RUcore: Rutgers University Community Repository
Fostering a discourse of process
Descriptive
TitleInfo
Title
Fostering a discourse of process
SubTitle
a qualitative study of student perspectives on a developmental college writing course
Name
(type = personal)
NamePart
(type = family)
Pacello
NamePart
(type = given)
James
DisplayForm
James Pacello
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Belzer
NamePart
(type = given)
Alisa
DisplayForm
Alisa Belzer
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Boling
NamePart
(type = given)
Erica
DisplayForm
Erica Boling
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Bickerstaff
NamePart
(type = given)
Susan
DisplayForm
Susan Bickerstaff
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
outside member
Name
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm
(authority = RULIB)
school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(qualifier = exact)
2015
DateOther
(qualifier = exact);
(type = degree)
2015-05
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
This qualitative research study drew from phenomenological, case study, and teacher-research traditions to examine the perceptions and experiences of eight students who completed a developmental writing course. The course was designed as a research based intervention aimed at helping students learn skills, habits, and tools that could assist them with navigating college writing. The study also examined what skills and habits participants believed they needed to succeed in writing for college and how this changed throughout the course of the study. Additionally, it investigated in what ways students connected their development of these skills and habits to class activities. Finally, it examined how participants described using their knowledge about writing for classes across the curriculum. The study was conducted at a four-year college in New York City. Data was triangulated through the use of two interviews conducted with participants after they had completed the course, assignments they wrote while enrolled in the course, and the researcher’s notes. Data was analyzed in relationship to Gee’s (2008) theory of Discourse and Lea and Street’s (1998/2006) academic literacies model. Using these theories, the study sought to consider the connections and tensions the participants experienced between what they learned in the developmental course and what they needed when they wrote for credit-bearing college classes. The findings suggested that participants tended to develop more of a process-oriented disposition and approach to writing as they completed the course and wrote for classes across disciplinary contexts. They drew upon a variety of the skills and strategies learned in the developmental class. There was also evidence of challenges that arose when participants encountered a variety of writing conventions and research expectations across the curriculum. Implications for future research and instructional practices are addressed.
Subject
(authority = RUETD)
Topic
Literacy Education
RelatedItem
(type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
Identifier
ETD_6388
PhysicalDescription
Form
(authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (x, 212 p. : ill.)
Note
(type = degree)
Ed.D.
Note
(type = bibliography)
Includes bibliographical references
Subject
(authority = ETD-LCSH)
Topic
College student development programs
Subject
(authority = ETD-LCSH)
Topic
English language--Rhetoric
Note
(type = statement of responsibility)
by Jamese Pacello
RelatedItem
(type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier
(type = local)
rucore10001500001
Location
PhysicalLocation
(authority = marcorg);
(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3KP840Z
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Pacello
GivenName
James
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = start)
2015-04-14 21:55:20
AssociatedEntity
Name
James Pacello
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
RULTechMD
(ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem
(VERSION = 5.1)
windows xp
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Statistical Profile