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dc.contributor.advisorPaulson, Eric J.
dc.contributor.authorLampi, Jodi P.
dc.date.accessioned2014-08-18T19:18:05Z
dc.date.available2014-08-18T19:18:05Z
dc.date.created2014-08
dc.date.issued2014-07-14
dc.date.submittedAugust 2014
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/5261
dc.description.abstractThis dissertation presents a study designed to uncover instructors’ understandings of disciplinary writing in order to understand how their conceptualizations may hinder or support students’ development as successful writers across disciplines. Data sources included surveys, where instructors answered open response questions and constructed analogies about disciplinary writing, and a series of semi-structured focus groups and interviews with key informants. Data analysis included content analysis to identify the contexts surrounding instructors’ discussions of disciplinary writing, discourse analysis to elucidate instructors’ personal conceptualizations about disciplinary writing, and metaphor analysis to illuminate the analogical expressions instructors used to make sense of disciplinary writing. Analyses revealed that instructors not only held wide-ranging conceptualizations of disciplinary writing, but also that when instructors’ conceptualizations were grouped together by field, conceptual mismatches of disciplinary writing were uncovered within and between disciplines, within and between fields, and even within and between content-area courses and literacy courses. The findings suggest that instructors’ conceptualizations about the purposes, descriptions, and values of disciplinary writing are embedded within unconscious and conscious understandings of the nature of each discipline, as well as within instructors’ understandings of their responsibility to the teaching of writing.
dc.formatText
dc.format.extent197 pages
dc.format.medium1 file (.pdf)
dc.language.isoen_US
dc.subjectDisciplinary writing
dc.subjectDisciplinary literacy
dc.subjectPostsecondary literacy
dc.subjectConceptualizations
dc.subjectMetaphor analysis
dc.subject.lcshWriting--Study and teaching (Higher)
dc.titleUnderstanding Writing: Community College Faculty Conceptualizations of Disciplinary Writing across Texas
txstate.documenttypeDissertation
dc.contributor.committeeMemberHolschuh, Jodi
dc.contributor.committeeMemberSummers, Emily J.
dc.contributor.committeeMemberWilson, Nancy
thesis.degree.departmentCurriculum and Instruction
thesis.degree.disciplineDevelopmental Education
thesis.degree.grantorTexas State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy
txstate.departmentCurriculum and Instruction


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