Browsing by Author "Gage, Scott, advisor"
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Item Open Access Narrative, positionality, and pedagogy: an exploration of the classroom narrative(Colorado State University. Libraries, 2013) Enoch, Jennifer, author; Gage, Scott, advisor; Souder, Donna, committee member; Eskew, Doug, committee member; Pettit, Sue, committee memberNarrative writing has become an integral part of scholarship in the field of rhetoric and composition, particularly in the area of composition pedagogy. This thesis identifies and interrogates the classroom narrative, a form of scholarly, narrative writing that narrates classroom events in order to persuade its reader to adopt, reject, or think critically about its author's pedagogy. This thesis argues that, in order to accomplish this purpose, the author of the classroom narrative employs a persuasive process in which she deliberately uses postionality, the process of articulating the author's identity in the text, to persuade the reader to invest in her pedagogy. At the same time, she uses the text's narrative features to reinforce the reader's understanding of her pedagogy. The result is that the persuasive use of postionality and the text's narrative features combine to advance a pedagogical argument and create pedagogical knowledge. In order to illustrate this persuasive process, two classroom narratives will be analyzed: "Understanding Problems in the Critical Classroom" by William H. Thelin and "The American Scholar Writes the New 'Research' Essay" by Jackie Grutsch McKinney. The classroom narrative's persuasive process - both its use of positionality and its reliance on narrative features - has implications for the way that positionality is conceived of and for how pedagogical knowledge is created through narrative.Item Open Access Teaching digital ethos: emphasizing the rhetorical impact of hypertextuality and intertextuality in the digital environment(Colorado State University. Libraries, 2014) DeCuir, Erin E., author; Gage, Scott, advisor; Souder, Donna, committee member; Checho, Colleen, committee memberThe need to adapt traditional techniques of rhetorical analysis to new and emergent forms of digital technology is one of the current challenges confronting rhetoric and composition pedagogy (Warnick, 2001; Hocks, 2003; Warnick, 2005; Fife, 2010). Digital ethos functions as an illustrative example of this challenge as composition courses attempt to address the ways credibility is constructed and maintained in web-based environments (Hocks, 2003; DigiRhet.org, 2006; Clark, 2010; Fife, 2010; Walker, et al., 2011; Gillam & Wooden, 2013). Current scholarship and textbooks indicate that the field continues to rely on traditional rhetorical analysis techniques to teach digital ethos, including an emphasis on ethos as the product of a single text with fixed boundaries (Enos & Borrowman, 2001; DigiRhet.org, 2006; Downs & Wardle, 2007; Clark, 2010; Fife, 2010). However, because the Internet is a hypertextual system of internetworked texts, it is necessary for FYC courses to teach a construction of ethos that considers texts as they are linked and circulated within the system. I argue in this thesis for a digital ethos heuristic that emphasizes (1) the relationships constructed through hypertextual links and (2) the ways in which those relationships create intertextual meaning that impacts and influences digital ethos construction. In this way, we can begin to adapt techniques of rhetorical analysis both to acknowledge and to critique the ways in which web-based technologies impact how we are to understand and teach composition in the current moment.