Date of Award

January 2016

Document Type


Degree Name

Doctor of Philosophy (PhD)


Educational Foundations & Research

First Advisor

Marcus Weaver-Hightower


This dissertation forwards an argument for an ecologically-based composition and rhetoric curriculum that also emphasizes the best practices established by the Council of Writing Program Administration, particularly the writing process. I concentrate on how a writing program administrator can utilize ecological literacy to navigate her own experience in a new place and also how themes of ecological literacy can be applied to the writing program itself. Based on personal experiences as well as literature that establishes the need for best practices in composition and rhetoric curriculum, I argue that ecological composition, or ecocomposition, can assist in implementing an ecological writing program. This implementation of ecocomposition recognizes the needs of 21st century higher education institutions to educate students to be ecologically literate across the disciplinary spectrum, an education that may help to mitigate the environmental crisis. This dissertation outlines the theoretical reasoning from both composition and rhetoric theory as well as ecological theory for an ecocomposition program, along with an articulation of the ecological writing process and potential curriculum content.