Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Correction of errors in oral expression(Montana State University - Bozeman, 1956) Fostvedt, Donald RaymondItem The relationship of sentence-expansion with pictorialization on grade six writing(Montana State University - Bozeman, College of Education, Health & Human Development, 1984) Wason-Ellam, LindaItem Composition and rhetoric, universities, and the real world : implications and connections(Montana State University - Bozeman, College of Letters & Science, 2003) Adams, Linda DeanItem Indicators of quality in natural language composition(Montana State University - Bozeman, College of Education, Health & Human Development, 1982) Donahue, Barry JohnItem Teaching for social justice in the writing classroom : exploring possibilities(Montana State University - Bozeman, College of Letters & Science, 2011) Bullard, Lisa Marie; Chairperson, Graduate Committee: Lisa EckertThis project attempts to answer one tiny part of a life-long question: how do people influence others to care about social justice? To narrow this question down, I focused on the classroom as a potential site for change, and researched pedagogical practices and classroom materials that could help teachers achieve a goal of teaching for social justice. Using Action Research, I examined the effect of using learner-centered teaching methods and relevant social justice themed content with my Writing 101 students, to assess if they would be influenced to care about a specific social justice issue. Students examined the dominant use of "Standard English" in the classroom, and the effect that can have on students who do not speak "Standard English" as their home language. I asked students to question whose language is allowed in the classroom, whose is not allowed, and who decides whose language gets to be spoken. I administered a pre and post survey, collected student writing, and used my observations to assess results. I found that many students in the course did shift their opinions. It appeared that using "adult learning centers" along with a variety of other teaching methods contributed to students' shifting opinions. This study adds to the small body of knowledge about teaching practices and materials that work towards social justice, but also points to the need for more qualitative research in this area.Item Stolen identity(Montana State University - Bozeman, College of Letters & Science, 2007) Shober, Kacie Ann; Chairperson, Graduate Committee: Kirk BranchStudents' previous experiences have contributed to their loss of voice in writing. Through the examination of historical events that occurred within the basic reading and writing classroom, a significant separation between students and what is deemed as academically appropriate writing is apparent. By exploring the dynamics of students and the established curriculum, the argument can be made that through a multigenre project students are able to reconnect with writing and rediscover their voice.