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.
|Commitee:||Clark, David, Keith, William, Pasternak, Donna, Schuster, Charles|
|School:||The University of Wisconsin - Milwaukee|
|School Location:||United States -- Wisconsin|
|Source:||DAI-A 79/04(E), Dissertation Abstracts International|
|Subjects:||Language arts, Web Studies, Rhetoric|
|Keywords:||Composition, Pedagogy, Rhetoric, Social media|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be