This dissertation is an exploration of various identity labels available for first-year composition (FYC) students that tend to classify them into categories which may or may not relate to the students' perception of themselves. If there remains a gap between self-identification and institutional labeling then students may find themselves negotiating unfamiliar spaces detrimental to their personal goals, expectations, and understanding of their writing abilities.
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- Partial requirement for: Ph. D., Arizona State University, 2012Note typethesis
- Includes bibliographical references (p. 117-126)Note typebibliography
- Field of study: English