From Impressions to Expectations: Assessment as a Form of Style Pedagogy

Persistent Link:
http://hdl.handle.net/10150/194036
Title:
From Impressions to Expectations: Assessment as a Form of Style Pedagogy
Author:
Medzerian, Star Allyn
Issue Date:
2010
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Recovering from a steady decline since the late 1980s, style is finding relevance in current approaches to composition pedagogy that make writing its focus. Yet despite this renewed interest in style and more general turn toward language study in rhetoric and composition, scholarship on style continues to be guided by a narrow view of what constitutes style pedagogy. This dissertation argues that in many composition classrooms, where style instruction is not prioritized, teachers' assessments of student writing can stand in for style instruction and become the primary means through which style is taught. What this suggests is that style is often taught implicitly, with little consciousness on the part of the teacher. As a result, style may be caught between conflicting values, those that are communicated to students through written feedback and grades and those that teachers actually endorse. This dissertation approaches the issue of style assessment from the perspectives of assessment scholarship, composition teachers, and advanced composition students to better understand how style is being "taught" through assessment and what values guide those evaluations. Ultimately, it seeks to extend the notion of pedagogy to include the assessment of students' writing styles and to contribute a more fully-realized treatment of style to its recent revival in rhetoric and composition.
Type:
text; Electronic Dissertation
Keywords:
assessment; composition; pedagogy; rhetoric; style; writing
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Rhetoric, Composition & the Teaching of English; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Enos, Theresa
Committee Chair:
Enos, Theresa

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleFrom Impressions to Expectations: Assessment as a Form of Style Pedagogyen_US
dc.creatorMedzerian, Star Allynen_US
dc.contributor.authorMedzerian, Star Allynen_US
dc.date.issued2010en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractRecovering from a steady decline since the late 1980s, style is finding relevance in current approaches to composition pedagogy that make writing its focus. Yet despite this renewed interest in style and more general turn toward language study in rhetoric and composition, scholarship on style continues to be guided by a narrow view of what constitutes style pedagogy. This dissertation argues that in many composition classrooms, where style instruction is not prioritized, teachers' assessments of student writing can stand in for style instruction and become the primary means through which style is taught. What this suggests is that style is often taught implicitly, with little consciousness on the part of the teacher. As a result, style may be caught between conflicting values, those that are communicated to students through written feedback and grades and those that teachers actually endorse. This dissertation approaches the issue of style assessment from the perspectives of assessment scholarship, composition teachers, and advanced composition students to better understand how style is being "taught" through assessment and what values guide those evaluations. Ultimately, it seeks to extend the notion of pedagogy to include the assessment of students' writing styles and to contribute a more fully-realized treatment of style to its recent revival in rhetoric and composition.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectassessmenten_US
dc.subjectcompositionen_US
dc.subjectpedagogyen_US
dc.subjectrhetoricen_US
dc.subjectstyleen_US
dc.subjectwritingen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineRhetoric, Composition & the Teaching of Englishen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorEnos, Theresaen_US
dc.contributor.chairEnos, Theresaen_US
dc.contributor.committeememberHall, Anne-Marieen_US
dc.contributor.committeememberMiller, Thomas P.en_US
dc.contributor.committeememberButler, Paulen_US
dc.identifier.proquest10994en_US
dc.identifier.oclc659754924en_US
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