자료유형  

 학위논문

Control Number  

0017165188

International Standard Book Number  

9798384041689

Dewey Decimal Classification Number  

808

Main Entry-Personal Name  

Witherite, Adelay Elizabeth.

Publication, Distribution, etc. (Imprint  

[S.l.] : University of Michigan., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

269 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-03, Section: A.

General Note  

Advisor: Sweeney, Megan.

Dissertation Note  

Thesis (Ph.D.)--University of Michigan, 2024.

Summary, Etc.  

요약Drawing upon three individual interviews with each of five students enrolled in a first-year writing (FYW) course I observed throughout a semester, this dissertation explores how a group of socially privileged students emotionally experienced, interpreted, and responded to discourses of differences encountered in their FYW course. Contributing to the fields of writing studies (composition and rhetoric), education studies, educational psychology, and discourse analysis, my research reveals that significant conceptual shifts occur through complex experiences of emotional friction; emotions cause friction, and friction is the site where learning happens. I argue that emotions can support learning, as they can prompt new ways of thinking, and/or emotions can impede learning, as they keep students attached to the limited perspectives afforded by familiar positionalities. Consequently, FYW classes must prioritize emotion-oriented inquiry if we intend to support our students' successful interpretation, navigation, and composition of exigence-driven rhetoric inside our classrooms, in other courses, and in the world beyond institutions of higher learning.My research focuses on emotion and learning vis a vis difference; as such, this study offers insights on how emotion may function when advantaged FYW students engage with discourses across lines of social and/or ideological differences. Additional data sources supporting my research include Perceptions of Controversial Topics surveys completed by focal participants and whole class Emotion Scales surveys administered at various points in the term. My findings illustrate how emotions can frustrate learning through students' deficit framing, disengagement cycles, motivation from a sense of obligation, and aversion to the discomfort that always arises in learning. Conversely, emotions can facilitate learning when students cultivate more realistic assessments of themselves as writers and prioritize a sense of self-authorship in the choices they make while completing coursework. I found that leveraging emotional momentum occurs when students actively experience the positive synergies of engagement, the affective deposits offered by others and themselves, and the blissful rewards that manifest upon enduring the dissonance of learning.I contend that, for these students, emotions functioned in complex ways to support and impede learning in FYW by stabilizing and destabilizing meanings, sometimes simultaneously. My analysis reveals how emotions were deep-rooted in these students' social group affiliations, yet students are often unable to perceive how prevailing cultures reproduce their specific ideologies through their constituents' emotional labor. Centering emotion as a dominant-but-underappreciated force in human communication can enable FYW students to engage in deeper analyses of the arguments they encounter, to reflect on ways their own and others' positionalities simultaneously support and constrain critical thinking, and to gain vital insights about how social meanings are circulated. If we pay attention to emotions as instructors and help our students to pay attention to their own and others' emotions, we can offer them a paradigm-shifting and potentially life-changing capacity to leverage the power of emotion.

Subject Added Entry-Topical Term  

Rhetoric.

Subject Added Entry-Topical Term  

Reading instruction.

Subject Added Entry-Topical Term  

Educational psychology.

Subject Added Entry-Topical Term  

Language arts.

Index Term-Uncontrolled  

Emotions

Index Term-Uncontrolled  

Learning

Index Term-Uncontrolled  

Difference

Index Term-Uncontrolled  

Composition

Index Term-Uncontrolled  

Rhetoric

Added Entry-Corporate Name  

University of Michigan English & Education

Host Item Entry  

Dissertations Abstracts International. 86-03A.

Electronic Location and Access  

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Control Number  

joongbu:657558