October 5, 2020

elements of composition in writing dissertation

Although he is ultimately celebrating their value, he does discuss other potential problems. The use of personal writing has become so ubiquitous that often it does not get the critical attention it deserves or it receives critique that is not productive. She frames the goals for her study: This book, in a way, may be seen as one translation, or an introduction to translations.

We are constantly bombarded with writing from our students that never makes it past our classrooms. In Getting a Life: Everyday Uses of Autobiography, Sidonie Smith and Julia Watson emphasize the consumer nature of the individual American, who naturally takes in the life experiences and stories of others on a daily basis while offering her own in return. As Andrea Lunsford suggests when talking about this student-teacher awareness, “Within this context, the embodied practices that dropped out of composition’s regular curriculum in the nineteenth century (i.e., the recitation, declamation and speech making, extended reading aloud, and other oral forms associated with rhetoric) become significant tools for working powerful classroom transformations” (Lunsford 232-33). For Sunstein and Chiseri-Strater, the value of the methods contained in the book is clear. “Inspired by metropolitan university philosophies,” she says, she created an ethnographic writing course: The ethnographic approach in this course takes advantage of the unique research opportunities available in Atlanta and surrounding communities. Gaillet asks students to engage in projects that identify and investigate issues and groups close to home that have importance to them. Tracing attitudes toward the personal and how they have evolved within the pedagogy and scholarship of composition can establish a working definition for the term and lay out the current stakes for personal writing in our departments and classrooms and its potential for interdisciplinary expansion.

As I have explored in this introduction, it is a reintegration of the self and outside experiences in the classroom that can lead to the success of methodology that encourages teachers to clearly identify goals and values for personal writing, verbal sharing and qualitative research methods in the classroom and in our writing. Looking specifically at how this writing can lead to larger ethnographic projects, Howard B. Tinberg in “Ethnography in the Writing Classroom” advocates ethnographic methods and the creation of projects relating to issues of language use, diction, vocabulary and the value of words culturally, as a way to make composition curriculum more inclusive. The work is now in its fourth edition, and many articles have been written in response to its methods. The teacher of composition is unique, as Hunter points out, in that she is constantly involved in “[c]onferencing, responding, collaborative learning, peer review, portfolios, journals, dialectical notebooks, freewriting, writing to learn, workshops—…the currently preferred ways of teaching writing that I use enable my students to form a community of writers, collaborating to make knowledge” (70-1). This, according to Branscomb, has led to the proliferation and flourishing of teacher research models and “polyvocality” (6-7). While you are working through all of the various sources that you are considering for the composition of your dissertation, you will be able to take note to the elements of the various writing techniques that are utilized in each source that you personally like. She sees the direct community impact of these projects and the excitement of the students who get to pick their own field sites and engage in ethnographic assignments, portfolio work, traditional research, and self-reflective writing (107). �a�e�X��~ +'� ���T�}>�����s#{I2ɞ���.˃��f�ך��]�/���L�t�Kc[O�8�8K��[�(�w�Q�z`ؐ�g��"��6�4�u�y���~ �|��w1 m�($F��P�H��m��O36�]8����F$�Ͳ�F����A�Hҭ��C� He believes in an ethnographic pedagogy that makes students aware of the impact of their research and of how media and political representations shape meaning and understanding. Personal narrative takes the writer’s own experience as its focus. Students are thus producing writing that is personally meaningful and contributing to an understanding of their position at the university while also contributing to the community through writing and inquiry. The ability of the personal narrative to allow students and scholars to be engaged readers and thinkers becomes apparent in Newkirk’s study. While there is no set standard format, there is a general agreement in academia for the general elements that your dissertation should include.

1. In addition to academic writing, of course, there are many other ways to share personal stories, from casually recounting our day to our friends to sharing our own learning experiences in the ways we teach and write. But the most compelling reason for any instructor to use this investigative approach is that through the process of fieldworking, a student will become a better reader, writer, and researcher (To the instructor, vii). Almost every chapter in this volume discusses the important fact that doing ethnography ultimately changes the researcher and the researched. Providing models will give the methodology the groundwork it needs to be critically successful. They felt that their dirty linen could finally be aired and the generally not-talked-about-but-important aspects of writing, like procrastination or grades, could be raised.

For those already involved in a deeper, long-term engagement with the methodology, this book will serve as a part of the conversation, pointing you toward issues (that no one can resolve, however much we enjoy and need to talk about them) and sources as you make your own contributions to field discussions in the form of finished ethnographies and meta-analyses of your methodology (xi-xii).

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