東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Peering at the Mirror of Reflection: Agency and Design Thinking in the Development of Writerly Identities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Peering at the Mirror of Reflection: Agency and Design Thinking in the Development of Writerly Identities./
Author:	Jones, Elizabeth Louise.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	220 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
Subject:	Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28320381
ISBN:	9798522970055

Peering at the Mirror of Reflection: Agency and Design Thinking in the Development of Writerly Identities.
Jones, Elizabeth Louise.

Peering at the Mirror of Reflection: Agency and Design Thinking in the Development of Writerly Identities. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 220 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Thesis (Ph.D.)--Illinois State University, 2021.

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

I have always valued reflection highly - as a means of developing as a writer and as a life practice - but I have been disappointed by the lack of thought resembling reflection when asking students to write about their writing practices. This dissertation presents the results of a grounded theory study of student reflective assignments through a direct analysis of the themes which emerge from a set of reflections from a course designed around the topic of games - primarily board, card, and video games. This study differs from much of the previous scholarship on reflection in composition in that I analyze what students say in these reflections rather than to analyze the purpose of reflection in reinforcing writing skills or in transferring writing skills to other contexts. The participants in this study were primarily first-year college students enrolled in a writing course with a curriculum focused on genre study and activity theory. The results of this study suggest that while many students tended to distance themselves from their work, through "I" claims and passive voice, these strategies may be important ways developing a sense of reflection. Other students demonstrated greater engagement with their work, taking ownership of their composing processes and using design thinking in their reflections. However, a tension between design thinking and engagement may prevent students from fully using both of these in reflective writing.An important finding in this project is that students must claim agency in order to develop texts that show strong evidence of reflective thought. While they also demonstrate evidence of design thinking, partly due to the nature of the design process as one of making deliberate choices, students are more likely to resort to strategies intended to satisfy the instructor when they lack a sense of control over their work, whether due to the constraints of an assignment or due to their own unwillingness to make the decisions associated with taking ownership of a project. I also advocate for an understanding of reflection that recognizes the desire of students to make social connections through their reflective writing. Although students frequently invoked surface claims that they tailored their work from an audience, their reflections revealed a deeper desire for connections with their classmates and with potential readers.

ISBN: 9798522970055Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

Engagement

Peering at the Mirror of Reflection: Agency and Design Thinking in the Development of Writerly Identities.
LDR:03584nmm a2200385 4500 001 2349267
005 20220920133706.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798522970055
035 $a (MiAaPQ)AAI28320381
035 $a AAI28320381
040 $a MiAaPQ $c MiAaPQ
100 1 $a Jones, Elizabeth Louise. $0 (orcid)0000-0002-3542-8184 $3 3688674
245 1 0 $a Peering at the Mirror of Reflection: Agency and Design Thinking in the Development of Writerly Identities.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 220 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
500 $a Advisor: Kalmbach, James.
502 $a Thesis (Ph.D.)--Illinois State University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a I have always valued reflection highly - as a means of developing as a writer and as a life practice - but I have been disappointed by the lack of thought resembling reflection when asking students to write about their writing practices. This dissertation presents the results of a grounded theory study of student reflective assignments through a direct analysis of the themes which emerge from a set of reflections from a course designed around the topic of games - primarily board, card, and video games. This study differs from much of the previous scholarship on reflection in composition in that I analyze what students say in these reflections rather than to analyze the purpose of reflection in reinforcing writing skills or in transferring writing skills to other contexts. The participants in this study were primarily first-year college students enrolled in a writing course with a curriculum focused on genre study and activity theory. The results of this study suggest that while many students tended to distance themselves from their work, through "I" claims and passive voice, these strategies may be important ways developing a sense of reflection. Other students demonstrated greater engagement with their work, taking ownership of their composing processes and using design thinking in their reflections. However, a tension between design thinking and engagement may prevent students from fully using both of these in reflective writing.An important finding in this project is that students must claim agency in order to develop texts that show strong evidence of reflective thought. While they also demonstrate evidence of design thinking, partly due to the nature of the design process as one of making deliberate choices, students are more likely to resort to strategies intended to satisfy the instructor when they lack a sense of control over their work, whether due to the constraints of an assignment or due to their own unwillingness to make the decisions associated with taking ownership of a project. I also advocate for an understanding of reflection that recognizes the desire of students to make social connections through their reflective writing. Although students frequently invoked surface claims that they tailored their work from an audience, their reflections revealed a deeper desire for connections with their classmates and with potential readers.
590 $a School code: 0092.
650 4 $a Linguistics. $3 524476
650 4 $a Design. $3 518875
650 4 $a Literature. $3 537498
650 4 $a Language arts. $3 532624
650 4 $a Teaching. $3 517098
650 4 $a Books. $3 641578
650 4 $a Education. $3 516579
650 4 $a Student writing. $3 3548314
653 $a Engagement
653 $a Writing studies
653 $a Writing instruction
653 $a Composition
690 $a 0290
690 $a 0389
690 $a 0279
690 $a 0401
690 $a 0515
710 2 $a Illinois State University. $b Department of English: English Studies. $3 3180557
773 0 $t Dissertations Abstracts International $g 83-02A.
790 $a 0092
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28320381