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Western rhetoric and Africana studie...

Cains, Deborah P.

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Western rhetoric and Africana studies: Challenges to the contemporary canon.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Western rhetoric and Africana studies: Challenges to the contemporary canon./
作者:	Cains, Deborah P.
面頁冊數:	177 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0577.
Contained By:	Dissertation Abstracts International66-02A.
標題:	Language, Rhetoric and Composition. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3165019
ISBN:	0542003104

Western rhetoric and Africana studies: Challenges to the contemporary canon.
Cains, Deborah P.

Western rhetoric and Africana studies: Challenges to the contemporary canon. - 177 p.

Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0577.

Thesis (Ph.D.)--Union Institute and University, 2005.

This study determined whether a pedagogy of success (the Classical Rhetoric Modified Approach) designed by the researcher and based on the elements of the Classical Model, could successfully assist underprepared African American College freshmen to improve their writing proficiency. Because research literature points out that attitudes toward writing influence writing performance, this study also explored whether this approach had an effect on students' attitudes.

ISBN: 0542003104Subjects--Topical Terms:

1019205
Language, Rhetoric and Composition.

Western rhetoric and Africana studies: Challenges to the contemporary canon.
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245 1 0 $a Western rhetoric and Africana studies: Challenges to the contemporary canon.
300 $a 177 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0577.
500 $a Core Faculty: Stanford Searl, Jr.
502 $a Thesis (Ph.D.)--Union Institute and University, 2005.
520 $a This study determined whether a pedagogy of success (the Classical Rhetoric Modified Approach) designed by the researcher and based on the elements of the Classical Model, could successfully assist underprepared African American College freshmen to improve their writing proficiency. Because research literature points out that attitudes toward writing influence writing performance, this study also explored whether this approach had an effect on students' attitudes.
520 $a To obtain the data, the researcher administered tests and conducted surveys and observations during three college semesters. Each semester two classes participated in this study. Specifically, the sample consisted of 141 students enrolled in freshmen composition courses at an urban university in Louisiana. Unequivocally, each semester the student participants were divided into two groups. One group (experimental) used the Classical Rhetoric Modified Approach (CRMA) throughout this study. The other group (control) used the Writing as Process Approach (WAP).
520 $a During each semester, both groups were administered a pre and post-test essay at the beginning and end of this study. The essays were scored on an established rubric. Both groups responded to three surveys. Students completed the pre-survey at the beginning of this study; the mid-survey was completed at mid-point, and the post-survey was completed at the end of the study. The researcher conducted frequent observations of each group.
520 $a The major results of this study were as follows: (1) Analysis of the scores of the pre-test revealed that the two groups were the same population. The scores of the post-test indicated that the groups were significantly different populations. An analysis of the scores indicated that students using the newly designed CRMA had higher scores on the essay when compared to students in the WAP group. (2) Analysis of the survey indicated that in the beginning of the study, both groups were the same population; while at mid-point, a positive change was indicated in the CRMA group the WAP-administered group remained the same. At the end of the study, surveys indicated a significant positive change in the CRMA group's attitudes toward writing, while little or no change was indicated in the WAP group. An analysis of the surveys also indicated that the positive change (for the CRMA group), or lack of change (for the WAP group), was due to the pedagogy driven by each individual approach, and cannot be attributed to the teacher.
520 $a Ultimately, the study revealed that students who utilized the pedagogy inherent in the CRMA approach demonstrated significantly higher scores on a post proficiency test when compared to students who used the WAP approach. The survey indicated that students with negative attitudes about writing who used the CRMA changed their attitudes to positive ones, while students who used the WAP had no significant changes in their attitude toward the act of writing. The major findings of this study indicated that the CRMA successfully and effectively assisted underprepared African American College freshmen to improve their writing proficiency and it promoted positive attitudes toward writing.
590 $a School code: 1414.
650 4 $a Language, Rhetoric and Composition. $3 1019205
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Language, Modern. $3 1018098
650 4 $a Black Studies. $3 1017673
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710 2 0 $a Union Institute and University. $3 1017694
773 0 $t Dissertation Abstracts International $g 66-02A.
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790 $a 1414
791 $a Ph.D.
792 $a 2005
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