| dc.contributor.author | Sullivan, Isaac | |
| dc.description.abstract | The COVID-19 pandemic has brought with it devastating and potentially long-lasting impacts to the world. From economic upheavals, political ramifications, and educational disruptions, COVID-19 has changed the face of many aspects of life, perhaps forever. The issue in this study is to ask how COVID-19 may have impacted the literacy development of undergraduate students through the use of emergency remote instruction. To begin investigating the issue, roughly 200 undergraduate students in writing-focused classes (first-year composition and upper-division writing courses) were surveyed to understand how they learned the rhetorical conventions and genre expectations of their discipline. Out of the 200 responses, 36 total were received. Through a mixed methods analysis of data collected through a survey, the goal was to uncover student perceptions of their literacy development by examining their thoughts on their development of their own rhetorical awareness and writing capacity. | en_US |
| dc.publisher | North Dakota State University | en_US |
| dc.rights | NDSU policy 190.6.2 | en_US |
| dc.title | Writing Fires: Writing Instruction, Student Learning Perceptions, and the Importance of Connection in the Age of COVID-19 | en_US |
| dc.type | Master's Paper | en_US |
| dc.date.accessioned | 2023-01-17T22:12:19Z | |
| dc.date.available | 2023-01-17T22:12:19Z | |
| dc.date.issued | 2022 | |
| dc.identifier.uri | https://hdl.handle.net/10365/33034 | |
| dc.rights.uri | https://www.ndsu.edu/fileadmin/policy/190.pdf | en_US |
| ndsu.degree | Master of Arts (MA) | en_US |
| ndsu.college | Arts, Humanities, and Social Sciences | en_US |
| ndsu.department | English | en_US |
| ndsu.advisor | Hassel, Holly | |
