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- All Subjects: Writing
- Creators: Blasingame, James
In addition, this work addresses Mexican immigration settlement through the early 1930s, Mexican immigration theory, the administration of President Herbert Hoover and the conational exodus. The hardships faced by the repatriates are covered as well as unemployment issues, nativism, and U.S. immigration policies through the early years of the Great Depression. The conclusions reached confirm that the general Mexican public welcomed the Campaña de Medio Millón and the work initiated by the National Repatriation Committee. However, the negative publicity regarding the failure of the two principal resettlement colonies in Oaxaca and Guerrero convinced President Rodríguez to disband both the Comité and the Campaña de Medio Millón.
Writing is an important lifelong skill. Most college freshmen are required to take first-year composition (FYC) to meet the needs of writing across disciplines. Yet, a great number of students enter college unprepared. To combat this, the writing process should be practiced as part of a solid writing program. The Common Core State Standards, the “WPA Outcomes for First-Year Composition,” and the Framework for Success in Postsecondary Education address the use of the writing process as a lifelong skill. Using Emig’s (1971) work on the composing process and Flower and Hayes’ (1981) cognitive process theory as a theoretical framework, this study seeks to define the components of the writing process and how these evolve for students in an online FYC course.
A qualitative, descriptive case study approach was used to explore qualitative documents. These documents were coded according to themes gleaned from the writing process literature. These emerging themes: invention work, multiple draft production, and the collaborative and social aspects of writing were used throughout the process-based curriculum. Participants made changes to their general writing process by conducting more invention work than they had before and finding the practice worthwhile, by producing more drafts than they had on previous writing projects, and by reflecting more about what the collaborative and social aspects of writing mean to them. The online FYC course curriculum gave students the tools to build and shape their existing writing practices, or as one participant wrote, “I wasn’t reinventing the wheel, just operating the tools.”