Going to the Source: A Case Study of Four Faculty and Their Approaches to Writing Instruction

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dc.contributor.advisorO'Flahavan, Johnen_US
dc.contributor.advisorMalen, Bettyen_US
dc.contributor.authorCallow, Meganen_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.accessioned2015-09-18T05:46:46Z
dc.date.available2015-09-18T05:46:46Z
dc.date.issued2015en_US
dc.description.abstractThis dissertation examines four college professors’ approaches to writing instruction in the disciplines of history and engineering. An investigation of writing instruction in two disparate disciplinary contexts contributes to our understanding of how instructors approach writing instruction in the disciplines, and which factors encourage and inhibit writing instruction. This study proposes and assesses the validity of a guiding conceptual framework, which posits that the primary factors influencing faculty’s approaches to writing instruction are academic biography, disciplinary identity, and educational ideology. The study employs a qualitative case study methodology, and data sources include in-depth interviews, field observations, and analysis of documents such as syllabi and writing prompts. This dissertation is founded on a premise that the instructor is an under-studied but essential player in the Writing in the Disciplines movement. The study reveals more about the nature of discipline-based writing instruction, and proposes a conceptual framework for future research on instructional approaches to disciplinary writing.en_US
dc.identifierhttps://doi.org/10.13016/M2XP8Z
dc.identifier.urihttp://hdl.handle.net/1903/17002
dc.language.isoenen_US
dc.subject.pqcontrolledEducationen_US
dc.subject.pqcontrolledPedagogyen_US
dc.subject.pqcontrolledCommunicationen_US
dc.subject.pquncontrolledcompositionen_US
dc.subject.pquncontrolledfacultyen_US
dc.subject.pquncontrolledhigher educationen_US
dc.subject.pquncontrolledwritingen_US
dc.subject.pquncontrolledWriting Across the Curriculumen_US
dc.subject.pquncontrolledWriting in the Disciplinesen_US
dc.titleGoing to the Source: A Case Study of Four Faculty and Their Approaches to Writing Instructionen_US
dc.typeDissertationen_US

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