Pentadic Critique for Assessing and Sustaining Service-Learning Programs

Abstract

Early, theoretically informed program assessment can be particularly beneficial for professional and technical writing programs that seek to incorporate and sustain service-learning approaches. This article adapts Burkean pentadic analysis for use as a form of institutional critique and illustrates the power of this method through a case study of its application at one state university. The method helps practitioners to understand and respond to the complex motives that drive service-learning programs within their local scenes as they extend their work beyond the university into the community.

Journal
Reflections: A Journal of Community-Engaged Writing and Rhetoric
Published
2005-04-01
DOI
10.59236/rjv4i2pp78-102
CompPile
Open Access
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