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SUBJECT TO CHANGE" THE COMPOSITION COURSE SYLLABUS AND INTERSECTIONS OF AUTHORITY, GENRE, AND COMMUNITY Christopher Michael Alexander 12 April 2010 This dissertation is an investigation of composition's disciplinary conceptions of the course syllabus, from its often-relegated position as textual object to a more interactive and complex subject of our discipline. The course syllabus is an example of an occluded genre, operating behind the scenes while serving commitments and obligations of a dominant ideology. This position as an occluded genre offers opportunities for composition instructors to thoroughly examine what our syllabi are really doing. By further exploring how we think about course syllabi, we can contribute to the development of our own teaching, as well as the teaching styles and practices of new teachers of composition. This dissertation draws on theories of power, authority, genre, and discourse community construction in composition scholarship, as well as a study component, in which I have collected course syllabi from graduate student teachers. These individuals, graduate student teachers, hold multiple stakeholder positions in the university, and operate as teacher and student simultaneously. This dissertation argues that syllabi allow us to further understand the praxis of composition, providing foundations by which new individuals entering the field frame their pedagogical goals and initial representations of themselves as teachers.

"Subject to change" : the composition course syllabus and intersections of authority, genre, and community."