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Department of English

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https://hdl.handle.net/10217/100416
These digital collections contain student publications, honors theses, and theses and dissertations from the Department of English.

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Browsing Department of English by Subject "Act (Philosophy)"

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    Performance and pedagogy in the 21st century: theoretical and practical comparisons of composition and the theatre
    (Colorado State University. Libraries, 2010) Heedt-Moosman, Dorothy, author; Frank, Katherine, advisor; Souder, Donna, committee member; Eskew, Doug, committee member
    In this thesis, I explore the shared exigencies of composition studies and the theatre as a method for addressing the problems inherent to first year composition programs. More specifically, I consider those issues that arise in mid-to-open enrollment institutions. I argue that composition instructors should use the practical approaches of the theatre as a means to 1) improve instructor attitudes and teacher-student communication; 2) embrace and effectively use technology, not as the defining pedagogical tool but as a way to maintain the relevance for composition students; 3) connect classroom practices to real-world purposes. I suggest that both composition studies and the theatre are rooted in the process of translating thoughts and feelings into action, resulting in effective communication to an audience. These aims are reflected by Kenneth Burke, whose explorations of motives and human communication and dramatism are applicable to composition pedagogy as well as connected to theatrical principles. I argue for an approach to teaching first year composition that would include the use of Burke’s pentad of human motives (with his inclusion of “attitude” as a sixth element) as a means for instructors to assess and revise their motives and perspectives as compositionists. I further contend that Burke’s pentad serves as a means to guide students towards more effective methods of rhetorical analysis and composition.