LEADER 00000nam  2200361   4500 
001    AAI3371472 
005    20101022133610.5 
008    101022s2009    ||||||||||||||||| ||eng d 
020    9781109369717 
035    (UMI)AAI3371472 
040    UMI|cUMI 
100 1  Hart, Gwendolyn A 
245 10 Composing metaphors: Metaphors for writing in the 
       composition classroom 
300    401 p 
500    Source: Dissertation Abstracts International, Volume: 70-
       09, Section: A, page: 3452 
500    Adviser: Jennie Nelson 
502    Thesis (Ph.D.)--Ohio University, 2009 
520    This dissertation is a qualitative study of students' and 
       teachers' metaphors for writing in eight sections of 
       required writing courses (freshman and junior composition)
       at a mid-sized public Midwestern university. Through a 
       series of writing- and discussion-based activities, 
       students and teachers composed and shared their personal 
       metaphors for writing (e.g., Writing is like playing 
       basketball), discussed metaphors for writing taken from 
       the field of composition (e.g., Donald Murray's writing as
       discovery metaphor), and had several opportunities to 
       revise or change their metaphors for writing 
520    While metaphor researchers often collect and categorize 
       metaphors from various groups such as students and 
       teachers, they rarely allow these groups to share their 
       metaphors with each other. This study was designed to 
       remedy this oversight. Research in teacher training, 
       psychotherapy, and teacher research has shown that 
       metaphor can be a useful communicative tool, bringing 
       people to better understandings of each other's positions 
       and even allowing them to negotiate new positions 
520    This study is organized by four case studies of teachers 
       and their writing classes. All four teachers entered the 
       study with pedagogical conflicts they were trying to work 
       through and developed "metaphorical solutions" to deal 
       with these issues. Through the case study method, this 
       dissertation follows students' and teachers' changing 
       awareness of their own conceptions of writing and the 
       value of metaphor 
520    At the conclusion of this study, all four teachers 
       reported learning something new about their students and 
       reconsidering, and sometimes altering, their pedagogy as a
       result. Also, participants exhibited greater understanding
       of the rhetorical properties of metaphor. In the field of 
       composition, metaphor is often regarded as a literary 
       device, not as a rhetorical device. Therefore, composition
       students often learn only the technical definition of 
       metaphor, not the ways metaphor is central to our views of
       the world around us. This research suggests that metaphor 
       study should be included in the composition curriculum in 
       order to help students develop the "metaphorical literacy"
       needed for their daily lives 
590    School code: 0167 
650  4 Education, Language and Literature 
650  4 Language, Rhetoric and Composition 
690    0279 
690    0681 
710 2  Ohio University 
773 0  |tDissertation Abstracts International|g70-09A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/