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This study evaluates the relevance and effectiveness of embodied composition pedagogies. The current literature argues the benefit of incorporating the body into the classroom, especially for nontraditional and underrepresented student populations. Through literary analysis, three indicators of embodied pedagogy were identified: 1) collaborative learning, 2) multimodality, and 3) process oriented writing assessments. The methods for implementing embodied pedagogy can be identified by these indicators and evaluated for effectiveness. In January 2019, I began the second phase of my IRB approved research which analyzes applied embodied pedagogy in two Composition 1102 classrooms at the University of North Georgia. Through the analysis of syllabi and observations of class periods, connections have been made between the pedagogy of professors and student engagement that favor embodiment. After the midterm, around 30 students will be given the opportunity to participate in online surveys about their experiences in their 1102 classrooms. Confidential professor interviews will also analyze the professor’s awareness of their bodies, their student’s corporeal identities, and their implementation of these body aware pedagogies. Ultimately, I expect to uncover the positive impact of embodied pedagogy on student experiences in the classroom, specifically on their sense of success. While theoretical research on embodiment and composition pedagogies are relevant in the field, significant analysis of their impact has been largely ignored. By incorporating both theoretical and qualitative research, this presentation seeks to simultaneously support embodied pedagogies and provide realistic methods for incorporating body-awareness in the composition classroom.


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  • Subject
    • English

  • Institution
    • Gainesville

  • Event location
    • MPR 2

  • Event date
    • 22 March 2019

  • Date submitted

    19 July 2022

  • Additional information
    • Acknowledgements:

      Dr. Molly Daniel