Prior to this thesis, almost no scholarship has existed connecting service-learning with basic writing instruction. However, service-learning provides basic writers with an active-learning approach that stems from their own experiences, offering them a chance for improved affective and academic outcomes. This thesis specifically argues that a union of service-learning with basic writing instruction offers students the opportunity for increased motivation, engagement, and empowerment, and provides basic writers with an improved potential to develop collaborative-learning skills, audience awareness, and critical thinking capabilities. It also presents evidence that students participating in service-learning projects write collaboratively, compose multiple drafts, and reflect upon their own writing for class discussions of the writing process, thus fulfilling many objectives of a composition course. In addition, those service-learning attributes particularly suited to basic writing are explored, including active-learning, student-centered learning, contextual-learning, and critical reflection.
|Advisor:||Griswold, W. Gary|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 50/04M, Masters Abstracts International|
|Subjects:||Language arts, Rhetoric|
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