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Preparation of Graduate Assistants Teaching First-Year Writing at Ohio Universities

Wolf, Amie Caroline
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1229701908

Abstract Details

2009, Doctor of Philosophy (Ph.D.), Bowling Green State University, English/Rhetoric and Writing.
This pilot study examines the new teaching assistant (TA) preparation programs used by Ohio universities, both public and private, that graduate students to staff first-year composition (FYC) classrooms. I collected information about the preparation programs and the components of preparation from in-house materials from each of the schools, including university and departmental websites as well as a survey that was sent to the Writing Program Administrators (WPA) at each institution. My main research questions were: (RQ #1) How are graduate students enrolled in English programs being prepared to teach writing? and (RQ #2) Is the preparation of new TAs in line with the available literature? I examined each of the fourteen Ohio universities that use graduate students as TAs to staff FYC classes based on all available data (RQ #1). Although there are many components that may be used in TA preparation programs, I chose to focus on are balance of theory and practice, standardized syllabi and day-to-day plans, pre-service orientation, preparatory seminars, observations, mentoring, and reflection. This includes looking at the in-house materials that were given as part of the survey response and in-house materials that are available online. It also includes general information about each university that was available on the university websites as well as the department homepages. Additionally, survey responses and answers to survey questions that were determined by researching each school are included. Some schools have much more in-depth materials available; therefore; those universities are discussed in much more detail. I compiled the information about each of the school by component and compared it to the recent literature and suggestions about TA preparation programs in English (RQ #2). The findings indicate that universities, programs, and individual researchers do not agree on the best practices for preparing graduate students to teach in FYC programs, but that Ohio schools are making an effort to make sure our first-year composition students are receiving the best education possible by preparing new TAs to the best of their ability. This can be seen clearly with the difference of what is being written about and what is actually in practice. This pilot study concludes by offering conclusions as well as suggestions for further research.
Richard Gebhardt, PhD (Committee Chair)
Kristine Blair, PhD (Committee Member)
Amy Morgan, PhD (Committee Member)
Donna Nelson-Beene, PhD (Committee Member)
142 p.
Composition; Rhetoric
teaching assistant; graduate student; preparation; training; first-year writing; english; composition; writing

Recommended Citations

Citations

  • Wolf, A. C. (2009). Preparation of Graduate Assistants Teaching First-Year Writing at Ohio Universities [Doctoral dissertation, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1229701908

    APA Style (7th edition)

  • Wolf, Amie. Preparation of Graduate Assistants Teaching First-Year Writing at Ohio Universities. 2009. Bowling Green State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1229701908.

    MLA Style (8th edition)

  • Wolf, Amie. "Preparation of Graduate Assistants Teaching First-Year Writing at Ohio Universities." Doctoral dissertation, Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1229701908

    Chicago Manual of Style (17th edition)

bgsu1229701908
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© 2008, all rights reserved.
This open access ETD is published by Bowling Green State University and OhioLINK.