Doctor of Philosophy (PhD), Ohio University, 2015, English (Arts and Sciences)

Rhetoric and composition histories have given considerable attention to first-year composition in the late nineteenth century and early twentieth century. However, they have primarily limited their attention to current-traditional rhetoric's manifestations — especially its over-focus on superficial correctness. They have failed to give any significant attention to the writing assignments central to composition classes. To address this gap, this dissertation examines the history of composition instruction in the United States through the lens of writing assignment genres. I argue that such an examination can reshape our understanding of our field's history and is significant for understanding the role and history of many writing assignments still in use today, which might influence current teaching and future developments in our discipline and our classrooms. Focusing on assignments, I utilize genre theory as a theoretical lens in analyzing and understanding their role and historical development. Examining and revising composition history through the lens of what I call a “theme system” and genre theory complicates the field's conception of the period's current-traditional focus and can inform our understanding of current pedagogical practices that have roots in the theme system. In making my argument, I first trace the history and development of theme writing from its roots in classical rhetoric and sixteenth-century English education to its forms when first-year composition was instituted at Harvard in 1885. I then examine how the spread and development of first-year composition, characterized by a theme writing approach, can be seen as the spread and development of an assignment genre system: the theme system. Following this, I reexamine the design of Harvard's influential English A, focusing on the role and purpose of the course's writing assignments. Finally, comparing the writing assignments in three popular current composition textbooks to assignments of th (open full item for complete abstract)

Committee: Mara Holt (Committee Chair); Sherrie Gradin (Committee Member); Albert Rouzie (Committee Member); David Descutner (Committee Member) Subjects: Communication; Composition; Education History; Pedagogy; Rhetoric