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

Expanding Composition Pedagogies: A ...

Evans, Ashley.

Linked to FindBook

Google Book

Amazon

博客來

Expanding Composition Pedagogies: A New Rhetoric from Social Media.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Expanding Composition Pedagogies: A New Rhetoric from Social Media./
Author:	Evans, Ashley.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	287 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Rhetoric. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10690922
ISBN:	9780355564495

Expanding Composition Pedagogies: A New Rhetoric from Social Media.
Evans, Ashley.

Expanding Composition Pedagogies: A New Rhetoric from Social Media. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 287 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Milwaukee, 2017.

Traditionally, the field of rhetoric and composition has valued long-form essay writing, which requires students to engage patiently and at length with revision. In contrast, students today spend much time outside of school producing fast-paced and short posts for social media. This dissertation argues that students' social media interactions provide them nuanced, dialogic, and complex rhetorical understandings about writing---but that students need help developing discursive processes to support transfer of their social media knowledge to other writing contexts, including long-form academic writing. Drawing from two semesters of in-class study, I construct for first-year composition classrooms a pedagogy that embraces and cultivates the rhetorical knowledge students gain from social media; I demonstrate how students can analyze, reflect on, and transfer this knowledge to academic contexts. Citing students' social media and academic writing, I draw from students' intuitive understandings of the rhetorical concepts medium, context, audience, ethos, and purpose to illustrate how these concepts can productively shift and expand in FYC instruction. To situate this pedagogy within contemporary practices, I analyze leading FYC textbooks and highlight how textbook pedagogies can acknowledge and foreground students' expanded rhetorical understandings of social media for richer composing processes in all media and for all contexts, digital and non-digital.

ISBN: 9780355564495Subjects--Topical Terms:

516647
Rhetoric.

Expanding Composition Pedagogies: A New Rhetoric from Social Media.
LDR:02441nmm a2200313 4500 001 2201464
005 20190429104415.5
008 201008s2017 ||||||||||||||||| ||eng d
020 $a 9780355564495
035 $a (MiAaPQ)AAI10690922
035 $a (MiAaPQ)uwm:11928
035 $a AAI10690922
040 $a MiAaPQ $c MiAaPQ
100 1 $a Evans, Ashley. $3 3179673
245 1 0 $a Expanding Composition Pedagogies: A New Rhetoric from Social Media.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 287 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Anne Wysocki.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Milwaukee, 2017.
520 $a Traditionally, the field of rhetoric and composition has valued long-form essay writing, which requires students to engage patiently and at length with revision. In contrast, students today spend much time outside of school producing fast-paced and short posts for social media. This dissertation argues that students' social media interactions provide them nuanced, dialogic, and complex rhetorical understandings about writing---but that students need help developing discursive processes to support transfer of their social media knowledge to other writing contexts, including long-form academic writing. Drawing from two semesters of in-class study, I construct for first-year composition classrooms a pedagogy that embraces and cultivates the rhetorical knowledge students gain from social media; I demonstrate how students can analyze, reflect on, and transfer this knowledge to academic contexts. Citing students' social media and academic writing, I draw from students' intuitive understandings of the rhetorical concepts medium, context, audience, ethos, and purpose to illustrate how these concepts can productively shift and expand in FYC instruction. To situate this pedagogy within contemporary practices, I analyze leading FYC textbooks and highlight how textbook pedagogies can acknowledge and foreground students' expanded rhetorical understandings of social media for richer composing processes in all media and for all contexts, digital and non-digital.
590 $a School code: 0263.
650 4 $a Rhetoric. $3 516647
650 4 $a Language arts. $3 532624
650 4 $a Web studies. $3 2122754
690 $a 0681
690 $a 0279
690 $a 0646
710 2 $a The University of Wisconsin - Milwaukee. $b English. $3 3176551
773 0 $t Dissertation Abstracts International $g 79-04A(E).
790 $a 0263
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10690922