Access Type
Open Access Dissertation
Date of Award
January 2011
Degree Type
Dissertation
Degree Name
Ph.D.
Department
English
First Advisor
Gwen Gorzelsky
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.
Recommended Citation
Trimble, Thomas Brady, "Rhetorical outcomes: A genre analysis of student service-learning writing" (2011). Wayne State University Dissertations. 261.
https://digitalcommons.wayne.edu/oa_dissertations/261