Keywords

college admission genre creative nonfiction writing

Abstract

This exploratory case study was conducted to determine the connection between student writing identity and how writing identity, if at all, ties into how well high school students write narrative essays when applying to college. As upperclassmen students in high schools across the country determine their post high school path, many students are required to write college admission essays and scholarship applications. These essays, often classified as narrative writings, can often be difficult for students if they are not explicitly taught the nuisance of audience and style these essays rely on. This study utilizes research on student writing identity and how students interact with narrative style writing tasks while taking a closer look at writing samples from junior students in an AVID 3 course within the AVID Program from the 2023-2024 school year. This research is significant because it provides a relevant analysis of how current high school students respond to college writing prompts without explicit instruction.

Completion Date

2025

Semester

Spring

Committee Chair

Olan, Elsie

Degree

Master of Education (M.Ed.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Identifier

DP0029282

Document Type

Dissertation/Thesis

Campus Location

Orlando (Main) Campus

Subjects

High school students' writings; College students' writings; Academic writing--Study and teaching (Secondary); Essay--Study and teaching; College attendance--Research

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