Date of Award

Spring 5-2016

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

English

First Advisor

Bennett A. Rafoth, Ed.D.

Second Advisor

Sharon K. Deckert, Ph.D.

Third Advisor

Curtis Porter, Ph.D.

Abstract

This qualitative study aimed to investigate the reported experiences five Afghan English language teachers regarding the integration of writing activities in literature courses at the English Department, Faculty of Letters and Humanities, Afghan University (pseudonym). The researcher employed Kumaravadivelu’s (2001) three pedagogic parameters—particularity, practicality and possibility— as the theoretical lens to analyze the study data. The participants reported that integrating writing activities in literature courses develops students’ creativity and critical thinking. They also noted that some of their students wrote poetry to express their voice. The results showed that there is a conspicuous lack of locally relevant materials in literature courses. They also demonstrated that interdepartmental collaboration plays a pivotal role in overcoming the challenges of workload, large classes and students’ attitudes towards writing, resulting in providing students with more opportunities to write. Overall, the results showed that literature courses can facilitate students’ writing skill.

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