Language, Literacy, and Sociocultural Studies ETDs

Publication Date

Fall 11-24-2024

Abstract

This dissertation study utilized practitioner research to analyze a developmental reading and writing course focused on an accelerated curriculum, problem-based learning, and a sociocultural perspective on academic literacy, which I taught at a community college. The study collected information-rich data from three students who participated in semi-structured interviews. This study applied the Framework for Success in Postsecondary Writing to analyze the course curriculum and resulted in recommended changes to three assignments based on the Framework for Success in Postsecondary Writing: (1) The Educational Autobiography, (2) the Summary Assignment, and (3) Letter Assignment, and four themes based on the student interviews: (1) Prior Negative Schooling Experiences, (2) Various Challenges, (3) Support Systems, and (4) Ownership of Learning. The findings suggest that it may be beneficial to teach writing expectations through authentic rhetorical situations, teach writing processes in all developmental assignments, and assist students in building support systems.

Document Type

Dissertation

Language

English

Degree Name

Language, Literacy and Sociocultural Studies

Level of Degree

Doctoral

Department Name

Language, Literacy, and Sociocultural Studies

First Committee Member (Chair)

Dr. Pisarn Chamcharatsri

Second Committee Member

Dr. Ashley Dallacqua

Third Committee Member

Dr. Lucretia Pence

Fourth Committee Member

Dr. Linda Jordan

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