東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A historical understanding of ecocom...

Taylor, Timothy Neal.

Linked to FindBook

Google Book

Amazon

博客來

A historical understanding of ecocomposition: The greening of university rhetoric.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A historical understanding of ecocomposition: The greening of university rhetoric./
Author:	Taylor, Timothy Neal.
Description:	173 p.
Notes:	Source: Dissertation Abstracts International, Volume: 63-05, Section: A, page: 1820.
Contained By:	Dissertation Abstracts International63-05A.
Subject:	Language, Rhetoric and Composition. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3051996
ISBN:	0493667261

A historical understanding of ecocomposition: The greening of university rhetoric.
Taylor, Timothy Neal.

A historical understanding of ecocomposition: The greening of university rhetoric. - 173 p.

Source: Dissertation Abstracts International, Volume: 63-05, Section: A, page: 1820.

Thesis (Ph.D.)--The University of Alabama, 2002.

This dissertation provides a historical analysis and interpretation of ecocomposition, courses that incorporate reading and writing about environmental issues within English composition. I provide a context for the emergence of ecocomposition within the history of composition studies and English studies as a whole. In the first two chapters, I detail two main historical forces that helped create ecocomposition: (1) the search for process and post-process pedagogies in composition and rhetoric and (2) ecocriticism in literary studies. The next two chapters provide definitions that underscore the divergent strands within ecocomposition—Environment as Subject (EAS) and Environment as Metaphor (EAM). I define EAS as writing courses where students read, discuss, and write about diverse environmental issues. In EAS courses, teachers' pedagogical aims, many times, are sound writing instruction and environmental literacy. In regard to EAM, I interpret how scholars are formulating composition theory that is informed by fundamental ideas from ecology and the social-theoretical perspective in composition pedagogy. In those chapters, I argue that Environment as Subject ecocomposition should have a definite niche in first year writing, and I propose that Environment as Metaphor ecocomposition is an effective writing pedagogy, although its ideas are hardly new. In the final chapter, I offer my own vision for ecocomposition, drawing theoretical support from educators John Dewey and C. A. Bowers. I propose that students should focus not only on global environmental issues, but also upon problems that affect them locally. I argue that this approach can help students become true participants in their communities. I provide a sample course and assignments to offer an example of how instructors can be responsible to the aims of rhetorical education while including the important component of environmental literacy. By fostering both conceptions of ecocomposition (Environment as Subject and Environment as Metaphor), I argue that ecocomposition can return to the ancient Greek aims of education—civic virtue and creating a responsible citizenry.

ISBN: 0493667261Subjects--Topical Terms:

1019205
Language, Rhetoric and Composition.

A historical understanding of ecocomposition: The greening of university rhetoric.
LDR:03091nmm 2200289 4500 001 1859844
005 20041021080232.5
008 130614s2002 eng d
020 $a 0493667261
035 $a (UnM)AAI3051996
035 $a AAI3051996
040 $a UnM $c UnM
100 1 $a Taylor, Timothy Neal. $3 1947499
245 1 0 $a A historical understanding of ecocomposition: The greening of university rhetoric.
300 $a 173 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-05, Section: A, page: 1820.
500 $a Chair: Ralph F. Voss.
502 $a Thesis (Ph.D.)--The University of Alabama, 2002.
520 $a This dissertation provides a historical analysis and interpretation of ecocomposition, courses that incorporate reading and writing about environmental issues within English composition. I provide a context for the emergence of ecocomposition within the history of composition studies and English studies as a whole. In the first two chapters, I detail two main historical forces that helped create ecocomposition: (1) the search for process and post-process pedagogies in composition and rhetoric and (2) ecocriticism in literary studies. The next two chapters provide definitions that underscore the divergent strands within ecocomposition—Environment as Subject (EAS) and Environment as Metaphor (EAM). I define EAS as writing courses where students read, discuss, and write about diverse environmental issues. In EAS courses, teachers' pedagogical aims, many times, are sound writing instruction and environmental literacy. In regard to EAM, I interpret how scholars are formulating composition theory that is informed by fundamental ideas from ecology and the social-theoretical perspective in composition pedagogy. In those chapters, I argue that Environment as Subject ecocomposition should have a definite niche in first year writing, and I propose that Environment as Metaphor ecocomposition is an effective writing pedagogy, although its ideas are hardly new. In the final chapter, I offer my own vision for ecocomposition, drawing theoretical support from educators John Dewey and C. A. Bowers. I propose that students should focus not only on global environmental issues, but also upon problems that affect them locally. I argue that this approach can help students become true participants in their communities. I provide a sample course and assignments to offer an example of how instructors can be responsible to the aims of rhetorical education while including the important component of environmental literacy. By fostering both conceptions of ecocomposition (Environment as Subject and Environment as Metaphor), I argue that ecocomposition can return to the ancient Greek aims of education—civic virtue and creating a responsible citizenry.
590 $a School code: 0004.
650 4 $a Language, Rhetoric and Composition. $3 1019205
650 4 $a Education, Philosophy of. $3 783746
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0681
690 $a 0998
690 $a 0727
710 2 0 $a The University of Alabama. $3 1019361
773 0 $t Dissertation Abstracts International $g 63-05A.
790 1 0 $a Voss, Ralph F., $e advisor
790 $a 0004
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3051996