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The purpose of this project is to provide beginning teachers or teachers new to writing instruction with a step-by-step guideline for implementing writer's workshop in a K-3 classroom. The first eight weeks of writer's workshop are outlined and defined complete with prompts and reflections teachers can use to make this strategy responsive to the needs of their students.19 440 0 Thesis (M.A.)--California State University, San Bernardino, 1998.

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This thesis attempts to determine if the acquisition of rhetorical and grammatical skills such as a sense of audience and organization are best attained through an alternate pedagogy based on a methodology from Wendy Bishop or if they are better attained through a traditional approach.

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This research identifies what proficient writers know and do by the end of their freshman year in college and raises the kind of questions that improve the articulation of English instruction.

<p>This dissertation details one of the first lines of inquiry into the rhetorical strategies used in scientific data analysis. The study primarily concerns the relationships between data work and knowledge making in the analysis of so-called “big data,” and how rhetoric and technical communication theories might inform those relationships. Hinging on five months embedded at a national science laboratory, this study uses ethnographic methods to detail the ways in which data analysis is neither purely data-driven and objective, nor purely situated in a local context or problem. Rather, data work requires both analytical processes and artful <i>techne</i> embedded in ongoing reflective praxis. As purely analytic, data work focuses on mathematical treatments, step by step procedures and rote formulas. As <i>techne</i>, data work requires interpretation. Rhetorical data analysis is not the opposite of data-driven work. Instead, rhetorical <i>techne</i> stands as the midpoint between the extremes of purely data-driven and purely context-driven analysis. Based on three cases that compare the practices of data novices, seasoned experts, and interdisciplinary teams, I argue that the ways in which scientists go about their data cleaning, collaboration, and analysis change based on their levels of expertise and the problem at hand. A number of principles that outline how data analysis is a form of rhetorical inscription are also defined, including the ways data dictionaries, model building and the construction of proxies intimately link scientific insights with language. The set of principles detailed in this dissertation are key areas that should be considered in both data science education and professional and technical writing curricula. Therefore, the project should be of particular interest to instructors and administrators in both Technical Writing and Data Science programs, as well as well as critical data studies scholars.</p>

This study examines the presence of the pressure to publish while in college as an undergraduate or graduate student, and the impact that pressure has on students’ ability to produce creative work. After interviewing participants, the researcher created an ethnodrama to best represent participants’ emotions and unique experiences with publishing while in school. An examination of the literature reveals that master’s-level students are often overlooked in scholarly research on the subject of publishing. This study uses a qualitative research method to identify key emotional experiences from students at the master’s and undergraduate level in the hopes of providing a platform for these marginalized voices.

<p>“Generation Z” multilingual writers are caught up in a globalized/globalizing and superdiverse linguistic and cultural contact zone as well as a neoliberal political and institutional environment. To understand how they inhabit their idiosyncratic literate worlds and practice their differences, I aligned myself with an ethnographic case study approach and investigated four writers’ ecologically situated and distributed literacy practices and experiences on and off the campus of an internationalized U.S. university. Through a conceptual framework I call “affordancescape” (a spatiotemporally stabilized ecological representation of structural, semiotic, experiential, social, bodily, and material relations that enable the human actors to rhetorically act and react) and methodology I name “trans-scape tracing,” I conducted semi-structured interviews and observations, videotaped writing ecologies, analyzed multimodal artifacts. Then, I reconstructed the four writers’ literate worlds that are always emerging and knotworked, rhetorically powerful, and rich in ecological affordances. These literate worlds define, bound, afford, constrain, tie and untie, mediate and remediate these writers’ practices of rhetorical differences.<br></p><p>The following three overarching research questions guided my data collection and analysis:<br></p><p>1.What does it mean to be “different” in the international multilingual students’ own terms? How do they practice self-perceived differences through various literate activities?<br></p><p>2.What are the ecological affordances that enable these students to practice their differences? How are these affordances knotworked? How do their practices of difference position nd reposition themselves?<br></p><p>3.How do we move toward a new understanding of international multilingual students’ practices of difference through literate activities?<br></p><p>Ultimately, I argue it is imperative to (re)examine international multilingual students’ practices of difference through literate activities against the global context characterized by the resurgence of nationalism and growing transnational migration, and the local institutional context characterized by internationalization and neoliberal corporatization, as the global and local trends deeply affect students’ bodily experiences in small and large ways. In Chapter One, I lay out in broad strokes the global and local contexts, the emerging issues, and the current scholarly responses to the issues. In Chapter Two, I introduce the analytical framework that I call “affordancescape.” Chapter Three is dedicated to the description of the research methodology that builds on the approach of ethnographic case study, which I call “trans-scape tracing,” as well as detailed data collection and analysis procedures. Chapter Four through Seven constitute the narratives of individual cases: Janus, Manna, Bohan, and Yang. In Chapter Eight, the last chapter, I revisit the individual cases through a holistic lens and provide suggestions for a new understanding of students’ practices of difference.<br></p><p><br></p>