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Pop Culture and Course Content: Redefining Genre Value in First-Year Composition

Abstract 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 s... (more)
Created Date 2017
Contributor Kushkaki, Mariam (Author) / Boyd, Patricia (Advisor) / Roen, Duane (Committee member) / Saidy-Hannah, Christina (Committee member) / Arizona State University (Publisher)
Subject Pedagogy / Rhetoric / Community college education / composition / culturally relevant pedagogy / first-year composition / genre / popular culture / writing studies
Type Doctoral Dissertation
Extent 147 pages
Language English
Reuse Permissions All Rights Reserved
Note Doctoral Dissertation English 2017
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis