Theses and Dissertations
Date of Award
12-2019
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
English
First Advisor
Dr. Lyon Rathbun
Second Advisor
Dr. Alyssa Cavazos
Third Advisor
Dr. Yanrong Chang
Abstract
Monological argumentation, based on Aristotelian principles, dominates composition pedagogy in the United States. With this model, students construct arguments in which they advocate for their own viewpoints. To make argumentation more dialogic, there exist various discourse models, including Daoist rhetoric, based on the ancient Chinese philosophy of Daoism. Its tenets have the potential to generate dialogic discourse in composition due to Laozi’s, Zhuangzi’s, and Sunzi’s principles. The recent cultural turn in composition studies opens space for the exploration of dialogic pedagogy. Dialogic pedagogies based on Daoist philosophies, with other recent pedagogical innovations, have the potential to promote deep, interconnected dialogue between students in contemporary U.S. classrooms.
Recommended Citation
Anzaldua, Veronica, "Coming to an Understanding: Daoist Rhetoric as Dialogue in Composition Studies" (2019). Theses and Dissertations. 418.
https://scholarworks.utrgv.edu/etd/418
Comments
Copyright 2019 Veronica Anzaldua. All Rights Reserved.
https://go.openathens.net/redirector/utrgv.edu?url=https://www.proquest.com/dissertations-theses/coming-understanding-daoist-rhetoric-as-dialogue/docview/2382627156/se-2?accountid=7119