Performing Student, Teacher, and Tutor of Writing: Negotiating Ideas of Writing in a First-year Writing Course and Writing Center Tutorials

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Courtney, J. (2009). Performing Student, Teacher, and Tutor of Writing: Negotiating Ideas of Writing in a First-year Writing Course and Writing Center Tutorials. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

Based upon the sociocultural theories of Vygotsky, Bakhtin, Bourdieu, Holland et al. and the work of composition scholars such as Welch, Brannon et al., and Bousquet et al., who oppose neoliberal privatization, this qualitative study explores how first-year writing classroom and writing center discourses construct student writer identity. Through case study exploration of two students, two tutors, and one composition instructor, this study investigates how the students negotiated the discourses of the classroom and the writing center in order to be/become college writers. Semistructured transcribed interviews and audio-recorded classroom observation aided by the use of field notes and writing center tutorial audio recordings and transcription were used in data collection. By using critical discourse analysis (Gee, 2005) of the interviews, tutorial sessions, and classroom meetings, this researcher describes how the students', tutors', and teacher's language construct a complex web of meanings that students must negotiate as they learn what it means to be a writer in the institution of school. Students' past histories as writers map the terrain of the tutorial and the classroom, and students often follow prior pathways, reproducing the dominant ideology. However, working to improvise and examine opportunities "outside" of the status quo can be a means to re-vision, renovate, and shift some of the "power, status, and rank" (Holland et al., 1999) found within the hegemonic structures of the corporatized university of schooling and learn alternative ways of being/becoming college writers.

Details
Author

Courtney, Jennifer

Title

Performing Student, Teacher, and Tutor of Writing: Negotiating Ideas of Writing in a First-year Writing Course and Writing Center Tutorials

Physical Description

1 online resource (204 pages) : PDF

Date

2009

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Based upon the sociocultural theories of Vygotsky, Bakhtin, Bourdieu, Holland et al. and the work of composition scholars such as Welch, Brannon et al., and Bousquet et al., who oppose neoliberal privatization, this qualitative study explores how first-year writing classroom and writing center discourses construct student writer identity. Through case study exploration of two students, two tutors, and one composition instructor, this study investigates how the students negotiated the discourses of the classroom and the writing center in order to be/become college writers. Semistructured transcribed interviews and audio-recorded classroom observation aided by the use of field notes and writing center tutorial audio recordings and transcription were used in data collection. By using critical discourse analysis (Gee, 2005) of the interviews, tutorial sessions, and classroom meetings, this researcher describes how the students', tutors', and teacher's language construct a complex web of meanings that students must negotiate as they learn what it means to be a writer in the institution of school. Students' past histories as writers map the terrain of the tutorial and the classroom, and students often follow prior pathways, reproducing the dominant ideology. However, working to improvise and examine opportunities "outside" of the status quo can be a means to re-vision, renovate, and shift some of the "power, status, and rank" (Holland et al., 1999) found within the hegemonic structures of the corporatized university of schooling and learn alternative ways of being/becoming college writers.

Genre

doctoral dissertations

Subjects--Topics

Language arts
Rhetoric

Degree

Ph.D.

Keywords

Composition
Corporatized University
Labor
Neoliberal Privatization
Writing
Writing Centers

Subject Area

Curriculum & Instruction

Advisor(s)

Brannon, Lil

Committee Members

Knoblauch, Cy
Scott, Tony
Kissel, Brian

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2009.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Courtney_uncc_0694D_10035

Permalink

http://hdl.handle.net/20.500.13093/etd:913