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ASU Electronic Theses and Dissertations


This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.

In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.

Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.


This project is an institutional ethnography (Smith, 2005, 2006) that examines the lived experiences of nine second language (L2) writing teachers, specifically with regard to the interpersonal, material, and spatial relationships inherent in their work. Using interviews, focus groups, and a mapping heuristic for data collection, the study investigates the current culture of L2 writing that is (or is not) created within this specialized community of practice (Lave & Wenger, 1991) and the individual participant motivations as actors within a complex and dynamic network (Latour, 2007). Because findings from the study are relevant for a variety of fields and audiences, …

Contributors
O'Meara, Katherine Daily, Matsuda, Paul Kei, Rose, Shirley K, et al.
Created Date
2016

Situated in the influx of Chinese students entering U.S. higher education and the L2 writing research growing interests in investigating learners’ experience to gain further insights into their emic perspectives on English literacy development, this dissertation argues that the identifying the beliefs as the underlying principle shaping and being shaped by our experience. In this dissertation, I propose a theoretical framework of beliefs and validates the framework by using it to examine multilingual writers’ learning experience in the context of First Year Composition. The framework advances a definition of beliefs and a framework demonstrating the relationship among three constructs—perception, attitude, …

Contributors
Yang, Yuching, Matsuda, Paul Kei, Matsuda, Aya, et al.
Created Date
2017

This project emphasizes a complex, holistic, and additive view of content knowledge in the Discipline of Writing, advocating for balanced and affirming scholarship and pedagogy rather than a competitive approach that leads to an epistemology of erasure. As a composite project, the introduction contextualizes three articles linked by their articulation of holistically and additively thinking for students and scholars in the discipline of writing, preparing the reader to see the rhetorical steps that I attempt to take in each article along these lines. Article 1, “The Collaborative Work of Composition,” uses Marxian language of production to highlight the complexities of …

Contributors
Fields, Gregg Dale, Rose, Shirley K, Hannah, Mark, et al.
Created Date
2019