This thesis explores the current discourse surrounding the redefinition of concepts such as text and authorship in the field of composition studies. Drawing from scholarship on topics ranging from multi-modal composition to feminist historical-appropriation, the author builds a case for redefining these concepts to include a broader range of texts and author-voices from which instructors can draw for course readings. By focusing on the particular instance of selecting readings to teach a literacy narrative unit in a first year college composition course, the author shows how redefining and broadening concepts of text and authorship may allow for students to more easily identify with a literary heritage and identify themselves as authors whose literacy-related experiences have something significant to add to the academic conversation. The chapters present a review of literature, introduce methods and processes for teaching a literacy narrative unit in a freshman composition course, offer the reflections of the instructor on teaching the literacy narrative, and justify a process of selecting texts which aren't necessarily identified as literacy narratives as models for student literacy narratives\"--Leaf iv.
","abstract_html":"<p>This thesis explores the current discourse surrounding the redefinition of concepts such as text and authorship in the field of composition studies. Drawing from scholarship on topics ranging from multi-modal composition to feminist historical-appropriation, the author builds a case for redefining these concepts to include a broader range of texts and author-voices from which instructors can draw for course readings. By focusing on the particular instance of selecting readings to teach a literacy narrative unit in a first year college composition course, the author shows how redefining and broadening concepts of text and authorship may allow for students to more easily identify with a literary heritage and identify themselves as authors whose literacy-related experiences have something significant to add to the academic conversation. The chapters present a review of literature, introduce methods and processes for teaching a literacy narrative unit in a freshman composition course, offer the reflections of the instructor on teaching the literacy narrative, and justify a process of selecting texts which aren't necessarily identified as literacy narratives as models for student literacy narratives"--Leaf iv.</p>","abstract_has_math":false,"creators":["Pullen, Amber D."],"institution":null,"degree_name":"Master of Arts (MA) in English: Teaching English as a Second Language","degree_level":"Thesis","degree_discipline":"English","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T02:13:35Z","subjects":["English language--Composition and exercises--Study and teaching--Northwest","Pacific","English language--Study and teaching (Higher)--Northwest","Creative nonfiction--Study and teaching (Higher)--Northwest","Essays--Authorship--Study and teaching (Higher)--Northwest","Academic writing--Study and teaching (Higher)--Northwest","Bilingual, Multilingual, and Multicultural Education","Other Education"],"languages":[],"rights":["Access is available to all users"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.ewu.edu/theses/388","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Pullen, Amber D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA) in English: Teaching English as a Second Language"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English language--Composition and exercises--Study and teaching--Northwest","Pacific","English language--Study and teaching (Higher)--Northwest","Creative nonfiction--Study and teaching (Higher)--Northwest","Essays--Authorship--Study and teaching (Higher)--Northwest","Academic writing--Study and teaching (Higher)--Northwest","Bilingual, Multilingual, and Multicultural Education","Other Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Access is available to all users"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.ewu.edu/theses/388"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis explores the current discourse surrounding the redefinition of concepts such as text and authorship in the field of composition studies. Drawing from scholarship on topics ranging from multi-modal composition to feminist historical-appropriation, the author builds a case for redefining these concepts to include a broader range of texts and author-voices from which instructors can draw for course readings. By focusing on the particular instance of selecting readings to teach a literacy narrative unit in a first year college composition course, the author shows how redefining and broadening concepts of text and authorship may allow for students to more easily identify with a literary heritage and identify themselves as authors whose literacy-related experiences have something significant to add to the academic conversation. The chapters present a review of literature, introduce methods and processes for teaching a literacy narrative unit in a freshman composition course, offer the reflections of the instructor on teaching the literacy narrative, and justify a process of selecting texts which aren't necessarily identified as literacy narratives as models for student literacy narratives\"--Leaf iv.
"]},{"key":"dc:title","label":"Title","values":["Identifying as author: exploring the pedagogical basis for assisting diverse students to discover their identities through creatively defined literacy narratives"]}]}],"canonical_facts":{"dc:creator":["Pullen, Amber D."],"dc:description.abstract":["This thesis explores the current discourse surrounding the redefinition of concepts such as text and authorship in the field of composition studies. Drawing from scholarship on topics ranging from multi-modal composition to feminist historical-appropriation, the author builds a case for redefining these concepts to include a broader range of texts and author-voices from which instructors can draw for course readings. By focusing on the particular instance of selecting readings to teach a literacy narrative unit in a first year college composition course, the author shows how redefining and broadening concepts of text and authorship may allow for students to more easily identify with a literary heritage and identify themselves as authors whose literacy-related experiences have something significant to add to the academic conversation. The chapters present a review of literature, introduce methods and processes for teaching a literacy narrative unit in a freshman composition course, offer the reflections of the instructor on teaching the literacy narrative, and justify a process of selecting texts which aren't necessarily identified as literacy narratives as models for student literacy narratives\"--Leaf iv.
"],"dc:identifier":["https://dc.ewu.edu/theses/388"],"dc:rights":["Access is available to all users"],"dc:subject":["English language--Composition and exercises--Study and teaching--Northwest","Pacific","English language--Study and teaching (Higher)--Northwest","Creative nonfiction--Study and teaching (Higher)--Northwest","Essays--Authorship--Study and teaching (Higher)--Northwest","Academic writing--Study and teaching (Higher)--Northwest","Bilingual, Multilingual, and Multicultural Education","Other Education"],"dc:title":["Identifying as author: exploring the pedagogical basis for assisting diverse students to discover their identities through creatively defined literacy narratives"],"thesis:degree_discipline":["English"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts (MA) in English: Teaching English as a Second Language"]},"updated_at":"2026-07-24T02:13:35Z"}