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Teaching Academic Writing for Engine...

Ellsworth, Allison J. T.

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Teaching Academic Writing for Engineering Students: an Embodied, Rhetorical Approach.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching Academic Writing for Engineering Students: an Embodied, Rhetorical Approach./
Author:	Ellsworth, Allison J. T.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	212 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-12, Section: A.
Contained By:	Dissertations Abstracts International81-12A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27956930
ISBN:	9798645458898

Teaching Academic Writing for Engineering Students: an Embodied, Rhetorical Approach.
Ellsworth, Allison J. T.

Teaching Academic Writing for Engineering Students: an Embodied, Rhetorical Approach. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 212 p.

Source: Dissertations Abstracts International, Volume: 81-12, Section: A.

Thesis (Ed.D.)--Arizona State University, 2020.

This item must not be sold to any third party vendors.

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.

ISBN: 9798645458898Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Embodied cognition

Teaching Academic Writing for Engineering Students: an Embodied, Rhetorical Approach.
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300 $a 212 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-12, Section: A.
500 $a Advisor: Fischman, Gustavo E.
502 $a Thesis (Ed.D.)--Arizona State University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a 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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650 4 $a Educational leadership. $3 529436
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653 $a Rhetorical grammar
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710 2 $a Arizona State University. $b Educational Leadership and Policy Studies. $3 1677949
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