LINGUIST List 32.2116

Fri Jun 18 2021

Diss: Applied Linguistics: Md Mijanur Rahman: ''From Cultural to Colonial: Differential Writing Practices and a Negotiation of Genre’s Value-Laden Nature in First-Year-Composition Classes''

Editor for this issue: Sarah Robinson <srobinsonlinguistlist.org>



Date: 12-Jun-2021
From: Md Mijanur Rahman <mrahma25calstatela.edu>
Subject: From Cultural to Colonial: Differential Writing Practices and a Negotiation of Genre’s Value-Laden Nature in First-Year-Composition Classes
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Institution: Illinois State University
Program: English Studies
Dissertation Status: Completed
Degree Date: 2020

Author: Md Mijanur Rahman

Dissertation Title: From Cultural to Colonial: Differential Writing Practices and a Negotiation of Genre’s Value-Laden Nature in First-Year-Composition Classes

Dissertation URL: https://ir.library.illinoisstate.edu/etd/1264/

Linguistic Field(s): Applied Linguistics

Dissertation Director:
Lisya Seloni
Susan Burt
Angela Haas

Dissertation Abstract:

Conceptualized as an educational action research project in college settings, this dissertation investigates the culturally situated and value-laden nature of business letters. Drawing on the contrastive rhetoric traditions of second language writing, the genre theories in three traditions of writing pedagogy, the decolonial theories in cultural studies, and speech act and politeness theories in intercultural pragmatics, the dissertation conducts a genre-specific contrastive rhetoric study of 21 model business letters of requests in the Bangladeshi and the U.S. school settings. It examines the lexico-grammatical choices made and the politeness strategies used in the letters’ references or subject lines, salutations, bodies (especially their beginnings and ends), and complimentary closes in an effort to determine what divergent values the letters represent. The study also investigates whether those values are cultural and/or colonial by looking at the letters’ social, cultural, and political contexts, mainly in Bangladesh, through a historical sociolinguistic study based on letter data. Finally, the dissertation builds on the pedagogical takeaways from the letter analysis by designing and implementing a genre-ethnography project with a letter writing component to show how the writing instructors in a U.S. first-year-composition program can help develop students’ critical genre awareness and prepare them to negotiate the value-laden nature of writing genres in a variety of real-life contexts.




Page Updated: 18-Jun-2021