Reading in the Writing Room: A Literary Approach to The Composition Classroom
Date of Award
2022
Degree Name
M.A. in English
Department
Department of English
Advisor/Chair
Stacie Covington
Abstract
In a time of departmental shifting, it is imperative that our English departments consider how we shape the curriculum of our composition classes to positively affect the abilities of our students to critically read, think, and write. In the creation and implementation of strategies that engage out students and make them more excited to write, we can send college students out into the world who will be more confident in their writing abilities. In spaces that encourage class themes, implementation of literary approaches may be able to affect student engagement with text by ensuring they develop an understanding while reading and create meaning as they respond. Using Rosenblatt's Theory of Transaction and Carillo's strategies of classroom transfer may help our instructors consider the relationships our students have with texts, and it may help students understand the reactions they have to what they read and how they respond to it. Literary approaches in these classroom spaces could provide framework for students to understand the class themes more deeply as they prepare to read and respond in turn. What follows contains an examination of literary approaches and themes presented to an ENG 200 class at the University of Dayton and a conversation about further research that could be done using literary approaches.
Keywords
Composition, Literature, Composition, Rhetoric, Literature, Literary Approaches, English, Engagement, Motivation
Rights Statement
Copyright © 2022, author
Recommended Citation
Monday, Mckenzi M., "Reading in the Writing Room: A Literary Approach to The Composition Classroom" (2022). Graduate Theses and Dissertations. 7102.
https://ecommons.udayton.edu/graduate_theses/7102
