| This qualitative interpretive dissertation consists of five acts. Each act uses the theory of narrative inquiry and the practice of multigenre writing to investigate the stories teachers at the Ohio Writing Project tell as they complete their own writing, as well as the classroom implications when teachers view themselves as writers.; Prologue. Provides an overview of the dissertation.; Act I. A fictional story based on the author's life and factual research experiences at the Ohio Writing Project.; Act II. End notes which illuminate issues introduced in the fiction and elaborate on what is fact and what is fiction in the research.; Act III. Writing from the author's past presented in multiple genres to highlight the theoretical foundation of narrative inquiry.; Act IV. End notes which examine existing literature and the author's rationale for writing a dissertation from a different methodological approach.; Act V. The author's Ohio Writing Project Portfolio that provides additional critique of teaching, writing, and curriculum.; While an abstract may provide an initial outline of this dissertation, it cannot effectively capture the creativity and risk of the author's writing style. To learn more, keep reading. |
