Date of Award
Spring 4-30-1996
Document Type
Thesis
First Advisor
Kathleen Wood
Second Advisor
Pancost
Abstract
Literacy among deaf and hard of hearing students has always been low. In the Spring of 1991 the English department at Gallaudet University did an assessment of students' abilities and needs. These results confirmed that the students were not ready to perform at the collegiate level despite eventually graduating with their degrees. Recommendations from the survey, however, do not focus on determining the writing process of the students, or a teaching method focused on composition. Thus, this thesis addresses three questions: does focusing a Deaf undergraduate student's attention on the writing process ane associated thought processes lead students to write more coherently? What do teachers in the English Department think about teaching and encouraging process writing? Can a protocol analysis, be adapted as a teaching tool for Deaf students to promote awareness of the writing process leading to a more student-directed process? Findings indicate that focusing the student's attention to the writing process helped create a more coherent process and that the English Department teachers also agree this helps their students.
Recommended Citation
Betz-Schmidt, Elke L., "Deaf Undergraduate Writing and Cognitive Processes" (1996). Undergraduate University Honors Capstones. 111.
https://ida.gallaudet.edu/honors_capstones/111
