Date of Degree

2-2017

Document Type

Dissertation

Degree Name

Ph.D.

Program

English

Advisor(s)

Mark McBeth

Committee Members

Sondra Perl

Wayne Koestenbaum

Subject Categories

Digital Humanities | Higher Education and Teaching | Rhetoric and Composition | Scholarship of Teaching and Learning

Keywords

First-Year Composition, Creative Composition, Critical Expressivism, Writing Program Administration, Multimodal Composition, New Media

Abstract

This dissertation engages academic, creative, and student genres in conversation in order to challenge the strict discursive and stylistic boundaries placed around college writing, particularly in first-year composition. Because this project aims to thrust first-year writing pedagogy beyond the confines of fixed genre forms, its inquiry is multimodal, intermingling writing styles and research modes so that, in scholar-teacher Wendy Bishop’s words, “I can think in and through them all” (“Places to Stand” 17). The particulars—or “data”—informing this study are primarily archival, textual (often a combination of the two), experimental, and experiential. Broadly speaking, this inquiry consists of seven chapters, which collectively serve to historicize the development of standardized student genres, analyze the emergence of experimental academic forms, and theorize a multimodal/multi-genre writing pedagogy that recognizes the reflexive relationship between uniqueness of form and expression.

 
 

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