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ANALYSIS OF A SIMULATED APPROACH TO COMPOSITION (LINGUISTICS)
Abstract
Though often used in an ad hoc way, simulations are not used very much in the teaching of composition in a formal manner. I created a Workbook that did formalize the use of simulations and then tested it in the classroom. A pilot study showed encouraging results so I refined and expanded my testing apparatus and did a more complete analysis of the Workbook using approximately 500 students as a sample. In Chapter 1 of this dissertation I explain the background of the Workbook. Chapter 2 demonstrates that the use of simulations is justified by classical and modern rhetorical theories. Chapter 3 describes the Workbook and details the way this research project was carried out. Chapter 4 lists my assumptions and hypotheses. Chapter 5 analyzes the data from the study and Chapter 6 is an evaluation of my three hypotheses. Chapter 7 makes two recommendations. I found that students are quite classical in their understanding of audience analysis in that they believe their particular view of reality is shared by people in common. This leads students to a relativistic position. They believe rhetorical arguments are not necessary because conflict is merely a matter of personal preferences that cannot be evaluated as right or wrong. Conduct is amoral. The contradiction between a shared reality and individual preferences is brought to their attention when they participate in simulations that cause them to play the devil's advocate for their own arguments. This role was facilitated by asking the students to edit their peer's writings using worksheets in the Workbook. Many learned that one must defend one's position based on an analysis of one's audience.
Subject Area
Language
Recommended Citation
SPECK, BRUCE WAYNE, "ANALYSIS OF A SIMULATED APPROACH TO COMPOSITION (LINGUISTICS)" (1984). ETD collection for University of Nebraska-Lincoln. AAI8521477.
https://digitalcommons.unl.edu/dissertations/AAI8521477