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

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    Author
    Medzerian, Star Allyn
    Issue Date
    2010
    Keywords
    assessment
    composition
    pedagogy
    rhetoric
    style
    writing
    Advisor
    Enos, Theresa
    Committee Chair
    Enos, Theresa
    
    Metadata
    Show full item record
    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
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Rhetoric, Composition & the Teaching of English
    Graduate College
    Degree Grantor
    University of Arizona
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