Abstract/Details

The transition from student to professional: A pedagogy of professionalism for first -year composition


2008 2008

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Abstract (summary)

JoAnn Hackos describes professionalism as an "elusive but essential skill" needed for today's technical communicators. This skill is required for all fields and is one that the university can and should integrate into college curricula. First-year composition is one area of academic study where the topic of professionalism can be integrated into course and program goals. A course that typically prepares students to become academics more so than professionals, first-year composition often services students who are less enthusiastic about writing and who find its subject matter unmotivating. In this dissertation, I argue that such a course provides an ideal space from which to begin preparing students of multiple academic majors and professional tracks to think and act like professionals in their fields.

Utilizing a qualitative research study of the effects of classroom design on student motivation, in this dissertation, I explore how accounting for Future Time Perspective in composition courses both positively and negatively influences students' motivation for writing. I also examine the implications of course design on student motivation as it relates to their academic and professional preparation. As a result of analyzing students' experiences as articulated in written assignments, I introduce a pedagogy of professionalism for first-year composition, one that helps students learn to identify as professionals and prepares them to become academic and professional writers. By drawing on research in student motivation, situated learning, process and post-process writing theory and professionalism studies, I provide a framework for classroom instruction that helps provide students with that essential sense of professionalism required for success in both academic and professional (non-academic) contexts.

Indexing (details)


Subject
Language arts;
Rhetoric;
Pedagogy
Classification
0279: Language arts
0681: Rhetoric
Identifier / keyword
Education; Language, literature and linguistics; Composition; First-year composition; Future time perspective; Motivation; Post-process theory; Technical writing
Title
The transition from student to professional: A pedagogy of professionalism for first -year composition
Author
Seible, Marcea K.
Number of pages
227
Publication year
2008
Degree date
2008
School code
0092
Source
DAI-A 69/08, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549761822
Advisor
Savage, Gerald
University/institution
Illinois State University
University location
United States -- Illinois
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3323939
ProQuest document ID
304606678
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304606678
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