{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1060"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1060","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Genre exploration: alternatives to expository writing in seventh grade life science","abstract":"The purpose of this thesis is to explore the use of genre writing as an alternative to commonly used expository writing in the seventh grade life science classroom. My research includes student surveys and educator interviews. I surveyed 44 seventh grade science students using a Likert scale. The participating students include 1 eleven-year-old boy, 10 twelve-year-old boys, 10 thirteen-year-old boys, 1 fourteen-year-old boy, 11 twelve-year-old girls, and 11 thirteen-year-old girls. I interviewed 3 middle school science teachers who teach at public schools in New Jersey and Pennsylvania. I interviewed 4 composition professors and 2 college biology professors from Rowan University, located in Glassboro, New Jersey. In this thesis, I examine students' and teachers' ideas, beliefs, attitudes, opinions, and theories about writing and writing in the sciences. My findings reinforce the connection between writing and the sciences and the link between middle school experiences and future educational experiences. The conclusion of this thesis are that genre writing can help lead to more positive student attitudes toward writing in the sciences and writing in general.","abstract_html":"The purpose of this thesis is to explore the use of genre writing as an alternative to commonly used expository writing in the seventh grade life science classroom. My research includes student surveys and educator interviews. I surveyed 44 seventh grade science students using a Likert scale. The participating students include 1 eleven-year-old boy, 10 twelve-year-old boys, 10 thirteen-year-old boys, 1 fourteen-year-old boy, 11 twelve-year-old girls, and 11 thirteen-year-old girls. I interviewed 3 middle school science teachers who teach at public schools in New Jersey and Pennsylvania. I interviewed 4 composition professors and 2 college biology professors from Rowan University, located in Glassboro, New Jersey. In this thesis, I examine students' and teachers' ideas, beliefs, attitudes, opinions, and theories about writing and writing in the sciences. My findings reinforce the connection between writing and the sciences and the link between middle school experiences and future educational experiences. The conclusion of this thesis are that genre writing can help lead to more positive student attitudes toward writing in the sciences and writing in general.","abstract_has_math":false,"creators":["Haigh, Christen"],"institution":null,"degree_name":"M.A. Writing","degree_level":"Thesis","degree_discipline":"Writing Arts","degree_department":null,"school":null,"contributors":["Penrod, Diane","Martin, Deb"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-06-28T07:00:00Z","date_published":"2006-06-28T07:00:00Z","updated_at":"2026-07-24T04:12:49Z","subjects":["Communication in science; Literary form","Technical and Professional Writing"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/61","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Penrod, Diane","Martin, Deb"]},{"key":"dc:creator","label":"Author","values":["Haigh, Christen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:35Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Writing Arts"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Writing"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Communication in science; Literary form","Technical and Professional Writing"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/61"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this thesis is to explore the use of genre writing as an alternative to commonly used expository writing in the seventh grade life science classroom. My research includes student surveys and educator interviews. I surveyed 44 seventh grade science students using a Likert scale. The participating students include 1 eleven-year-old boy, 10 twelve-year-old boys, 10 thirteen-year-old boys, 1 fourteen-year-old boy, 11 twelve-year-old girls, and 11 thirteen-year-old girls. I interviewed 3 middle school science teachers who teach at public schools in New Jersey and Pennsylvania. I interviewed 4 composition professors and 2 college biology professors from Rowan University, located in Glassboro, New Jersey. In this thesis, I examine students' and teachers' ideas, beliefs, attitudes, opinions, and theories about writing and writing in the sciences. My findings reinforce the connection between writing and the sciences and the link between middle school experiences and future educational experiences. The conclusion of this thesis are that genre writing can help lead to more positive student attitudes toward writing in the sciences and writing in general."]},{"key":"dc:title","label":"Title","values":["Genre exploration: alternatives to expository writing in seventh grade life science"]}]}],"canonical_facts":{"dc:contributor":["Penrod, Diane","Martin, Deb"],"dc:creator":["Haigh, Christen"],"dc:date.available":["2020-03-03T19:58:35Z"],"dc:description.abstract":["The purpose of this thesis is to explore the use of genre writing as an alternative to commonly used expository writing in the seventh grade life science classroom. My research includes student surveys and educator interviews. I surveyed 44 seventh grade science students using a Likert scale. The participating students include 1 eleven-year-old boy, 10 twelve-year-old boys, 10 thirteen-year-old boys, 1 fourteen-year-old boy, 11 twelve-year-old girls, and 11 thirteen-year-old girls. I interviewed 3 middle school science teachers who teach at public schools in New Jersey and Pennsylvania. I interviewed 4 composition professors and 2 college biology professors from Rowan University, located in Glassboro, New Jersey. In this thesis, I examine students' and teachers' ideas, beliefs, attitudes, opinions, and theories about writing and writing in the sciences. My findings reinforce the connection between writing and the sciences and the link between middle school experiences and future educational experiences. The conclusion of this thesis are that genre writing can help lead to more positive student attitudes toward writing in the sciences and writing in general."],"dc:identifier":["https://rdw.rowan.edu/etd/61"],"dc:subject":["Communication in science; Literary form","Technical and Professional Writing"],"dc:title":["Genre exploration: alternatives to expository writing in seventh grade life science"],"thesis:degree_discipline":["Writing Arts"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Writing"]},"updated_at":"2026-07-24T04:12:49Z"}