In this dissertation I study the University of Houston Writing Center (UHWC) as a site for innovative writing instruction while simultaneously critiquing business-model approaches to the teaching of writing. Using the Writing Center as a microcosm for the larger issues affecting writing pedagogy, I investigate productive ways programs collaborate via Writing in the Disciplines (WID) partnerships across campus to engage with both face-to-face and online/multimodal pedagogies. Using a critical ethnographic approach, I conducted, coded, and analyzed audio-recorded interviews with the UHWC community. In addition, I studied closely through observations, interviews, focus groups, and informal conversations two UHWC partnerships: first, the hybrid/online studio partnership with the Department of English, and second, the College of Technology's Electrical Power Engineering Technology Department four-course, face-to-face, small group partnership. As I both critique (the business model) and forward (the partnership approach) to the teaching of writing, I also put forth a new curricular method that can be used by writing centers, writing programs, and WID initiatives aiming collaboration with a wide range of faculty, departments, and colleges. To get at the larger story of innovative writing instruction that occurs through the UHWC, I ask what stories do UHWC administrators/consultants, university administrators, and disciplinary faculty tell about innovative writing curricula? How does resistance manifest in stories that challenge traditional approaches to the teaching of writing? In what ways do stories about digital disruptions reflect invention, change, or continuity in pedagogical approach? And, most importantly, how and when are continuities in writing instruction masked as innovation?
|Advisor:||Zebroski, James T.|
|School:||University of Houston|
|School Location:||United States -- Texas|
|Source:||DAI-A 77/12(E), Dissertation Abstracts International|
|Keywords:||Composition, Online Writing Instruction, Rhetoric, Writing Center, Writing in the Disciplines|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be