This dissertation examines the redesign of a basic writing course at a large, urban, majority-minority public university in Miami, Florida. In the redesigned course, there are no regular class meetings at all. Instead, small groups of five students meet with a teacher in "writing circles," where they workshop papers. The content of the course is provided by a third-party software program in a dedicated computer lab. The redesign project is examined in light of the particular institutional history of Florida International University, with special emphasis on the roles of space, time, and face-to-face interaction in the teaching of writing to a richly diverse student body.
Support for the course redesign is adduced from the work of other scholars in social linguistics, Teaching English as a Second or Other Language, classroom discourse analysis and composition theory. The study finds that the changes in the delivery methods of the course can benefit teachers, students, and the institution.
","abstract_html":"<p>This dissertation examines the redesign of a basic writing course at a large, urban, majority-minority public university in Miami, Florida. In the redesigned course, there are no regular class meetings at all. Instead, small groups of five students meet with a teacher in "writing circles," where they workshop papers. The content of the course is provided by a third-party software program in a dedicated computer lab. The redesign project is examined in light of the particular institutional history of Florida International University, with special emphasis on the roles of space, time, and face-to-face interaction in the teaching of writing to a richly diverse student body.</p><p>Support for the course redesign is adduced from the work of other scholars in social linguistics, Teaching English as a Second or Other Language, classroom discourse analysis and composition theory. The study finds that the changes in the delivery methods of the course can benefit teachers, students, and the institution.</p>","abstract_has_math":false,"creators":["Bowe, Gregory John"],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Thomas Newkirk"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2001,"date_issued":"2001-01-01T08:00:00Z","date_published":"2001-01-01T08:00:00Z","updated_at":"2026-07-24T05:21:54Z","subjects":["Language","Rhetoric and Composition","Education","Technology of"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholars.unh.edu/dissertation/34","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Thomas Newkirk"]},{"key":"dc:creator","label":"Author","values":["Bowe, Gregory John"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Language","Rhetoric and Composition","Education","Technology of"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholars.unh.edu/dissertation/34"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation examines the redesign of a basic writing course at a large, urban, majority-minority public university in Miami, Florida. In the redesigned course, there are no regular class meetings at all. Instead, small groups of five students meet with a teacher in "writing circles," where they workshop papers. The content of the course is provided by a third-party software program in a dedicated computer lab. The redesign project is examined in light of the particular institutional history of Florida International University, with special emphasis on the roles of space, time, and face-to-face interaction in the teaching of writing to a richly diverse student body.
Support for the course redesign is adduced from the work of other scholars in social linguistics, Teaching English as a Second or Other Language, classroom discourse analysis and composition theory. The study finds that the changes in the delivery methods of the course can benefit teachers, students, and the institution.
"]},{"key":"dc:title","label":"Title","values":["Taking a pedagogical turn: What happens when the student /teacher conference moves to the center of the basic writing course"]}]}],"canonical_facts":{"dc:contributor":["Thomas Newkirk"],"dc:creator":["Bowe, Gregory John"],"dc:description.abstract":["This dissertation examines the redesign of a basic writing course at a large, urban, majority-minority public university in Miami, Florida. In the redesigned course, there are no regular class meetings at all. Instead, small groups of five students meet with a teacher in "writing circles," where they workshop papers. The content of the course is provided by a third-party software program in a dedicated computer lab. The redesign project is examined in light of the particular institutional history of Florida International University, with special emphasis on the roles of space, time, and face-to-face interaction in the teaching of writing to a richly diverse student body.
Support for the course redesign is adduced from the work of other scholars in social linguistics, Teaching English as a Second or Other Language, classroom discourse analysis and composition theory. The study finds that the changes in the delivery methods of the course can benefit teachers, students, and the institution.
"],"dc:identifier":["https://scholars.unh.edu/dissertation/34"],"dc:subject":["Language","Rhetoric and Composition","Education","Technology of"],"dc:title":["Taking a pedagogical turn: What happens when the student /teacher conference moves to the center of the basic writing course"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy"]},"updated_at":"2026-07-24T05:21:54Z"}