{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1179"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1179","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"In-text and out-of-text engagement: interactional features in students' academic writing and academic engagement","abstract":"While student engagement theory recognizes writing as an engaging activity, there have been few studies that explore the levels of engagement within college students' academic writing. Analyses of in-text interactions between writers and their imagined reader(s) can uncover writers' attitudes about themselves as writers and as participants in the academic community. This study looked specifically at students' in-text interaction in the context of overall student engagement. Making a connection between interactional features in writing and overall student engagement provided a new perspective by which professors and administrators can evaluate students' academic integration. This study combined text analysis and interviews with seven College Composition I students at a public university to investigate students' out-of-text engagement, in-text engagement, and the relationship between the two. Findings suggested that participants consider themselves engaged student participants, but not writers participating in the academic community. Students' in-text interactions included self-mentions, attitude markers, and reader references, which often reflected participants' reported comfort and confidence within the community.","abstract_html":"While student engagement theory recognizes writing as an engaging activity, there have been few studies that explore the levels of engagement within college students' academic writing. Analyses of in-text interactions between writers and their imagined reader(s) can uncover writers' attitudes about themselves as writers and as participants in the academic community. This study looked specifically at students' in-text interaction in the context of overall student engagement. Making a connection between interactional features in writing and overall student engagement provided a new perspective by which professors and administrators can evaluate students' academic integration. This study combined text analysis and interviews with seven College Composition I students at a public university to investigate students' out-of-text engagement, in-text engagement, and the relationship between the two. Findings suggested that participants consider themselves engaged student participants, but not writers participating in the academic community. Students' in-text interactions included self-mentions, attitude markers, and reader references, which often reflected participants' reported comfort and confidence within the community.","abstract_has_math":false,"creators":["Press, Florette"],"institution":null,"degree_name":"M.A. Higher Education","degree_level":"Thesis","degree_discipline":"Educational Services, Administration, and Higher Education","degree_department":null,"school":null,"contributors":["Sisco, Burton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-09-12T07:00:00Z","date_published":"2012-09-12T07:00:00Z","updated_at":"2026-07-24T04:13:03Z","subjects":["Engagement (Philosophy); Academic writing","Higher Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/180","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sisco, Burton"]},{"key":"dc:creator","label":"Author","values":["Press, Florette"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:46Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services, Administration, and Higher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Higher Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Engagement (Philosophy); Academic writing","Higher Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/180"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["While student engagement theory recognizes writing as an engaging activity, there have been few studies that explore the levels of engagement within college students' academic writing. Analyses of in-text interactions between writers and their imagined reader(s) can uncover writers' attitudes about themselves as writers and as participants in the academic community. This study looked specifically at students' in-text interaction in the context of overall student engagement. Making a connection between interactional features in writing and overall student engagement provided a new perspective by which professors and administrators can evaluate students' academic integration. This study combined text analysis and interviews with seven College Composition I students at a public university to investigate students' out-of-text engagement, in-text engagement, and the relationship between the two. Findings suggested that participants consider themselves engaged student participants, but not writers participating in the academic community. Students' in-text interactions included self-mentions, attitude markers, and reader references, which often reflected participants' reported comfort and confidence within the community."]},{"key":"dc:title","label":"Title","values":["In-text and out-of-text engagement: interactional features in students' academic writing and academic engagement"]}]}],"canonical_facts":{"dc:contributor":["Sisco, Burton"],"dc:creator":["Press, Florette"],"dc:date.available":["2020-03-03T19:58:46Z"],"dc:description.abstract":["While student engagement theory recognizes writing as an engaging activity, there have been few studies that explore the levels of engagement within college students' academic writing. Analyses of in-text interactions between writers and their imagined reader(s) can uncover writers' attitudes about themselves as writers and as participants in the academic community. This study looked specifically at students' in-text interaction in the context of overall student engagement. Making a connection between interactional features in writing and overall student engagement provided a new perspective by which professors and administrators can evaluate students' academic integration. This study combined text analysis and interviews with seven College Composition I students at a public university to investigate students' out-of-text engagement, in-text engagement, and the relationship between the two. Findings suggested that participants consider themselves engaged student participants, but not writers participating in the academic community. Students' in-text interactions included self-mentions, attitude markers, and reader references, which often reflected participants' reported comfort and confidence within the community."],"dc:identifier":["https://rdw.rowan.edu/etd/180"],"dc:subject":["Engagement (Philosophy); Academic writing","Higher Education"],"dc:title":["In-text and out-of-text engagement: interactional features in students' academic writing and academic engagement"],"thesis:degree_discipline":["Educational Services, Administration, and Higher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Higher Education"]},"updated_at":"2026-07-24T04:13:03Z"}