Inquiries into writing and the construction of writerly identity in a twelfth-grade classroom.

Format:

• Book
• Thesis/Dissertation

Author/Creator:

• Pratt, Leslie Rutkowsky.

Contributor:

• University of Pennsylvania.

Language:

English

Subjects (All):

• Education, Secondary.
• Education.
• Language arts.
• 0279.
• 0456.
• 0533.

Local Subjects:

• 0279.
• 0456.
• 0533.

Physical Description:

264 pages

Contained In:

Dissertation Abstracts International 73-06A.

System Details:

• Mode of access: World Wide Web.
• text file

Summary:

This practitioner inquiry investigates the writing practices of a particular twelfth-grade classroom in a suburban public high school. Grounded in the ideological frameworks of New Literacies, the study analyzes students' experiences in an inquiry curriculum that conceptualized writing as an act of identity. Intertwined with these students' deepening understandings are my own questions and insights as a practitioner inquiring into my own classroom. Through a deep description and analysis of the writing practices and written products of this classroom and its students, this study explores students' negotiation of what it means to be a writer and the possibilities for writing as a mode of inquiry. More specifically, the study uses ethnographic methods to analyze how students took up the invitation to an inquiry curriculum about writing, how they developed a deeper sense of written annotation though inquiry, how they came to examine their own writerly moves and identities, and how these academic understandings traveled outside of the classroom. In light of these experiences, students came to see themselves as writers rather than as students of writing. This suggests an alternative vision for writing curricula in high school contexts and a reconsideration of the narrow view of writing as a set of fixed skills that dominates current educational policy.

Notes:

• Source: Dissertation Abstracts International, Volume: 73-06, Section: A, page: 2095.
• Adviser: Susan L. Lytle.
• Thesis (Ph.D.)--University of Pennsylvania, 2011.

Local Notes:

School code: 0175.

ISBN:

9781267218599

Access Restriction:

Restricted for use by site license.