Heedt-Moosman, Dorothy, authorFrank, Katherine, advisorSouder, Donna, committee memberEskew, Doug, committee member2022-04-062022-04-062010https://hdl.handle.net/10217/234612Covers not scanned.Print version deaccessioned 2022.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.masters thesesengCopyright 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.English language -- Rhetoric -- Study and teaching -- PhilosophyAct (Philosophy)Text