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Researching first-year student learning and “self- directed” revision
- Date Issued:
- 2015
- Summary:
- This thesis is designed to invite scholars, writers, and teachers of rhetoric and composition pedagogy to re-evaluate the revision process as a means of inspiring and supporting first-year writers to become acquainted with their “writer’s voice.” This study explores students’ resistance towards revision and argues that recognizing and developing revision habits will help students revise independently. Self-directed revision not only strengthens a writer’s ability to engage in the writing process more astutely, but it is also a fundamental component to the self-identification process from which the writer draws inspiration. This thesis is structured into four main sections: (1) Introduction, referring to aim and methodology; (2) Chapter 1, addressing the importance of “self-directed” revision; (3) Chapter 2, a case study presenting first-year student responses to writing and revision; (4) Conclusion, discussing the relevance of implementing a strategic and shared value approach to first-year composition revision assignments.
Title: | Researching first-year student learning and “self- directed” revision. |
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Name(s): |
Schattinger, Linzi, author Hinshaw, Wendy, Thesis advisor Florida Atlantic University, Degree grantor Dorothy F. Schmidt College of Arts and Letters Department of English |
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Type of Resource: | text | |
Genre: | Electronic Thesis Or Dissertation | |
Date Created: | 2015 | |
Date Issued: | 2015 | |
Publisher: | Florida Atlantic University | |
Place of Publication: | Boca Raton, Fla. | |
Physical Form: | application/pdf | |
Extent: | 174 p. | |
Language(s): | English | |
Summary: | This thesis is designed to invite scholars, writers, and teachers of rhetoric and composition pedagogy to re-evaluate the revision process as a means of inspiring and supporting first-year writers to become acquainted with their “writer’s voice.” This study explores students’ resistance towards revision and argues that recognizing and developing revision habits will help students revise independently. Self-directed revision not only strengthens a writer’s ability to engage in the writing process more astutely, but it is also a fundamental component to the self-identification process from which the writer draws inspiration. This thesis is structured into four main sections: (1) Introduction, referring to aim and methodology; (2) Chapter 1, addressing the importance of “self-directed” revision; (3) Chapter 2, a case study presenting first-year student responses to writing and revision; (4) Conclusion, discussing the relevance of implementing a strategic and shared value approach to first-year composition revision assignments. | |
Identifier: | FA00004407 (IID) | |
Degree granted: | Thesis (M.A.)--Florida Atlantic University, 2015. | |
Collection: | FAU Electronic Theses and Dissertations Collection | |
Note(s): | Includes bibliography. | |
Subject(s): |
Authhorship Creative writing English language -- Rhetoric -- Study and teaching Self identity (Psychology) Writing -- Psychological aspects |
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Held by: | Florida Atlantic University Libraries | |
Sublocation: | Digital Library | |
Links: | http://purl.flvc.org/fau/fd/FA00004407 | |
Persistent Link to This Record: | http://purl.flvc.org/fau/fd/FA00004407 | |
Use and Reproduction: | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. | |
Use and Reproduction: | http://rightsstatements.org/vocab/InC/1.0/ | |
Host Institution: | FAU | |
Is Part of Series: | Florida Atlantic University Digital Library Collections. |