Includes bibliographical references (p. 42-43).

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 356-386).

Thesis (Ed. D.)--Washington State University, May 2008. / Includes bibliographical references (p. 130-139).

Thesis (Ph. D.)--Georgia State University, 2007. / Title from file title page. Lisa Martin-Hansen, committee chair; John Wilson, Christine Thomas, Daphne Greenberg, committee members. Electronic text (177 p.) : digital, PDF file. Description based on contents viewed May 2, 2008. Includes bibliographical references (p. 152-171).

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisors: Susan Williams and Beth Maloch. Vita. Includes bibliographical references. Also available from UMI.