dc.contributor.author |
Hancher, Christina. |
en_US |
dc.contributor.author |
Youngstown State University. Dept. of English. |
en_US |
dc.date.accessioned |
2011-01-31T14:18:48Z |
|
dc.date.accessioned |
2019-09-08T02:30:18Z |
|
dc.date.available |
2011-01-31T14:18:48Z |
|
dc.date.available |
2019-09-08T02:30:18Z |
|
dc.date.created |
2002 |
en_US |
dc.date.issued |
2002 |
en_US |
dc.identifier |
51072198 |
en_US |
dc.identifier.other |
b19008855 |
en_US |
dc.identifier.uri |
http://jupiter.ysu.edu/record=b1900885 |
en_US |
dc.identifier.uri |
http://hdl.handle.net/1989/6240 |
|
dc.description |
vi, 164 leaves : ill. ; 29 cm. |
en_US |
dc.description |
Thesis (M.A.)--Youngstown State University, 2002. |
en_US |
dc.description |
Includes bibliographical references (leaves 155-164). |
en_US |
dc.description.abstract |
The idea of voice in writing is difficult to use in a classroom because of the many
different definitions of voice evident in composition theory history. This thesis asserts
that written voice is better used in composition pedagogy as a heuristic device to discuss
philosophies of how written communication works, than as a useful tool to facilitate
student writing. To begin the analysis, the thesis charts the discussion of voice. After
organizing the discussion of voice into categories based on five of the first articles on
written voice by Walker Gibson, Taylor Stoehr, Robert Zoellner, Donald Murray, and
John Hawkes and then analyzing Peter Elbow's, Kathleen Blake Yancey's and Darsie
Bowden's three modern attempts to chart the history of discussion on written voice, it is
concluded each compositionist's understanding of voice is framed according to a
personal philosophy of how communication functions. Voice calls into question the
importance of individual and social influences on the reader's sense of a person behind
the text: a person expressing craftsmanship and/or individuality and/or orality and/or
political force. As written voices become as much about other influences on writing as
they are about the author, this thesis examines Elbow's and Yancey's two compilations of
essays on voice to show the possibility and implications of the idea of editorial voice.
Finally, pedagogical implications of the body of theory on written voice are explored and
found lacking due to their inconsistency. The thesis, then, introduces and explains a new
pedagogy of voice(s). This new pedagogy takes the form of a senior level undergraduate
course design using voice as a heuristic tool to uncover and critically examine personal
philosophies of how written communication works. |
en_US |
dc.description.statementofresponsibility |
by Christina Hancher. |
en_US |
dc.language.iso |
en_US |
en_US |
dc.relation.ispartofseries |
Master's Theses no. 0755 |
en_US |
dc.subject.classification |
Master's Theses no. 0755 |
en_US |
dc.subject.lcsh |
Voice in literature. |
en_US |
dc.title |
Voice(s) in writing : pedagogical implications of exploring multiple definitions / |
en_US |
dc.type |
Thesis |
en_US |