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Improvising Roles: Writing Instruction and Provocative Disruption.

机译：角色提升：写作指导和挑衅性破坏。

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摘要

How to teach writing is a consistently complex problem in the field of English education. This qualitative narrative research project seeks to further complicate that problem by suggesting, through improvisation theories, two shifts in understanding writing instruction: that texts themselves do not fully constitute the wholeness of the work and thus involve the meanings we ascribe to them (as writers, readers, teachers, and students); that our role as writing instructors is as disruptors and must be improvised (altered, shifted, adjusted) based on the meaning ascribed to the written work by students and teachers. This project explores the following questions:;(1) If texts do not fully constitute the whole of the written work, then how do students and teachers explain and understand what writing is about? This question is addressed in two ways: (A) How do students understand what their writing is about? (B) How do I understand what they report to me?;(2) What might it mean to improvise our role in writing instruction? How might student explanations provide the context to improvise our roles as writing instructors?;The participants were three high school seniors. As the sole researcher, I interviewed each of the three participants, two males and one female, over the course of the first semester of their senior year. Through qualitative research, with dimensions of narrative research, this study suggests that provoking crucial disruptions in the students' writing is an approach to writing instruction that involves dialogue with students, and reflection on practice. It is a collaborative approach between students and teachers. This study further suggests that how we prompt students is crucial to their writing experiences. And, through dialogue with students (which can be conceived of as a form of writing instruction), we can inform, explore, and question when and how we inspire students in their writing. This dissertation proposes that writing instruction is continuously and simultaneously inquiry and practice.
机译：在英语教育领域，如何教授写作是一个始终复杂的问题。这个定性叙事研究项目试图通过即兴理论提出两个理解写作指导的转变，以使问题进一步复杂化：文本本身并不能完全构成作品的整体，因此涉及我们赋予它们的含义（作为作家，读者，老师和学生）；我们作为写作指导者的角色是破坏者，必须根据学生和老师赋予书面作品的含义即兴（改变，转移，调整）。该项目探讨了以下问题：（1）如果文字不能完全构成书面作品的全部，那么学生和教师如何解释和理解写作的含义？这个问题有两种解决方法：（A）学生如何理解他们的写作内容？ （B）我如何理解他们向我报告的内容？;（2）即兴发挥我们在编写指导书中的作用意味着什么？学生的解释如何提供背景以即兴发挥我们作为写作指导者的作用？；参与者是三名高中生。作为唯一的研究人员，我在三年级的第一学期采访了三位参与者中的每一位，两名男性和一名女性。通过定性研究和叙事研究的维度，该研究表明，激发学生写作中的关键性干扰是一种写作教学的方法，其中涉及与学生的对话以及对实践的反思。这是学生和老师之间的一种协作方法。这项研究进一步表明，我们如何提示学生对他们的写作经验至关重要。并且，通过与学生对话（可以将其视为写作指导的一种形式），我们可以告知，探索和质疑何时以及如何激发学生的写作灵感。本文提出写作指导是连续不断的，同时是探究和实践。

著录项

  • 作者

    Tramantano, Adam.;

  • 作者单位

    Teachers College, Columbia University.;

  • 授予单位 Teachers College, Columbia University.;
  • 学科 Education.
  • 学位 Ed.D.
  • 年度 2018
  • 页码 208 p.
  • 总页数 208
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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