Persistent Link:
http://hdl.handle.net/10150/196069
Title:
Teaching Outre Literature Rhetorically in First-Year Composition
Author:
Hinojosa, Manuel Matthew
Issue Date:
2005
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:
This dissertation argues that using rhetorical approaches to outré literature gleaned from popular culture within the context of first-year composition helps students become critical readers, thinkers, and writers. I suggest that if instructors privilege texts their students are likely to be familiar with in English 101, then they can more readily introduce unfamiliar concepts like rhetorical analysis; by the time students arrive in English 102, they can apply the now familiar concept of rhetorical analysis to new texts such as academic discourse. Thus, in designing this curriculum I draw on the Harry Potter novels, Buffy the Vampire Slayer, and Star Wars graphic novels to present nine rhetorical strategies that can be used not only for literary texts such as these, but can also be transferred to a variety of novel situations students are likely to encounter in college and in the everyday world. In the end, the dissertation makes arguments not only for using literature to teach composition, but also for using rhetorical analysis as a means to teach reading, thinking, and writing, and also for keeping first-year composition as a required part of the curriculum.
Type:
text; Electronic Dissertation
Keywords:
Rhetoric; Composition; Teaching of English
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Rhetoric, Composition & the Teaching of English; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Miller, Thomas P
Committee Chair:
Miller, Thomas P

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleTeaching Outre Literature Rhetorically in First-Year Compositionen_US
dc.creatorHinojosa, Manuel Matthewen_US
dc.contributor.authorHinojosa, Manuel Matthewen_US
dc.date.issued2005en_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.abstractThis dissertation argues that using rhetorical approaches to outré literature gleaned from popular culture within the context of first-year composition helps students become critical readers, thinkers, and writers. I suggest that if instructors privilege texts their students are likely to be familiar with in English 101, then they can more readily introduce unfamiliar concepts like rhetorical analysis; by the time students arrive in English 102, they can apply the now familiar concept of rhetorical analysis to new texts such as academic discourse. Thus, in designing this curriculum I draw on the Harry Potter novels, Buffy the Vampire Slayer, and Star Wars graphic novels to present nine rhetorical strategies that can be used not only for literary texts such as these, but can also be transferred to a variety of novel situations students are likely to encounter in college and in the everyday world. In the end, the dissertation makes arguments not only for using literature to teach composition, but also for using rhetorical analysis as a means to teach reading, thinking, and writing, and also for keeping first-year composition as a required part of the curriculum.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectRhetoricen_US
dc.subjectCompositionen_US
dc.subjectTeaching of Englishen_US
thesis.degree.namePhDen_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.advisorMiller, Thomas Pen_US
dc.contributor.chairMiller, Thomas Pen_US
dc.contributor.committeememberEnos, Theresaen_US
dc.contributor.committeememberWhite, Edward M.en_US
dc.identifier.proquest1189en_US
dc.identifier.oclc137354289en_US
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