ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at firstname.lastname@example.org.
- 1 application/zip
- 4 Public
- 2 Composition
- 1 8 Aspects of Writing
- 1 Autobiography
- 1 Collaborative Writing
- 1 Community college education
- 1 Creative writing
- 1 Digital Video
- 1 Disciplinarity
- 1 English as a second language
- 1 Epistemology
- 1 Feminism
- 1 Fitness Tracker
- 1 Identity
- 1 Memoir
- 1 Narrative Network Analysis
- 1 Object Oriented
- 1 Reflective Teaching Practice
- 1 Theory
- 1 Translingual
- 1 Writing
- 1 composition
- 1 culturally relevant pedagogy
- 1 first-year composition
- 1 genre
- 1 popular culture
- 1 writing studies
This project emphasizes a complex, holistic, and additive view of content knowledge in the Discipline of Writing, advocating for balanced and affirming scholarship and pedagogy rather than a competitive approach that leads to an epistemology of erasure. As a composite project, the introduction contextualizes three articles linked by their articulation of holistically and additively thinking for students and scholars in the discipline of writing, preparing the reader to see the rhetorical steps that I attempt to take in each article along these lines. Article 1, “The Collaborative Work of Composition,” uses Marxian language of production to highlight the complexities of …
- Fields, Gregg Dale, Rose, Shirley K, Hannah, Mark, et al.
- Created Date
This dissertation posits that a relationship between a feminist rhetorical pedagogical model and autobiographical theoretical tenets engage students in the personal writing process and introduce them to the ways that feminism can change the approach, analysis, and writing of autobiographical texts. Inadequate attention has been given to the ways that autobiographical theory and the use of non-fiction texts contribute to a feminist pedagogy in upper-level writing classrooms. This dissertation corrects that by focusing on food memoirs as vehicles in a feminist pedagogical writing course. Strands of both feminist and autobiographical theory prioritize performativity, positionality, and relationality (Smith and Watson 214) …
- Bruce, Kayla, Daly Goggin, Maureen, Boyd, Patricia, et al.
- Created Date
Despite its rich history in the English classroom, popular culture still does not have a strong foothold in first-year composition (FYC). Some stakeholders view popular culture as a “low-brow” topic of study (Bradbury, 2011), while others believe popular culture distracts students from learning about composition (Adler-Kassner, 2012). However, many instructors argue that popular culture can cultivate student interest in writing and be used to teach core concepts in composition (Alexander, 2009; Friedman, 2013; Williams, 2014). This dissertation focuses on students’ perceptions of valuable writing—particularly with regards to popular culture—and contributes to conversations about what constitutes “valuable” course content. The dissertation …
- Kushkaki, Mariam, Boyd, Patricia, Roen, Duane, et al.
- Created Date
This dissertation presents reflective teaching practices that draw from an object-oriented rhetorical framework. In it, practices are offered that prompt teachers and students to account for the interdependent relationships between objects and writers. These practices aid in re-envisioning writing as materially situated and leads to more thoughtful collaborations between writers and objects. Through these practices, students gain a more sophisticated understanding of their own writing processes, teachers gain a more nuanced understanding of the outcomes of their pedagogical choices, and administrators gain a clearer vision of how the classroom itself affects curriculum design and implementation. This argument is pursued in …
- Hopkins, Steven Wayne, Rose, Shirley K., Goggin, Maureen, et al.
- Created Date