Abstract

This research case study was conducted to determine how, if at all, the purposeful pairing of reading and writing activities helped students construct a writer's identity. As reading and writing are both skills separately taught, it is useful to explore the outcomes when pairing them together. This research study addresses how students can transact with texts, build upon their own ideas through a sociocultural lens, to create written products that will foster their identity as a writer. This case study relies on pattern matching to examine the extent to which students from an honors level junior English course perceived themselves as writers after the year-long course was completed. This study utilized a Google Forms survey along with an interview as a means of data collection in order to analyze whether or not students self-identified as a writer. This research is significant because it provides an account of eleventh grade students who were subjected to a hybrid year of learning due to COVID-19 and the outcomes of a classic American Literature curriculum that was modified to help them cultivate their own identity including one as a writer.

Notes

If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu

Graduation Date

2022

Semester

Spring

Advisor

Olan, Elsie

Degree

Master of Education (M.Ed.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Degree Program

Secondary Education; English Language Arts Education

Format

application/pdf

Identifier

CFE0009442; DP0027165

URL

https://purls.library.ucf.edu/go/DP0027165

Language

English

Release Date

November 2022

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

Download

Share

COinS