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The Effect of Constant Time Delay and Sentence Frames on Correct Word Selection for Sentences Constructed Using Technology-Aided Instruction During a Story-Based Lesson
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In: Electronic Theses and Dissertations (2022)
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From Panic to Joy: The Socio-emotional Side of Information Literacy for First-Generation College Students
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In: Georgia International Conference on Information Literacy (2022)
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English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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Specialized writing instruction for deaf students: A randomized controlled trial
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In: Theory and Practice in Teacher Education Publications and Other Works (2022)
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Using Issues in Honors Education to Teach Argumentation
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In: Honors in Practice -- Online Archive (2022)
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The Critical Workshop: Writing Revision and Critical Pedagogy in the Middle School Classroom
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In: Doctoral Dissertations (2022)
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Abstract:
This dissertation addresses the question of whether focusing on revision in writing instruction can be a form of critical pedagogy in middle school classrooms. Building on the work of A. Suresh Canagarajah, Lisa Delpit, Paulo Freire, Henry Giroux, Kay Halasek, Joseph Harris, Amy Lee, Timothy Lensmire, Min-Zhan Lu, Peter McLaren, Richard Ohmann, Ira Shor, and others, I explore and challenge commonly held attitudes about revision and language, primarily that the goal of revision is to correct errors and that language and its conventions should be thought of in terms of correctness. I explore the ways in which traditional writing workshops both support and fall short of critical pedagogy, and how a revised writing workshop—a critical workshop—might be a vehicle for critical pedagogy. Would focusing on revisions give students the attitude, ownership, and agency to enable them to identify what might be better in their lives and the world, and to see themselves as agents of that change? As a teacher-researcher and teaching-researcher, I investigated students’ attitudes toward revision to see if they became more critical during and after exposure to the critical workshop. In other words, did revising become less about judging, earning grades, and correction? In the minds of students, did revising writing become more about making writing stronger, seeing applications of revision to other areas of their lives, considering their audience and others, taking risks in their writing, and opening their minds to new ideas? Did their critical thinking become more complex? Second, I used my data to explore whether students appeared to feel more ownership of their writing, and what kinds of agency this ownership led to. My primarily qualitative (and partly quantitative) analysis indicates that focusing on revisions in the critical workshop can significantly change students’ attitudes toward revision to a more critical way of thinking. My data also indicates that the critical workshop helps to create a variety of feelings of ownership and agency in students. I propose that this approach to writing can be a form of critical pedagogy that is developmentally appropriate for eighth-grade students.
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Keyword:
agency; critical pedagogy; Curriculum and Instruction; middle school; revision; writing instruction; writing workshop
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URL: https://scholarworks.umass.edu/dissertations_2/2402
https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=3482&context=dissertations_2
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| 7 |
Using ‘How To …’ Videos in Feedforward Practices to Support the Development of Academic Writing
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In: Journal on Empowering Teaching Excellence (2022)
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| 8 |
“I Kind of Pushed Back”: Efficiency and Urgency in a No-Excuses Writing Curriculum
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In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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First-Year-Composition Writing Conferences as a Pathway for Becoming Graduate Teaching Assistants
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In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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| 12 |
Closing The English Language Proficiency Gap In Post-Secondary Education In Canada
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In: Dissertations (2021)
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| 13 |
Textproduktion von schwach schreibenden Jugendlichen. Eine empirische Studie zum Schreibprozess im Kontext des persuasiven Argumentierens
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Lindauer, Nadja. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 306 S. - (Sprachliche Bildung – Studien; 9) (2021)
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| 14 |
OER Guide for WR 227 Instructors: Using Open Educational Resources (OERs) in WR 227 Courses
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In: PDXOpen: Open Educational Resources (2021)
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| 15 |
Translanguaging and Academic Writing: Possibilities and Challenges in English-Only Classrooms ...
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Translanguaging and Academic Writing: Possibilities and Challenges in English-Only Classrooms ...
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| 17 |
TESOL Applications of the Regressive Imagery Dictionary: An Exploratory Analysis of Word Frequency, Text-Type, and Narrative Production ...
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| 18 |
TESOL Applications of the Regressive Imagery Dictionary: An Exploratory Analysis of Word Frequency, Text-Type, and Narrative Production ...
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| 19 |
Completing the first assignment: A case study of the writing processes of a successful and an unsuccessful student
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In: Research outputs 2014 to 2021 (2021)
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| 20 |
Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves and Self-Efficacy for Scientific Purposes
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In: Mathematics ; Volume 9 ; Issue 17 (2021)
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