{"id":{"repo_id":"unh-thes","oai_identifier":"oai:scholars.unh.edu:dissertation-2374"},"canonical_url":"https://search.dev.ndltd.org/etd/unh-thes/oai:scholars.unh.edu:dissertation-2374","repository":{"repo_id":"unh-thes","name":"University of New Hampshire","base_url":"https://scholars.unh.edu/do/oai/"},"display":{"title":"Liberation through Listening: Learning from Student Veterans in the Composition Classroom","abstract":"In this dissertation, I employ a qualitative study to explore experiences of student veterans in introductory writing classrooms. Drawing on the theories of feminist standpoint (Harding, 1986) and rhetorical listening (Ratcliffe, 2005), I describe the current cultural divide between members of the military and civilians (Pew Research Center, 2011) and identify several ways teachers of college level introductory writing classes can bridge this gap to more effectively connect with student veterans at the classroom level and raise awareness about the unique situations of student veterans at the institutional level. Survey data inquiring into student veterans’ experiences in writing classrooms was collected. Findings reveal three major trends about the majority of student veterans surveyed: they will choose to write about their military experience if they believe it to be relevant for an assignment; they are motivated to write about their military experiences by the idea of connecting with their civilian readers; and they value empathy and understanding in relationships with their writing instructors. Semi-structured interviews with student veteran participants explore in further detail how the patterns that emerged from the survey are revealed in individual case studies.","abstract_html":"In this dissertation, I employ a qualitative study to explore experiences of student veterans in introductory writing classrooms. Drawing on the theories of feminist standpoint (Harding, 1986) and rhetorical listening (Ratcliffe, 2005), I describe the current cultural divide between members of the military and civilians (Pew Research Center, 2011) and identify several ways teachers of college level introductory writing classes can bridge this gap to more effectively connect with student veterans at the classroom level and raise awareness about the unique situations of student veterans at the institutional level. Survey data inquiring into student veterans’ experiences in writing classrooms was collected. Findings reveal three major trends about the majority of student veterans surveyed: they will choose to write about their military experience if they believe it to be relevant for an assignment; they are motivated to write about their military experiences by the idea of connecting with their civilian readers; and they value empathy and understanding in relationships with their writing instructors. Semi-structured interviews with student veteran participants explore in further detail how the patterns that emerged from the survey are revealed in individual case studies.","abstract_has_math":false,"creators":["Franco, Sarah Beth"],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Thomas Franco","Cristy Beemer","D. Alexis Hart"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T05:23:15Z","subjects":["composition","military narratives","military students","rhetorical listening","student veterans","writing feedback","Higher education","Teacher education","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholars.unh.edu/dissertation/1375","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Thomas Franco","Cristy Beemer","D. 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Drawing on the theories of feminist standpoint (Harding, 1986) and rhetorical listening (Ratcliffe, 2005), I describe the current cultural divide between members of the military and civilians (Pew Research Center, 2011) and identify several ways teachers of college level introductory writing classes can bridge this gap to more effectively connect with student veterans at the classroom level and raise awareness about the unique situations of student veterans at the institutional level. Survey data inquiring into student veterans’ experiences in writing classrooms was collected. Findings reveal three major trends about the majority of student veterans surveyed: they will choose to write about their military experience if they believe it to be relevant for an assignment; they are motivated to write about their military experiences by the idea of connecting with their civilian readers; and they value empathy and understanding in relationships with their writing instructors. Semi-structured interviews with student veteran participants explore in further detail how the patterns that emerged from the survey are revealed in individual case studies."]},{"key":"dc:title","label":"Title","values":["Liberation through Listening: Learning from Student Veterans in the Composition Classroom"]}]}],"canonical_facts":{"dc:contributor":["Thomas Franco","Cristy Beemer","D. Alexis Hart"],"dc:creator":["Franco, Sarah Beth"],"dc:description.abstract":["In this dissertation, I employ a qualitative study to explore experiences of student veterans in introductory writing classrooms. Drawing on the theories of feminist standpoint (Harding, 1986) and rhetorical listening (Ratcliffe, 2005), I describe the current cultural divide between members of the military and civilians (Pew Research Center, 2011) and identify several ways teachers of college level introductory writing classes can bridge this gap to more effectively connect with student veterans at the classroom level and raise awareness about the unique situations of student veterans at the institutional level. Survey data inquiring into student veterans’ experiences in writing classrooms was collected. Findings reveal three major trends about the majority of student veterans surveyed: they will choose to write about their military experience if they believe it to be relevant for an assignment; they are motivated to write about their military experiences by the idea of connecting with their civilian readers; and they value empathy and understanding in relationships with their writing instructors. Semi-structured interviews with student veteran participants explore in further detail how the patterns that emerged from the survey are revealed in individual case studies."],"dc:identifier":["https://scholars.unh.edu/dissertation/1375"],"dc:subject":["composition","military narratives","military students","rhetorical listening","student veterans","writing feedback","Higher education","Teacher education","Education"],"dc:title":["Liberation through Listening: Learning from Student Veterans in the Composition Classroom"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy"]},"updated_at":"2026-07-24T05:23:15Z"}