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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

Abstract The theme of this paper is to discuss the benefits of adding the final year of preschool to Taiwan's national education system. This theme will be explored by contrasting and comparing other countries¡¦ concepts and methods of education. Using America, England, Japan and Germany as examples, overall systems of private and public schools will be analyzed thoroughly. The issues discussed include funding, facilities, teachers, management effectiveness and differences between urban and rural. In addition to an analysis of other nation's educational systems are the findings from questionnaires. Questionnaires were designed to interview 1,827 teachers and 938 parents and were distributed throughout cities and counties in Taiwan in order to collect different views concerning ¡¨The extension of the national education policy to preschool¡¦s final year.¡¨ According to documents and surveys, several conclusions are made as follows: 1. Unbalanced distribution of governmental resources. For example, universities have priority over preschools and public schools have priority over private schools. 2. High percentages of unqualified teachers in private preschools. 3. Excessive rate of teachers working unstably among preschools. 4. Apparently higher business costs in operating private schools than public schools. 5. Undeveloped mechanisms for ¡§Evaluation of the effectiveness of educational vouchers for children.¡¨ Based on research results, a number of proposed solutions are made mainly for policy amendment and future study reference materials. 1. Reconsider the distribution of governmental resources. 2. Provide effective nursery policies. 3. Salary difference subsidies should be given to teachers and caregivers in private preschools, and the rules of public school teacher¡¦s applicative legislation should be applied to teachers in private schools. 4. Putting more attention on children of disadvantaged minorities. 5. Adoption of legislation ensuring free education in preschools. 6. Merge graduates from child care universities and colleges. 7. Accelerate the mechanisms for ¡§Evaluation of the effectiveness of educational vouchers for children.¡¨

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).

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 1980. / Abstract. Includes bibliographical references (leaf 107).