{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/68834"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/68834","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Autobiographical Writing in Adolescents: An Exploratory Study","abstract":"This study developed out of the researcher's effort to clarify the effect of autobiographical journal writing. In the associative model students participated in guided imagery with an open-ended conclusion, allowing for free association and descriptive writing. Each imagery task was paired with autobiographical writing, which encouraged a strong base within each writer's experience. In the analytical model the students participated in the same autobiographical writing task, but heard an example by an autobiographical writer read aloud or were directed to use an affective framework for the analysis of the material written by individuals or small groups. The control group completed a news reporting unit and several short writing assignments.","abstract_html":"This study developed out of the researcher's effort to clarify the effect of autobiographical journal writing. In the associative model students participated in guided imagery with an open-ended conclusion, allowing for free association and descriptive writing. Each imagery task was paired with autobiographical writing, which encouraged a strong base within each writer's experience. In the analytical model the students participated in the same autobiographical writing task, but heard an example by an autobiographical writer read aloud or were directed to use an affective framework for the analysis of the material written by individuals or small groups. The control group completed a news reporting unit and several short writing assignments.","abstract_has_math":false,"creators":["Rosen, Elizabeth Mcclure"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-15T18:49:16Z","date_published":"2014-12-15T18:49:16Z","updated_at":"2026-07-22T22:25:59Z","subjects":["Education, Language and Literature"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8302973"],"render_values":[{"text":"(UMI)AAI8302973","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/68834","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Rosen, Elizabeth Mcclure"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-15T18:49:16Z","10000-01-01","1982"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Language and Literature"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/68834","(UMI)AAI8302973"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study developed out of the researcher's effort to clarify the effect of autobiographical journal writing. In the associative model students participated in guided imagery with an open-ended conclusion, allowing for free association and descriptive writing. Each imagery task was paired with autobiographical writing, which encouraged a strong base within each writer's experience. In the analytical model the students participated in the same autobiographical writing task, but heard an example by an autobiographical writer read aloud or were directed to use an affective framework for the analysis of the material written by individuals or small groups. The control group completed a news reporting unit and several short writing assignments.","Four test measures of writing were taken during the experimental intervention. The tests, "My Home" and "My Home Town," were very general writing assignments of the type used in cross-cultural studies. The "letter" post-test was designed to focus on the use of the affective framework for analysis emphasized in the analytical group's writing. "Now, the Open Moment," the associative post-test measure, was designed to focus on the use of the imagery emphasized in that group's writing. In addition, two measures looked at the students' response to the pedagogical condition in which they were involved. They submitted to the International Education Association "Response to Literature" measure, and responded to a questionnaire about their reactions to the writing program they had participated in during the quarter.","Results. It was found that the associative model brought about an equalization of the sex differences on content measures noted in the pre-test.","The variance of the males in the analytical model increased greatly over the course of the treatment, indicating a polarization effect.","The results of the study indicate that the students were split in their reaction to the writing experience in which they participated. From this survey, it would seem that students should be given an introductory experience with these pedagogical models and then offered a choice as to the type of writing experience they would like to pursue.","Made available in DSpace on 2014-12-15T18:49:16Z (GMT). No. of bitstreams: 1 8302973.pdf: 3612170 bytes, checksum: cebe7da9bc319e02dce4da73ac5137c3 (MD5) Previous issue date: 1982","Embargo set by: Seth Robbins for item 69000 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","138 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1982."]},{"key":"dc:title","label":"Title","values":["Autobiographical Writing in Adolescents: An Exploratory Study"]}]}],"canonical_facts":{"dc:creator":["Rosen, Elizabeth Mcclure"],"dc:date":["2014-12-15T18:49:16Z","10000-01-01","1982"],"dc:description":["This study developed out of the researcher's effort to clarify the effect of autobiographical journal writing. In the associative model students participated in guided imagery with an open-ended conclusion, allowing for free association and descriptive writing. Each imagery task was paired with autobiographical writing, which encouraged a strong base within each writer's experience. In the analytical model the students participated in the same autobiographical writing task, but heard an example by an autobiographical writer read aloud or were directed to use an affective framework for the analysis of the material written by individuals or small groups. The control group completed a news reporting unit and several short writing assignments.","Four test measures of writing were taken during the experimental intervention. The tests, "My Home" and "My Home Town," were very general writing assignments of the type used in cross-cultural studies. The "letter" post-test was designed to focus on the use of the affective framework for analysis emphasized in the analytical group's writing. "Now, the Open Moment," the associative post-test measure, was designed to focus on the use of the imagery emphasized in that group's writing. In addition, two measures looked at the students' response to the pedagogical condition in which they were involved. They submitted to the International Education Association "Response to Literature" measure, and responded to a questionnaire about their reactions to the writing program they had participated in during the quarter.","Results. It was found that the associative model brought about an equalization of the sex differences on content measures noted in the pre-test.","The variance of the males in the analytical model increased greatly over the course of the treatment, indicating a polarization effect.","The results of the study indicate that the students were split in their reaction to the writing experience in which they participated. From this survey, it would seem that students should be given an introductory experience with these pedagogical models and then offered a choice as to the type of writing experience they would like to pursue.","Made available in DSpace on 2014-12-15T18:49:16Z (GMT). No. of bitstreams: 1 8302973.pdf: 3612170 bytes, checksum: cebe7da9bc319e02dce4da73ac5137c3 (MD5) Previous issue date: 1982","Embargo set by: Seth Robbins for item 69000 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","138 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1982."],"dc:identifier":["http://hdl.handle.net/2142/68834","(UMI)AAI8302973"],"dc:subject":["Education, Language and Literature"],"dc:title":["Autobiographical Writing in Adolescents: An Exploratory Study"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:59Z"}