Files in this item



application/pdfStansell_Jon.pdf (1MB)
(no description provided)PDF


Title:Writing the true self: case studies of ENG 101 students responding to a Peter Elbow-inspired curriculum
Author(s):Stansell, Jon
Director of Research:Witz, Klaus
Doctoral Committee Chair(s):Witz, Klaus
Doctoral Committee Member(s):Davidson, Frederick G.; Mortensen, Peter L.; Gerlach, Henry U.
Department / Program:Curriculum and Instruction
Discipline:Secondary & Continuing Educ
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):ENG 101
Case Study
Peter Elbow
Essentialist Portraiture
Student-Teacher Relationship
Office Conferences
LDS Church
Church of Jesus Christ of Latter-day Saints (LDS)
Abstract:My fulfillment in life comes through helping others develop their potential, work through their troubles, and follow their dreams. I have found that my college students embrace this aspect as I teach them expressive, author-involved writing. Peter Elbow’s work asserts that this type of writing fits into his theory of personal development, which is based on common ideals of self, belief, and voice. I have written instructional materials for introductory college composition courses that follow Elbow in these principles. I believe this course, “Writing the True Self,” and its accompanying philosophy strongly resonate with students attending Brigham Young University–Hawaii. Having been brought up in the Church of Jesus Christ of Latter-day Saints (also known as LDS Church or Mormon Church), these students come from a cultural literacy context in which authorship and personal development are related. Therefore, in this research project, I examined student development in my English 101 classes at this church-sponsored university where 95% of students are Latter-day Saints. Particular attention was paid to changes in each person’s articulation of consciousness, core values, and higher aspects: the “personal logos of the heart,” or “true self.” The case studies were based primarily on two of their five assignments, impressions of their class participation, and transcripts of student-teacher conferences. They are portraits that suggest overwhelmingly that class members, in response to this curricular approach were gaining a deeper understanding of themselves.
Issue Date:2012-05-22
Rights Information:Copyright 2012 Jon W. Stansell
Date Available in IDEALS:2012-05-22
Date Deposited:2012-05

This item appears in the following Collection(s)

Item Statistics