Date of Graduation
Master of Arts in English (MA)
Second Committee Member
Composition, First-Year Composition, Metawriting, Pedagogy, Teaching Assistants, Writing
This thesis uses case studies of six Teaching Assistants and Instructors to analyze the curricular and pedagogical shift from a writing-through-literature model to the Composition II course to a metawriting approach during the 2014 spring semester at the University of Arkansas. The administrative decision from the Program in Rhetoric and Composition to make this transition came in response to the 2007 article by Elizabeth Wardle and Douglas Downs in College Composition and Communication outlining a "Writing about Writing" approach to teaching composition.
Smith, K. M. (2014). Transitioning to Writing about Writing: A Consideration of the Metawriting Teaching Approach at the University of Arkansas. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/2197