Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
This dissertation explores questions about how writing about life, loss, and experience leads to growth in students as both writers and thinkers. Through a qualitative teacher research study, Hodges Hamilton examines how a writing pedagogy focused on the interface between writing and psychology influences students' growth as writers, critical thinkers, and active participants in their communities. As a result of this study, Hodges Hamilton proposes a writing and healing pedagogical framework which seeks to bridge the divide between pedagogical approaches that separate personal and academic writing.
Writing And Psychology, Writing And Healing, First-Year Writing, Composition Pedagogy
Date of Defense
April 28, 2005.
A Dissertation submitted to the Department of English in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Includes bibliographical references.
Wendy Bishop, Professor Directing Dissertation; Deborah Coxwell Teague, Professor Directing Dissertation; Nicholas Mazza, Outside Committee Member; Lad Tobin, Outside Committee Member; Bruce Bickley, Committee Member; Anne Rowe, Committee Member.
Florida State University
Use and Reproduction
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them.