dc.contributor.advisor | Johnson, Cynthia | |
dc.contributor.author | Dahlberg, David | |
dc.date.accessioned | 2021-12-07T21:35:53Z | |
dc.date.available | 2021-12-07T21:35:53Z | |
dc.date.issued | 2021 | |
dc.identifier.other | (AlmaMMSId)9982808374502196 | |
dc.identifier.uri | https://hdl.handle.net/11244/331414 | |
dc.description.abstract | Currently, high school ELA teachers are expected to use literature and composition
together during instruction and planning. This expectation is completely different from
first-year college English courses, as literature and composition are often taken at different
times. As it stands now a pedagogy that encompasses the use of composition and
literature together does not exist for secondary teachers. There are discussions of best
practices in order to teach genres or methods of writing or reading by noted authors, and
educators and researchers Peter Elbow, Gary Tate, Wendy Bishop, and Erika Lindemann
have debated the role of literature in composition classrooms, but there are a lack of
pedagogies and explanations for teaching the two subjects together successfully. This
thesis offers such a pedagogy with sample assignments. In addition, the Common Core
standards, National Council of Teachers of English standards, and Conference on College
Composition and Communication position statements are analyzed to emphasize the
strengths and weaknesses of this pedagogy in relation to the inclusion of both subjects.
Suggestions for future research includes further exploration of the connection between
literature and composition and of other pedagogical approaches towards the inclusion of
both subjects. | en_US |
dc.rights | All rights reserved by the author, who has granted UCO Chambers Library the non-exclusive right to share this material in its online repositories. Contact UCO Chambers Library's Digital Initiatives Working Group at diwg@uco.edu for the permission policy on the use, reproduction or distribution of this material. | |
dc.subject.lcsh | English language | |
dc.subject.lcsh | Rhetoric | |
dc.subject.lcsh | Study and teaching (Secondary) | |
dc.subject.lcsh | English literature | |
dc.title | The role of composition and literature in the secondary education classroom : revisiting the pedagogy | en_US |
dc.type | Academic theses | |
dc.contributor.committeeMember | Similly, Leslie | |
dc.contributor.committeeMember | Macey, J. David | |
dc.thesis.degree | M.A., English Literature | |
dc.identifier.oclc | (OCoLC)1297060922 | |
thesis.degree.grantor | Jackson College of Graduate Studies | |