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Composition, rhetoric, and literacies in architecture studio classes.

机译：建筑工作室课程中的构图，修辞和文学。

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摘要

This qualitative ethnographic study investigates the multimodal literacy practices and rhetorical strategies of undergraduate architecture students and studio professors in the first-year, third-year, and fifth-year studio classes of a five-year B.Arch. program. As they assume the disciplinary identity of architects, students develop studio ethos, a network of discipline-specific practices and values shaped by studio culture. Data was gathered through field observations, interviews, collection of textual artifacts, and photographs documenting students' visual work and presentations. Using a constant comparative analysis approach, I identify similarities between the design studio pedagogy practiced by the studio professors in this study, sophistic rhetorical pedagogy, and the pedagogy of multiliteracies developed by the New London Group of multimodal literacy theorists.;Analysis of the data reveals a shifting relationship between verbal and visual literacies across the arc of the program. First, verbal literacy practices scaffold the development of discipline-specific visual literacies as novice students produce, translate, and synthesize knowledge by working iteratively across multiple modes. Then, the visual displaces the verbal as students present design arguments to an architectural audience. At the same time, verbal peer critique and presentations to non-architects require an increased rhetorical awareness. Finally, the verbal and visual are realigned according to disciplinary values in the fifth-year students' formal design thesis papers and independent thesis projects.;A rhetorical analysis of the architects' practices reveals a conceptual connection to three components of sophistic rhetorical pedagogy: melete, the belief in the transformative power of iterative practice through agonistic encounters; kairos, the sense of appropriate and timely response; and metis , a flexible, cunning intelligence. I theorize that the relationship between multimodal literacy and rhetoric hinges on the interplay of modal affordances (what a particular mode can and cannot convey) and the available means of persuasion (rhetorical exigencies determined by cultural values). I argue that understanding the academic multimodal and rhetorical practices of a visually-based discipline can enhance how new media texts are composed and deployed in composition and rhetoric and literacy studies.
机译：这项定性民族志研究旨在研究五年制B.Arch本科一年级，三年级和五年级工作室课程的建筑学本科生和工作室教授的多模式识字实践和修辞策略。程序。当他们采用建筑师的学科身份时，学生会发展工作室风气，这是由工作室文化塑造的特定学科实践和价值观的网络。数据是通过实地观察，访谈，收集文物和记录学生的视觉作品和演示的照片收集的。使用恒定的比较分析方法，我确定了工作室教授在本研究中所实践的设计工作室教学法，先进的修辞学教学法和由新伦敦多模态素养理论家小组开发的多文化教学法之间的相似性。整个程序中口头和视觉素养之间的转移关系。首先，语言素养实践通过新手学生通过跨多种模式反复工作来产生，翻译和综合知识，从而阻碍了特定学科的视觉素养的发展。然后，当学生向建筑观众展示设计论点时，视觉将语言转移。同时，口头同peer批评和向非建筑师的演讲需要提高修辞意识。最后，在五年级学生的正式设计论文和独立论文项目中，根据学科价值重新调整言语和视觉。对建筑师实践的修辞分析揭示了与修辞学教学法的三个组成部分的概念联系：Melete ，通过激烈的相遇，相信迭代实践具有变革性的力量； kairos，适当及时的反应感；和metis，一种灵活而狡猾的情报。我的理论是，多模态扫盲和修辞之间的关系取决于模态能力的相互作用（一种特定的模式可以和不能传达的能力）和可用的说服手段（由文化价值决定的修辞要求）之间的相互作用。我认为，了解基于视觉的学科的学术多式联运和修辞实践可以增强新的媒体文本在作文，修辞和素养研究中的组成和部署方式。

著录项

  • 作者

    Allan, Elizabeth G.;

  • 作者单位

    Temple University.;

  • 授予单位 Temple University.;
  • 学科 Language Rhetoric and Composition.;Architecture.;Education Higher.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 400 p.
  • 总页数 400
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 语言学;建筑科学;高等教育;
  • 关键词

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