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dc.contributor.advisor Melzer, Daniel en
dc.contributor.author Lee, Katrina Lynn en
dc.date.accessioned 2014-06-30T17:52:16Z en
dc.date.available 2014-06-30T17:52:16Z en
dc.date.issued 2014-06-30 en
dc.date.submitted 2014-04-29 en
dc.identifier.uri http://hdl.handle.net/10211.3/122086 en
dc.description Project (M.A., English (Composition))--California State University, Sacramento, 2014. en
dc.description.abstract Figured worlds contribute to human activity, social interactions, and power structures through specific activities, discourses, performances, and artifacts. Both the Common Core State Standards (CCSS) and the WPA Outcomes Statement are artifacts that not only document, but also reify, the views and values of each figured world: that of public school writing, and that of college writing. If the CCSS is achieving its stated objective of aligning public school instruction with college expectations, I contend that the figured worlds portrayed in each document should align with one another in their fundamental values and goals—in what they believe about students and writing. I find, however, that the two documents create conflicting figured worlds of writing instruction. en
dc.description.sponsorship English (Composition) en
dc.language.iso en_US en
dc.subject Composition en
dc.subject High school to college transition en
dc.subject Teaching of writing en
dc.title Figured worlds of writing: conflicting views of writing instruction in the WPA outcomes statement and the common core state standards en
dc.type Project en


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