Date of Award
9-14-2017
Document Type
Thesis
Degree Name
English, MA
First Advisor
Kristi Costello
Committee Members
Amy Shollenbarger; Elizabeth Chamberlain
Call Number
LD 251 .A566t 2017 E94
Abstract
Accessibility in Composition has been an obstacle and topic of discussion at the forefront of Composition studies for some time. Looking through the lens of my past profession, Speech-Language Pathology, I discovered individualization may be the answer to the problem of access. Implementing elements of individualization into Composition can provide opportunities for students to reflect on and practice awareness in their writing to yield higher retention and improvement. Individualization means getting to know students, their needs, and strengths in order to craft a class that is tailored to that class’s specific set of students. This study delves into the connections between the two professions and identifies five tools Speech-Language Therapists use to individualize therapy that can be transferred to Composition. A case study is included that tracks sixteen students’ progress in an individualized Composition classroom. Results from the study indicate a positive correlation between student success and individualized teaching practices.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Everett, Robin, "Individualized Teaching in Composition: Finding Answers to Access in Speech-Language Pathology" (2017). Student Theses and Dissertations. 590.
https://arch.astate.edu/all-etd/590
