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UC Santa Barbara UC Santa Barbara Electronic Theses and Dissertations UC Santa Barbara UC Santa Barbara Electronic Theses and Dissertations Title Multiplatform Writing in University Admissions Permalink https://escholarship.org/uc/item/20k524wx Author CROCCO, KYLE Brendan Publication Date 2017 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA Santa Barbara Multiplatform Writing in University Admissions A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Education by Kyle Crocco Committee in charge: Professor Karen Lunsford, Chair Professor Charles Bazerman Dr. Madeleine Sorapure, Lecturer September 2017 The dissertation of Kyle Crocco is approved. ____________________________________________ Charles Bazerman ____________________________________________ Madeleine Sorapure ____________________________________________ Karen Lunsford, Committee Chair May 2017 Multiplatform Writing in University Admissions Copyright © 2017 by Kyle Crocco iii ACKNOWLEDGEMENTS This dissertation would not have been possible without the help, assistance, and encouragement over the past five years from all my friends, family, colleagues, and co-workers. You know who you are. I would also like to single out the following people in alphabetical and bullet-point fashion for going above and beyond: • Alexander Sack: The Other Professor, who helped keep me sane and functioning through junk food, rollerblading, and rock n’ roll. • Chuck Bazerman: For encouraging me to come to UCSB and for the exciting and dynamic brainstorming sessions you provided for this dissertation. • Erika I. Tremblay: My buddy in support, commiseration, and coffee during the final year as we completed our dissertations and searched for jobs. • Karen Kaminski: My mother, for providing a safe home away from grad school. • Karen Lunsford: My chair for the high bar she set for my research, helping me to improve as a writer and reviser. • Ken Sterling: For encouraging me to pursue a career in business writing. • Lana Smith-Hale: My career counselor who prepared me for the business life. • Madeleine Sorapure: For exposing me to the world of visual rhetoric and helping me come up with ideas that formed the basis of the proposal for this dissertation. • Melissa Rapp: My grad school buddy and excellent extrovert, who helped get me out of the house and into a microbrewery so we could unwind. • Mike Rich and Amy Minardo: My friends in North Carolina who made me feel at home and part of their family on every visit. Sadly, Mike died in 2016, so I’ll never get to one up him in person with my degree. • Natalia Avila: My first grad student friend, who introduced me to her network of friends providing a good base of support and great nights out drinking beer throughout my grad career. • Richard Crocco: My father, the first Crocco doctor (M.D), who supported all my goals. Though, he died in 2013, I’m sure he would have gotten a kick out of calling me the Other Dr. Crocco. • Robert Hamm: My supervisor, who kept me cool through dark humor, free snacks, hot coffee and long discussions of Netflix shows to binge. • Roy McCullough: The trailblazer, and first friend to get a Ph.D.—you helped put the experience in perspective. Thanks for the brewskis when I came out to visit. • Shawn Warner-Garcia: My GSRC buddy, for all the karaoke nights. • Tammy Elwell: My unintentional writing partner. While advising her as Writing Peer, I found that her input was helping me at the same time. • Torrey Trust: My mentor at GGSE who linked me up with most of job opportunities on campus from the GSRC, to Extension, to freelance editing, which funded my stay at UCSB. You’re awesome, as always. iv VITA OF KYLE CROCCO June 2017 EDUCATION 2017 Ph.D. in Education, Interdisciplinary Emphasis in Writing Studies University of California, Santa Barbara Dissertation: Multiplatform Writing in University Admissions Chair: Karen Lunsford 2014 M.A. in Education, Field of Language, Literacy, and Composition University of California, Santa Barbara 2011 Certificate in Cambridge English Language Teaching for Adults Teaching House – Los Angeles Pass Grade B. 2005 M.A. in Foreign Languages and Pedagogy (French) University of Delaware Secondary Area: Teacher Certification Program 1997 B.A. in Foreign Language (French) University of Delaware Graduated Magna Cum Laude TEACHING EXPERIENCE 2016-2017 Teaching Assistant, Writing Program, UC Santa Barbara Course: Writing 2 Sole instructor for freshman composition course focusing on genre analysis. Developed course assignments based on digital and multiplatform genres. 2015-2016 Instructor of Record, UCSB Extension, UC Santa Barbara Course: Academic Writing 3 (5 quarters) Prepared international students for academic writing using scaffolded projects, focusing on academic and business genres. 2011–2012 Instructor of Record, English, Shenyang Normal University (China) Courses: Composition 1, ENG 101 (4 sections) Composition 2, ENG 102 (4 sections) Taught business English to Chinese students pursuing a dual American/Chinese business degree over two semesters. Created business-writing content in which students practiced business and multimodal genres to market products. v 2006–2011 Instructor of Record, Modern Languages, CSU Fullerton Courses: Writing in an Intercultural Context, MLNG 301 (13 sections) Upper Division writing course. Students practiced various essay modes. Technology in Second Language Learning, TESOL 532 (2 sections) Graduate course to prepare students to integrate technology into ESL teaching. Developed course projects for creating wikis, editing video, and using PPTs to teach English. Proficiency in Educational Technology for Secondary Teachers, EDSC 304 (1 section) Upper division course to prepare education students to integrate technology into their teaching. Course was taught completely online. 2002–2004 Instructor of Record, English, Université de Caen (France) Taught courses in writing, pronunciation, oral expression, and vocabulary for professions to students of all university levels in both academic and business professions. Completely responsible for creating course content in all courses, except Medicine. Courses: English Writing, English Pronunciation, English for Medicine, English for Law, English for Business, Oral Expression, Oral Expression for Chemistry, and Information Technology 2001–2006 Instructor and Tutor, Kaplan Test Prep and Admissions Courses: SAT/ACT/TOEFL preparation Taught various courses to prepare students for standardized exams. 2001–2002 Teaching Assistant, Foreign Languages, University of Delaware Course: Intermediate French, French 106 (4 sections) Co-taught intermediate French-language courses with the Instructor of Record. Course was part of the university’s second-language requirement. Taught on alternate days than the Instructor of Record and was responsible for lesson planning and grading for my days of the course. vi 1998–2000 Instructor of Record, I.E.S. Language Foundation, Wilmington, Delaware Course: Elementary French Taught introductory French language using TPR methods to 4th, 5th, and 6th grade students. Responsible for creating games, projects, and songs for students to practice the language and have fun while doing so. UNIVERSITY EMPLOYMENT/ADMINISTRATION 2015–2017 Writing Peer, Graduate Division, UCSB To date, have given 25 workshops on writing topics with a total attendance of 251 students, met 71 times with students one-on-one to review their writing and provided writing feedback another 133 times via email, and developed 8 different workshops related to graduate student writing. 2014–2015 Funding Peer, Graduate Division, UCSB As Funding Peer, gave 31 workshops with a total attendance of 394 students, had 64 one-on-one meetings with students on funding matters, and advised students 164 times via email. Wrote 128 articles for the GradPost (the graduate student news letter): 21 of which explained campus funding, 48 on topics related to financial literacy, 13 on the issues of taxes for graduate students, and 46 on subjects related to career, technical tools, and graduate student writing. Also developed three workshops for graduate students on financial literacy, graduate student taxes, and how to find funding. 2011–2012 Writing Center Director, Shenyang Normal University Responsible for staffing, training, and administration of over 20 part- time tutors, who were paid a small stipend for their work. The center was open 6 hours a week and only served the students in English Comp 1 and 2. Over the year, the tutors completed 216 tutoring sessions, of which 191 were rated “very helpful,” 24 “helpful,” and 1 just “so-so.” 2006–2011 Language Lab Director, Media Center, CSU Fullerton Responsible for staffing, training, and administration of four part-time assistants. The Media Center consisted of two computer labs: one just for classes and one just for drop-in students. The class lab averaged 96 hours of class use a month, while the drop-in lab averaged 300 student visits each month. Also trained faculty and foreign language students in how to use the language lab equipment. In the process, developed several workshops for using Office, CMS, websites, and video-editing software that could be used in teaching foreign- vii language courses. Finally, assisted in the development of language- placement exams for the department. 2006–2011 Web Master, Dept. of Modern Languages, CSU Fullerton Maintained and edited the department website. 2006–2010 Editor, Lingua, Dept. of Modern
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