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Communicating Performance: First-Year Writing Syllabi as Rhetorical Contact Zones

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dc.contributor.authorSederstrom, Olivia Marieen
dc.contributor.committeechairCarter-Tod, Sheila L.en
dc.contributor.committeememberSano-Franchini, Jenniferen
dc.contributor.committeememberPowell, Katrina M.en
dc.contributor.departmentEnglishen
dc.date.accessioned2019-07-04T08:02:22Zen
dc.date.available2019-07-04T08:02:22Zen
dc.date.issued2019-07-03en
dc.description.abstractSyllabi are an integral part of any college experience and an understanding for how the genre functions on a rhetorical level is an under-researched area in the field of higher education. Using the tools of rhetorical analysis—looking at language and genre structures—I gathered a selection of 25 First-Year Writing syllabi within the Department of English at Virginia Tech to help address this concern of a lack of research. Using qualitative research methods—specifically those dealing with language and genre coding—I worked through my syllabi selection to ascertain how the genre functions rhetorically. Using Mary Louise Pratt's idea of the "contact zone" as well as Rhetorical Genre Theories and Actor-Network Theory, I argue that beginning with an understanding for how the genre of syllabi function rhetorically will also help us understand how the genre can be communicative, in the sense that it sends a message, as well as performative.en
dc.description.abstractgeneralSyllabi are an integral part of any college experience and an understanding for how the genre functions on a rhetorical level is an under-researched area in the field of higher education. Using the tools of rhetorical analysis—looking at language and genre structures—I gathered a selection of 25 First-Year Writing syllabi within the Department of English at Virginia Tech to help address this concern of a lack of research. Using qualitative research methods—specifically those dealing with language and genre coding—I worked through my syllabi selection to ascertain how the genre functions rhetorically. Using Mary Louise Pratt’s idea of the “contact zone” as well as Rhetorical Genre Theories and Actor-Network Theory, I argue that beginning with an understanding for how the genre of syllabi function rhetorically will also help us understand how the genre can be communicative, in the sense that it sends a message, as well as performative.en
dc.description.degreeMaster of Artsen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:20669en
dc.identifier.urihttp://hdl.handle.net/10919/91189en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectFirst-Year Writingen
dc.subjectSyllabien
dc.subjectContact Zonesen
dc.subjectRhetorical Genre Theoriesen
dc.subjectActor-Network Theoryen
dc.titleCommunicating Performance: First-Year Writing Syllabi as Rhetorical Contact Zonesen
dc.typeThesisen
thesis.degree.disciplineEnglishen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.levelmastersen
thesis.degree.nameMaster of Artsen

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