Writing Home-Schooled Students into the Academy
In this interview-based project, the author examines the post-secondary transition of six predominantly home-schooled students who profess the importance of their Christian faith. The author analyzes their writing for hints about how they negotiate the ideologies of post-secondary education. He show...
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| Veröffentlicht in: | Composition studies 2009-03, Vol.37 (1), p.49-66 |
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| container_title | Composition studies |
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| creator | Marzluf, Phillip P. |
| description | In this interview-based project, the author examines the post-secondary transition of six predominantly home-schooled students who profess the importance of their Christian faith. The author analyzes their writing for hints about how they negotiate the ideologies of post-secondary education. He shows how home schooling has been characterized, discusses how composition scholars construct the conflict between fundamentalist students and secular instructors, and outlines the methodology of this study. The author then describes the rhetorical strategies used by the home-schooled students in order to negotiate their transition from the private to the public and confront new, possibly uncomfortable ideologies. Finally, the author discusses several implications from the interview data, arguing that, though the home-schooled study participants demonstrated they could adjust smoothly to the literacy expectations of the university, faculty need to temper their enthusiasm for transforming these students' social values as well as their commitment to the college community. Moreover, public writing instructors need to reflect upon moments when their own pedagogical obligations to home-schooled and fundamentalist students may begin to surpass their secular commitments. (Contains 5 notes.) |
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The author analyzes their writing for hints about how they negotiate the ideologies of post-secondary education. He shows how home schooling has been characterized, discusses how composition scholars construct the conflict between fundamentalist students and secular instructors, and outlines the methodology of this study. The author then describes the rhetorical strategies used by the home-schooled students in order to negotiate their transition from the private to the public and confront new, possibly uncomfortable ideologies. Finally, the author discusses several implications from the interview data, arguing that, though the home-schooled study participants demonstrated they could adjust smoothly to the literacy expectations of the university, faculty need to temper their enthusiasm for transforming these students' social values as well as their commitment to the college community. Moreover, public writing instructors need to reflect upon moments when their own pedagogical obligations to home-schooled and fundamentalist students may begin to surpass their secular commitments. 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The author analyzes their writing for hints about how they negotiate the ideologies of post-secondary education. He shows how home schooling has been characterized, discusses how composition scholars construct the conflict between fundamentalist students and secular instructors, and outlines the methodology of this study. The author then describes the rhetorical strategies used by the home-schooled students in order to negotiate their transition from the private to the public and confront new, possibly uncomfortable ideologies. Finally, the author discusses several implications from the interview data, arguing that, though the home-schooled study participants demonstrated they could adjust smoothly to the literacy expectations of the university, faculty need to temper their enthusiasm for transforming these students' social values as well as their commitment to the college community. Moreover, public writing instructors need to reflect upon moments when their own pedagogical obligations to home-schooled and fundamentalist students may begin to surpass their secular commitments. 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| identifier | ISSN: 1534-9322 |
| ispartof | Composition studies, 2009-03, Vol.37 (1), p.49-66 |
| issn | 1534-9322 1542-5894 2832-0093 |
| language | eng |
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| source | JSTOR Archive Collection A-Z Listing; EBSCOhost Education Source |
| subjects | Basic writing Christianity College Freshmen College students Educational Responsibility English education Faith Home Schooling Ideology Literacy Methods Political Attitudes Prior Learning Public Colleges Relevance (Education) Rhetoric Role of Education Self Concept Self Evaluation (Individuals) Social aspects Social Values Student Attitudes Study and teaching Teacher Responsibility Teachers Universities Universities and colleges World Views Writing (Composition) Writing instruction Written composition |
| title | Writing Home-Schooled Students into the Academy |
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