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dc.contributor.advisorBawarshi, Anisen_US
dc.contributor.authorHill, Heather Nicoleen_US
dc.date.accessioned2012-09-13T17:31:09Z
dc.date.available2012-09-13T17:31:09Z
dc.date.issued2012-09-13
dc.date.submitted2012en_US
dc.identifier.otherHill_washington_0250E_10625.pdfen_US
dc.identifier.urihttp://hdl.handle.net/1773/20718
dc.descriptionThesis (Ph.D.)--University of Washington, 2012en_US
dc.description.abstractBecause genre is critically important to the ways that writing works throughout the different disciplines, discussions of whether and how to teach genre has become a debated subject among compositionists. In response to this debate, Amy Devitt has proposed teaching "genre awareness," which does not attempt to explicitly teach the features of a genre, but rather teaches students about genre - how genres work, how to make more rhetorically informed decisions about genre when they find themselves in new writing situation. This dissertation presents results from a study testing the transferability of a genre awareness approach to first-year composition. Through a qualitative study of three students who took a first-year writing class focused on genre awareness, this project seeks to understand the extent to which students draw on the genre awareness they were taught when writing papers for other classes, and to what extent genre awareness contributes to students' ability to successfully write these papers. Research data includes interviews with students, analysis of written work, interviews with instructors, and class observations.en_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoen_USen_US
dc.rightsCopyright is held by the individual authors.en_US
dc.subjectFirst-Year Composition; Genre Awareness; Rhetorical Genre Studies; Transferen_US
dc.subject.otherPedagogyen_US
dc.subject.otherRhetoricen_US
dc.subject.otherEnglishen_US
dc.titleTelling What They Know; Performing What They Say: Genre Awareness and the Transferability of Writingen_US
dc.typeThesisen_US
dc.embargo.termsNo embargoen_US


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