Preferred Name

Arta Sejdiu

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

ORCID

https://orcid.org/ 0000-0001-9261-9991

Date of Graduation

5-12-2022

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Writing, Rhetoric and Technical Communication

Advisor(s)

Kurt Schick

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.

Available for download on Thursday, April 11, 2024

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