Session III: Tanya R Rutner Room

Theresia Anggraini, Eileen Buescher, Hwewon Kim and Jennifer VanDerHeide

From Left: Theresia Anggraini, Eileen Buescher, Hwewon Kim and Jennifer VanDerHeide presented at the 2014 Student Research Forum. Copyright 2014 – The Ohio State University. All Rights Reserved.


Theresia Anggraini
Teaching and Learning, Literature for Children and Young Adults
Dr. Barbara Lehman, Advisor

Title: Characteristics of Child-to-Adult Crossover Literature
Abstract: The purpose of my research is to try to find patterns of crossover literature, with the focus on child-to-adult crossover fiction. By compiling the characteristics/features of crossover fiction, I expect to be able to identify the possible pattern of crossover literature. Contact: anggraini.4@osu.edu


Eileen Buescher
Teaching and Learning, Adolescent, Post-Secondary, & Community Literacies
Dr. George Newell, Advisor

Title: Teaching and Learning Literary Argumentation Through Classroom Discourse
Abstract: This study investigates the teaching and learning of literary argumentation in implicit and explicit ways through classroom discussion. The teacher and students employ the notion that “everything is an argument” to help them frame and “authorize” arguments by taking a stance among conflicting claims and evidence for authentic purposes and audiences. Contact: buescher.7@osu.edu


Hwewon Kim
Teaching and Learning, Reading & Literacy in Early & Middle Childhood
Dr. Lea M. McGee, Advisor

Title: Quality of Kindergarteners’ Writing: Changes over Time for Lower-, Average-, and Higher-Quality Writers
Abstract: The purpose of this study is to examine the quality of kindergarteners’ writing and how this changes over the year. I examined ten components of writing quality and examined how level of fundamental knowledge impacts writing development and the quality of writing.
Contact: kim.2267@osu.edu


Jennifer VanDerHeide
Teaching and Learning, Adolescent, Post-Secondary, & Community Literacies
Dr. George Newell, Advisor

Title: How High School Students Learn to Write Analytically about Literature over Time
Abstract: This presentation shares initial findings from an in-progress explanatory case study of five students learning to write analytically about literature. The study explores what constitutes analytic writing moves in this classroom, how these students make use of these moves in their writing, and what instructional support and social interactions support this learning. Contact: vanderheide.1@osu.edu