This dissertation describes in-depth, using participant's words, experiences of undergraduate college writers. The study was undertaken in an attempt to understand from a student perspective what it is like to write in one's major course of study and throughout the university curriculum. There were seven students, representing different academic majors at a large university. Each were interviewed in a series of three open-ended interviews totaling four and one-half hours. Key questions followed Seidman's (1987) protocol for phenomenological in-depth interviewing: What was writing like for you before college? What is writing like for you now? And, What does your writing mean to you? Interviews were recorded and transcribed verbatim, Three participant's transcripts were edited into profiles of the individual writers while other interviews were used to illumine themes common to all the participants. Insights from this study suggest students are "practitioners" and possess a certain "practitioner-expertise" in being student writers. This practitioner knowledge reveals student experiences are more complex than indicated by previous research. Among these complexities are students' interactions with their instructors, and their own procrastination, which produce tension about writing. Forms of this tension are explored in the histories and current experiences of different students. These experiences indicated that when student writing is perceived as a "task" which must be completed simply to comply with a course requirement, there is a tendency to approach writing in a formulaic way, with little attention paid to the writing processes. On the other hand, the participants expressed that writing is a positive experience at times when they are consciously aware it has contributed to their learning in a subject-area or when it has aided them in their personal growth. The study indicates writing in college is often shaped by the bureaucratic enterprise of grading and sorting students. Recommendations include making teacher-student interactions consultative and personable, teachers and administrators stronger advocates for smaller class size, and giving students choices of instructional approaches to writing so individual needs as writers are being met in composition courses and across the curriculum.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8773 |
| Date | 01 January 1993 |
| Creators | Morgan, Michael Eugene |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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