This study examines publications of students' writing in first-year composition programs. Based on a survey of such publications in 1999, I review how program anthologies and classbooks are produced and used and analyze selected examples of the writing they contain. In addition I trace the development of the publications as the field of composition studies evolved. Research for the study indicates that, although composition instructors have recognized these publications as valuable tools in teaching writing since the mid-twentieth century, relatively few schools have them. The research shows considerable variety in the approaches that writing programs take to publishing students' writing. Moreover, it reveals a strong connection between the publications and the pedagogical orientation of the writing programs that produce them. To illustrate the relationship, I use data from questionnaires and personal interviews to sketch the evolution of approaches to publishing at five schools: two of them aligned with subjective rhetoric, two of them with epistemic rhetoric, and one bridging these rhetorical views. In chapter six of the study, I analyze eight selected students' texts from the publications. The results show surprisingly little difference in the quality of the compositions they contain. Nevertheless, the subjects the students choose and the structure of their papers suggests that the students' folk culture has a significant influence on their writing. Perhaps more important, the analysis suggests that student experiment with form and style more in their writing when they take responsibility for editing their published texts than when teachers assume that responsibility. The conclusion of the study calls for writing programs to increase their awareness of the range of possibilities for publishing students' papers in first-year composition and incorporate the publications in their curricula. Texts in program anthologies and classbooks constitute a significant resource for understanding how students write. The compositionists have not yet realized the full potential these publications have for helping students learn to write. / A Dissertation Submitted to the Department of English in Partial Fulfillment of the
Requirements for the Degree of Doctor of Philosophy. / Summer Semester, 2006. / April 05, 2006. / Classbooks, Program Anthologies, First-Year Writing, Rhetoric and Composition, Composition, Zines, Students' Folklore / Includes bibliographical references. / John Fenstermaker, Professor Directing Dissertation; John Simmons, Outside Committee Member; Bruce Bickley, Committee Member; Jerrilyn McGregory, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_175641 |
| Contributors | Loomis, Ormond (authoraut), Fenstermaker, John (professor directing dissertation), Simmons, John (outside committee member), Bickley, Bruce (committee member), McGregory, Jerrilyn (committee member), Department of English (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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