| Instructing globalities rather than grammatical areas to learning disabled (LD) writers in college composition is a subject that has received little to no attention within the composition and rhetoric community. In exploring the potential success of adding globalities to current pedagogy, this thesis focuses on a case study subject, Sara, who has several learning disabilities, and analyzes her writing before, during, and after her Basic Writing course, which contained a globally focused pedagogy. The study revealed that Sara writes academically better than she did before when her education emphasized grammatical lessons. Although instructing globalities was successful in this case, more research must be conducted in order to determine whether it is an effective way to instruct LD college students to write. |
