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(Re)Thinking Secondary Writing Instruction : = Toward an Integrated Pedagogy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	(Re)Thinking Secondary Writing Instruction :/
Reminder of title:	Toward an Integrated Pedagogy.
Author:	Pettit, Chad.
Description:	1 online resource (134 pages)
Notes:	Source: Masters Abstracts International, Volume: 83-12.
Contained By:	Masters Abstracts International83-12.
Subject:	English literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29254411click for full text (PQDT)
ISBN:	9798834008736

(Re)Thinking Secondary Writing Instruction : = Toward an Integrated Pedagogy.
Pettit, Chad.

(Re)Thinking Secondary Writing Instruction :Toward an Integrated Pedagogy. - 1 online resource (134 pages)

Source: Masters Abstracts International, Volume: 83-12.

Thesis (M.A.)--Texas A&M University - Central Texas, 2022.

Includes bibliographical references

Secondary education is experiencing an unprecedented level of teacher burnout. Despite this, students and teachers are held to increasingly strict accountability measures in the form of high-stakes, standardized testing. These tests, along with curricular strategies designed to prepare students to perform well on them, have not proven sufficient to prepare students for college level writing.College first-year composition courses are generally focused on preparing students for the various writing situations they will encounter throughout their academic careers. These courses are often structured based on best practices proven through research in rhetoric and composition studies. However, this research is often biased toward first year composition courses, and the current secondary writing pedagogy and assessment scene is not conducive to applying these practices in a sustainable way.This thesis views such research through the lens of high school English teachers attempting to navigate the current writing pedagogy and assessment scene. It then puts forth an integrated pedagogy of well-researched pedagogical strategies reimagined and adapted to the secondary English classroom. The thesis concludes with a theoretical model that re-establishes the writing assessment scene with authentic assessments of student writing and attempts to close the secondary/post-secondary gap.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798834008736Subjects--Topical Terms:

516356
English literature.
Subjects--Index Terms:

Composition coursesIndex Terms--Genre/Form:

542853
Electronic books.

(Re)Thinking Secondary Writing Instruction : = Toward an Integrated Pedagogy.
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500 $a Source: Masters Abstracts International, Volume: 83-12.
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504 $a Includes bibliographical references
520 $a Secondary education is experiencing an unprecedented level of teacher burnout. Despite this, students and teachers are held to increasingly strict accountability measures in the form of high-stakes, standardized testing. These tests, along with curricular strategies designed to prepare students to perform well on them, have not proven sufficient to prepare students for college level writing.College first-year composition courses are generally focused on preparing students for the various writing situations they will encounter throughout their academic careers. These courses are often structured based on best practices proven through research in rhetoric and composition studies. However, this research is often biased toward first year composition courses, and the current secondary writing pedagogy and assessment scene is not conducive to applying these practices in a sustainable way.This thesis views such research through the lens of high school English teachers attempting to navigate the current writing pedagogy and assessment scene. It then puts forth an integrated pedagogy of well-researched pedagogical strategies reimagined and adapted to the secondary English classroom. The thesis concludes with a theoretical model that re-establishes the writing assessment scene with authentic assessments of student writing and attempts to close the secondary/post-secondary gap.
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538 $a Mode of access: World Wide Web
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650 4 $a Rhetoric. $3 516647
650 4 $a Curriculum development. $3 684418
650 4 $a Secondary education. $3 2122779
650 4 $a Pedagogy. $3 2122828
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653 $a Composition courses
653 $a Secondary writing instruction
653 $a Writing pedagogy
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710 2 $a Texas A&M University - Central Texas. $b Humanities. $3 3688621
773 0 $t Masters Abstracts International $g 83-12.
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