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dc.contributor.authorMericle, Megan E.
dc.date.accessioned2017-11-07T23:32:47Z
dc.date.available2017-11-07T23:32:47Z
dc.date.issued2017-05
dc.identifier.urihttp://hdl.handle.net/11122/7974
dc.descriptionMaster's Project (M.A.) University of Alaska Fairbanks, 2017en_US
dc.description.abstractThis paper tracks the progress of a beginning undergraduate writer's disciplinary becoming. Much research in disciplinary identity focuses on graduate students and advanced undergraduate writers; however, sites of disciplinary identity formation also occur early on during the required first-year writing course. These sites are crucial because they inform the student writer's entrance into the academic conversation, and reveal the extent to which early assumptions about disciplinary roles affects further disciplinary identity formation. Drawing from Ivanič's framework of writer identity, this case study reveals the ever-shifting tensions of "disciplinary becoming." The analysis captures how a writer's discursive self shifts from a static disciplinary identity to a more malleable disciplinary identity through a cross-analysis of two separate writing assignments in order to learn how the student's petroleum engineer identity is performed, contradicted and re-negotiated. I argue that this shift will enable writing knowledge transfer and overall identity formation.en_US
dc.language.isoen_USen_US
dc.subjectIvanič, Roz
dc.subjectAcademic writing
dc.subjectStudy and teaching
dc.subjectPsychological aspects
dc.subjectEnglish language
dc.subjectRhetoric
dc.subjectStudy and teaching
dc.subjectAuthorship
dc.subjectStudy and teaching
dc.subjectIdentity (Psychology)
dc.titleThe malleability of disciplinary identityen_US
dc.typeOtheren_US
dc.type.degreema
dc.identifier.departmentDepartment of English
dc.contributor.chairStanley, Sarah
dc.contributor.chairFarmer, Daryl
dc.contributor.committeeBrightwell, Gerri
dc.contributor.committeeHarney, Eileen
refterms.dateFOA2020-03-05T15:03:22Z


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