The purpose of this exploratory study was to examine the specific strategies and conditions necessary to establish a service-learning focus in composition, the extent to which service-learning may impact the way in which composition faculty teach writing, and the perceived outcomes a service-learning focus in composition may produce for students, faculty, and the two-year institution. The site of this study was the College of DuPage in Glen Ellyn, Illinois. Twenty-five participants, including three administrators, two composition faculty, and twenty students enrolled in two English 1101 honors composition courses that offered a service-learning component in the fall semester of 2006, were either surveyed or telephone interviewed. Results of the study seem to indicate that in order for a service-learning focus in composition to be useful, meaningful, and successful for both faculty and students, the instructional method must be fully integrated into the course and service placements must be utilized effectively.ISBN#0- 312-45380-9 (Recommended: A good dictionary and/or thesaurus) COURSE DESCRIPTION: English 1101, the first of two ... In addition, you will also write an in-class Diagnostic Essay and several Reading Response Essays.
|Title||:||Service-learning and Composition at the College of DuPage: A Case Study of Implementation and Perceived Outcomes|
|Author||:||Melinda R. Veller|
|Publisher||:||ProQuest - 2007|