Writing from the Inside Out: Connecting Self and Community in the First-Year Writing Classroom
This dissertation explores questions about how writing about life, loss, and experience leads to growth in students as both writers and thinkers. Through a qualitative teacher research study, Hodges Hamilton examines how a writing pedagogy focused on the interface between writing and psychology infl...
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| Format: | Others |
| Language: | English English |
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Florida State University
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| Online Access: | http://purl.flvc.org/fsu/fd/FSU_migr_etd-4002 |
| Summary: | This dissertation explores questions about how writing about life, loss, and experience leads to growth in students as both writers and thinkers. Through a qualitative teacher research study, Hodges Hamilton examines how a writing pedagogy focused on the interface between writing and psychology influences students' growth as writers, critical thinkers, and active participants in their communities. As a result of this study, Hodges Hamilton proposes a writing and healing pedagogical framework which seeks to bridge the divide between pedagogical approaches that separate personal and academic writing. === A Dissertation submitted to the Department of English in partial fulfillment of the requirements for the degree of Doctor of Philosophy. === Summer Semester, 2005. === April 28, 2005. === Writing And Psychology, Writing And Healing, First-Year Writing, Composition Pedagogy === Includes bibliographical references. === Wendy Bishop, Professor Directing Dissertation; Deborah Coxwell Teague, Professor Directing Dissertation; Nicholas Mazza, Outside Committee Member; Lad Tobin, Outside Committee Member; Bruce Bickley, Committee Member; Anne Rowe, Committee Member. |
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