Exploring a pedagogy of parody/satire texts with high school youth / Michael Mannix.

Format:

Book

Thesis/Dissertation

Author/Creator:

Mannix, Michael, author.

Contributor:

Pomerantz, Anne, degree supervisor.

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

Language:

English

Subjects (All):

Secondary education.

Language arts.

Reading, Writing, Literacy--Penn dissertations.

Penn dissertations--Reading, Writing, Literacy.

Local Subjects:

Secondary education.

Language arts.

Reading, Writing, Literacy--Penn dissertations.

Penn dissertations--Reading, Writing, Literacy.

Genre:

Academic theses.

Physical Description:

1 online resource (227 pages)

Contained In:

Dissertations Abstracts International 82-12A.

Place of Publication:

[Philadelphia, Pennsylvania] : University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2021.

Language Note:

English

System Details:

Mode of access: World Wide Web.

text file

Summary:

Interacting with humorous texts is a promising way for adolescent students to learn about reading and writing. Few resources, however, exist to guide teachers, particularly at the high school level. Likewise, few studies have explored the affordances and limitations of humorous texts as a resource for literacy instruction. Using a practitioner inquiry approach, this study explores what happens both from an interactional perspective and an instructional perspective when high school students enrolled in a week-long summer writing program primarily and intentionally read and write humorous texts. Through the collection and analysis of participant interviews, participant artifacts, talk about humorous texts, and researcher memos, this study explores the design and implementation of a curriculum focused on the interpretation and production of parody/satire news texts. The findings section is divided into two parts. First, it identifies the kinds of expertise participants brought to the reading and writing of satire/parody news texts and examines how they enacted this expertise in their interactions with one another, the instructor, and the texts. Second, it focuses on a discussion of instructor experiences in the course, centered around common teacher concerns of teaching with humor writing. This discussion also includes recommendations for teachers of humor writing. These recommendations include how to engage students in more nuanced interactions with textual ideas, as well as how to integrate aspects of texts with which participants were engaged into instruction, such as the connection between word choice and genre, the function of humor, and the discussion of storytelling features. This study concludes with questions intended to help educators be reflective when centering humorous texts in literacy instruction.

Notes:

Source: Dissertations Abstracts International, Volume: 82-12, Section: A.

Advisors: Pomerantz, Anne; Committee members: Diane Waff; Amy Stornaiuolo.

Department: Reading, Writing, Literacy.

Ed.D. University of Pennsylvania 2021.

Local Notes:

School code: 0175

ISBN:

9798516083044

Access Restriction:

Restricted for use by site license.

This item is not available from ProQuest Dissertations & Theses.

This item must not be sold to any third party vendors.