+publisher:"Texas State University – San Marcos" +contributor:("Mejia, Jaime A.")

Texas State University – San Marcos

1. McGee, Alexis. Hip Hop Pedagogies: An Alternative Praxis.

Degree: MA, Rhetoric and Composition, 2014, Texas State University – San Marcos

URL: https://digital.library.txstate.edu/handle/10877/6897

► This study of Hip Hop Composition Pedagogy discusses and (re)defines educational spaces among students and faculty at the college level. This study explores composition teaching… (more)

▼ This study of Hip Hop Composition Pedagogy discusses and (re)defines educational spaces among students and faculty at the college level. This study explores composition teaching techniques related to ethnicity within writing and the academy. In order to connect the diverse array of students welcomed to academic discourse, pedagogies should also be equipped to cater to the various global learning styles and resonate with students so scaffolding information, like composition skill sets, can occur. By accepting the validity of Hip Hop Pedagogies, teachers may expand on the types of teaching methods available for them so as to connect with diverse and global markets of students. It is important to incorporate and accept pedagogies that emphasize student-centered dialogue and experiences since the language we use can rarely be separated from a context. Effective rhetorical devices are found within various texts and media that are not typical or common in the limited anthologized texts taught in traditional First Year English composition courses. I propose integrating Hip Hop Pedagogies into the First Year English composition classes; teachers and students can evaluate texts and rhetorical devices from different global cultures and bridge traditional rhetorical practices with real world applications. Comparing the opposite compositional structures could encourage students’ learning and accepting alternative approaches to concepts of language such as grammar, syntax, and structure helping to guide and strengthen students’ writing in a global market. This approach will aid in introducing students not accustomed to a certain style—reader responsible or writer responsible styles—of writing by allowing a space for students to explore concepts. Hip Hop Pedagogies will provide a base to teach cultural comparative rhetorical analysis catered to texts found globally and students from varied backgrounds. This study (re)defines Hip Hop Pedagogies by using the structural definitions provided by Marc Lamont Hill and will recontextualize Hill’s definitions and purposes of Hip Hop education within a context of First Year English composition classes. This study investigates the questions of “how can Hip Hop make better writers?” as well as “how can Hip Hop be used to discover connections students make with Hip Hop and learning the ‘new’ information cultivated by developing what students already know?” These leading questions will be contextualized by a survey distributed in select classes of both first semester and second semester First Year English composition courses. This survey was adapted from a summer youth program created to gauge perceptions of writing, Hip Hop, African American Rhetoric and African American Language among youth in the surrounding community. Advisors/Committee Members: Pimentel, Octavio (advisor), Mejia, Jaime A. (committee member), Wilson, Nancy (committee member).

Subjects/Keywords: Hip Hop; Rhetoric; First Year English; Composition

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APA (6^th Edition):

McGee, A. (2014). Hip Hop Pedagogies: An Alternative Praxis. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6897

Chicago Manual of Style (16^th Edition):

McGee, Alexis. “Hip Hop Pedagogies: An Alternative Praxis.” 2014. Masters Thesis, Texas State University – San Marcos. Accessed April 13, 2021. https://digital.library.txstate.edu/handle/10877/6897.

MLA Handbook (7^th Edition):

McGee, Alexis. “Hip Hop Pedagogies: An Alternative Praxis.” 2014. Web. 13 Apr 2021.

Vancouver:

McGee A. Hip Hop Pedagogies: An Alternative Praxis. [Internet] [Masters thesis]. Texas State University – San Marcos; 2014. [cited 2021 Apr 13]. Available from: https://digital.library.txstate.edu/handle/10877/6897.

Council of Science Editors:

McGee A. Hip Hop Pedagogies: An Alternative Praxis. [Masters Thesis]. Texas State University – San Marcos; 2014. Available from: https://digital.library.txstate.edu/handle/10877/6897

Texas State University – San Marcos

2. Cano, Jose Luis Jr. Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers.

Degree: MA, Rhetoric and Composition, 2014, Texas State University – San Marcos

URL: https://digital.library.txstate.edu/handle/10877/5335

► This thesis analyzes the writings of four scholars in Rhetoric and Composition Studies: Rhetorical Listening: Identification, Gender, Whiteness by Krista Ratcliffe; Reading Chinese Fortune Cookie:… (more)

Subjects/Keywords: Ethnic writers; Colonialism; English language – Rhetoric – Study and teaching – United States; Language and culture – United States; Intercultural communication – United States; Multicultural education – United States

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APA (6^th Edition):

Cano, J. L. J. (2014). Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5335

Chicago Manual of Style (16^th Edition):

Cano, Jose Luis Jr. “Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers.” 2014. Masters Thesis, Texas State University – San Marcos. Accessed April 13, 2021. https://digital.library.txstate.edu/handle/10877/5335.

MLA Handbook (7^th Edition):

Cano, Jose Luis Jr. “Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers.” 2014. Web. 13 Apr 2021.

Vancouver:

Cano JLJ. Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers. [Internet] [Masters thesis]. Texas State University – San Marcos; 2014. [cited 2021 Apr 13]. Available from: https://digital.library.txstate.edu/handle/10877/5335.

Council of Science Editors:

Cano JLJ. Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers. [Masters Thesis]. Texas State University – San Marcos; 2014. Available from: https://digital.library.txstate.edu/handle/10877/5335

Texas State University – San Marcos

3. David, Jack. Does It Really Matter?.

Degree: MA, Rhetoric and Composition, 2012, Texas State University – San Marcos

URL: https://digital.library.txstate.edu/handle/10877/4135

► After we moved to San Marcos so I could attend graduate school, my wife and I visited several local churches with hopes of finding a… (more)

▼ After we moved to San Marcos so I could attend graduate school, my wife and I visited several local churches with hopes of finding a church home. On one of these visits at a local church, we were browsing in the foyer before the meeting started, and I found a pamphlet about the church. When I read it, I was shocked by what I found. This professionally printed pamphlet, which was carefully placed in a position where it was virtually the first thing visitors would see after walking through the front door, was written very poorly. Every third or fourth word was misspelled or the wrong word, and there were obvious subject-verb agreement errors, punctuation and capitalization errors, and other errors. This pamphlet was apparently intended to introduce the church to visitors, and, as such, represented the church to the outside world. I found myself questioning how much the members of this church really cared about the image they projected to the world when they apparently did not care enough to have a simple pamphlet professionally proofread before sending it to the printer. In fairness, I must ask myself: “Am I overly sensitive to imperfections in written English because of my English language education? Am I being too picky? Does it really matter?” One of the requirements of one of my graduate-level rhetoric and composition seminar classes was to write “reading responses” to assigned readings, and to post them on TRACS, an interactive Internet website so the entire class would be able to read them. Upon reading the responses written by some of my classmates, all of whom were graduate students in the English department, I was appalled by what I read. Some of the responses contained errors such as misspelled words, wrong words, comma splices, sentence fragments, end-of-sentence prepositions, and capitalization and punctuation errors. Does it really matter? Does using Standard English, which includes correct spelling, punctuation, grammar, and usage really matter, or are these concepts irrelevant in the twenty-first century because the English language has evolved into an informal language in which these conventions, which are now regarded seriously only by white people in academia, are archaic and no longer necessary? I hope to address these and other questions in this treatise: my Master’s thesis. Advisors/Committee Members: Mejia, Jaime A. (advisor), Heaberlin, Dickie M. (committee member), Laird, Edgar S. (committee member).

Subjects/Keywords: Standard English; American English; History of English Language; Evolution of English Language; English Language Enrichment; English Language Degradation; Threats to English Language; Destructive Influences on English Language; English Phonology; English Grammar; English Usage; English Diction; English Writing Style; English Capitalization; English Punctuation; English Spelling; English Homographs; English Homonyms; English Homophones; African American Vernacular English; Chicano English; Hip Hop Music; Rap Music; Heavy Metal Music; Internet; Cell Phone Text Messaging; User Generated Content; Profanity; Obscenity; English language – Orthography and spelling – History; Linguistics; Historical linguistics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

David, J. (2012). Does It Really Matter?. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4135

Chicago Manual of Style (16^th Edition):

David, Jack. “Does It Really Matter?.” 2012. Masters Thesis, Texas State University – San Marcos. Accessed April 13, 2021. https://digital.library.txstate.edu/handle/10877/4135.

MLA Handbook (7^th Edition):

David, Jack. “Does It Really Matter?.” 2012. Web. 13 Apr 2021.

Vancouver:

David J. Does It Really Matter?. [Internet] [Masters thesis]. Texas State University – San Marcos; 2012. [cited 2021 Apr 13]. Available from: https://digital.library.txstate.edu/handle/10877/4135.

Council of Science Editors:

David J. Does It Really Matter?. [Masters Thesis]. Texas State University – San Marcos; 2012. Available from: https://digital.library.txstate.edu/handle/10877/4135

Texas State University – San Marcos

4. Vigil, Joseph J. Escaping the Chicano Patriarchy: Chicana and Queer [email protected] Identity Struggles in the [email protected] Novel and in America.

Degree: MA, Literature, 2013, Texas State University – San Marcos

URL: https://digital.library.txstate.edu/handle/10877/4886

► While efforts have been made to include [email protected] literature into the North American canon, works by Chicanas and queer [email protected] remain underrepresented. Meanwhile, Chicanas and… (more)

Subjects/Keywords: Chicano literature; Queer literature; Chicana literature; Heterosexism; Gender; Identity formation; Patriarchy; American literature – Mexican American authors – History and criticism; Sex in literature; Race in literature; Mexican Americans in literature; Mexican American women in literature; Gays' writings, American – History and criticism; Homosexuality and literature – United States; Hispanic American gays – Intellectual life; Sexual minorities

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Vigil, J. J. (2013). Escaping the Chicano Patriarchy: Chicana and Queer [email protected] Identity Struggles in the [email protected] Novel and in America. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4886

Chicago Manual of Style (16^th Edition):

Vigil, Joseph J. “Escaping the Chicano Patriarchy: Chicana and Queer [email protected] Identity Struggles in the [email protected] Novel and in America.” 2013. Masters Thesis, Texas State University – San Marcos. Accessed April 13, 2021. https://digital.library.txstate.edu/handle/10877/4886.

MLA Handbook (7^th Edition):

Vigil, Joseph J. “Escaping the Chicano Patriarchy: Chicana and Queer [email protected] Identity Struggles in the [email protected] Novel and in America.” 2013. Web. 13 Apr 2021.

Vancouver:

Vigil JJ. Escaping the Chicano Patriarchy: Chicana and Queer [email protected] Identity Struggles in the [email protected] Novel and in America. [Internet] [Masters thesis]. Texas State University – San Marcos; 2013. [cited 2021 Apr 13]. Available from: https://digital.library.txstate.edu/handle/10877/4886.

Council of Science Editors:

Vigil JJ. Escaping the Chicano Patriarchy: Chicana and Queer [email protected] Identity Struggles in the [email protected] Novel and in America. [Masters Thesis]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4886

5. Garcia-Palauro, Sylvia. Re/creating History through the Persistence of Memory in How to Read the Air.

Degree: MA, Literature, 2015, Texas State University – San Marcos

URL: https://digital.library.txstate.edu/handle/10877/5582

No abstract prepared. Advisors/Committee Members: Mejia, Jaime A. (advisor), Banerjee, Suparno (committee member), Skerpan-Wheeler, Elizabeth (committee member).

Subjects/Keywords: Memory; Trauma; Immigrant; Migration; Literature; Mengestu; How to Read the Air; History; American literature; Contemporary literature; Displacement; Dislocation; Discourse

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Garcia-Palauro, S. (2015). Re/creating History through the Persistence of Memory in How to Read the Air. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5582

Chicago Manual of Style (16^th Edition):

Garcia-Palauro, Sylvia. “Re/creating History through the Persistence of Memory in How to Read the Air.” 2015. Masters Thesis, Texas State University – San Marcos. Accessed April 13, 2021. https://digital.library.txstate.edu/handle/10877/5582.

MLA Handbook (7^th Edition):

Garcia-Palauro, Sylvia. “Re/creating History through the Persistence of Memory in How to Read the Air.” 2015. Web. 13 Apr 2021.

Vancouver:

Garcia-Palauro S. Re/creating History through the Persistence of Memory in How to Read the Air. [Internet] [Masters thesis]. Texas State University – San Marcos; 2015. [cited 2021 Apr 13]. Available from: https://digital.library.txstate.edu/handle/10877/5582.

Council of Science Editors:

Garcia-Palauro S. Re/creating History through the Persistence of Memory in How to Read the Air. [Masters Thesis]. Texas State University – San Marcos; 2015. Available from: https://digital.library.txstate.edu/handle/10877/5582

Texas State University – San Marcos

6. Arellano, Sonia Christine. The Migrant Farmworker Narrative through a Postpositivist Realist Identity Theory.

Degree: MA, Literature, 2010, Texas State University – San Marcos

URL: https://digital.library.txstate.edu/handle/10877/2426

Applying a postpositivist realist identity theory to Chicano Literature, specifically the migrant farmworker narrative. Advisors/Committee Members: Mejia, Jaime A. (advisor), Wilson, Nancy (committee member), Martinez, Sergio M. (committee member).

Subjects/Keywords: Migrant farmworker; Identity theory

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Arellano, S. C. (2010). The Migrant Farmworker Narrative through a Postpositivist Realist Identity Theory. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/2426

Chicago Manual of Style (16^th Edition):

Arellano, Sonia Christine. “The Migrant Farmworker Narrative through a Postpositivist Realist Identity Theory.” 2010. Masters Thesis, Texas State University – San Marcos. Accessed April 13, 2021. https://digital.library.txstate.edu/handle/10877/2426.

MLA Handbook (7^th Edition):

Arellano, Sonia Christine. “The Migrant Farmworker Narrative through a Postpositivist Realist Identity Theory.” 2010. Web. 13 Apr 2021.

Vancouver:

Arellano SC. The Migrant Farmworker Narrative through a Postpositivist Realist Identity Theory. [Internet] [Masters thesis]. Texas State University – San Marcos; 2010. [cited 2021 Apr 13]. Available from: https://digital.library.txstate.edu/handle/10877/2426.

Council of Science Editors:

Arellano SC. The Migrant Farmworker Narrative through a Postpositivist Realist Identity Theory. [Masters Thesis]. Texas State University – San Marcos; 2010. Available from: https://digital.library.txstate.edu/handle/10877/2426

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