Date of Award

4-2021

Culminating Project Type

Thesis

Degree Name

English: Rhetoric and Writing: M.A.

Department

English

College

College of Liberal Arts

First Advisor

Matthew Barton

Second Advisor

Judith Kilborn

Third Advisor

Michael Dando

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

social media, composition, teaching practices, reflection, narratives

Abstract

Social media-based activities, such as blogging or tweeting, have recently been integrated into the higher education system and become a part of writing, communication, and composition classes. Numerous studies describe teaching practices that involve the use of social media in the aforementioned classes. As a contribution to the previously conducted research, this study explores comprehensively the experiences of professors who utilize social media as a part of classroom activities in FYC/Advanced Composition. To compile and compare the experiences of composition teachers, I collected narratives that included participants’ reflection on the process of learning about social media. My work included interviewing each participant via Zoom and analyzing the collected material. The main limitation of the study has been a small number of participants that did not allow generalizing information about compositionists’ experiences. Despite the given limitations, the results of the study are expected to be a valuable source of information and inspiration for writing instructors who want to incorporate social media in the classroom. The study introduces social media-based activities and scholarly sources that participants proved to be helpful, provides practical recommendations on addressing students’ challenges, and demonstrates the value of educational networks and collaboration in the field of composition.

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