On the surface, it would appear that a classroom offers a universal experience. In reality, however, the individuality of human beings shapes this experience within a singular perspective that personalizes it into a unique story. This dissertation research project undertook to explore the concept of teacher knowledge as it applied to a particular community college instructor and how that knowledge was communicated to a particular developmental writing class. The collected data is reported through the narrative lens, offering a powerful collaboration of teacher and student stories intertwined through a shared educational experience. Upon entering their classroom, readers will “hear” the voices of the instructor and students, frequently offered in their original state—unvarnished, raw with emotion, and sincere.
The Writing strand prepares students for academic written work by teaching them the language, content, and rhetoric needed for success in college courses. These texts build student confidence by presenting step-by-step, easy-to-learn processes for effective writing.
This study is based on interviews of twelve participants who had been students in various sections of College Writing taught by the researcher. This study focuses on participant descriptions of the writing they did in the class and its transformative impact on them. Based on the literature that claims that writing can transform and heal writers, this study seeks to understand how university students make sense of the ways in which writing makes personal and social change possible. This study suggests that for these students writing is a sociocultural practice deeply imbedded in their sense of self and their constructs of knowledge and power. This study also suggests that writing in a classroom that creates the space for students to connect their subjective experience and knowledge with academic literacy practices is transformative. This study argues feminist poststructuralist discourse can offer teachers and students subject positions of resistance and agency so students may enter academic discourse communities as speaking subjects and teachers may work toward a more transformative educational practice.
Aundrey Niffenegger is a visual artist and a professor at the Columbia College Chicago Center for Book and Paper Arts, where she teaches writing, Letterpress printing and fine edition book production. She shows her artwork at Printworks Gallery in Chicago. The Time Traveler's Wife is her first novel.
Written out of the author’s awareness of the problems many students and young researchers encounter when writing their research papers, this book is a simplified presentation of the fundamentals of research. Its technically simple style is aimed at making the book accessible to people of all academic persuasions. Most research studies or projects begin with a written proposal. For this reason, the book starts with a section on how to write a good standard research proposal. In the second section, the book discusses in detail the way in which a research project, dissertation or thesis must be outlined once the research proposal has been accepted. Chapter three looks specifically at a journal paper/article as another very important type of research paper. It gives a brief survey of important points to bear in mind when writing a journal article as well as the structure such a paper is expected to follow. Chapter four is a brief presentation of some of the methods of citation and reference styles commonly used in research.