Preferred Name
Arta Sejdiu
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
ORCID
https://orcid.org/ 0000-0001-9261-9991
Date of Graduation
5-12-2022
Semester of Graduation
Spring
Degree Name
Master of Arts (MA)
Department
School of Writing, Rhetoric, and Technical Communication
Abstract
While longitudinal research within the field of First-Year Writing (FYW) and rhetoric has contributed to the field’s understanding of transfer knowledge in FYW Classrooms, there has been less attention given to empirical research on prior knowledge and how we, as teachers, help students to become rhetorically aware. Both articles explore students' prior knowledge on rhetorical and genre awareness. The pilot studies were conducted in a First-Year Writing (FYW) classroom at James Madison University. By employing different teaching techniques and interventions, the author found out striking results on students' development on rhetorical and genre awareness.
