2016 Attendees | naylorconference

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Naylor Workshop for Undergraduate

Research in Writing Studies

York College of Pennsylvania

2016 Conference Attendees

Kristen Boyle

Angelica Brown

Matthew Byrd

Mackensie Crowley

Luca Dembicki

Maeve Dineen

Erika DiPasquale

Research Question: How does one's previous experiences with constructive criticism influence one's willingness to seek feedback on one's writing?

I administered a survey to Goucher College creative writing students to compare the attitudes of student-athletes and non-athletes towards receiving
feedback on their writing in the Creative Writing workshop. Based on the small sample size, I noticed that studentsâ€™ previous positive or negative experiences receiving feedback elsewhere (athletics, dance, art, etc.)
correlated with their attitudes towards feedback on their writing. In order to expand this project, I could revise the survey and administer it to a larger, more diverse group of subjects. I could also compare studentsâ€™ drafts to their final drafts in order to determine how many revisions they made in response to feedback after a writing center or tutoring session. Then, I could interview the students about their previous experiences receiving feedback in different environments. Doing so could determine whether or not my hypothesis that oneâ€™s attitude towards feedback about their writing is influenced by their previous experiences receiving feedback in different environments.

William Epstein

Kelsey Glennen

Nathan Goudreault

Through my research, I want to learn about how writing and other literacy
practices create a space which allows one to discover and engage with
aspects of their personal identity (or sense of self). This is founded on the an
interpretation of writing as the harmonization of one's subjective concerns
with the objective conditions/ purpose of their writing. I anticipate that through
this research I will gain a better understanding of how to educate and think
about writing.

Jennifer Hindley

McKynzie Inscho

Logan Kline

Elizabeth Krahn

Kara Lewis

Hannah Locher

Jamie May

My project is a document analysis of the argument surrounding women preachers. I looked at blog posts on both side of the argument and coded them. I coded for biblical citation and reference, and parts of stasis theory: arguments of definition, evaluation, causal arguments, and policy.

Christine Millar

Katherine Mims

Through my research of code meshing and sociolinguistics, I would like to have a more thorough understanding of how dialects form, how they enhance or hinder our ability to communicate, and what place dialects have in the academic community. My research focuses on code meshing and sociolinguistics in minority groups and a variety of web-based discursive spaces, including, but not limited to, Buzzfeed, Tumblr, and Reddit. Specifically in the age of technology, I would like to discover how dialects form, become pervasive, and transition between spoken and written language. Next, I want to find out if the complexity of English dialects hinder or enhance our ability to communicate. Finally, I would like to parse out the place of dialects in the academic community- is Standard English the only acceptable dialect for academic discourse?

Carly Moore

Ryan Ninesling

Abigail Osgood

Chelsea Otis

Mary Pollard

Michael Raup

Jessica Reed

Cody Roane

Briana Roldan

Olivia Sederstrom

My research question focuses on how change occurs in the Presidential National Day of Prayer Proclamations. While reading these documents, I noticed the rigidity of the legal genre within which these legal documents belonged. This rigidity only made any authorial changes that did occur (changes in emotions or values for example), be that more apparent. I learned through this study that, while a genre can be rigid and adhere to a strict set of rules making that genre legally binding, changes can and will occur and when those changes do occur they are unashamedly conspicuous.

Chantel Vereen

Michaela Wiehe

Jessa Wood

At Bloomsburg, in the biology course Ecology, students demonstrate their proficiency with course material by writing lab reports. However, many of these students are unfamiliar with the disciplinary conventions of writing they should observe in completing these reports. As a response, Ecology professors on our campus have traditionally given students a checklist detailing disciplinary conventions they should observe in their writing. Nevertheless, few students engaged with the checklist activity, so students learned little, their grades suffered needlessly, and professors wasted time and energy giving feedback on disciplinary conventions rather than content and higher-order concerns.
The lead instructor for the course consulted with me, a writing center consultant, because of my experience in writing assessment and assignment design. After discussion, we modified the checklist requirement to increase student engagement with the material. Among other changes, students were required to copy passages employing checklist conventions from their lab reports in order to ensure they engaged with the checklist. Simply put, my research aims to determine whether this redesign improves student performance of disciplinary conventions in their lab reports. I hypothesize that it will do so because the revised checklist increases opportunities for so-called â€oedeep processing,â€• or engagement with the meaning of material to be learned, by students. Research in cognitive psychology has demonstrated deep processingâ€™s importance for learning.

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