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Description
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
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. Inadequate attention has been given to the ways that autobiographical theory and the use of non-fiction texts contribute to a feminist pedagogy in upper-level writing classrooms. This dissertation corrects that by focusing on food memoirs as vehicles in a feminist pedagogical writing course. Strands of both feminist and autobiographical theory prioritize performativity, positionality, and relationality (Smith and Watson 214) as dynamic components of identity construction and thus become frames through which this class was taught and studied. I theorize these “enabling concepts” (Smith and Watson 217) as identity pathways that lead to articulation of identity and experience in written work.
This study posits that Royster and Kirsch’s four feminist rhetorical practices— Critical Imagination, Social Circulation, Strategic Contemplation, and Globalizing Point of View (19)—taken together offer a model for instruction geared to help learners chart identity pathways in the context of one semester of their undergraduate rhetorical education. This model is operationalized through a writing classroom that focused on feminist ideals, using a food memoir, The Language of Baklava by Diana Abu-Jaber, as the vehicle of inquiry. This study offers a starting point for analysis of food memoirs in university writing classrooms by focusing specifically on the ways that students understood and applied the framework, model, and vehicle of the study. This dissertation prioritizes the composition and valuing of individual and communal lived experiences expressed through the articulation of identity pathways. Teachers and scholars can use the knowledge and takeaways gained in the study to better support and advocate for the inclusion of the students lived experiences in writing classrooms and pedagogy.
This study posits that Royster and Kirsch’s four feminist rhetorical practices— Critical Imagination, Social Circulation, Strategic Contemplation, and Globalizing Point of View (19)—taken together offer a model for instruction geared to help learners chart identity pathways in the context of one semester of their undergraduate rhetorical education. This model is operationalized through a writing classroom that focused on feminist ideals, using a food memoir, The Language of Baklava by Diana Abu-Jaber, as the vehicle of inquiry. This study offers a starting point for analysis of food memoirs in university writing classrooms by focusing specifically on the ways that students understood and applied the framework, model, and vehicle of the study. This dissertation prioritizes the composition and valuing of individual and communal lived experiences expressed through the articulation of identity pathways. Teachers and scholars can use the knowledge and takeaways gained in the study to better support and advocate for the inclusion of the students lived experiences in writing classrooms and pedagogy.
ContributorsBruce, Kayla Ann (Author) / Daly Goggin, Maureen (Thesis advisor) / Boyd, Patricia (Committee member) / Long, Elenore (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