This thesis analyzes a new first-year writing course that is under consideration for implementation as the standard Composition I course at the University of Arkansas. The course utilizes an ethnographic approach to teaching critical writing skills to students. This thesis presents evaluation through a metacognitive lens and explores the course through a case study approach. This thesis also examines the expectations and concluding reflections of three stakeholder groups: students, instructors, and administrators.
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"]},{"key":"dc:title","label":"Title","values":["Curricular Analysis of the University of Arkansas Composition I Pilot Course: ENGL 1013, Community Ethnography"]}]}],"canonical_facts":{"dc:contributor":["Jolliffe, David A.","Dominguez Barajas, Elias"],"dc:contributor.advisor":["Slattery, Patrick J."],"dc:creator":["Scholz, Morgan Lindsay"],"dc:date":["2017"],"dc:date.available":["2024-02-06T08:00:00Z"],"dc:description.abstract":["This thesis analyzes a new first-year writing course that is under consideration for implementation as the standard Composition I course at the University of Arkansas. The course utilizes an ethnographic approach to teaching critical writing skills to students. This thesis presents evaluation through a metacognitive lens and explores the course through a case study approach. This thesis also examines the expectations and concluding reflections of three stakeholder groups: students, instructors, and administrators.
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