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dc.contributor.advisorGoldblatt, Eli
dc.creatorEdwards, Rachel E. H.
dc.date.accessioned2021-05-24T18:44:41Z
dc.date.available2021-05-24T18:44:41Z
dc.date.issued2021
dc.identifier.urihttp://hdl.handle.net/20.500.12613/6486
dc.description.abstractThis study sought to form joint conceptions of success by creating a habits of mind orientational framework drawn from university administrative and practitioner scholarship and theory. Previous literature directed at university writing higher-level administrators and practitioners in first-year writing programs and writing centers was largely engaged in battle for control of determining what success means for incoming writers and how programs can support this version of success. This framework served as the basis for this study’s methodologies for the collection as well as analysis of data. Data was collected from twelve university stakeholders who support freshmen writers through first-year writing programs and writing centers at a small Catholic university in the Northeast. These data were collected using three different methods: semi-structured interviews, ranking activities and retroactive reflections. I found that the members from the three groups of university writing stakeholders shared either cognitive, interpersonal or intrapersonal orientations when conceiving what habits make writers successful and what programmatic mechanisms can help writers form these habits. These three groups did not, however, largely prioritize writers possessing or learning the same habits within each domain. The main commonality between groups sharing a cognitive domain orientation are that the habits they privileged look to preserve conventions grounded in a white Western rhetorical tradition. Yet, writing instructors and tutors mostly do not explicitly teach these conventions because they are expected to have been acquired in high school. Thus, students of color and/or from low income backgrounds are pushed to prepare themselves to meet these conventional expectations and abandon their own culture’s priorities and conventions if they are to succeed. Groups that had inter - and intrapersonal domain orientations privileged addressing each incoming writer’s individual needs through collaboration or teaching them an actionable process that can be continuously used in each new writing context. Based on these findings, I assert that utilizing a habits of mind orientational framework can benefit transitioning writers because university writing stakeholders can identify a single set of habits from each domain that can be consistently emphasized and reinforced through programmatic mechanisms.
dc.format.extent354 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectRhetoric
dc.subjectCollege readiness
dc.subjectCollege-level writing
dc.subjectFirst-Year writing
dc.subjectHabits of mind
dc.subjectSuccess
dc.subjectWriting centers
dc.titleConceiving College Writers and What Influences Their Success in the Transition
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberSmith, Michael W. (Michael William), 1954-
dc.contributor.committeememberWilliams, Roland Leander
dc.contributor.committeememberCampbell, Angela
dc.description.departmentEnglish
dc.relation.doihttp://dx.doi.org/10.34944/dspace/6468
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
dc.identifier.proqst14354
dc.creator.orcid0000-0001-8430-2177
dc.date.updated2021-05-19T16:07:36Z
refterms.dateFOA2021-05-24T18:44:42Z
dc.identifier.filenameEdwards_temple_0225E_14354.pdf


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