My research serves to promote expansive thinking of rhetoric and writing for teacher-scholars. My dissertation responds to calls to study rhetorical arrangement by recovering structural theories and principles that can serve as a fresh basis for thinking about arrangement in composition studies to guide students and instructors to recognize the suppleness of form. To translate my findings for teachers, I have published teaching activities and articles in open-source publications which encourage students to move beyond restricted understandings of transition words and the placement of counterarguments in argumentative essays to more strategically use the structural resources of discourse.
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