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Ph.D. University of Texas, Austin, Texas, 1981 Major: Curriculum and Instruction,Minor: English M.Ed. University of Texas, Austin, Texas, 1977 Major:

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Presentation on theme: "Ph.D. University of Texas, Austin, Texas, 1981 Major: Curriculum and Instruction,Minor: English M.Ed. University of Texas, Austin, Texas, 1977 Major:"— Presentation transcript:

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2 Ph.D. University of Texas, Austin, Texas, 1981 Major: Curriculum and Instruction,Minor: English M.Ed. University of Texas, Austin, Texas, 1977 Major: Curriculum and Instruction. Minor: English B.S. University of Wisconsin, Madison, Wisconsin, 1973 Major: English Minor: Secondary Education The Composing Processes of Four High and Four Low Writing Apprehensives: A Case Study. Director: Edmund J. Farrell, University of Texas-Austin Source: http://wwwlib.umi.com/dissertations/fullcit/8128686 http://wwwlib.umi.com/dissertations/fullcit/8128686 A modified case-study investigation involving four high and four low writing apprehensives was carried out at The University of Texas in the fall semester of 1979. The eight subjects, selected according to their scores on the Writing Apprehension Test (Daly & Miller, 1975), answered questions about their own processes of writing (introspective interview), composed aloud in response to two carefully controlled assignments, and answered the researcher's questions about processes of composing they exhibited during the investigation (retrospective interview). The composing-aloud sessions were coded behaviorally using a schema synthesized from the work of Flower and Hayes (1979), Nold (1979), Perl (1979), and Sommer (1978). The findings of this investigation indicate that these two groups approached tasks of academic composing differently, appropriated different amounts of time to writing activities, and engaged in different processes of composing. While the small size of the sample and certain variations within the high and low apprehensive groups prohibit generalizing, the following conclusions were reached about the eight subjects who took part in this study: (1) The high writing apprehensives had written fewer compositions and fewer types of compositions in academic situations than had the low writing apprehensives. The high writing apprehensives, unlike the low writing apprehensives, disliked composing, procrastinated whenever they were forced to write, had little confidence in their ability to write, and feared the evaluation of their papers by teachers. (2) In the prewriting phase, the high writing apprehensives extracted less information about audience and organization from their readings of the assignments, engaged in less planning of overall essay strategies, and did less written prefiguring than did the low writing apprehensives. (3) In the writing phase, the high writing apprehensives spent less time on individual sentences and less time between sentences than did the low writing apprehensives. (4) In the postwriting phase, the high writing apprehensives devoted less of their postwriting time to proofreading, editing, and revising their written work than did the low writing apprehensives.

3 Professor, Michigan Technological University, Houghton, MI, 1991-present. Associate Professor, Michigan Technological University, Houghton, MI, 1987-1991. Assistant Professor, Michigan Technological University, Houghton, MI, 1981-1987.

4 Technical Writing, Advanced Technical Writing Grammar and Editing Portfolio Workshop, Senior Projects in Computers and the Humanities Hypertext Theory Computers and Writing Computer Applications in the Humanities Designing and Evaluating Computer Assisted Instruction in the Humanities, Discourse and Technology First-Year Composition Advanced Composition Writers' Workshop Research in Composition

5 Technology and Literacy in the Twenty-First Century: The Perils of Not Paying Attention. Carbonale, IL: Southern Illinois University Press, 1999. Creating Computer-Supported Writing Facilities: A Blueprint for Action. Houghton, MI: Computers and Composition Press, 1989. Computer-Assisted Instruction in Composition: Create your Own. Urbana, IL: NCTE, 1986.

6 Technical Communication, 2nd Edition, M. Lay, B. J. Wahlstrom, C. D. Rude, C. Selfe, J. Selzer (Eds.). Boston: Irwin/McGraw Hill. 2000. (Textbook). Technical Communication (with M. Lay, B. Wahlstrom, S. Doheny-Farina, A. Duin, S. Little, C. Rude, J. Selzer). Burr Ridge, IL: Irwin, 1994. (Textbook) Writing in the Disciplines (with R. Jones and P. Bizarro). Fort Worth: Harcourt Brace College Publishers, 1997. (Textbook) Computers and the Teaching of Writing in American Higher Education, 1979-1994: A History (with G. Hawisher, P. LeBlanc, and C. Moran). Norwood, NJ: Ablex, 1996. Global Literacies and the World-Wide Web, G. Hawisher and C. Selfe (Eds.) London: Routledge, 2000. Passions, Pedagogies, and 21st Century Technologies. G. Hawisher and C. Selfe (Eds.). Logan, UT: Utah State University Press, 1999. Literacy, Technology, and Society: Confronting the Issues. G. Hawisher and C. Selfe (Eds.). Upper Saddle River, NJ: Prentice Hall, 1997. (Textbook) Literacy and Technology. C. Selfe and S. Hilligoss (Eds.). New York, NY: Modern Language Association, 1994. Evolving Perspectives on Computers and Composition Studies: Questions for the 1990s. G. Hawisher and C. Selfe (Eds.). Houghton, MI and Urbana, IL: Computers and Composition Press/NCTE, 1991. Computers and Writing: Theory, Research, and Practice. D. Holdstein and C. Selfe (Eds.). New York, NY: Modern Language Association, 1990.

7 Contextual Evaluation in WAC Programs: Theories, Issues, and Strategies for Teachers. In Assessing Writing Across the Curriculum: Diverse Approaches and Practices, K. B. Yancey and B. Huot (Eds.). Greenwich, CT: Ablex, 1997, p. 51-68 Theorizing E-Mail for the Practice, Instruction, and Study of Literacy. In Electronic Literacies in the Workplace, P. Sullivan and J. Dautermann (Eds.). Urbana, IL and Houghton, MI: National Council of Teachers of English and Computers and Composition Press, 1996, p. 255- 293. Digital Divisions: Cultural Perspectives on Information Technology. The English and Media Magazine, 2000, 42(3). (Online journal) p. 12-17. Technology and Literacy: A Story about the Perils of Not Paying Attention. College Composition and communication, 1999, 50(3), p. 411-436. The Task of Predicting the Future In Technical and Professional Communication Programs: Listening to the Stories of a New Generation of Ph.D. Graduates. ATTW Bulletin, 1994, 5(1), p. 9-12.

8 Chair, NCTE Nominating Committee, 2001-2002. Immediate Past Chair, Conference on College Composition and Communication, 1998-99 Chair, Conference on College Composition and Communication, 1997- 1998 Program Chair, Conference on College Composition and Communication, 1996-1997 Executive Committee, Conference on College Composition and Communication, 1996-2000 Chair, NCTE, College Section Steering Committee, 1991-1993; member, 1990- 1994 Co-Chair (with R. Lloyd-Jones), CCCC/NCTE Task Force, 1994-1995 MLA Committee on Computers and Emerging Technology, 1990-1992 Executive Committee, Conference on College Composition and Communication, 1986-1989

9 On the question of accessibility and the importance of paying attention to criticality “ Making computer appear in every classroom- this is a popular political event on campuses … Making critical thinking appear in every classroom, that ’ s another matter ” (Selfe, 1999, p.5). “ Selfe’s recommendations require that we have radically rethought our ideas about what schools are and what they should be. …be prepared. Know thyself. Know thy theory. Know thy pedagogy. Know thy policy. Know thy practice” (Selfe, 1999, p.5).

10 Department of Humanities Michigan Technological University Houghton, MI 49931 telephone: 906-487-2447 fax: 906-487-3559 e-mail: cyselfe@mtu.edu RR1, Box 104d Hancock, MI 49930 telephone: 906-482- Home page: http://www.hu.mtu.edu/~cyselfe/


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