Theories of writing process have informed the teaching of writing for the past forty years, providing writing mentors with a language of prewriting, drafting, revising, editing, and publishing that broadens ways to invite young writers to approach composition. In the past forty years, new technologies for composition have impacted the products, authorial stances, and tools for writing. This practitioner research study attempts to better understand how youth conceptualize their writing processes in a world where writing is changing and also considers the role that a critical pedagogy of place might play in those processes. The year-long qualitative study took place at a summer writing camp in an urban national park, at a drop-in writing program, and through individual case-study interviews. Through observation, interviews, youth-recorded descriptive reviews, and youth-created compositions, the author looks closely at 21 youths’ theorizing of place in relationship to, talk about, and engagement in writing. Framed within New Literacies Studies, writing process, and place-based learning research, this study considers the sociocultural and experiential aspects that impact the ways that youth compose. Findings indicate that youth used experiences in place to beneficially impact a wide range of writing processes, that description was a useful way for youth to engage in complex discourse about writing, and that composing in new modalities complicates youths’ ways of navigating writing processes.
|Commitee:||Gold, Eva, Stornaiuolo, Amy|
|School:||University of Pennsylvania|
|Department:||Reading, Writing, Literacy|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 79/01(E), Dissertation Abstracts International|
|Subjects:||Language arts, Education, Educational technology|
|Keywords:||Digital writing, New Literacies Studies, New Literacy Studies, Place-based learning, Writing process|
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