Graduate Thesis Or Dissertation
 

Fostering a Multidimensional, Metacognitive Landscape Through Rhetorical Narrative Analysis

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/bk128j954

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  • Close reading has long been favored as an interpretative framework within those classrooms commonly united under the umbrella of English studies. This thesis explores the role of a particular brand of close reading—one often assessed through text-dependent questions—and critiques its centrality within assessment and curriculum materials for the AP Program and the Common Core State Standards. This exploration feeds an underlying goal: to question how this brand of close reading affects students’ personal agency and ethical movement by positioning reading and writing as disparate. Ultimately, this thesis will advocate for an alternative framework by reframing the term narrative toward the rhetorical. This reframing supports the wider adoption of rhetorical narrative analysis into the classroom as an interpretative framework that sheds light on the student-reader’s multidimensional, metacognitive landscape. Rhetorical narrative analysis is an interpretative method built out of James Phelan’s practices for teaching narrative as rhetoric, which fronts the polycontextuality of students as readers and writers. This method reimagines the student-reader’s role within the hierarchy of textual encounter, challenging three boundaries prevalent within classrooms related to English and rhetoric and composition: 1) the boundary between secondary education and college classrooms; 2) the boundary between literary criticism and rhetoric and composition; 3) the boundary between the classroom and life outside.
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