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Full text release has been delayed at the author's request until July 08, 2025

ETD Abstract Container

Abstract Header

Writing Beyond the English Department: A Discourse Analysis-Based Study of Disciplinary Writing Intensive Courses

Lacy, Sarah M.
http://orcid.org/0000-0002-9304-4656
http://rave.ohiolink.edu/etdc/view?acc_num=kent1657297115801545

Abstract Details

2022, PHD, Kent State University, College of Arts and Sciences / Department of English.
This study seeks to understand how students will be asked to use writing once they enter into writing intensive courses (WIC) that are specific to their discipline. The findings add to the field of Writing Studies and writing in the disciplines by observing how instructors outside of an English department teach writing, and the reasons behind their pedagogical choices. This study analyzes 36 writing assignment documents, interviews with 18 instructors, as well as the feedback to student writing of 7 instructors by focusing on identifying the presence of writing pedagogy. The analysis stems from pre-existing definitions of learning to write (LTW) and writing to learn (WTL), adding to these definitions with nuanced discussions of how these writing instructors develop their WICs. The analysis identifies moments of disciplinary interdiscursivity to connect the presence of varying writing pedagogies across the data sets, to understand how the instructors’ past experiences while working and learning in their field have impacted their pedagogical development. Ultimately, this work uncovers how and why these experiences influence instructor pedagogy, showing that these courses are a valuable means of learning about writing’s role in various professions and disciplines.
Jennifer Cunningham (Committee Co-Chair)
Derek Van Ittersum (Committee Co-Chair)
Andrew Barnes (Other)
Kristine Pytash (Other)
Patricia Dunmire (Committee Member)
159 p.
Composition; Higher Education; Pedagogy; Rhetoric; Teaching
pedagogy, writing in the disciplines, writing to learn, learning to write, discourse analysis, interdiscursivity, writing intensive courses, feedback to student writing

Recommended Citations

Citations

  • Lacy, S. M. (2022). Writing Beyond the English Department: A Discourse Analysis-Based Study of Disciplinary Writing Intensive Courses [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1657297115801545

    APA Style (7th edition)

  • Lacy, Sarah. Writing Beyond the English Department: A Discourse Analysis-Based Study of Disciplinary Writing Intensive Courses. 2022. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1657297115801545.

    MLA Style (8th edition)

  • Lacy, Sarah. "Writing Beyond the English Department: A Discourse Analysis-Based Study of Disciplinary Writing Intensive Courses." Doctoral dissertation, Kent State University, 2022. http://rave.ohiolink.edu/etdc/view?acc_num=kent1657297115801545

    Chicago Manual of Style (17th edition)

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© 2022, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.