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Momentum: Why students move writing ...

Papaioannou, Nicole.

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Momentum: Why students move writing beyond the curriculum.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Momentum: Why students move writing beyond the curriculum./
Author:	Papaioannou, Nicole.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	196 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
Subject:	Rhetoric. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10857434
ISBN:	9780438038189

Momentum: Why students move writing beyond the curriculum.
Papaioannou, Nicole.

Momentum: Why students move writing beyond the curriculum. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 196 p.

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ph.D.)--St. John's University (New York), 2018.

This dissertation study reports on an IRB-approved qualitative study of ten students who took class-assigned writing and moved it beyond the curriculum, I examine the curricular and extracurricular contexts that drove students to voluntarily develop projects that involve writing. The findings I share in this dissertation are based on interviews and content analysis viewed through a grounded theory lens. Pulling from the students' interviews and texts, I concentrate on three areas of interest: identity development and its relationship to self-defined goals, faculty-student relationships, and support structures.

ISBN: 9780438038189Subjects--Topical Terms:

516647
Rhetoric.

Momentum: Why students move writing beyond the curriculum.
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100 1 $a Papaioannou, Nicole. $3 3351792
245 1 0 $a Momentum: Why students move writing beyond the curriculum.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 196 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: Anne Ellen Geller.
502 $a Thesis (Ph.D.)--St. John's University (New York), 2018.
520 $a This dissertation study reports on an IRB-approved qualitative study of ten students who took class-assigned writing and moved it beyond the curriculum, I examine the curricular and extracurricular contexts that drove students to voluntarily develop projects that involve writing. The findings I share in this dissertation are based on interviews and content analysis viewed through a grounded theory lens. Pulling from the students' interviews and texts, I concentrate on three areas of interest: identity development and its relationship to self-defined goals, faculty-student relationships, and support structures.
520 $a In examining these areas more closely, I find that students' imagined identities, both current and future, are central to the ways they experience learning. These identities shape priorities and also create the anxieties associated with seeking group acceptance. The ways in which faculty build relationships with students and the ways in which support structures are placed in their learning environments can either encourage students to take risks in their exploration of these identities and pursuit of these goals, or it can discourage them. In the case of these students, it was the former.
520 $a I conclude this dissertation by offering recommendations for practice, both for faculty and administrators. I argue for the creation of spaces where students can "try on" identities, the development of faculty-student relationships based on mutual respect and approachability, the inclusion of focused long-term projects in writing curriculum which provide time for reflection, and the integration of opportunities for student agency in curriculum and university-wide frameworks for student engagement.
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650 4 $a Higher education. $3 641065
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773 0 $t Dissertation Abstracts International $g 79-10A(E).
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