Description
This dissertation details an action research study designed to teach engineering students enrolled in a First Year Composition course understand and learn to use effective conventions of written communication. Over the course of one semester, students participated in an intervention that included embodied and constructive pedagogical practices within a rhetorical framework. The theoretical perspectives include Martha Kolln’s rhetorical grammar framework, embodied cognition, and Chi’s ICAP hypothesis. The study was conducted using an explanatory multi-methodological approach. The majority of students demonstrated that in their post-intervention writing samples, their ability to use effective conventions had improved. Over the course of the study, students’ attitudes about writing improved as did their self-efficacy about their writing ability.
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Details
Title
- Teaching Academic Writing for Engineering Students: An Embodied, Rhetorical Approach
Contributors
- Ellsworth, Allison Jane Troe (Author)
- Fischman, Gustavo E (Thesis advisor)
- Wolf, Leigh (Committee member)
- Brumberger, Eva (Committee member)
- Kellam, Nadia (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2020
Subjects
Resource Type
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Note
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Doctoral Dissertation Educational Leadership and Policy Studies 2020