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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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| 2 |
Disrupting Trauma Tourism in Diversity Workshops and Scholarship Essays: A Participatory Study Describing Counternarratives by Queer, Trans, and Students of Colour.
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In: University Studies Faculty Publications and Presentations (2022)
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| 3 |
Lolita in the Contemporary American Classroom: Pedagogical and Learning Approaches
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In: Master’s Theses and Projects (2021)
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| 4 |
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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| 5 |
Finding Aid for Speech Department Subject and Correspondence File, 1963-1989
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| 6 |
A qualitative study of teaching strategies used by instructors to stimulate and sustain online learner engagement at the University of Wisconsin-Stout
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| 7 |
Gentry, Martha Beck "Mattie" (Spangler), 1862-1940 (MSS 733)
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In: MSS Finding Aids (2021)
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| 8 |
English as a Medium of Instruction in English-as-a-Foreign-Language Primary Schools in Vietnam: Policies and Implementation
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| 9 |
Understanding the Academic Help-Seeking Strategies and Experiences of Black First-Generation Engineering Undergrads
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| 10 |
Nepantleras Building Bridges Toward College Readiness: Latina/o/x Educators Fostering Equity in an Urban High School
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In: Education Sciences ; Volume 10 ; Issue 4 (2020)
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| 11 |
The influence of overseas professional development experiences on the cognitions and practices of EFL teachers: a cross-case analysis of two Saudi universities
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| 12 |
Discovering moments of disconnect throughout the process of response and revision : a multiple case study
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| 13 |
Diagnose von Sprachbewusstheit und Bildungssprache in der Lehrerinnen- und Lehrerausbildung ... : Evaluation of subject-related language awareness as a diagnostic task in teacher education ...
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| 14 |
Diagnose von Sprachbewusstheit und Bildungssprache in der Lehrerinnen- und Lehrerausbildung ; Evaluation of subject-related language awareness as a diagnostic task in teacher education
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In: Beiträge zur Lehrerinnen- und Lehrerbildung 37 (2019) 1, S. 69-82 (2019)
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| 15 |
What makes an effective translation teacher?: a qualitative exploration of effective translation teaching and teachers in the university classroom
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Huang, Zhi. - : Sydney, Australia : Macquarie University, 2019
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| 16 |
Early alert systems using learning analytics to determine and improve student engagement and academic success in a unit: student and teacher perspectives
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Atif, Amara. - : Sydney, Australia : Macquarie University, 2019
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| 17 |
Dilemmas of educational innovation : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Management at Massey University, Manawatu, New Zealand
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| 18 |
Exploring tertiary teachers’ pedagogical experiences about academic diversity
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| 19 |
Dialectic Continued
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In: Saffy Collection - All Textual Materials (2018)
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| 20 |
Definition of Dialectic
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In: Saffy Collection - All Textual Materials (2018)
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