| Summary: | This dissertation presents the study of a novel approach to rhetorical genre studies (RGS) pedagogy through a framework I call explicit collaborative modeling, which asks students to use networked, digital writing practicesschema building and text encoding with eXtensible Markup Language (XML)to study, represent, critique, and produce a range of writing genres. The project rests at the intersection of three conversations: rhetorical genre studies, digital writing, and the digital humanities. At this intersection, this study asks: What can this novel form of digital writing reveal about how students make and make sense of genre knowledge? What can we learn about genre by interfacing with it through XML? What can we learn about this writing technology by using it to represent genres?
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