The Occasion to Post

Getchell, Kristen

doi:10.4324/9781351132879-7

Cited by 1 publication

(1 citation statement)

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“…This stasis is evident when looking specifically at the rhetorical dimension of Cook’s framework. An exception, however, can be found in the work of Getchell and Lentz (2018), whose edited collection on rhetoric and business communication provided a “heuristic for instructors of business communication to use as they consider how rhetorical theory informs their own teaching philosophy and practices” (p. 8). Building from Getchell and Lentz (2018), we propose that another way to consider how rhetorical theory may inform teaching practices is through SLOs.…”

Section: Literature Reviewmentioning

confidence: 99%

Back to the Basics: Uncovering the Rhetoric Student Learning Outcome

Melonçon,

Griffith,

Gubala

et al. 2023

Business and Professional Communication Quarterly

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Using an evaluative approach within a professional communication service course, we used student documents and instructor feedback to uncover how students and instructors were understanding the rhetoric student learning outcome (SLO). Because rhetoric is central to the course, our driving questions were, Can we locate language that actualizes the rhetoric SLO in student documents? How does faculty feedback articulate the rhetoric SLO to facilitate effective revision? Overall, we found that whether identifying rhetoric in student documents or instructor feedback, the interpretation was varied and opens up room in pedagogical practices. We offer three implications for teaching: enhancing attention to teaching rhetoric, improving assignment design, and focusing on professional development for faculty.

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Section: Literature Reviewmentioning

confidence: 99%