Pentadic Critique for Assessing and Sustaining Service-Learning Programs

Amy Rupiper Taggart Dakota State University

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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