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This project emphasizes a complex, holistic, and additive view of content knowledge in the Discipline of Writing, advocating for balanced and affirming scholarship and pedagogy rather than a competitive approach that leads to an epistemology of erasure. As a composite project, the introduction contextualizes three articles linked by their articulation of holistically and additively thinking for students and scholars in the discipline of writing, preparing the reader to see the rhetorical steps that I attempt to take in each article along these lines. Article 1, “The Collaborative Work of Composition,” uses Marxian language of production to highlight the complexities of collaborative writing in a social microcosm drawing focus to the difficulties some students have collaborating, particularly those of linguistic and cultural minority groups, because they or their collaborators struggle to adopt an additive valuing system to position themselves and one another as part of a team with varying strengths. In Article 2, “An Integrative Translingual Pedagogy of Affirmation,” I build on this valuing of writers by advocating for an affirming pedagogy that allows teachers to help students see the complexity and value of their shared languages and their individual (L)anguage as well as the identity connected to these. Article 3, “Familia Académica: Translingual History and the Epistemology of Erasure,” draws on a deep and overlooked history that provides a more complex holistic lens for the current socio-politics of the discipline of Writing’s interaction with the translingual approach, re-orienting to a more additive blend of the extreme perspectives that key scholars have taken between second language writing and translingual writing. Finally, the last section of the dissertation acts as a metaconstruction of the discipline of Writing, pointing to moments within the previous three articles that indicate a sustained effort to complicate binaries and then provide an alternate symbiosis of scholarly perspectives for disciplinary discourse and identity in Writing. Most importantly though, the final section of the dissertation synthesizes the partial approaches introduced in the previous three articles which inform my understanding of disciplinarity. Further, this final section attempts to find equity in the variety of partial approaches developed in the previous articles and which I have since matured into what I call the 8 Aspects of Writing. The 8 aspects and their components move beyond individual issues presented in each article and synthesize a more holistic, additive, and systematic model of defining the content knowledge for the discipline of Writing.
ContributorsFields, Gregory Dale (Author) / Rose, Shirley K. (Thesis advisor) / Hannah, Mark (Committee member) / James, Mark (Committee member) / Arizona State University (Publisher)
Created2019
Description
Traditionally, the texts that students produce in first-year composition (FYC) settings have served as the predominant sites for faculty to perceive students’ writerly ethos. It is primarily in these texts where faculty tend to assess the variety of available credibility cultivation practices that students employ as they attempt to increase their discursive authority. Given the breadth of scholarship in writing studies detailing contemporary students’ struggle to engage in the language of the academy and the parallel calls to challenge the kinds of dominant discourses that are privileged in institutions of higher education, in this study, I explore other potential faculty pathways to perceiving ethos. To do so, this dissertation draws on Pierre Bourdieu’s theory of discourse that calls attention to the sociologlical conditions that grant authority to words as well as contemporary feminist rhetorical scholarship that seeks to disrupt classical and contemporary frameworks of ethos through a renewed interest in notions of location, dwelling, and inhabitance. By eliciting six community college faculty perceptions of FYC students, findings from this qualitative study suggest that community college FYC faculty hold tacit perceptions of students that are closely related to past reputation and virtue–two characteristics of ethos. These perceptions reflect what I refer to as students’ prediscursive ethos, which is constituted of the student’s social position that is predominantly shaped by the audience’s prior image of the student. Moreover, reflecting on their perceptions of students, participants often indexed an array of interactions with students, which suggest that student’s prediscursive ethos is partly informed and shaped by certain faculty-student interactions that often precede students’ textual linguistic performances. Thus, I contend that such interactions between faculty and students represent alternative pathways for faculty to perceive students’ writerly ethos. Ultimately, I offer a relational model of ethos that more accurately describes the contexts within which community college writers create texts; one that accounts for the textual features that appear on paper (discursive ethos), the sociological conditions (prediscursive ethos) under which those textual features are assessed, and perhaps most important, the alternative pathways (interactions) where both ethotic realities may be reimagined.
ContributorsArreguin, Alex Sebastian (Author) / Hannah, Mark (Thesis advisor) / Warriner, Doris (Committee member) / Saidy-Hannah, Christina (Committee member) / Arizona State University (Publisher)
Created2022
Description
This dissertation is a visual and narrative-based autoethnography that narrates the lived educational experiences of the author from preschool through doctoral studies. The text portrays a story that explores issues of power, identity, and pedagogy in education. Told in narrative form, this project utilizes visual data, thematic coding, layering, and writing as a method of inquiry to investigate and more fully understand injustices found in the American education system. Findings show how the author’s identities of student, teacher, and researcher influence and impact one another, and lead to the development of a future vision of self.
By examining the author’s roles as a student, teacher, and researcher this study centers on conflicts and inconsistencies that arise at the intersections of self, community, institutions, and society. Included in the narrative’s analysis are issues related to positionality, visions of success, empowerment, resistance, neoliberalism, colonialism, psychological distance, and ideological purpose in teaching. The narrative concludes with the development of a personal vision of purposeful, empowering, liberating, and transformative pedagogy.
This study contributes its voice to conversations about inequity and inequality in education by asking the reader to examine conflicts, ask new questions, and critically engage with the dialogic text.
By examining the author’s roles as a student, teacher, and researcher this study centers on conflicts and inconsistencies that arise at the intersections of self, community, institutions, and society. Included in the narrative’s analysis are issues related to positionality, visions of success, empowerment, resistance, neoliberalism, colonialism, psychological distance, and ideological purpose in teaching. The narrative concludes with the development of a personal vision of purposeful, empowering, liberating, and transformative pedagogy.
This study contributes its voice to conversations about inequity and inequality in education by asking the reader to examine conflicts, ask new questions, and critically engage with the dialogic text.
ContributorsMazza, Bonnie Streff (Author) / Margolis, Eric (Thesis advisor) / Heineke Engebretson, Amy (Committee member) / Warriner, Doris (Committee member) / Arizona State University (Publisher)
Created2016
Description
In this study, I investigate how secondary reclassified ELLs use the Learning Management System Schoology in three secondary English classrooms. Particularly, I focus on the digital literacy practices reclassified ELLs use as they navigate Schoology to complete a multi-page research paper. In examining the digital literacy practices of secondary reclassified ELLs who have recently exited the language development program, I add to research in the fields of New Literacies and Multiliteracies, sociocultural approaches to learning, and identity studies.
In this qualitative study, I employed ethnographic techniques (i.e., data collection, participant observation, interviewing, and collection of archived material and digital artifacts stored in Schoology). I drew from communities of practice and identity frameworks to examine focal participants' literacy practices when participating in the online space of Schoology and provided screenshots to showcase this participation. I examined email exchanges that were co-created by teacher and student that demonstrated their reliance on a digital tool to continue the teaching and learning processes. I exhibit screenshots of focal participants' engagement with the revision process as they used Schoology’s and Microsoft Word's digital editing tools. Finally, I examined focal participants' participation in Schoology's online discussion forum to highlight how they revealed aspects of their identities and performed these identities in a mainstream-learning environment as well.
My analysis establishes that focal participants' access to an LMS like Schoology and other digital spaces (e.g., email) supports the language learning and literacy practices of reclassified ELLs. In addition, my analysis of focal participants' digital and communication practices shows that they contributed to their agency, positioned themselves as empowered and knowledgeable learners, and performed the role of "peer as mentor" when providing feedback to their peers. Finally, in my analysis of focal participants' inventories of digital literacy practices, I discovered that their engagement in Schoology for the purposes of learning and communication reinforced their language learning, both traditional and digital literacies, and overall academic achievement. Findings of this study emphasizes the importance of technology integration at the secondary level so that all students have equal access to digital and multimodal ways of learning in today's digital age.
In this qualitative study, I employed ethnographic techniques (i.e., data collection, participant observation, interviewing, and collection of archived material and digital artifacts stored in Schoology). I drew from communities of practice and identity frameworks to examine focal participants' literacy practices when participating in the online space of Schoology and provided screenshots to showcase this participation. I examined email exchanges that were co-created by teacher and student that demonstrated their reliance on a digital tool to continue the teaching and learning processes. I exhibit screenshots of focal participants' engagement with the revision process as they used Schoology’s and Microsoft Word's digital editing tools. Finally, I examined focal participants' participation in Schoology's online discussion forum to highlight how they revealed aspects of their identities and performed these identities in a mainstream-learning environment as well.
My analysis establishes that focal participants' access to an LMS like Schoology and other digital spaces (e.g., email) supports the language learning and literacy practices of reclassified ELLs. In addition, my analysis of focal participants' digital and communication practices shows that they contributed to their agency, positioned themselves as empowered and knowledgeable learners, and performed the role of "peer as mentor" when providing feedback to their peers. Finally, in my analysis of focal participants' inventories of digital literacy practices, I discovered that their engagement in Schoology for the purposes of learning and communication reinforced their language learning, both traditional and digital literacies, and overall academic achievement. Findings of this study emphasizes the importance of technology integration at the secondary level so that all students have equal access to digital and multimodal ways of learning in today's digital age.
ContributorsHurtado, Fernando (Author) / Warriner, Doris (Thesis advisor) / Gee, Elisabeth (Committee member) / Anderson, Kate (Committee member) / Arizona State University (Publisher)
Created2017
Description
This thesis argues that celebrities and celebrity studies should be taken more seriously in writing studies as productive sites for writing instruction in the composition classroom. Historically, celebrity culture has been overlooked for ostensibly lacking in substance or relevance to critical thought. However, academic disciplines, such as cultural studies and celebrity studies, are paving the way for celebrities having a more significant rhetorical relevance as figures in the public. This thesis explores celebrities as cultural figures who are advantageously positioned in the public realm as rhetorical agents. Their increased visibility and the increase in observation of celebrity culture in the public sphere are contributing to how people form opinions and make judgments about the world around them. Yet, despite some of the connections between the public, writing, and celebrity rhetoric, there has been little work in the field aligning celebrity rhetoric as a site for public writing instruction within academia. This thesis seeks to address this gap by aligning celebrity rhetoric with scholarship on public writing pedagogy in composition studies. To model how students might approach analyzing and writing about celebrity rhetoric in the composition classroom, this thesis offers a critical look at the celebrity rhetoric of Taylor Swift. The case study rhetorically analyzes sites of public writing that work intertextuality across various mediums to construct her celebrity as a representation of modern feminism. This thesis concludes with a discussion about the pedagogical implication of implementing celebrity rhetoric in the composition classroom. It concludes that celebrity rhetoric is useful for students in composition classrooms for making personal connections with their work, negotiating an understanding about culture and public issues, and influencing the production of rhetoric, writing and their own identity as scholars.
ContributorsHorton, Kathryn (Author) / Daly Goggin, Maureen (Thesis advisor) / Long, Elenore (Committee member) / Hannah, Mark (Committee member) / Arizona State University (Publisher)
Created2021