Welker, Alyson, authorJennings, Louise, advisorGloeckner, Gene, committee memberLynham, Sue, committee memberDoe, Sue, committee member2020-06-222020-06-222020https://hdl.handle.net/10217/208581This dissertation is comprised of three related articles examining social engagement and critical dialogue practices in the upper-division online writing classroom. The three manuscripts are presented with bookend chapters to introduce and discuss the larger research project. The over-arching questions this research asks are: How are teaching and learning supported and constrained in online writing instructional environments? How can constructions of social engagement in the online Writing Arguments classroom support critical learning and critical dialogue? The three articles examine the teaching of writing in an upper-division online writing course, Writing Arguments, which is a rhetorical theory course in composition. This compilation of continually evolving research captures the dual importance of enhancing online education as well as the need to construct social engagement in the online classroom. Additionally, as the Writing Arguments course lends itself naturally to areas of opposition and difference, the final two studies focus specifically on critical dialogue and learning in the online classroom.born digitaldoctoral dissertationsengCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.critical pedagogy onlineonline educationonline writing instructiononline composition researchcritical dialogue in online educationonline education researchText