Exploring our options: cooperative rhetorical alternatives and their implications for teaching first-year composition

This thesis argues that the range of rhetorical options presented to first-year composition students, primarily in textbooks and writing handbooks, is unnecessarily limited. Given the abundance and variety of discursive encounters students are likely to have, not only in college but especially as members of a highly diverse society, it is imperative that they be exposed to more than just the standard, thesis-driven, antagonistic model of discourse. To that end, this thesis discusses three cooperative rhetorical alternatives—Rogerian rhetoric, antilogic, and invitational listening—that can serve as a complement to the traditional approach. It also suggests ways that composition teachers might apply these approaches in the classroom.

Grantor dc:publisher

University of Tennessee at Chattanooga

Author dc:creator

• Blackwell, Larry, III

Contributors dc:contributor

• Jones, Rebecca E.
• Prevost, Verbie; Ingraham, Lauren
• College of Arts and Sciences

• Composition (Language arts) -- Study and teaching
• Rhetoric -- Study and teaching
• Persuasion (Rhetoric)

Licence

• https://rightsstatements.org/page/InC/1.0/?language=en

Language dc:language

English, eng

Repository record dc:identifier

https://scholar.utc.edu/theses/113

OAI identifier oai:identifier

oai:scholar.utc.edu:theses-1113