dc.contributor.author	Dombrowski, Leslie Diane
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2019-03-27T18:02:29Z
dc.date.available	2019-03-27T18:02:29Z
dc.date.issued	2018-12-07
dc.identifier.citation	Dombrowski, Leslie Diane. "Through The Artist’s Lens: A Phenomenological Study of the Lived Experience of Expressive Writing with Former Writer’s Workshop Students." PhD. Diss., Valdosta State University, 2018. https://hdl.handle.net/10428/3327.
dc.identifier.other	B70CF5A2-1696-59B1-4978-333DEF36C2C8	UUID
dc.identifier.uri	https://hdl.handle.net/10428/3327
dc.description.abstract	A high school creative writing class, such as Writer’s Workshop, uses expressive writing to support writers’ physical health and mental perspective while providing a creative outlet to experiment with ideas. Prior research about creative writing courses has been limited to after school and summer writing camps for middle and high school students with extensive research conducted at the college level. Therefore, this qualitative study focused upon 10 former Writer’s Workshop students’ (8 seniors, 2 juniors) lived experiences while taking the elective course. The phenomenological study’s objective was to examine high school students’ experiences with Writer’s Workshop using Vagle’s (2016) five-component research design as the framework for organizing and analyzing data. Through the study, I discovered students’ perceptions of and experiences with Writer’s Workshop while working in a writing community, documented students’ experiences with writing about and sharing their personal stories, and determined how Writer’s Workshop helped students to develop their writing voices. Data collection sources included focus groups, personal interviews, and students’ artifacts written during and after the course. I employed Seidman’s (2013) methods for conducting personal interviews, Krueger and Casey’s (2015) guidelines for managing focus groups, Vagle’s (2016) whole-part-whole method for analyzing the data, Maxwell’s (2013) research methods of designing the conceptual framework, memoing, and testing for validity threats, and Saldaña’s (2016) coding methods in analyzing the data for potential themes. My findings revealed the following five tentative manifestations: vulnerability, connection, healing and therapy, developing a writing voice, and self-confidence. I provided evidence from the findings to support each tentative manifestation as well as correlated the study’s themes to the research questions. The limitations of the study, implications of its findings, a review of future questions, and a conclusion were also provided.	en_US
dc.description.tableofcontents	PROLOGUE xvi -- CHAPTER I: WRITING AS A PORTAL TO SELF-DISCOVERY 1 -- The Value of Expressive Writing: Background 4 -- Under Pressure: Students’ Needs for Self-Expression—The Problem 6 -- Social Media’s Psychological Effects 6 -- Expressive Writing and Emotional and Social Trauma 7 -- Academic Pressures with Curriculum Rigor 7 -- Economic Pressures for High School Students and Financing College 8 -- Stress associated with Shifting Family Structure 8 -- Significance of Study 10 -- Research Questions (Statement of the Phenomenon) 13 -- Summary 14 -- CHAPTER II: CONCEPTUAL FRAMEWORK AND LITERATURE REVIEW 15 -- Conceptual Framework 16 -- Professional Post-Reflexion 16 -- Personal Post-Reflexion 18 -- Research Framework 21 -- Literature Review 22 -- Introduction 22 -- Writing as Process 22 -- Writing as Identity 23 -- Writing Communities as Cultural Families 25 -- Writing as Understanding 27 -- Writing as Therapy 30 -- Summary 33 -- CHAPTER III: METHODS—MAGNIFYING THE LENS 35 -- Research Design 36 -- Husserl and Transcendental Phenomenology 36 -- van Manen and Hemeneutic (Pedagogical) Phenomenology 37 -- Vagle and Post-Intentional Phenomenology 39 -- Five-Step Process of Phenomenological Study 41 -- Component 1: Identify a Phenomenon 41 -- State the Research Problem 42 -- Statement of the Phenomenon (Research Questions) 43 -- Context and Participants 43 -- Component 2: Gathering Data 47 -- Lived-Experience Descriptions (LED) 48 -- Pre- and Post-Reflexion Journals 49 -- Focus Groups 50 -- Student Artifacts 51 -- Individual Interviews 54 -- Component 3: Make a Post-Reflexion Plan 56 -- Create a Post-Reflexion Journal 57 -- Write an Initial Post-Reflexion Statement 58 -- Post-Reflex as you Gather and Analyze Data. 58 -- Component 4: Write Your Way through Your Data 59 -- Step 1: Holistic Reading of Entire Text. 60 -- Step 2: First Line-by-line Reading of Text. 61 -- Step 3: Follow-Up Questions 63 -- Step 4: Second Line-by-Line Reading. 65 -- Step 5: Third Line-by-Line Reading. 69 -- Step 6: Subsequent Readings 71 -- Component 5: Captures Tentative Manifestations 73 -- Credibility 74 -- Subjectivity and Researcher Bias 78 -- Summary 79 -- CHAPTER IV: FOCUS GROUPS AND NARRATIVES 80 -- Focus Groups 80 -- Focus Group 1: Rose, Divine, Steven, Alice, and Lori 82 -- Topic 1: Favorite Memory 84 -- Topic 2: Sharing Personal Writings 87 -- Topic 3: Writing for an Audience 90 -- Topic 4: Journaling 93 -- Topic 5: Favorite Assignment 96 -- Topic 6: Writing Style 98 -- Topic 7: Advice to New Students 100 -- Summary 103 -- Focus Group 2: Marie, Sunny, Giselle, Jane, and Rena 104 -- Topic 1: Favorite Memory 104 -- Topic 2: Favorite Assignment 107 -- Topic 3: Writing for an Audience 110 -- Topic 4: Writing Voice 115 -- Topic 5: Journaling 118 -- Topic 6: Writing Style 121 -- Topic 7: Advice to New Students 124 -- Summary 126 -- Individual Narratives 127 -- Lori 128 -- Divine 147 -- Steven 164 -- Alice 185 -- Rose 200 -- Sunny 211 -- Marie 232 -- Giselle 251 -- Jane 266 -- Rena 285 -- Summary 298 -- CHAPTER V: TENTATIVE MANIFESTATIONS 300 -- Manifestation 1: Vulnerability 301 -- Divine 302 -- Rose 303 -- Lori 304 -- Jane 306 -- Marie 308 -- Giselle 310 -- Sunny 312 -- Alice 314 -- Rena 315 -- Summary 315 -- Tentative Manifestation 2: Connection 316 -- Alice 317 -- Steven 319 -- Lori 321 -- Divine 323 -- Rose 325 -- Rena 326 -- Marie 327 -- Giselle 327 -- Jane 328 -- Sunny 328 -- Summary 329 -- Manifestation 3: Healing and Therapy 330 -- Divine 331 -- Marie 334 -- Rose 336 -- Sunny 337 -- Lori 339 -- Giselle 340 -- Steven 342 -- Alice 343 -- Jane 344 -- Rena 345 -- Summary 346 -- Tentative Manifestation 4: Developing a Writing Voice 347 -- Steven 347 -- Divine 350 -- Alice 352 -- Lori 353 -- Sunny 355 -- Rose 357 -- Rena 357 -- Jane 359 -- Marie 361 -- Giselle 364 -- Summary 365 -- Manifestation 5: Self-confidence 367 -- Lori 367 -- Alice 368 -- Sunny 369 -- Marie 371 -- Rena 373 -- Jane 374 -- Divine 375 -- Steven 376 -- Rose 378 -- Giselle 379 -- Summary 379 -- Overall Summary 381 -- CHAPTER VI: DISCUSSION 382 -- Research Question 1: Participating in a Writing Community 384 -- Research Question 2: Sharing Personal Experiences 389 -- Tentative Manifestation 1: Vulnerability 389 -- Tentative Manifestation 3: Experiencing Catharsis 394 -- Research Question 3: Writer’s Voice 399 -- Tentative Manifestation 4: Developing a Writing Voice 400 -- Tentative Manifestation 5: Self-Confidence 404 -- Summary 409 -- Limitations 412 -- Findings Related to the Literature 413 -- Writer’s Workshop. 413 -- Implications 417 -- Future Research 418 -- Conclusion 419 -- EPILOGUE 421 -- REFERENCES 423 -- APPENDIX A: Expedited IRB Approval Form 430 -- APPENDIX B: Initial Survey of Student Interest 433 -- APPENDIX C: Research Questions Addressed with Data Sources 435 -- APPENDIX D: Focus Group and Interview Questions 437.	en_US
dc.format.extent	466 pages
dc.format.medium	Electronic records (digital records)
dc.format.mimetype	application/pdf
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgment. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Creative writing (Secondary education)	en_US
dc.subject	Phenomenology	en_US
dc.subject	Focus groups	en_US
dc.subject	Interviews	en_US
dc.subject	High School	en_US
dc.title	Through The Artist’s Lens: A Phenomenological Study of the Lived Experience of Expressive Writing with Former Writer’s Workshop Students	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Schmertzing, Richard W.
dc.description.committee	Schmertzing, Lorraine C.
dc.description.committee	Peguesse, Chere
dc.description.degree	Ed.D.	en_US
dc.description.major	Education	en_US