Writing the true self: case studies of ENG 101 students responding to a Peter Elbow-inspired curriculum

ENG 101;Composition;Case Study;Peter Elbow;Writing;Curriculum;Essentialist Portraiture;Student-Teacher Relationship;Office Conferences;LDS Church;Church of Jesus Christ of Latter-day Saints (LDS)

Stansell, Jon

关键词: ENG 101;    Composition;    Case Study;    Peter Elbow;    Writing;    Curriculum;    Essentialist Portraiture;    Student-Teacher Relationship;    Office Conferences;    LDS Church;    Church of Jesus Christ of Latter-day Saints (LDS);   

Others  :  https://www.ideals.illinois.edu/bitstream/handle/2142/31179/Stansell_Jon.pdf?sequence=1&isAllowed=y

美国|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

My fulfillment in life comes through helping others develop their potential, work through their troubles, and follow their dreams. I have found that my college students embrace this aspect as I teach them expressive, author-involved writing. Peter Elbow’s work asserts that this type of writing fits into his theory of personal development, which is based on common ideals of self, belief, and voice. I have written instructional materials for introductory college composition courses that follow Elbow in these principles. I believe this course, “Writing the True Self,” and its accompanying philosophy strongly resonate with students attending Brigham Young University–Hawaii. Having been brought up in the Church of Jesus Christ of Latter-day Saints (also known as LDS Church or Mormon Church), these students come from a cultural literacy context in which authorship and personal development are related. Therefore, in this research project, I examined student development in my English 101 classes at this church-sponsored university where 95% of students are Latter-day Saints. Particular attention was paid to changes in each person’s articulation of consciousness, core values, and higher aspects: the “personal logos of the heart,” or “true self.” The case studies were based primarily on two of their five assignments, impressions of their class participation, and transcripts of student-teacher conferences. They are portraits that suggest overwhelmingly that class members, in response to this curricular approach were gaining a deeper understanding of themselves.