Keywords

English language -- Composition and exercises, English language -- Rhetoric, Service learning, Writing

Abstract

Through a piloted model of curriculum designed for ENC 1101 this teacher-research study investigated how service-learning can shape the experiences of both teachers and students in the first-year composition classroom. The research aimed to determine the ways in which enhancement occurred for students and teachers through evaluation of student coursework, a post-semester student focus group and a faculty interview. Focusing on the impacts of this curriculum on a part-time teacher, this study also aimed to bring to light some of the challenges inherent in service-learning within FYC, while offering ways to mediate those challenges in both course design and departmental implementation. As a result of this project, recommendations were made for modification of this curriculum to be used as an option for instructors alongside appropriate professional development, which is essential to the success of service-learning in FYC. Continued research dealing with various approaches to using service-learning in FYC was also recommended.

Notes

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Graduation Date

2012

Semester

Spring

Advisor

Scott, John

Degree

Master of Arts (M.A.)

College

College of Arts and Humanities

Department

English

Degree Program

English; Rhetoric and Composition

Format

application/pdf

Identifier

CFE0004292

URL

http://purl.fcla.edu/fcla/etd/CFE0004292

Language

English

Release Date

May 2015

Length of Campus-only Access

3 years

Access Status

Masters Thesis (Open Access)

Subjects

Arts and Humanities -- Dissertations, Academic,Dissertations, Academic -- Arts and Humanities

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