Listening closely: Examining students’ language and values related to academic writing

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dc.contributor.advisorBurke, Amy
dc.creatorBrewer, Amanda
dc.creator.orcid0000-0003-0718-8192
dc.date.accessioned2021-06-17T16:20:50Z
dc.date.available2021-06-17T16:20:50Z
dc.date.created2021-05
dc.date.issued3/5/2021
dc.date.submitted21-May
dc.date.updated2021-06-17T16:20:50Z
dc.description.abstractSecondary students’ argumentative academic writing abilities have been meeting the standards set for them by the educational system (R. P. Ferretti & Graham, 2019; Preiss et al., 2013). To ensure the success of students in higher education and the workforce, it is important that the educational system support students’ writing development in more effective ways than have been tried up until this point. Guided by social constructivism, this qualitative case study highlights the importance of examining students’ values for their writing and the language they use to explain those values. The study took place in a North Texas high school. Analysis included writing as an analytical stance (Augustine, 2014) and open, a priori, and axial coding (Merriam, 1998). Major findings across the cases included that students’ values and language about argumentative academic writing aligned with their current and future understandings of their identities and that their metacognitive talk differed depending on those identities as well. This study contributes to the literature of writing and identity theories, and the findings have implications for the teaching of writing and metalinguistic talk in the classroom.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/11274/13038
dc.language.isoen
dc.subjectSecondary students
dc.subjectWriting
dc.subjectIdentity
dc.subjectLanguage use
dc.subjectSocial constructivism
dc.titleListening closely: Examining students’ language and values related to academic writing
dc.typeDissertation
dc.type.materialtext
thesis.degree.departmentReading
thesis.degree.disciplineReading Education
thesis.degree.grantorTexas Woman's University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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