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AMUSED TEACHERS AND PUBLIC READERS: EMPATHY AND DERISION IN “STUDENT BLOOPER” COLLECTIONS Jessica Winck August 9, 2016 This dissertation examines the long-standing tradition in education of sharing and publishing students’ unintentionally amusing mistakes. Often called “bloopers,” “boners,” and “howlers,” students’ writing mistakes have been published in print since at least the early 20 century and more recently online. Using theories of reading student writing, academic discourse, ethics, and humor, this project analyzes the misconceptions that teachers and public audiences have of students, re-reads student writing for its potential, and explores the ethical implications of sharing student work with public audiences. The first two chapters ground the reader in the historical, social, and cultural contexts in which teachers share or publish student writing. The culture of remediation, persistent in K-12 and higher education contexts, shapes readings of student writing that prioritize correctness. Collections of student “bloopers” imply aspects of teacher-student relationships; thus these relationships can be re-thought not only in terms of broader models like remediation, but also through the practices that help define those relationships, such as methods of reading and assessing student writing.

Amused teachers and public readers : empathy and derision in "student blooper" collections.