The Effects of Metaphor and Blending Theory-Centered Instruction on Secondary English Students' Ability to Analyze Shakespearean Sonnets

Simple item page
dc.contributor.advisorSlater, Wayne H.en_US
dc.contributor.authorMcHugh, Thomas Edwarden_US
dc.contributor.departmentCurriculum and Instructionen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2009-07-02T05:48:20Z
dc.date.available2009-07-02T05:48:20Z
dc.date.issued2009en_US
dc.description.abstractThe purpose of this study is to examine the effects of metaphor and blending theory-centered instruction on Secondary English students' ability to comprehend and analyze Shakespearean sonnets. Students in three intact British Literature and Composition classes located in a high school in a suburban county received an Advanced Placement (AP) pretest poetry prompt. The treatment class received instruction in metaphor and blending theory applied to Shakespearean sonnets. The comparison groups received two variants of instruction in the language arts model, a standard and accepted curriculum focused on textual, thematic, and cultural contexts for the Shakespearean sonnets. After the three intact classes completed the instruction, students completed an AP poetry posttest. Results suggest that the inclusion of metaphor and theory-centered instruction may have positive effects on secondary students' abilities to understand complex figurative language, infer theme, and respond effectively to AP-style prompts. These results, however, will need to be validated by further research that allows for randomization and other sample treatments.en_US
dc.format.extent24030459 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/1903/9180
dc.language.isoen_US
dc.subject.pqcontrolledEducation, Curriculum and Instructionen_US
dc.subject.pqcontrolledEducation, Language and Literatureen_US
dc.subject.pqcontrolledLanguage, Linguisticsen_US
dc.subject.pquncontrolledBlendingen_US
dc.subject.pquncontrolledEnglishen_US
dc.subject.pquncontrolledMetaphoren_US
dc.subject.pquncontrolledSecondaryen_US
dc.subject.pquncontrolledShakespeareen_US
dc.subject.pquncontrolledSonneten_US
dc.titleThe Effects of Metaphor and Blending Theory-Centered Instruction on Secondary English Students' Ability to Analyze Shakespearean Sonnetsen_US
dc.typeDissertationen_US

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
McHugh_umd_0117E_10280.pdf
Size:
22.92 MB
Format:
Adobe Portable Document Format
Download

Collections

UMD Theses and Dissertations
Teaching, Learning, Policy & Leadership Theses and Dissertations