Description
This dissertation posits that a relationship between a feminist rhetorical pedagogical model and autobiographical theoretical tenets engage students in the personal writing process and introduce them to the ways that feminism can change the approach, analysis, and writing of autobiographical texts.
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Contributors
- Bruce, Kayla Ann (Author)
- Daly Goggin, Maureen (Thesis advisor)
- Boyd, Patricia (Committee member)
- Long, Elenore (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2017
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Note
- Partial requirement for: Ph.D., Arizona State University, 2017Note typethesis
- Includes bibliographical references (pages 147-151)Note typebibliography
- Field of study: English
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Statement of Responsibility
by Kayla Ann Bruce