{"id":{"repo_id":"wku-diss","oai_identifier":"oai:digitalcommons.wku.edu:theses-1299"},"canonical_url":"https://search.dev.ndltd.org/etd/wku-diss/oai:digitalcommons.wku.edu:theses-1299","repository":{"repo_id":"wku-diss","name":"Western Kentucky University","base_url":"https://digitalcommons.wku.edu/do/oai/"},"display":{"title":"Self-Discovery Journals in the College Composition Classroom","abstract":"What is it that makes writing so enjoyable to some people, and such a troublesome task to others? What, if anything, can teachers of composition do to promote an enthusiasm for writing? As I have found examination of my past experiences a key to answering these questions, I am persuaded that the key to enthusiastic writing lies in the opportunities students have to explore themselves as individuals within their writing. As Socrates in Plato's Phaedrus states above, we write well when we know the truth about that which we are writing. Providing students the occasion to write about themselves will not only increase their writing abilities but will also allow students the chance to look deep within themselves to discover truths that may further their writing, truths that may otherwise remain hidden.","abstract_html":"What is it that makes writing so enjoyable to some people, and such a troublesome task to others? What, if anything, can teachers of composition do to promote an enthusiasm for writing? As I have found examination of my past experiences a key to answering these questions, I am persuaded that the key to enthusiastic writing lies in the opportunities students have to explore themselves as individuals within their writing. As Socrates in Plato's Phaedrus states above, we write well when we know the truth about that which we are writing. Providing students the occasion to write about themselves will not only increase their writing abilities but will also allow students the chance to look deep within themselves to discover truths that may further their writing, truths that may otherwise remain hidden.","abstract_has_math":false,"creators":["McAllister, Heather"],"institution":null,"degree_name":"Master of Arts","degree_level":null,"degree_discipline":"Department of English","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-04-01T08:00:00Z","date_published":"2006-04-01T08:00:00Z","updated_at":"2026-07-24T06:07:16Z","subjects":["Education","English Language and Literature"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wku.edu/theses/296","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["McAllister, Heather"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of English"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","English Language and Literature"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wku.edu/theses/296"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["What is it that makes writing so enjoyable to some people, and such a troublesome task to others? What, if anything, can teachers of composition do to promote an enthusiasm for writing? As I have found examination of my past experiences a key to answering these questions, I am persuaded that the key to enthusiastic writing lies in the opportunities students have to explore themselves as individuals within their writing. As Socrates in Plato's Phaedrus states above, we write well when we know the truth about that which we are writing. Providing students the occasion to write about themselves will not only increase their writing abilities but will also allow students the chance to look deep within themselves to discover truths that may further their writing, truths that may otherwise remain hidden."]},{"key":"dc:title","label":"Title","values":["Self-Discovery Journals in the College Composition Classroom"]}]}],"canonical_facts":{"dc:creator":["McAllister, Heather"],"dc:description.abstract":["What is it that makes writing so enjoyable to some people, and such a troublesome task to others? What, if anything, can teachers of composition do to promote an enthusiasm for writing? As I have found examination of my past experiences a key to answering these questions, I am persuaded that the key to enthusiastic writing lies in the opportunities students have to explore themselves as individuals within their writing. As Socrates in Plato's Phaedrus states above, we write well when we know the truth about that which we are writing. Providing students the occasion to write about themselves will not only increase their writing abilities but will also allow students the chance to look deep within themselves to discover truths that may further their writing, truths that may otherwise remain hidden."],"dc:identifier":["https://digitalcommons.wku.edu/theses/296"],"dc:subject":["Education","English Language and Literature"],"dc:title":["Self-Discovery Journals in the College Composition Classroom"],"dc:type":["Thesis"],"thesis:degree_discipline":["Department of English"],"thesis:degree_name":["Master of Arts"]},"updated_at":"2026-07-24T06:07:16Z"}