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To write or not to write? Students' ...

Bompiani-Smith, Lisa.

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To write or not to write? Students' perceptions of their lived experiences within the academic writing process.

Record Type:	Electronic resources : Monograph/item
Title/Author:	To write or not to write? Students' perceptions of their lived experiences within the academic writing process./
Author:	Bompiani-Smith, Lisa.
Description:	331 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3688856
ISBN:	9781321677362

To write or not to write? Students' perceptions of their lived experiences within the academic writing process.
Bompiani-Smith, Lisa.

To write or not to write? Students' perceptions of their lived experiences within the academic writing process. - 331 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--Capella University, 2015.

The purpose of the qualitative phenomenological study was to describe the essence of students' lived experiences within the academic writing process. A secondary purpose was to increase educators' awareness of the possible influences a hidden curriculum and the Common Core Standards (CCS) could have on those lived experiences. With a constructivist-transformative theoretical framework, the central question of the study was: How do suburban high school students in a Western PA school district describe their lived experiences as academic writers? Subquestions explored (a) how they navigate the writing process; (b) the factors affecting the acceptance or refusal of writing instruction; (c) coping strategies used to deal with conflicts within the writing process; (d) the discrepancies between their lived experiences and current practice; (e) the roles of motivation, grit, and resilience in their lived experiences; (f) the influences of a hidden curriculum on their lived experiences as writers; (g) how the writing process has improved their writing; and (h) the instructional changes needed to help them meet the CCS. Data collection occurred through interviews with a study-specific protocol.

ISBN: 9781321677362Subjects--Topical Terms:

684418
Curriculum development.

To write or not to write? Students' perceptions of their lived experiences within the academic writing process.
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245 1 0 $a To write or not to write? Students' perceptions of their lived experiences within the academic writing process.
300 $a 331 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Adviser: Cassandra Jenkins.
502 $a Thesis (Ph.D.)--Capella University, 2015.
520 $a The purpose of the qualitative phenomenological study was to describe the essence of students' lived experiences within the academic writing process. A secondary purpose was to increase educators' awareness of the possible influences a hidden curriculum and the Common Core Standards (CCS) could have on those lived experiences. With a constructivist-transformative theoretical framework, the central question of the study was: How do suburban high school students in a Western PA school district describe their lived experiences as academic writers? Subquestions explored (a) how they navigate the writing process; (b) the factors affecting the acceptance or refusal of writing instruction; (c) coping strategies used to deal with conflicts within the writing process; (d) the discrepancies between their lived experiences and current practice; (e) the roles of motivation, grit, and resilience in their lived experiences; (f) the influences of a hidden curriculum on their lived experiences as writers; (g) how the writing process has improved their writing; and (h) the instructional changes needed to help them meet the CCS. Data collection occurred through interviews with a study-specific protocol.
520 $a The targeted population was students in grades 10-12 who were currently, or had been within the last six months, enrolled in high school courses that required active engagement with the academic writing process. The final sample size was seven participants, two males and five females, who attended the same suburban high school. The findings supported Graves's (1983) tenet that students come to school with a writing process already in place and that teachers should focus on working with, instead of against, those processes. The overriding implication of the study is that if teachers want to encourage students to be successful academic writers and to meet the CCS for college and career readiness, then students must be given greater autonomy in how they implement the writing process so that their personal writing processes are validated.
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