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Writing, realities, and developing ethos: Literacy narratives in the composition classroom.

机译：写作，现实和发展精神：作文教室中的素养叙事。

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摘要

The overall purpose of this study is to analyze how students talk and write about writing to understand why mainstream students struggle with writing when they are neither economically nor culturally marginalized. Composition scholars' literacy narratives have identified problems in education and literacy encountered by marginalized students, but they fall short in identifying and accounting for problems that mainstream students face. After examining literacy narratives by composition scholars, this study assesses interviews, questionnaires, and literacy narratives from 77 college students, ranging in ages from 18 to 26. These accounts indicate that mainstream students have had few opportunities to examine their literacy skills within the context of their developing sense of self. Because literacy narratives are stories about writers developing a voice to share with their community, ethos is central to this examination. Building upon classical and contemporary models, two aspects of ethos are developed in my analysis: ethos as it relates to students' character, identity, and self-awareness, and ethos as students' sense of their relationship to the communities that shape their character and form their audience as writers.;My assessment of student accounts develops four conclusions. First, standardized testing and formulaic writing have done little to foster students' confidence or self-awareness. Second, as a result, exigence becomes a necessary addition to writing assignments to encourage students to learn from their writing and see themselves as writers. Third, having students write their own literacy narrative is a valuable exercise so that they may become aware of how literacy affects their identity. Fourth, students' self-assessments reveal that their perceptions of writing bear little resemblance to issues defined in recent debates in composition studies, particularly the rift between personal and academic writing and the debate concerning expressivist and social-epistemic pedagogies. I define an alternative, an ethos-based pedagogy, placed within the post-process theory paradigm as defined by Thomas Kent. An ethical pedagogy focuses on developing students' character and confidence and on moving students to examine the relationship between interior and exterior spaces they inhabit and on considering how these spaces influence them on a personal and a social level. An ethical pedagogy can move students to form stronger relationships with language and their literacy practices.
机译：这项研究的总体目的是分析学生如何谈论和写作，以了解主流学生为何在经济和文化上都没有受到边缘化的情况下仍难以写作。作文学者的素养叙事已经确定了边缘化学生在教育和素养方面遇到的问题，但是他们在识别和解决主流学生所面临的问题方面缺乏经验。在研究了组成学者的识字叙事之后，本研究评估了77位年龄在18至26岁之间的大学生的访谈，问卷和识字叙事。这些说明表明，主流学生很少有机会在以下背景下检验其识字能力他们不断发展的自我意识。由于素养叙事是关于作家发展声音以与社区分享的故事，因此，精神是这项考试的核心。根据我的分析，在古典和现代模型的基础上，发展了精神的两个方面：与学生的性格，身份和自我意识相关的精神，以及作为学生对与形成性格的社区的关系的感知的精神。形成他们作为作家的听众。我对学生帐户的评估得出四个结论。首先，标准化的测试和公式化写作对增强学生的自信心或自我意识没有多大作用。其次，结果是，熟练程度成为写作作业的必要补充，以鼓励学生从写作中学到东西并将自己视为作家。第三，让学生写自己的读写能力叙述是一项有价值的练习，这样他们就可以意识到读写能力如何影响他们的身份。第四，学生的自我评估表明，他们对写作的看法与最近作文研究辩论中定义的问题不太相似，特别是个人写作和学术写作之间的裂痕以及有关表现主义和社会认识论教育的辩论。我定义了一种替代方法，它是一种基于种族的教学法，被托马斯·肯特（Thomas Kent）定义为后处理理论范式。道德教育学的重点是培养学生的性格和自信心，并动员学生研究他们居住的内部和外部空间之间的关系，并考虑这些空间如何在个人和社会层面上影响他们。道德教育学可以促使学生与语言和他们的读写能力形成更牢固的关系。

著录项

  • 作者

    Groesch, Julie Elizabeth.;

  • 作者单位

    Texas A&M University.;

  • 授予单位 Texas A&M University.;
  • 学科 Education Language and Literature.;Language Rhetoric and Composition.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 252 p.
  • 总页数 252
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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