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Let Me In!: An Examination of Two Guidebooks for Rhetoric and Composition Women & Their Entanglement in the Self-Help Genre

Benefiel, Hannah Elizabeth
http://rave.ohiolink.edu/etdc/view?acc_num=findlay1596216624888231

Abstract Details

2020, Master of Arts in Rhetoric and Writing​, University of Findlay, English.
In this thesis, I rhetorically analyze two landmark texts in the academic advice genre: Michelle Ballif, Roxanne Mountford, and Diane Davis’ (2008) Women’s Ways of Making it in Rhetoric and Composition and Elizabeth A. Flynn and Tiffany Bourelle’s Women’s Professional Lives in Rhetoric and Composition: Choice, Chance and Serendipity. To analyze these guides, I first give a brief overview of the genre standards and then compare the composition of the two books. Next, through coding for emerging genre trends based on my frame as a potential female in the rhetoric and composition field, I analyze the two books’ feminist methodologies and locate the general rules and the comprehensive attitudes imposed on young women entering and beginning in the field. I also situate the two advice guides for better or for worse into the genre of self-help books. Academic advice guides are a part of the self-help genre because they present a challenge and subsequently offer strategies and solutions. I then discuss how these findings provide results to four targeted research questions. My primary goal is to establish the patterns and problems with the academic advice guide genre targeted towards rhetoric and composition women in order to house a more productive research space where women can safely find a sisterhood. This genre research is crucial to the field as a whole because a) self-help style books retain reader popularity especially among women so the messages should be monitored and b) the rhetoric and composition field remains a difficult place for women to achieve academic advice guide’s version of “success” (a constant eye to the next publication, tenured professorship, AND a life).
Christine Tulley (Committee Chair)
Christine Denecker (Committee Member)
Megan Adams (Committee Member)
77 p.
Communication; Educational Leadership; Families and Family Life; Gender Studies; Language; Teacher Education; Womens Studies
Rhetoric; writing; women; feminist; success; self-help; academic advice; professional; serendipity; emergent coding; mentoring; lore; narrative

Recommended Citations

Citations

  • Benefiel, H. E. (2020). Let Me In!: An Examination of Two Guidebooks for Rhetoric and Composition Women & Their Entanglement in the Self-Help Genre [Master's thesis, University of Findlay]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1596216624888231

    APA Style (7th edition)

  • Benefiel, Hannah. Let Me In!: An Examination of Two Guidebooks for Rhetoric and Composition Women & Their Entanglement in the Self-Help Genre . 2020. University of Findlay, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=findlay1596216624888231.

    MLA Style (8th edition)

  • Benefiel, Hannah. "Let Me In!: An Examination of Two Guidebooks for Rhetoric and Composition Women & Their Entanglement in the Self-Help Genre ." Master's thesis, University of Findlay, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1596216624888231

    Chicago Manual of Style (17th edition)

findlay1596216624888231
219
© 2020, some rights reserved.Creative Commons License Let Me In!: An Examination of Two Guidebooks for Rhetoric and Composition Women & Their Entanglement in the Self-Help Genre by Hannah Elizabeth Benefiel is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by University of Findlay and OhioLINK.