Multiple genres, multiple voices / Cherylann Schmidt.

Format:

Book

Manuscript

Thesis/Dissertation

Author/Creator:

Schmidt, Cherylann, author.

Contributor:

Waff, Diane R., degree supervisor, degree committee member.

Gentile, Claudia, degree committee member.

Hall, Kate, degree committee member.

University of Pennsylvania. Reading/Writing/Literacy, degree granting institution.

Language:

English

Subjects (All):

Penn dissertations--Education.

Education--Penn dissertations.

Penn dissertations--Reading, writing, literacy.

Reading, writing, literacy--Penn dissertations.

Local Subjects:

Penn dissertations--Education.

Education--Penn dissertations.

Penn dissertations--Reading, writing, literacy.

Reading, writing, literacy--Penn dissertations.

Physical Description:

x, 271 leaves : illustrations ; 29 cm

Production:

[Philadelphia, Pennsylvania] : University of Pennsylvania, 2015.

Summary:

At any given time, there are many different influencers on the American classroom. Since Congress passed the ESEA Title II (Elementary and Secondary Education Act, known as No Child Left Behind), the strongest influence on the American classroom has become assessment. In the current educational climate focusing on outcomes and assessment, educational institutions may be sacrificing rich educational experiences in favor of test preparation. One literacy event that impacts students' learning is multigenre writing. Multigenre writing lends itself to multiple conversations in American education. Multigenre writing has the key ingredients of constructivist theory embedded in the composing process, and employing multigenre writing in the classroom is a way to make sure that the social-constructivist voice is not silenced in American education. Through an analysis of classroom observations, student work, focus group discussions, student reflections, and student questionnaires, this qualitative research study of multigenre writing examines the gains in students' academic development, social development, and identities as learners.

Notes:

Ed. D. University of Pennsylvania 2015.

Department: Reading, Writing, Literacy.

Supervisor: Diane R. Waff.

Includes bibliographical references.

OCLC:

945783376