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What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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Abstract:
This qualitative narrative study investigated the relationship between emerging adults’ understandings of themselves as writers and their autobiographical memories of writing. Narrative data, largely elicited through semi-structured interviews, were collected from 14 participants who were recruited from six postsecondary institutions. Recruitment efforts aimed to yield participants who had divergent educational experiences, career ambitions, and dispositions towards writing, and who inhabited divergent racial, social, and cultural identities. The study contributes to writer identity research by applying a sociocultural framework that holds memory, narrative, identity, and culture as reflections—and, often, distortions—of each other. The research questions, asked through this lens, aimed to provide insight into the emotional residues of pre-college writing experiences, the potential patterning of narrated memories or identities among participants, and the ways in which the stories participants shared and the identities they storied shape each other. While this is fundamentally an inquiry into the narrative features of writer identity, it is also a study about how certain lived writing experiences reincarnate as highly emotive autobiographical memories; even if such memories tend to be unstable, unreliable, and suggestable, they are nonetheless meaningful reflections of the lingering effects of the past. Through this retrospective study, a portrait emerges of classroom conditions and writing experiences that are particularly hospitable to the nurturement of positive memories and healthy writing identities, as well as to the inverse. This research is intended to speak to both secondary English teachers and English teacher educators and college composition instructors by bridging secondary and postsecondary understandings of how student writers are moving between worlds, the memories they are bringing with them, and the ways in which they might be storying their writer identities en route.
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Keyword:
Autobiography; College students; Creative writing (Higher education)--Study and teaching; Education; English language--Study and teaching (Higher); English teachers--Training of
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URL: https://doi.org/10.7916/xj2t-ja03
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Beginning Spanish ¡Empecemos por aquí!
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In: PDXOpen: Open Educational Resources (2022)
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Resilience in the context of learning English as a foreign language in Vietnam: An exploratory study using complex dynamic systems theory
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Self-corrections by clause type : what these corrections may reveal about L2 cognitive resources
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Discourse analysis of first year composition textbooks for first and second wave responses to post-truth
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Best Practices for a Translingual Pedagogy: an Undergraduate Perspective
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In: University Honors Theses (2020)
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SUPPORTING TEACHER-WRITERS ENGAGEMENT WITH TROUBLESOME KNOWLEDGE: EVIDENCE OF TRANSFER IN WRITING ACROSS THE CURRICULUM PROFESSIONAL DEVELOPMENT
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An investigation of lecturers' teaching through English medium of instruction : a case of higher education in China
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Assessing multimodal literacies in practice : a critical review of its implementations in educational settings
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Discovering moments of disconnect throughout the process of response and revision : a multiple case study
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English Learners and ESL Programs in the Community College: A Review of the Literature
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A Cross-Comparison Case Study Analyzing the Nature of the Discourse of First-Year Composition Courses of one Community College Dual Enrollment Program
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The Writer in Performance: A Study of Under-Represented College Freshman Writers and Their Writing
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English Learners and ESL Programs in the Community College: A Review of the Literature ...
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The effects of using blended learning approach on EFL students' essay writing at Shaqra University, Saudi Arabia
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Exploring persuasive techniques used by Japanese University students in English oral presentations
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Metadiscourse in academic writing instruction for Iraqi EFL tertiary students : a mixed methods approach
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