As of fall 2013, California State University, Dominguez Hills required 67% of its incoming freshman to receive developmental composition, which is a growing epidemic amongst incoming college students (CSU Data Base). Due to this nationwide increase of students struggling to critically read, write, and analyze academic discourse, current notable composition scholars, such as Jeff Rice and Anne Wysocki, have begun experimenting with multimodality and multigenre writing. Along these lines of expanding literacy, this study presents and analyzes the research of a supplemental instructor working with developmental freshman students at Dominguez Hills. The research chronicles an adaptation of Guy Debord's "Theory of the Derive," in conjunction with John Ackerman's "georhetorical methodology," to create a rhetorical campus-walk assignment. By discussing the process of creating and implementing the assignment, it will be made clear how students can become aware of academic discourse, and their relationships with it, allowing for critical reflection and analysis on how location and predeteimined prejudices affect our perception of composition, the university, and student identity.
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|School:||California State University, Dominguez Hills|
|School Location:||United States -- California|
|Source:||MAI 53/04M(E), Masters Abstracts International|
|Subjects:||Education, British and Irish literature, Higher education|
|Keywords:||Composition, Development Courses, Mutimodal Pedagogy, Post-Process Pedagogy, Public Space, Rhetoric|
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