The research paper in the 12th grade classroom : privileging product over process / Rena M. Harris.

Format:

Book

Manuscript

Thesis/Dissertation

Author/Creator:

Harris, Rena M.

Contributor:

Gadsden, Vivian L., advisor.

University of Pennsylvania.

Language:

English

Subjects (All):

Penn dissertations--Reading/Writing/Literacy.

Reading/Writing/Literacy--Penn dissertations.

Penn dissertations--Education.

Education--Penn dissertations.

Local Subjects:

Penn dissertations--Reading/Writing/Literacy.

Reading/Writing/Literacy--Penn dissertations.

Penn dissertations--Education.

Education--Penn dissertations.

Physical Description:

vii, 173 pages ; 29 cm

Production:

2010.

Summary:

The research paper, for many high school seniors, will be their first exposure to academic writing. Despite the significance of academic discourse as a critical dimension of literacy research and practice, relatively little data exist in literacy on the intersection of high school students with school-sponsored writing and composing, or on the knowledge that students and teachers bring to the task.

This study was informed by literacy researchers who argue that educators can enhance student literacy by drawing from research framed by a sociocultural lens (Gee, 1996; Heath, 1983; Ivanic, 1998, 2004; Street, 1984).

Using ethnographic methods, the year-long study examined a heterogeneous class of 12th-grade students with varying levels of academic preparation as they took up the tasks associated with the research paper; how the community understood and prepared for the tasks; and how they fared (e.g., with what results, expectations, challenges, and possibilities). The investigation site is a public school Senior Seminar class. Students in the study represent a range of academic classroom experiences, social contexts, and cultural histories. The teacher designed and implemented the pedagogy for the research paper.

The teacher's pedagogy enveloped process writing theory (Britton, 1975; Elbow, 1973; Emig, 1971; Flower & Hayes, 1981a; Graves, 1978) for the initial stages of the assignment. However, students and teacher employed the Skills discourse of writing (Ivanic, 2004) as the class focus targeted the product. Emphasis shifted away from self-discovery and meaning making and instead highlighted correctness of linguistic elements. Students shared the text imparted by their high school English teachers who stressed the five-paragraph essay format. The majority of students believed that college style writing is a single component of a curricular package that is the key to success in college.

Notes:

Adviser: Vivian L. Gadsden.

Thesis (Ed.D. in Education) -- University of Pennsylvania, 2010.

Includes bibliographical references.