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dc.contributor.advisorFox, Roy F.eng
dc.contributor.authorFranklin, Kerieng
dc.date.issued2007eng
dc.date.submitted2007 Falleng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on February 13, 2008)eng
dc.descriptionVita.eng
dc.descriptionThesis (Ph. D.) University of Missouri-Columbia 2007.eng
dc.description.abstractThe purpose of this study is to investigate how blogging as a reader response tool influences students' writing, response to literature, and thinking. From October 2006 through January 2007, thirty students in a ninth grade, English I Honors class, used the blog to post responses to literature. The data suggests that students can sustain appropriate and beneficial online conversations with minimal prompts from the teacher. Using open coding and categories from Hillocks (1980) and Odell (1999) student writing on the blog was analyzed for writing, specifically fluency and voice, levels of comprehension, and thinking. The data suggests that students' fluency, voice, and confidence increased. Students valued collaboration and felt that the blog created community. Students generated their own responses to the literature and made text-to-text, text-to-self, and text-to-world connections. Students moved toward higher levels of comprehension. In addition, students demonstrated a variety of verbal and visual thinking strategies. Overall, the data suggest that students can sustain appropriate and beneficial online conversations with minimal prompts from the teacher. A number of pedagogical recommendations are included. Recommendations include using the categories for analysis used in this paper to assess students' writing on the blog, as well as to assess their own writing.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.identifier.merlinb62009965eng
dc.identifier.oclc192001160eng
dc.identifier.urihttps://doi.org/10.32469/10355/4809eng
dc.identifier.urihttps://hdl.handle.net/10355/4809
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshHigh school students -- Blogseng
dc.subject.lcshHigh schools -- Honors courseseng
dc.subject.lcshWriting -- Study and teaching (Secondary)eng
dc.subject.lcshLiterature -- Study and teaching (Secondary)eng
dc.titleBlogging about books : writing, reading, and thinking in a twenty-first century classroomeng
dc.typeThesiseng
thesis.degree.disciplineLearning, teaching and curriculum (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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