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Tell it like it is: African American...

Bailey, Lillie E. Smith.

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Tell it like it is: African American students' written narratives and oral stories in the composition classroom.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Tell it like it is: African American students' written narratives and oral stories in the composition classroom./
作者:	Bailey, Lillie E. Smith.
面頁冊數:	276 p.
附註:	Adviser: Donald A. McAndrew.
Contained By:	Dissertation Abstracts International67-10A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3239690
ISBN:	9780542937439

Tell it like it is: African American students' written narratives and oral stories in the composition classroom.
Bailey, Lillie E. Smith.

Tell it like it is: African American students' written narratives and oral stories in the composition classroom. - 276 p.

Adviser: Donald A. McAndrew.

Thesis (Ph.D.)--Indiana University of Pennsylvania, 2006.

In this study, the researcher sought to determine first the types of stories that African American students told, second, the function of stories in school, third the effect, if any that stories had on the students' learning to write in the first-year college composition classroom and fourth, which stories were told most frequently.

ISBN: 9780542937439Subjects--Topical Terms:

1017673
Black Studies.

Tell it like it is: African American students' written narratives and oral stories in the composition classroom.
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100 1 $a Bailey, Lillie E. Smith. $3 1298115
245 1 0 $a Tell it like it is: African American students' written narratives and oral stories in the composition classroom.
300 $a 276 p.
500 $a Adviser: Donald A. McAndrew.
500 $a Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3804.
502 $a Thesis (Ph.D.)--Indiana University of Pennsylvania, 2006.
520 $a In this study, the researcher sought to determine first the types of stories that African American students told, second, the function of stories in school, third the effect, if any that stories had on the students' learning to write in the first-year college composition classroom and fourth, which stories were told most frequently.
520 $a Using ethnographic research techniques, the researcher observed students during a six-week experimental treatment and conducted individual follow-up interviews of students and teachers throughout the semester. Additionally, she collected examples of students' peer dialogue journals, written stories, oral story gists, field notes, teachers' syllabi, and tape recordings of small, large and focus group conversations to recreate the unique environment of the students and to insure triangulation.
520 $a The findings of the study revealed that students wrote four types of stories: self stories, other stories, secondhand stories and urban legends. In addition, students were the primary storytellers, while teachers did not tell stories to model or explain assignments during the treatment. Finally, students indicated a preference for professional writings, but expressed minimal feelings of kinship with their own writing.
520 $a Additional findings indicated that stories did not necessarily improve students' essay evaluations or class grades. However, unlike written stories, which rarely encouraged them to appreciate writing, oral stories helped students to enjoy learning by motivating them to listen, think and talk more prolifically and to write essays that were more interesting. In addition, they gained a deeper respect for other cultures, the more serious aspects of their literacy and themselves. The study revealed also that contrary to popular belief, not everyone tells stories in an academic setting. The absence of teacher stories did not prevent students from practicing storytelling, but by implication influenced their learning in the classes.
520 $a The results suggest that although some students benefited from traditional teaching and learning strategies, many students need alternative approaches, like oral storytelling to enhance their self-esteem, to encourage them to think critically, and to motivate them to learn. Inherent in the major premise of this study is the assumption that stories in the composition classroom are beneficial teaching and learning tools for everyone.
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