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Articles 31 - 60 of 111
Full-Text Articles in Rhetoric and Composition
The Social Construction Of Language: Identity, Reality, And Trauma In American Composition Courses, Joselyne Campos
The Social Construction Of Language: Identity, Reality, And Trauma In American Composition Courses, Joselyne Campos
All NMU Master's Theses
The purpose of this thesis is to investigate the ways in which instructors have the potential to reinforce or disrupt systems of oppression and power in the composition classroom through language, writing, and rhetoric. I draw upon pedagogical and rhetorical theorists, to analyze how language closely interacts with identity and how it impacts an individual's understanding and perception of reality. I consider how texts utilize language to communicate normative citizenship and challenge students' conceptions of the world around them, and how to teach from an anti-racist perspective that incorporates critical pedagogy and does not focus solely on minoritized communities’ trauma …
Curricular Assemblages: Understanding Student Writing Knowledge (Re)Circulation Across Genres, Adam Phillips
Curricular Assemblages: Understanding Student Writing Knowledge (Re)Circulation Across Genres, Adam Phillips
USF Tampa Graduate Theses and Dissertations
This dissertation proposes that the field of Writing Studies (WS) as well as writing program administrators (WPAs) should integrate quantitative methods into curricular assessment in order to improve pedagogical practices within their curricula. Through the use of the theoretical framework of assemblage theory, a theory that has been underutilized within WS, and the lens of linguistic, cultural, and substantive (LCS) language patterns, this study attempts to identify and understand student writing knowledge circulation and recirculation within one local curriculum. As well, with the incorporation of technological tools such as RAND-Lex, WPAs and WS researchers can identify granular patterns within student …
Writing In Film Studies: Poetics And Pedagogy, Bryan Mead
Writing In Film Studies: Poetics And Pedagogy, Bryan Mead
Graduate Research Theses & Dissertations
The focus of this dissertation is writing instruction inside undergraduate film courses. While the existence of textbooks devoted to teaching students how to write about film highlights the need for such instruction, evidence suggests many courses underuse or neglect such texts. Instead, most instructors focus their efforts on content instruction, expecting students to translate an increased content knowledge into written argumentation. Yet, as is the case across the disciplines, students struggle to write successfully in these disciplinary courses. One of the main reasons for this disparity between instructor expectation and student success is the notion of disciplinarity, and how influential …
Beyond "Bad" Cops: Historicizing And Resisting Surveillance Culture In Universities, Amy J. Wan, Lindsey Albracht
Beyond "Bad" Cops: Historicizing And Resisting Surveillance Culture In Universities, Amy J. Wan, Lindsey Albracht
Publications and Research
In this article, we define and examine surveillance culture within US college classrooms, a logical extension of pervasive carceral and capitalist logics that underlie the US educational system, in which individual success is tied to behavior monitoring, rule following, and sorting, particularly within marginalized student populations. Reflecting anxieties about the expansion of educational access, we argue for how crisis and change have historically contributed to the
urgency and opportunity to expand surveillance culture and consider why this has continued to happen as a result of the COVID-19 crisis. We offer suggestions and alternatives to surveillance culture that have helped us …
Understanding International And Domestic Student Expectations Of Peers, Faculty, And University: Implications For Professional Communication Pedagogy, Linda R. Macdonald, Binod Sundararajan
Understanding International And Domestic Student Expectations Of Peers, Faculty, And University: Implications For Professional Communication Pedagogy, Linda R. Macdonald, Binod Sundararajan
Journal of Rhetoric, Professional Communication, and Globalization
Increasing populations of international students are entering Canadian universities, and instructors of Professional Communication must rapidly adapt to a changing student population. At the studied Maritime Canadian university, numbers of international students increased by 300% between 2009 and 2013. These numbers necessitate a review of our pedagogical approach to ensure student learning, success, and satisfaction in Professional Communication classrooms. Student expectations are linked to their satisfaction and, therefore, retention. We know little about the expectations incoming international students have of the university, their Canadian peers, and their instructors. We also know little about the reciprocal expectations held by domestic students …
Multilingual Writers In The Mexican Sociocultural Context: Towards Improved Pedagogical Practices In The U.S., Virginia Locastro
Multilingual Writers In The Mexican Sociocultural Context: Towards Improved Pedagogical Practices In The U.S., Virginia Locastro
Journal of Rhetoric, Professional Communication, and Globalization
Currently, the education of Latina/o students in the United States for higher education and future careers comprises multiple moving parts. As the U.S. educational system, in particular the Pre-K-12 years of schooling, struggles despite efforts to address the needs of all students, both native English speakers as well as English language learners (ELLs), to better prepare them to enter institutions of tertiary education and succeed in careers, various organizations and consortiums articulate more rigorous educational standards (WIDA and the Common Core Standards as two examples). These recent proposals focus on academic literacy skills, in particular on reading and writing skills …
Generic Expectations In First Year Writing: Teaching Metadiscoursal Reflection And Revision Strategies For Increased Generic Uptake Of Academic Writing, Kaelah Rose Scheff
Generic Expectations In First Year Writing: Teaching Metadiscoursal Reflection And Revision Strategies For Increased Generic Uptake Of Academic Writing, Kaelah Rose Scheff
USF Tampa Graduate Theses and Dissertations
This thesis examines how student uptake of academic genres in First Year Writing (FYW) are challenged by the concept of writing expectations. Previous research on uptake has focused on uptake between genres with little attention to the role of writing expectations on the event of uptake or how to translate these expectations to students pedagogically. Identifying pedagogical uptake strategies for students to use across academic genres provides instructors with insight into student challenges in FYW and strategies for students to understand their own writing on a metacognitive level by assessing writing expectations. My thesis investigates uptake of academic writing in …
Rhetorical Tweeting: A Social Media Pedagogy For The First-Year Writing Classroom At John Carroll University, Nick Imbrogno
Rhetorical Tweeting: A Social Media Pedagogy For The First-Year Writing Classroom At John Carroll University, Nick Imbrogno
Masters Essays
No abstract provided.
Multimodality In Focus, Jonathan Abidari
Multimodality In Focus, Jonathan Abidari
Cal Poly Humboldt theses and projects
This project investigates how multimodality is taught and learned in the context of two sections of accelerated first-year composition (English 104) at Humboldt State University. The project sought to ascertain whether multimodality should be included as a learning outcome for the Composition and Rhetoric program by examining the reflective writing of students in both class sections and interviewing both instructors. The reflective writing and interview responses were then coded with responses being sorted into categories corresponding to the writing knowledge concepts that the students and teachers discussed. Those categories included genre, rhetoric, discourse, literacy, and multimodality. Once sorted, the coded …
Moving Beyond Grades: A Shift In Assessing First-Year Composition, Matthew Goldman
Moving Beyond Grades: A Shift In Assessing First-Year Composition, Matthew Goldman
English (MA) Theses
In Spring 2020, I conducted an I.R.B. approved study with the students in my English 103: Writing About Writing course. I wanted to determine how students felt about the two grading models—a qualitative-grading system vs a modified form of contract grading that I called a participation-based system—at two separate points in the semester. Early on I gave students a survey gathering data about their past experiences with both models. Prior to enrollment in my course, none had experienced a participation-based classroom, but everyone was familiar and comfortable with grading rubrics. The survey had 21 questions and gauged concepts from the …
Rhetorical Roundhouse Kicks: Tae Kwon Do Pumsae Practice And Non-Western Embodied Topoi, Spencer Todd Bennington
Rhetorical Roundhouse Kicks: Tae Kwon Do Pumsae Practice And Non-Western Embodied Topoi, Spencer Todd Bennington
USF Tampa Graduate Theses and Dissertations
This study examines Tae Kwon Do practitioner manuals as sites for better understanding the way diverse rhetorics can become embodied through technique. This dissertation understands martial arts in a Foucauldian sense as rhetorical institutions which discipline practitioners both physically and ideologically. A theory of “embodied topoi,” a term coined here to describe the process by which cultural commonplaces are incorporated into a material, carnal, or performed identity is presented alongside a review of how athletic or martial bodies have been previously studied. Seven popular Tae Kwon Do technical manuals are analyzed for moments when 1. Commonplaces are described, 2. “Daoist …
Through The Scholastic Looking Glass: The Pedagogical Potential Of Textual Deformation For Poetic Studies, Taylor Dietrich
Through The Scholastic Looking Glass: The Pedagogical Potential Of Textual Deformation For Poetic Studies, Taylor Dietrich
Dissertations, Theses, and Capstone Projects
This thesis examines the pedagogical usefulness of the antithetical reading model of textual deformation for the study of poetic works. No formal pedagogical plan exists for the education of students in poetic studies through textual deformance. This thesis does not go as far as structuring one in its entirety. Rather, it surveys the digital humanities landscape, showing a collective affinity within a number of textual studies approaches that advocate for textual deformance as useful for interrogating texts, and aligns the overlapping symmetries within those working methodologies with pedagogical imperatives like those embedded in Ryan Cordell’s Kaleidoscopic Pedagogy Laboratory—the intent being …
Eliberative Democracy In The Writing Classroom And Beyond Author(S): Michael Reich, Michael Reich
Eliberative Democracy In The Writing Classroom And Beyond Author(S): Michael Reich, Michael Reich
Theses and Dissertations
In this dissertation I explore the consequences of adopting a deliberative pedagogy, based on the study of one or two sample courses taught in 2018 at St. John’s University. The project as a whole argues that the university should be an idea place for students to develop a sense of personal and political agency, and First Year Writing courses organized around deliberation allow students to learn to listen and reason with each other as individuals and as citizens. My first chapter defends the methodology of a humanistic idea of deliberation (a pedagogy not based in classroom drills or Standard English) …
Imaginative Empathies: Exploring The Role Of Creative Writing In Developing Social Skills Of College Students With Autism, Rebekkah N. Richner
Imaginative Empathies: Exploring The Role Of Creative Writing In Developing Social Skills Of College Students With Autism, Rebekkah N. Richner
Graduate Theses/Dissertations
Only one-third of students with autism who are enrolled in American universities go on to graduate (Cox & Williams, 2018; Newman et al., 2011; Wei et al., 2014). These students may be currently underserved by the writing curriculum of postsecondary institutions when it comes to facilitating social and personal development in college and beyond. This thesis begins with the hypothesis that creative writing classes already utilize pedagogical tools that could aid students with autism in strengthening their social skills, particularly through the more structured social environment of the creative writing workshop. This study examined a 200-level short story creative writing …
Buying A Better World: Students As Conscious Consumers, Sean Murray
Buying A Better World: Students As Conscious Consumers, Sean Murray
Journal of Vincentian Social Action
Conscious consumer movements have given people opportunities to “vote with their dollars” – that is, buy from companies with values matching their own, and forgo products from businesses with questionable policies and practices. After providing brief context about consumerism and conscious consumption, I focus on a Conscious Consumer Project that I teach in my First Year Writing courses at St. John’s University. Excerpts of student writing emphasizing labor issues, as well as student reflections on the project, are shared as I discuss possibilities for revising and improving the assignment. The possibilities discussed include increasing opportunities for students to do academic …
Yellow Pads And The Return Of The Writer, Gregory Shafer
Yellow Pads And The Return Of The Writer, Gregory Shafer
Language Arts Journal of Michigan
No abstract provided.
Reframing Writing Instruction In Physical Learning Environments: Making Connections Between Digital And Nondigital Technologies, André C. Buchenot, Tiffany Roman
Reframing Writing Instruction In Physical Learning Environments: Making Connections Between Digital And Nondigital Technologies, André C. Buchenot, Tiffany Roman
Faculty Articles
Physical learning environments offer many affordances that one can choose from when designing instruction. For courses where student writing is central to course learning outcomes, a challenge exists in that innovative digital technologies may take precedence over nondigital tools, such as paper-based student writing. We argue that treating student writing as a technology can increase opportunities for active learning within physical learning environments. In this article, we describe an approach to writing instruction that builds intentional connections between paper-based texts and digital technologies to increase opportunities for active learning. We explain the rationale for the design decisions in an introductory …
Character Arcs: Mapping Creative Writers' Trajectories Into The Composition Classroom., Jon Udelson
Character Arcs: Mapping Creative Writers' Trajectories Into The Composition Classroom., Jon Udelson
Electronic Theses and Dissertations
This dissertation develops a theoretical and empirical approach to the study of professional creative writers and teachers. Specifically, it examines how these writers developed their knowledge of creative writing and writing pedagogy and how that knowledge informs their work as instructors of composition. Despite the common practice across writing programs of hiring formally-trained creative writers (M.A., M.F.A, Ph.D.) to teach first-year composition and related courses, little scholarship in the field of rhetoric and composition or writing studies more broadly specifically focuses on the disciplinary and professional development of these writer-teachers. Through case studies of graduate students, contingent faculty, lecturers, and …
Is This What You Wanted?: Expectations, Choice, And Rhetorical Agency In Composition, Caitlin C. Leibman
Is This What You Wanted?: Expectations, Choice, And Rhetorical Agency In Composition, Caitlin C. Leibman
Department of English: Dissertations, Theses, and Student Research
Choices are a given in rhetorical education, but composition has not given enough attention to the relationship between choices and students’ experiences of rhetorical agency. This dissertation uses expectations as an entry point and choices as a unit of analysis to explore how students navigate and understand their decision-making processes during a single composition project. Drawing from activity theory, this study analyzes classroom data including drafts, author’s notes, and peer response materials as well as student interview data and writing center consultation transcripts. This dynamic approach allows for an exploration of the messiness of the process, creating a portrait of …
Serious Interactive Fiction: Constraints, Interfaces, And Creative Writing Pedagogy, Robert Terry, Lisa Dusenberry
Serious Interactive Fiction: Constraints, Interfaces, And Creative Writing Pedagogy, Robert Terry, Lisa Dusenberry
Journal of Creative Writing Studies
To better understand how serious interactive fiction (IF) fits into creative writing pedagogy, we first consider how interface offers both affordances and constraints to the writer. Second, we discuss the ways teaching serious IF foregrounds the benefit of digital tools for creative writing. Third, we examine the interrelationship among research, interface, and procedural rhetoric. Fourth, we present findings from our research study by summarizing and discussing examples from roundtable feedback. We focus on students’ perception of serious IF’s affordances, concluding with how serious IF provides productive constraints for creative writing practice.
Friends Or Foes? Composition And Creative Writing, Christopher N. Davis
Friends Or Foes? Composition And Creative Writing, Christopher N. Davis
All Graduate Plan B and other Reports, Spring 1920 to Spring 2023
In the current realm of collegiate English, there exists a polarized separation between two fields: composition and creative writing. Though there are a number of ways these two fields intersect, they are seen and taught as distinct entities, and have been so for much of the last three decades. Some scholars see the blending of the two fields as potentially hindering to students’ writing development in either field – the idea that attempting to do two things at once, rather than focusing on each one at a time, will inevitably result in less-effectiveness in both. Others see creative writing as …
Becoming A Fan: Reinventing, Repurposing, And Resisting In First-Year Composition, Keshia Mcclantoc
Becoming A Fan: Reinventing, Repurposing, And Resisting In First-Year Composition, Keshia Mcclantoc
Department of English: Dissertations, Theses, and Student Research
This thesis explores the cultural and pedagogical potential of the fanfiction community. The practices of recursive peer feedback, reinvention as invention, and production of subversive narratives via repurposing posits the fanfiction community a democratic space where a myriad of identities can react to, interact with, and disseminate information in a productive learning community. During a time when socio-political interactions are so intense, it is necessary that teachers of composition and rhetoric pay attention to learning communities where democratic deliberation is promoted through the production and sharing of writing. Ultimately, this thesis argues that reinvention and repurposing within the fanfiction community …
The Threshold Concepts Of Writing Studies In The Writing Methods Course, Kristine Johnson
The Threshold Concepts Of Writing Studies In The Writing Methods Course, Kristine Johnson
Teaching/Writing: The Journal of Writing Teacher Education
I argue that the threshold concepts of writing studies enable preservice writing teachers to meet several goals for the writing methods course: comprehending composition theory, understanding themselves as writers, and developing effective pedagogical practices. After introducing these concepts, I first outline how they—because they define writing as a subject of study and as an activity—bridge theoretical knowledge, pedagogical application, and personal writing practices. Second, I quote from my own students to illustrate the ways in which threshold concepts help preservice teachers reflect on their own writing practices and become thoughtful, theoretically informed teachers.
Post-Colonial Composition: Abrogation And Appropriation In The Composition Classroom, Heather M. Robinson
Post-Colonial Composition: Abrogation And Appropriation In The Composition Classroom, Heather M. Robinson
Publications and Research
No abstract provided.
Literature In The World: A Critical Discourse Study Of World Literature Pedagogy, Elisa Cogbill-Seiders
Literature In The World: A Critical Discourse Study Of World Literature Pedagogy, Elisa Cogbill-Seiders
UNLV Theses, Dissertations, Professional Papers, and Capstones
“Literature in the World” is a critical discourse analysis of world literature pedagogy in U.S. higher education. It investigates the ways discourse communities in higher education produce and shape the field of world literature. The dissertation begins by establishing and analyzing the generic conventions of university mission statements, finding they are primarily dominated by discourse on global learning. It follows with an analysis of world literature course descriptions from the same schools. World literature course descriptions alternatively replicate, resist, or subvert global learning discourses. The last chapter uses findings from the first two chapters to trace how university and instructor …
Libguides ~ Ways To Engage Students In First Year Seminars, Carol Wittig
Libguides ~ Ways To Engage Students In First Year Seminars, Carol Wittig
Georgia International Conference on Information Literacy
The University of Richmond offers students an array of First Year Seminars to choose from during the fall and spring of their freshman year. All seminars provide opportunities for critical reading and thinking and establish a foundation for effective written and oral communications skills, information literacy, and library research skills. As a common student experience and taught in lieu of a freshman composition sequence, First Year Seminars offer ways for librarians to collaborate with faculty through Library Research Sessions. The overall goals of the FYS Library Research Sessions are to introduce students to fundamental library resources and services, while developing …
Unraveling Identity Signifier Literacy: A Case Study Of First-Year Composition Students' Communication Practices, Bailey Mcalister
Unraveling Identity Signifier Literacy: A Case Study Of First-Year Composition Students' Communication Practices, Bailey Mcalister
Master of Arts in Professional Writing Capstones
Identity signifier literacy is defined as one’s ability to accurately read – via personal interactions or via visual, verbal, written, or digital communication – the signifiers others display in direct and indirect ways and interpret these signifiers to gain understanding of others’ identities. In this study, 22 first-year composition students were surveyed about their communication practices in order to see how their identity signifier literacies influence and are influenced by digital environments and composition. These results are meant to improve first-year composition pedagogy by making connections between students’ informal composition practices and their academic composition courses.
Constructing An Early Modern Queen: Posturing, Mimicry, And The Rhetoric Of Authority, Megan K. Mize
Constructing An Early Modern Queen: Posturing, Mimicry, And The Rhetoric Of Authority, Megan K. Mize
English Theses & Dissertations
As the illegitimate daughter of Henry VIII and Anne Boleyn, a woman executed for treason, Elizabeth Tudor stood at the center of discourses that often sought to contain or even destroy her. Early on, Elizabeth understood that constant re-invention, performance, and mimicry were key strategies for survival. When she finally ascended the throne in 1558, Elizabeth continued to use these rhetorical methods to retain her autonomy, as far as possible, garnering public support and the loyalty of her court. Although Elizabeth has long been acknowledged as a historical icon and has received considerable scholarly attention, particularly from feminist and feminist-leaning …
New Identities New Voices: Introducing The Choreographer-Notator, Beth Megill
New Identities New Voices: Introducing The Choreographer-Notator, Beth Megill
Journal of Movement Arts Literacy Archive (2013-2019)
In this practitioner’s perspective paper, the author discusses an experience in which she notated a piece of her choreography using a combination of Labanotation and Motif Notation with the intent of setting the repertory from the score on a group of contemporary dancers, who had never read notation before. She explains her goals as a choreographer and notator proposing a fused creative identity, the Choreographer-Notator. This paper describes how the process of drafting the score and then teaching from the score provided new insights into her work and her identity as a dance artist. The paper concludes with the demands …
Drawing Them In: Phlebotomic Pedagogy, Anne K. Johnson
Drawing Them In: Phlebotomic Pedagogy, Anne K. Johnson
Department of English: Dissertations, Theses, and Student Research
This thesis employs a critical analysis of phlebotomy, or drawing blood, to serve as a lens through which to examine pedagogy, power, and student vulnerability in first-year composition courses. Palpable similarities exist between the teacher of composition and the drawer of blood, and this comparison reveals the normalized but troubling power dynamics housed in medical and educational institutions. Furthermore, this thesis examines the resulting dynamics produced by the institutional power imbalance in both the first-year writing classroom and the blood draw. These dynamics primarily include, but are not limited to intimacy, terror, and aggression. Through an analysis of the first-year …