2026-05-26T05:58:18Zhttps://keep.lib.asu.edu/oai/request

oai:keep.lib.asu.edu:node-1582922024-12-23T18:01:48Zoai_pmh:alloai_pmh:repo_items

158292 https://hdl.handle.net/2286/R.I.57240 http://rightsstatements.org/vocab/InC/1.0/ 2020 211 pages Doctoral Dissertation Academic theses Text eng Ellsworth, Allison Jane Troe Fischman, Gustavo E Wolf, Leigh Brumberger, Eva Kellam, Nadia Arizona State University Doctoral Dissertation Educational Leadership and Policy Studies 2020 This dissertation details an action research study designed to teach engineering students enrolled in a First Year Composition course understand and learn to use effective conventions of written communication. Over the course of one semester, students participated in an intervention that included embodied and constructive pedagogical practices within a rhetorical framework. The theoretical perspectives include Martha Kolln’s rhetorical grammar framework, embodied cognition, and Chi’s ICAP hypothesis. The study was conducted using an explanatory multi-methodological approach. The majority of students demonstrated that in their post-intervention writing samples, their ability to use effective conventions had improved. Over the course of the study, students’ attitudes about writing improved as did their self-efficacy about their writing ability. Educational leadership Language arts Rhetoric Embodied Cognition Engineering Education ICAP Hypothesis Rhetorical Grammar Teaching Academic Writing for Engineering Students: An Embodied, Rhetorical Approach