Freshman Rhetoric expectations has improved from the 1950's until today

Polk, Ashley

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https://hdl.handle.net/2142/16250 Copy

Description

Title

Freshman Rhetoric expectations has improved from the 1950's until today

Author(s)

Polk, Ashley

Issue Date

2009

Keyword(s)

• Freshman
• Rhetoric
• Expectations
• 1950s
• 1950s until today
• Freshman rhetoric
• Fall 2009
• RHET 233

Abstract

My argument was to prove how in multiple ways freshman rhetoric expectations have improved from the 1950's until today. My methods consisted of finding online journals of instructors who taught freshman rhetoric courses and interviewing one of my freshman instructors. Also I interviewed one student from from campus because I she gave me a lot of insight on her freshman rhetoric course she was taking as of now. I handed out surveys in various places on campus where students could give me feed back in their rhetoric courses and I briefly gave insight on my own personal experience in my freshman rhetoric course. In conclusion I found that students and instructors felt the same way as I did about the past which I stated how concepts has changed because students are learning more in multiple ways rather than just focusing on one or two concepts in the 1950's to become a better writer.

Series/Report Name or Number

Under the title of “Writing and Language in the University,” this course centers on two interrelated topics: language, including variations in dialects and registers and the ideologies surrounding those variations; and academic writing, including its many genres and disciplinary differences. As we read, write, and talk about these topics, we explore how writing and language can vary and what makes us consider a way of speaking “standard” or a way of writing are more “correct” or “appropriate” in university contexts than others. We then move on to apply these concepts to our campus by exploring how writing and language are used at UIUC. Each student identifies a specific aspect of writing and/or language at UIUC to focus on for their in-depth research project. They might, for example, look at the range of writing genres used within their major; compare and contrast the academic writing expectations of different teachers, classes, or majors; explore the speech or writing experiences of a particular language or cultural group on campus; or examine current trends in student language use such as texting or slang. In their research, they pull from a wide range of scholarly sources including advanced academic articles and books as well as their own original ethnographic research (interviews, observations, surveys, and/or analyses of University texts). At the close of the course, they not only will have produced a polished final research project, but they will also have the option to share their research with the wider university community through presentation and/or online publication. As part of the EUI (Ethnography of the University Initiative), this class gives them the opportunity to create original scholarly research based on their firsthand experience with people, texts, and places on campus.

Type of Resource

text

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