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Hamilton, A. H. (2005). Writing from the Inside Out: Connecting Self and Community in the First-Year Writing Classroom. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-4002
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.
Submitted Note
A Dissertation submitted to the Department of English in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Bibliography Note
Includes bibliographical references.
Advisory Committee
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.
Publisher
Florida State University
Identifier
FSU_migr_etd-4002
Use and Reproduction
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Hamilton, A. H. (2005). Writing from the Inside Out: Connecting Self and Community in the First-Year Writing Classroom. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-4002
