College students -- Case studies, Communities of practice -- Case studies, English language -- Rhetoric -- Case studies, English language -- Writing -- Case studies, Self perception -- Case studies
This study investigated the literate identities of college students who engage in various school and non-school writing practices simultaneously. In case studies of three student writers, the researcher seeks to explore how the discourse community roles, selfperceptions, negotiation of multiple writing processes and development of authority impacted the students’ identities as writers. Triangulated research methods included weekly interviews with the student participants, observation of the students in their writing classrooms and analysis of the students’ school and non-school texts over one semester. Students experienced several conflicts and synergies between contexts. Main findings indicated that writing across many academic and extra-academic settings during a short time period may alter self-perceptions, encourage or discourage the repurposing of writing processes, and limit the development of authority. Implications for teachers and researchers of college-level writing center on awareness of the literate lives of students beyond classroom walls. Future research questions are raised regarding the transfer of writing-related knowledge as it may occur in students with strong literate identities.
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Master of Arts (M.A.)
College of Arts and Humanities
English; Rhetoric and Composition
Length of Campus-only Access
Masters Thesis (Open Access)
Arts and Humanities -- Dissertations, Academic, Dissertations, Academic -- Arts and Humanities
Shrum, Autumn Phelps, "Crossing Literate Worlds Exploring How Students With Rich Identities As Writers Negotiate Multiple Writing Contexts" (2011). Electronic Theses and Dissertations. 1713.
Restricted to the UCF community until December 2014; it will then be open access.