Teaching to their strengths: Multiple intelligence theory in the college writing class

2002 2002

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Abstract (summary)

This dissertation combines research in neuroscience, psychology, inter-cultural communication, and teaching with technology to envision a more balanced approach to teaching writing. Many composition scholars have proposed theories about the cognitive processes that support writing, and have suggested pedagogies based in these theories, but too often this work has evolved in isolation from the research carried out in other fields. I hope that by taking this interdisciplinary approach, I can rough out some avenues for fruitful future exploration and lay to rest some misperceptions that currently hinder our teaching.

I introduce this study by sharing a brief literacy narrative, and then in Chapter One lay out the range of theories held in the composition community about writing, learning, and thinking processes. In Chapter Two, I examine how Multiple Intelligence (MI) Theory can add to our understanding these processes, and consider recent attention to cultural context. China stands out as a particularly useful example by demonstrating very a different but effective pedagogy. Recent neuroscience research supports MI Theory, and I consider how it explains the existence of multiple intelligences in Chapter Three. In Chapter Four I shift to more practical concerns; the media required by non-verbal intelligences are hard to bring into classrooms, but computer technology offers solutions to some of these difficulties. I discuss my own experiences designing an on-line writing tutorial as an example of how neuroscience can be applied to teaching with technology, then describe an introductory literature class in which I used technology to address multiple intelligences. I suggest paths of further inquiry, identifying gaps in current research on teaching with technology. When discussing computer technology, we must ensure that students can cross the “digital divide.” I look at recent studies of access to computers and the internet; analysis of these results gives a clearer picture of how we might ensure that technology serves our students, rather than acting as another stumbling block.

To close, this study looks forward, suggesting questions to be addressed in the future, as well as practical steps teachers can take now, to begin addressing multiple intelligences in their college writing classrooms.

Indexing (details)

Higher education
0681: Rhetoric
0681: Composition
0745: Higher education
Identifier / keyword
Education; Language, literature and linguistics; College writing; Multiple intelligence; Teaching
Teaching to their strengths: Multiple intelligence theory in the college writing class
De Vries, Kimberly Marcello
Number of pages
Publication year
Degree date
School code
DAI-A 63/10, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
9780493880327, 0493880321
Elbow, Peter
University of Massachusetts Amherst
University location
United States -- Massachusetts
Source type
Dissertations & Theses
Document type
Dissertation/thesis number
ProQuest document ID
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
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