Abstract

This essay investigates the relationship between academic writing and the rhetorical awareness that college students gain from evangelical backgrounds. We interviewed thirty-seven students about their experiences with reading, writing, and debate in religious contexts and how those practices informed their work in first-year writing. Interviews revealed that students observed or practiced rhetorical skills that found parallels in writing courses. Some critiqued evangelical rhetoric, at times because of skills they learned in first-year writing. These findings call for pedagogical practices attuned to the knowledge writers bring from evangelical backgrounds.

Journal
College Composition and Communication
Published
2023-07-01
DOI
10.58680/ccc202332520
Open Access
Closed
Topics

Citation Context

Cited by in this index (1)

  1. Written Communication

Cites in this index (7)

  1. Research in the Teaching of English
  2. College Composition and Communication
  3. College Composition and Communication
  4. Pedagogy
  5. College English
Show all 7 →
  1. College Composition and Communication
  2. College Composition and Communication
Also cites 5 works outside this index ↓
  1. Conceptions of Literacy: Graduate Instructors and the Teaching of First-Year Composition
  2. Toward a Civil Discourse: Rhetoric and Fundamentalism
  3. Lugones’s Metaphor of ‘World Travelling’ in Narrative Inquiry
    Qualitative Inquiry  
  4. Vernacular Christian Rhetoric and Civil Discourse
  5. Souls in Transition: The Religious and Spiritual Lives of Emerging Adults
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