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Helping Diverse Students to Harness Prior Knowledge through FYC Writing Prompts.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Helping Diverse Students to Harness Prior Knowledge through FYC Writing Prompts./
Author:	Payne, Ryan Brandon.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	72 p.
Notes:	Source: Masters Abstracts International, Volume: 83-06.
Contained By:	Masters Abstracts International83-06.
Subject:	English literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28652103
ISBN:	9798496563840

Helping Diverse Students to Harness Prior Knowledge through FYC Writing Prompts.
Payne, Ryan Brandon.

Helping Diverse Students to Harness Prior Knowledge through FYC Writing Prompts. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 72 p.

Source: Masters Abstracts International, Volume: 83-06.

Thesis (M.F.A.)--California State University, Sacramento, 2021.

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

This article reports the findings of a study focused on understanding and identifying the assumptions that FYC instructors at a diverse junior college in Northern California make about what prior knowledge students bring with them to their first essay assignment. I found that despite sharing institutionally mandated learning objectives for FYC, there is significant variation in the prior rhetorical and cultural knowledge that instructors expect their students to bring into the essay 1 writing assignment. Based on the results of my study, I argue that a new mindset might be needed in order to facilitate prior knowledge based on the ever-growing diversity in the composition classroom.

ISBN: 9798496563840Subjects--Topical Terms:

516356
English literature.
Subjects--Index Terms:

Prior knowledge

Helping Diverse Students to Harness Prior Knowledge through FYC Writing Prompts.
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020 $a 9798496563840
035 $a (MiAaPQ)AAI28652103
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100 1 $a Payne, Ryan Brandon. $3 3681796
245 1 0 $a Helping Diverse Students to Harness Prior Knowledge through FYC Writing Prompts.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 72 p.
500 $a Source: Masters Abstracts International, Volume: 83-06.
500 $a Advisor: Laflen, Angela;Hayes, Hogan.
502 $a Thesis (M.F.A.)--California State University, Sacramento, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a This article reports the findings of a study focused on understanding and identifying the assumptions that FYC instructors at a diverse junior college in Northern California make about what prior knowledge students bring with them to their first essay assignment. I found that despite sharing institutionally mandated learning objectives for FYC, there is significant variation in the prior rhetorical and cultural knowledge that instructors expect their students to bring into the essay 1 writing assignment. Based on the results of my study, I argue that a new mindset might be needed in order to facilitate prior knowledge based on the ever-growing diversity in the composition classroom.
590 $a School code: 6453.
650 4 $a English literature. $3 516356
650 4 $a British & Irish literature. $3 3284317
653 $a Prior knowledge
653 $a English as a second language
653 $a First year composition
690 $a 0593
710 2 $a California State University, Sacramento. $b English Department. $3 3681797
773 0 $t Masters Abstracts International $g 83-06.
790 $a 6453
791 $a M.F.A.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28652103