Personality and Collaboration in the College Composition Classroom
Date of Graduation
Master of Arts in English
collaborative learning, composition, ethnography, pedagogical authority, personality theory, Myers-Briggs Type Indicator (MBTI), teacher-research
English Language and Literature
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.
© Jeffrey M. Krakow
Krakow, Jeffrey M., "Personality and Collaboration in the College Composition Classroom" (2004). MSU Graduate Theses. 1074.