Personality and Collaboration in the College Composition Classroom

This thesis demonstrates the importance of collaborative writing in the college composition classroom. It incorporates personality theory as a means of studying writing processes, in addition to its use as a means of placing students into collaborative writing workshop groups. Ethnographic and teacher-research methods form the basis of data collection, including instructor journals, participant and observer feedback, and results for all participants from the Myers-Briggs Type Indicator. Results indicate the value of instructors studying personality theory as a reflective tool, on two levels: one, it assists students in identifying strengths and weaknesses in writing; and two, it assists instructors in identifying their own and students' preferences for writing, which can lead to more flexible, appropriate assignments and evaluation.

Name thesis:degree_name

Master of Arts in English

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

English

Year

2004

Author dc:creator

• Krakow, Jeffrey M.

Contributors dc:contributor

• George Jensen

• collaborative learning
• composition
• ethnography
• pedagogical authority
• personality theory
• Myers-Briggs Type Indicator (MBTI)
• teacher-research
• English Language and Literature

Statement dc:rights

• © Jeffrey M. Krakow

Repository record dc:identifier

https://bearworks.missouristate.edu/theses/1074

OAI identifier oai:identifier

oai:bearworks.missouristate.edu:theses-2075