Abstract:
In this thesis, I examine composition scholarship on the intersections of religious faith and writing pedagogy over the past twenty years, tracing the origins of compositionists' discomfort with religion and focusing on pedagogical approaches for working with religiously-committed students. In particular, I emphasize the way in which these approaches are productive primarily insomuch as they create a conceptual and pedagogical spaces in which the "modern schism" between faith and learning is broken down or blurred. I ultimately conclude that the most productive directions for future research on this topic include further complicating compositionists' understanding of religious students and religion itself in relation to writing pedagogy.
