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Multigenre Writing: A Ventana on the Possibility of Activating Voice and Increasing Self-Efficacy and Motivation in a High School Classroom

Mungons, Renee L.
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1335993472

Abstract Details

2012, Doctor of Philosophy, University of Toledo, Curriculum and Instruction.
Multigenre writing is defined as a collection of pieces written in a variety of genres but centered on one topic. It is distinctively different from traditional research writing in that the writer has autonomy to select a topic of interest, determine which genres will best express the information and make decisions throughout the writing process. This study is a systematic investigation of what happens when students in a high school creative writing class engage in an eight week multigenre project. Through the window of a writing workshop classroom, the research constructs were viewed in relation to the following questions: In what ways does a multigenre project help students find and activate their voice? In what ways is self-efficacy and motivation evident throughout the multigenre project? How does multigenre writing support learning and understanding of genre? This study is qualitative, descriptive, practitioner research using a theoretical framework of social constructivism, and it is written from an emic perspective of teacher/researcher. The research setting was a naturally assembled, pre-existing high school class in a small, private, college preparatory school. All participants were 17 or 18 years old and came from moderate to middle income homes. A triangulation of data was analyzed to describe this case of multigenre writing. Data collection included: students’ project folders, audio taping, video-taping, field notes, cataloging of tapes, pre- and post-writing surveys, progress questionnaires, students’ final multigenre papers, grading rubrics for each paper and students’ presentations of their topics. Multigenre writing made it possible to see the students as writers, their struggles and ability levels. Evidence will show how this unique style of writing facilitated activation of student voice through freedom of choice, mediated learning and interaction with others. Self-efficacy was apparent not only in the specific verbal responses that students gave but also in the ways they acted and reacted throughout the project. Multigenre writing also fostered a growth in motivation because it provided students with a sense of involvement and interest with real world relevancy. Finally, it involved the practical application of genres accompanied by daily decision-making while writing which contributed to students understanding and growth as writers.
Jenny Denyer (Committee Chair)
Eileen Carr (Committee Member)
Susanna Hapgood (Committee Member)
Berhane Teclehaimanot (Committee Member)
228 p.
Education

Recommended Citations

Citations

  • Mungons, R. L. (2012). Multigenre Writing: A Ventana on the Possibility of Activating Voice and Increasing Self-Efficacy and Motivation in a High School Classroom [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1335993472

    APA Style (7th edition)

  • Mungons, Renee. Multigenre Writing: A Ventana on the Possibility of Activating Voice and Increasing Self-Efficacy and Motivation in a High School Classroom. 2012. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1335993472.

    MLA Style (8th edition)

  • Mungons, Renee. "Multigenre Writing: A Ventana on the Possibility of Activating Voice and Increasing Self-Efficacy and Motivation in a High School Classroom." Doctoral dissertation, University of Toledo, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1335993472

    Chicago Manual of Style (17th edition)

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© 2012, all rights reserved.
This open access ETD is published by University of Toledo and OhioLINK.