Stories About Writing (Centers): Sites of Innovation in (Online) Writing Instruction

In this dissertation I study the University of Houston Writing Center (UHWC) as a site for innovative writing instruction while simultaneously critiquing business-model approaches to the teaching of writing. Using the Writing Center as a microcosm for the larger issues affecting writing pedagogy, I investigate productive ways programs collaborate via Writing in the Disciplines (WID) partnerships across campus to engage with both face-to-face and online/multimodal pedagogies. Using a critical ethnographic approach, I conducted, coded, and analyzed audio-recorded interviews with the UHWC community. In addition, I studied closely through observations, interviews, focus groups, and informal conversations two UHWC partnerships: first, the hybrid/online studio partnership with the Department of English, and second, the College of Technology’s Electrical Power Engineering Technology Department four-course, face-to-face, small group partnership. As I both critique (the business model) and forward (the partnership approach) to the teaching of writing, I also put forth a new curricular method that can be used by writing centers, writing programs, and WID initiatives aiming collaboration with a wide range of faculty, departments, and colleges. To get at the larger story of innovative writing instruction that occurs through the UHWC, I ask what stories do UHWC administrators/consultants, university administrators, and disciplinary faculty tell about innovative writing curricula? How does resistance manifest in stories that challenge traditional approaches to the teaching of writing? In what ways do stories about digital disruptions reflect invention, change, or continuity in pedagogical approach? And, most importantly, how and when are continuities in writing instruction masked as innovation?

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

English and American Literature

Grantor

University of Houston

Year dc:date.issued

2016

Author dc:creator

• Hallman Martini, Rebecca

Advisor dc:contributor.advisor

• Zebroski, James Thomas

Committee members dc:contributor.committeemember

• Butler, Paul
• Kastely, James L.
• Lindahl, Carl
• Duran, Chatwara Suwannamai
• Dvorak, Kevin

• Rhetorics
• Composition
• Writing Center
• Online writing instruction
• Online learning

Statement dc:rights

• The author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/10657/1523

OAI identifier oai:identifier

oai:uh-ir.tdl.org:10657/1523