How do ELA spaces, here defined as classroom practices, curricula, and assignments, invite students to locate “their” voice? To enact one? To what extent do or might pedagogical approaches to and community norms for a class discussion; the possibility and opportunity to lean into uncertainty; the texts students read and are exposed to; and the kinds of writing assignments and different narrative perspectives with which they experiment each play a role in shaping that voice? The chapters that follow will explore occasions and sites where voice may be located in different iterations in the ELA secondary classroom.
Based on student claims and written responses on which I report in this dissertation, ELA spaces emerge as a kind of laboratory theater for locating a writerly identity. The results of my research suggest that Harkness pedagogy; reading and writing in response to literature; dialectical journaling; essaying that embraces uncertainty; experiment and play with different narrative perspectives; and being in conversation with literature are all promising pedagogical approaches to ELA instruction whose aim is to help writers locate and develop their own writerly voice.
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/e3ka-f907 |
| Date | January 2023 |
| Creators | (Buchan) Kelly, Kathleen |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
Page generated in 0.0023 seconds