Service-learning continues to be a popular pedagogical approach within composition studies. Despite a number of studies that document a range of positive impacts on students, faculty, institutions, and community members, the relationship between service-learning and student writing outcomes is not well understood. This study presents the results of a genre analysis of student-authored ethnographies composed in four distinct sections of a service-learning--based intermediate writing course at a Midwestern urban research university. Results of the analysis are then used to develop a contextualized writing assessment framework to evaluate student writing outcomes and to consider the implications of using contemporary genre theory for both service-learning and writing program assessment.
","abstract_html":"<p>Service-learning continues to be a popular pedagogical approach within composition studies. Despite a number of studies that document a range of positive impacts on students, faculty, institutions, and community members, the relationship between service-learning and student writing outcomes is not well understood. This study presents the results of a genre analysis of student-authored ethnographies composed in four distinct sections of a service-learning--based intermediate writing course at a Midwestern urban research university. Results of the analysis are then used to develop a contextualized writing assessment framework to evaluate student writing outcomes and to consider the implications of using contemporary genre theory for both service-learning and writing program assessment.</p>","abstract_has_math":false,"creators":["Trimble, Thomas Brady"],"institution":null,"degree_name":"Ph.D.","degree_level":"Open Access Dissertation","degree_discipline":"English","degree_department":null,"school":null,"contributors":["Gwen Gorzelsky"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T05:58:49Z","subjects":["assessment","composition","rhetoric","service-learning","writing","Higher Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wayne.edu/oa_dissertations/261","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gwen Gorzelsky"]},{"key":"dc:creator","label":"Author","values":["Trimble, Thomas Brady"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2011-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["assessment","composition","rhetoric","service-learning","writing","Higher Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wayne.edu/oa_dissertations/261"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Service-learning continues to be a popular pedagogical approach within composition studies. Despite a number of studies that document a range of positive impacts on students, faculty, institutions, and community members, the relationship between service-learning and student writing outcomes is not well understood. This study presents the results of a genre analysis of student-authored ethnographies composed in four distinct sections of a service-learning--based intermediate writing course at a Midwestern urban research university. Results of the analysis are then used to develop a contextualized writing assessment framework to evaluate student writing outcomes and to consider the implications of using contemporary genre theory for both service-learning and writing program assessment.
"]},{"key":"dc:title","label":"Title","values":["Rhetorical outcomes: A genre analysis of student service-learning writing"]}]}],"canonical_facts":{"dc:contributor":["Gwen Gorzelsky"],"dc:creator":["Trimble, Thomas Brady"],"dc:date.available":["2011-01-01T08:00:00Z"],"dc:description.abstract":["Service-learning continues to be a popular pedagogical approach within composition studies. Despite a number of studies that document a range of positive impacts on students, faculty, institutions, and community members, the relationship between service-learning and student writing outcomes is not well understood. This study presents the results of a genre analysis of student-authored ethnographies composed in four distinct sections of a service-learning--based intermediate writing course at a Midwestern urban research university. Results of the analysis are then used to develop a contextualized writing assessment framework to evaluate student writing outcomes and to consider the implications of using contemporary genre theory for both service-learning and writing program assessment.
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