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As fully online course offerings continue to grow at colleges and universities around the country, we are faced with the challenge of preserving what we value in first-year writing while making the affordances of online environments work for our students. This dissertation explores how the online writing instructor, guided by feminist pedagogy and civic rhetoric, can begin to shift the center of power within the course, allowing students to become co-teachers and promoting the social construction of knowledge central to first-year writing. Facilitated by computer-mediated communication technologies, this approach relies on online activities that invite ongoing contributions from students, promote interactivity within the course, and facilitate a collaborative learning environment that can foster student success in online distance learning. Having studied the effects of these feminist moves on two sections of online first-year research and writing courses, I examine in this text their impact on the development of community, students’ impressions of their place within the community, and the decentering of the virtual learning space. Specifically, I explore how students can write to shape and to change our online community and how students tie their work within the course to their development as writers and critical thinkers. Ultimately, in combining the goals of feminist pedagogy, first-year writing, and civic rhetoric in our design and delivery of online writing courses, we can begin to fulfill our vision for significant learning experiences for our students that will be as good as or better than their experiences in the traditional classroom.

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This study is an attempt to evaluate the Business Writing course at North Texas State College and to determine whether the course as it is now presented meets the needs and desires of the students.

Syftet med studien är att undersöka hur arrangörer av kortare workshops och kurser i kreativt skrivande förhåller sig till homogena deltagargrupper. Först undersöks deltagarnas sammansättning och sedan arrangörernas syn på mångfald utifrån sin organisations verksamhetsuppdrag. Arrangörerna arbetar på folkbibliotek och studieförbund och undersökningen genomförs med hjälp av kvalitativa intervjuer. Studien drar slutsatsen att arrangörerna har reflekterat över frågorna och har en vilja att skapa större mångfald under evenemangen. De grupper som anses delta i lägre utsträckning är män, ungdomar under trettio och kulturella minoriteter. Vidare beskrivs verksamheternas idéer och uppdrag som inte närvarande i själva evenemanget men i arbetet bakom, exempelvis i marknadsföringen. / The aim of this study is to examine how five organizers of shorter workshops and courses in creative writing reflect on and work with homogeneous groups of participants. First the composition of participants is examined and than the organizer’s view of diversity in relation to their organization’s purpose. The organizers work in public libraries and in organizations within the popular education, and the investigation is carried out using qualitative interviews. The study’s conclusion is that the organizers have reflected on the questions and have a will to create greater diversity during the events. The groups that are considered to participate less are men, young people under thirty, and cultural minorities. The organizers’ ideas are not described as present in the event, but in the work behind, for example in the marketing.

No description available.