Dwelling in Prediscursive Moments: The Role of Interactions towards a Relational Model of Ethos

Autor/in	Arreguin, Alex Sebastian
Titel	Dwelling in Prediscursive Moments: The Role of Interactions towards a Relational Model of Ethos
Quelle	(2022), (180 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-8027-1737-0
Schlagwörter	Hochschulschrift; Dissertation; Writing (Composition); Academic Language; Higher Education; Feminism; Community Colleges; College Faculty; College Freshmen; Teacher Attitudes; Values; Ethics; Philosophy; Beliefs; Teacher Student Relationship; Models + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schreibübung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Feminismus; Community college; Community College; Fakultät; Studienanfänger; Lehrerverhalten; Wertbegriff; Ethik; Philosophie; Belief; Glaube; Teacher student relationships; Lehrer-Schüler-Beziehung; Analogiemodell
Abstract	Traditionally, the texts that students produce in first-year composition (FYC) settings have served as the predominant sites for faculty to perceive students' writerly ethos. It is primarily in these texts where faculty tend to assess the variety of available credibility cultivation practices that students employ as they attempt to increase their discursive authority. Given the breadth of scholarship in writing studies detailing contemporary students' struggle to engage in the language of the academy and the parallel calls to challenge the kinds of dominant discourses that are privileged in institutions of higher education, in this study, I explore other potential faculty pathways to perceiving ethos. To do so, this dissertation draws on Pierre Bourdieu's theory of discourse that calls attention to the sociological conditions that grant authority to words as well as contemporary feminist rhetorical scholarship that seeks to disrupt classical and contemporary frameworks of ethos through a renewed interest in notions of location, dwelling, and inhabitance. By eliciting six community college faculty perceptions of FYC students, findings from this qualitative study suggest that community college FYC faculty hold tacit perceptions of students that are closely related to past reputation and virtue--two characteristics of ethos. These perceptions reflect what I refer to as students' prediscursive ethos, which is constituted of the student's social position that is predominantly shaped by the audience's prior image of the student. Moreover, reflecting on their perceptions of students, participants often indexed an array of interactions with students, which suggest that student's prediscursive ethos is partly informed and shaped by certain faculty-student interactions that often precede students' textual linguistic performances. Thus, I contend that such interactions between faculty and students represent alternative pathways for faculty to perceive students' writerly ethos. Ultimately, I offer a relational model of ethos that more accurately describes the contexts within which community college writers create texts; one that accounts for the textual features that appear on paper (discursive ethos), the sociological conditions (prediscursive ethos) under which those textual features are assessed, and perhaps most important, the alternative pathways (interactions) where both ethotic realities may be reimagined. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2024/1/01