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dc.contributor.advisorMoss, Beverly
dc.creatorStentz, Meg
dc.date.accessioned2013-05-01T18:37:10Z
dc.date.available2013-05-01T18:37:10Z
dc.date.issued2013-05
dc.identifier.urihttp://hdl.handle.net/1811/54725
dc.description.abstractBy adding a writing component to an existing model of structured support group, Stentz examines the way four ninth grade girls use writing to define their own identities and their relationships with one another. Her research centers around questions about how writing is received in the group: how does writing further the goals of an organization which seeks to promote connection between girls? And, how do the girls use writing, as opposed to speaking, to articulate their identities? Stentz found that girls' use of writing provides an opportunity to put forward a vision of the self that the girls do not access in speech. Furthermore, the girls use writing-both the words and the act itself-to demonstrate and strengthen their friendships and allegiances within the group. Stentz analyzed the girls' writings and speaking in the support group to reach these conclusions, as well as interviewing each girl at the end of the project. Stentz's project indicates the usefulness of writing in a group that seeks to promote connection between its members and may be of interest to individuals who work with groups, particularly groups of teenaged girls.en_US
dc.language.isoen_USen_US
dc.publisherThe Ohio State Universityen_US
dc.relation.ispartofseriesThe Ohio State University. Department of English Honors Theses; 2013en_US
dc.subjectLiteracyen_US
dc.subjectAdolescenceen_US
dc.title"I Am Who I Want To Be Not Who You Want Me To Be": Writing as an Expression of Self & In Relation to Othersen_US
dc.typeThesisen_US
dc.description.embargoNo embargoen_US
dc.rights.ccAttribution-NonCommercial-NoDerivs 3.0 United Statesen_US
dc.rights.ccurihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/en_US
dc.description.academicmajorAcademic Major: Englishen_US


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