Date of Award
Spring 2023
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
English
Committee Chairperson
Justin Rademaekers, PhD
Committee Member
Margaret Ervin, PhD
Committee Member
William Lalicker, PhD
Abstract
This thesis project advocates for a more inclusive approach to writing instruction, challenging traditional pedagogical practices that have historically excluded marginalized groups from fully participating in academic discourse. This project highlights the ways that Aristotelian interpretations of ethos continue to inform and shape contemporary writing pedagogy, despite their potential outdatedness in the context of the 21st-century composition classroom. By examining the Conference of College Composition and Communication's policy resolution entitled Students' Right to Their Own Language, this project recognizes the presence of linguistically diverse writers and their historical, ongoing struggle for academic legitimacy. Furthermore, this project proposes rhetorical listening as one strategy for composition pedagogy that places value on personal perspectives and diverse voices in student writing. Rhetorical listening, as an approach, aids in shaping and maintaining scholarly credibility for linguistically diverse writers. Finally, this research project suggests practical assignment designs for composition instruction that fosters community-based, empathetic, and collaborative practices that promote a more comprehensive approach to writing instruction.
Recommended Citation
Rader, Ashlynn T., "Linguistically Diverse Writers and the Shaping of a Scholarly Ethos: Rhetorical Listening as a Strategy in Composition Pedagogy" (2023). West Chester University Master’s Theses. 283.
https://digitalcommons.wcupa.edu/all_theses/283
Included in
Adult and Continuing Education Commons, Bilingual, Multilingual, and Multicultural Education Commons, Other Rhetoric and Composition Commons, Rhetoric Commons