Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
In response to a need within the field of composition studies within the Anglosphere (the English-speaking world) for further investigation into the teaching of composition in non-Anglo contexts, this thesis seeks to provide a contextualized description of the attitudes held concerning the teaching of composition in one non-Anglo setting, the Republic of Peru. I have considered official documents published on the Peruvian Ministry of Education website, textbooks currently in use in Peruvian public secondary schools, and interviews with four communication instructors who teach in the city of Trujillo, Peru, with the purpose of investigating the values and characteristics disparate bodies within a national context beyond the Anglosphere ascribe to the teaching of composition. The categories used in coding each of the texts and transcripts include what forms of composition are promoted, what modes of communication are emphasized, what geographies are represented, and whether local or global composition concerns are emphasized by each of the sites and participants. Through the implementation of both qualitative and quantitative methods, I consider several issues related to the teaching of composition and isolate community spirit, orality, and economics as characteristics of attitudes held concerning Peruvian composition instruction at the secondary level. I argue that each of these trends is indicative of the ways in which attitudes concerning composition instruction respond to the specific national context within which instruction occurs. This thesis suggests that a variety of factors influence the above-mentioned attitudes, and that scholarship conducted, curriculum designed, and pedagogical prescriptions developed within a given national context both arise from and respond to a peculiar set of circumstances present within that national context. For this reason, this project calls for an increase in scholarship seeking to understand the many ways composition is perceived and taught throughout the world, particularly in heretofore neglected non-Anglo contexts.
A Thesis submitted to the Department of English in partial fulfillment of the requirements for the degree of Master of Arts.
Includes bibliographical references.
Michael Neal, Professor Directing Thesis; Rhea Lathan, Committee Member; Kathleen Yancey, Committee Member.
Florida State University
Use and Reproduction
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them.