Service-learning in first-year composition: using critical reflection to ensure student learning and benefit to the community partner
| dc.contributor.author | Calvert, Chandra, author | |
| dc.contributor.author | Langstraat, Lisa, advisor | |
| dc.contributor.author | Doe, Sue, committee member | |
| dc.contributor.author | Greene, David, committee member | |
| dc.date.accessioned | 2016-01-11T15:13:52Z | |
| dc.date.available | 2016-01-11T15:13:52Z | |
| dc.date.issued | 2015 | |
| dc.description.abstract | Over the past few decades, service-learning has taken hold in English departments at colleges and universities across the U.S, as service-learning offers real-world rhetorical situations for composition students. Further, some composition instructors have created first-year composition courses that include service-learning and it helps to connect incoming students with their communities, which has been found to be a means to improving retention from the first year of college to the second. This thesis sets forth the claim that service-learning is a viable option for first-year composition courses, but must follow certain parameters if the course is to be of benefit to both students taking the course and the community partner. A focus on reciprocity is key, including involving the community partner early in the planning of the course so they have a say in the structure of the service-learning portion of the course. Secondly, while reflection has long been seen as a vital component of any service-learning course, composition courses should go a step further to require critical reflection so students can confront their own struggles early on, increasing the likelihood of a successful, positive outcome for both the student and the community partner. What follows is a brief history of service-learning in first-year composition courses as well as a review of literature the sub-topics included in the claim (needs of first year students, the importance of reciprocity, and critical reflection to name a few) as well as suggestions on how to incorporate critical reflection into a first-year service-learning composition course that is of mutual benefit to both the student and the community partner. | |
| dc.format.medium | born digital | |
| dc.format.medium | masters theses | |
| dc.identifier | Calvert_colostate_0053N_13333.pdf | |
| dc.identifier.uri | http://hdl.handle.net/10217/170360 | |
| dc.language | English | |
| dc.language.iso | eng | |
| dc.publisher | Colorado State University. Libraries | |
| dc.relation.ispartof | 2000-2019 | |
| dc.rights | Copyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright. | |
| dc.title | Service-learning in first-year composition: using critical reflection to ensure student learning and benefit to the community partner | |
| dc.type | Text | |
| dcterms.rights.dpla | This Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). | |
| thesis.degree.discipline | English | |
| thesis.degree.grantor | Colorado State University | |
| thesis.degree.level | Masters | |
| thesis.degree.name | Master of Arts (M.A.) |
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