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

Master of Arts, Marietta College, 2006, Psychology

The present study examined the effectiveness of constructing a narrative as a means of achieving understanding by comparing the performance of participants given two different types of writing assignments in the context of an introductory psychology class. Participants were randomly assigned to one of three writing conditions: define a set of classical conditioning terms, define a set of operant conditioning terms, or explain a set of classical conditioning terms in your own words. Participants then read their assignments aloud to a researcher. The change in score from a pre-test to a post-test was used to measure the impact of the experimental condition on participants' subsequent understanding and retention of material related to classical conditioning. The prediction that participants in the explain classical condition would show a greater understanding of classical conditioning, due to the construction of a narrative, was partially supported. In conclusion, the construction of a narrative may, to some extent, facilitate understanding and retention.

Committee: Dr. Mark Sibicky (Advisor) Subjects:

PHD, Kent State University, 2010, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

As a way of examining how writing helps college students balance an understanding of subject matter with self and social understanding as well as develop their abilities to participate in the public realm, this qualitative study focused on the writing experiences of five college students, with particular attention paid to the assignments that allowed them to assert their ideas in response to the ideas of others. Women were selected for this study because members of traditionally marginalized or silenced populations stand to gain a great deal if their writing gives them the opportunity to experiment with dialogic argument. The five participants were interviewed over the course of two years about their college writing. The study also involved analyzing the participants' papers, interviewing their professors, and examining the assignments that prompted the papers. The study revealed that all five participants engaged in dialectical argumentation to some degree, but they were rarely required by the assignment to marshal evidence to support their views. The amount of page space devoted to their own convictions and ideas indicated that the vast majority of their writing was devoted to the subject matter and/or others' ideas. If the assignments did not demand that the participants put forth their ideas assertively and construct personally meaningful positions, they avoided doing so. It is important for educators to consider that students who are reticent to speak in class and/or socialized to avoid conflict can gain through their writing invaluable experience and confidence in articulating their views and putting forth their ideas assertively.

Committee: James Henderson EdD (Committee Co-Chair); Nancy Mellin McCracken PhD (Committee Co-Chair); Averil McClelland PhD (Committee Member) Subjects: Composition