Intensity in teaching : developing an affective framework for writing instructors

This qualitative research project aims to develop an affective framework for writing pedagogy through analyzing narrative data collected over the course of one semester teaching MSU's first-year writing course, WRA 101: Writing As Inquiry. The narrative data consists of journal entries and reflections remarking on my own affective states in the writing classroom. Through analyzing these writings, this thesis reveals how and why affect theory has useful applications in writing pedagogy; namely, that instructors who attend to their own affective responses have the opportunity to better understand the changes they need to make to their teaching practices as well as the systems in which they teach.