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Peer tutors -- Collaborative learning methods -- Peer dialoguing skills -- Peer composition or writing skills -- Critical points of argumentation.

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The purpose of this project was to determine if it was possible to take Shakespeare's text and, preserving the language, present it in a way which would make it more accessible to a modern audience. It was also important to maintain the appropriate acting style and technique that distinguishes classical acting.

Explores different ways that organizational moves and other discourse elements such as hedging are reflected in graduate student research abstracts for theses, dissertations and research articles. Master's thesis abstracts from five disciplines at California State University, San Bernardino were analyzed. Rhetorical conventions in these texts that reflect the epistemological and social expectations of the writers' academic communities were explored. Results indicate that these abstracts use a variety of hedging patterns and many of the moves that have been described for published research articles.

This study is a rhetorical analysis of strategic communication in the Amalga Barrens wetlands controversy during the 1990s. The Bridgerland Audubon Society (BAS) in Cache Valley, Utah, was able to influence a change in public policy that removed the unique wetlands from consideration as a possible reservoir site for water taken from the Bear River. BAS led a successful grassroots effort by being civil, targeting specific individuals who had influence with the Utah legislature, focusing less on the environment and more on cost arguments that mattered to decision-makers, creating a portfolio of arguments grounded in scientific and economic data, and educating the community. BAS’s experience may be helpful to other environmental groups that are trying to lead efforts in their own communities. Although the strategies presented cannot be generalized to fit all groups and situations, they may serve as a starting point.

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This dissertation project centers on student engagement inside the composition classroom. Through an in-depth synthesis on engagement in three major fields of engagement research—Rhetoric and Composition, Education, and Psychology (the three disciplines with the most database hits on engagement)—I discovered that engagement is used disparately in its literature, resulting in difficulty in its application inside the classroom. Due to this difficulty in applying engagement to the classroom, especially to the writing classroom, I conducted a discourse analysis—through using artifacts, an initial coding scheme, and a category provided from the synthesis—to further understand engagement and to find a more beneficial characterization of engagement for writing instructors to foster inside their classrooms. The findings of this dissertation study resulted in the creation of a model of how the engagement process manifests inside a classroom environment. Within the classroom, the instructor guides students between procedural and substantive engagement, using action terms found from the discourse analysis. While instructors seek substantive engagement, I argue that procedural engagement can be beneficial if instructors and students learn to be metacognitive about the engagement process, willing to work together and to try new actions to foster engagement in the classroom (instructors) and in themselves (students).