| Novice teachers often struggle with how to teach writing, especially when few teacher-preparation programs offer guidance in developing and implementing theory-based writing instruction. This thesis explores a teacher's journey to discover just what it means to teach writing as a process after one year of teaching and beginning graduate study in professional and technical writing. Part of that journey explores how Walter Ong's concept of secondary orality helps developing writers learn to how to compose analytical essays for the Advanced Placement English Literature and Composition exam. |
