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Researching first-year student learning and “self- directed” revision

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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
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
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.