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Writing for Change and Changing Writing: Service Learning, First-Year Composition and Writing about Writing

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Date Issued:
2012
Abstract/Description:
Through a piloted model of curriculum designed for ENC 1101 this teacher-research study investigated how service-learning can shape the experiences of both teachers and students in the first-year composition classroom. The research aimed to determine the ways in which enhancement occurred for students and teachers through evaluation of student coursework, a post-semester student focus group and a faculty interview. Focusing on the impacts of this curriculum on a part-time teacher, this study also aimed to bring to light some of the challenges inherent in service-learning within FYC, while offering ways to mediate those challenges in both course design and departmental implementation. As a result of this project, recommendations were made for modification of this curriculum to be used as an option for instructors alongside appropriate professional development, which is essential to the success of service-learning in FYC. Continued research dealing with various approaches to using service-learning in FYC was also recommended.
Title: Writing for Change and Changing Writing: Service Learning, First-Year Composition and Writing about Writing.
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Name(s): Bormann, Vanessa, Author
Scott, John, Committee Chair
Wardle, Elizabeth, Committee Member
Young, Beth, Committee Member
, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2012
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Through a piloted model of curriculum designed for ENC 1101 this teacher-research study investigated how service-learning can shape the experiences of both teachers and students in the first-year composition classroom. The research aimed to determine the ways in which enhancement occurred for students and teachers through evaluation of student coursework, a post-semester student focus group and a faculty interview. Focusing on the impacts of this curriculum on a part-time teacher, this study also aimed to bring to light some of the challenges inherent in service-learning within FYC, while offering ways to mediate those challenges in both course design and departmental implementation. As a result of this project, recommendations were made for modification of this curriculum to be used as an option for instructors alongside appropriate professional development, which is essential to the success of service-learning in FYC. Continued research dealing with various approaches to using service-learning in FYC was also recommended.
Identifier: CFE0004292 (IID), ucf:49479 (fedora)
Note(s): 2012-05-01
M.A.
Arts and Humanities, English
Masters
This record was generated from author submitted information.
Subject(s): service-learning -- writing about writing -- first-year composition
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0004292
Restrictions on Access: campus 2015-05-15
Host Institution: UCF

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