Academic literacy has become a key component in pedagogical approaches to teach English as a foreign or second language due to its connections to sociopolitical aspects of education and power. The objective of this study is to analyze and understand the affordances of the teaching of writing rhetorically and how this process could help students gain understanding of their purposes in writing and of themselves as writers. In order to accomplish this goal, I used Thematic analysis to analyze 19 writing samples of argumentative essays assigned for multilingual students who had just taken English writing class (a rhetoric and composition course) at a Southwest University in USA. Through thematic analysis, I tried to answer the following research questions: How do students in an English writing class use rhetorical concepts (audience, persona, Kairos, etc.) when they write?, How do multilingual students in an English writing class express their identities as ESL writers in their writing? and How do multilingual students’ writing samples, in an English writing class, suggest that students develop agency as writers?. By answering the research questions I identified meaningful themes supported by patterns and passages that conveyed multilinguals’ written expressions and manifestations of the use of the English rhetoric in their writing, the way they express their identities and whether they build acts of agency when writing. The results suggested that rhetoric helped the writers providing extra resources and affordances for them to express their identities through their values, beliefs and views of reality, and also supported their attempts to develop agency in their writing.
|Commitee:||Lanier, Clint, Wojan, Patti, Flores Carmona, Judith|
|School:||New Mexico State University|
|School Location:||United States -- New Mexico|
|Source:||DAI-A 81/12(E), Dissertation Abstracts International|
|Subjects:||Rhetoric, English as a Second Language|
|Keywords:||Academic literacy, Agency, Identity, L2, Rhetoric, Writing|
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