Personality and Collaboration in the College Composition Classroom
Date of Graduation
Summer 2004
Degree
Master of Arts in English
Department
English
Committee Chair
George Jensen
Abstract
This thesis demonstrates the importance of collaborative writing in the college composition classroom. It incorporates personality theory as a means of studying writing processes, in addition to its use as a means of placing students into collaborative writing workshop groups. Ethnographic and teacher-research methods form the basis of data collection, including instructor journals, participant and observer feedback, and results for all participants from the Myers-Briggs Type Indicator. Results indicate the value of instructors studying personality theory as a reflective tool, on two levels: one, it assists students in identifying strengths and weaknesses in writing; and two, it assists instructors in identifying their own and students' preferences for writing, which can lead to more flexible, appropriate assignments and evaluation.
Keywords
collaborative learning, composition, ethnography, pedagogical authority, personality theory, Myers-Briggs Type Indicator (MBTI), teacher-research
Subject Categories
English Language and Literature
Copyright
© Jeffrey M. Krakow
Recommended Citation
Krakow, Jeffrey M., "Personality and Collaboration in the College Composition Classroom" (2004). MSU Graduate Theses. 1074.
https://bearworks.missouristate.edu/theses/1074
Dissertation/Thesis