Social justice is generally associated with the idea that all individuals should have equitable social opportunities, and most theories of social justice are undergirded by the belief that individuals have equal claims to basic liberties and that some regulation of inequalities is to insure advantages to the most vulnerable populations. However, in university students context this justice is missing somehow that is the only reason the percentage of drop out student in UK is increasing day by day. Under such circumstances student are left with two options either to get Dissertation Help UK or to drop the course.
Rhetoric and composition has always had an undercurrent of social justice, perhaps do to our own institutional marginalisation within the academy and perhaps because the phenomenon of college-level writing courses have long been inflected with egalitarian values. Rhetorical inquiry into the persuasive effects of validity discourse is guided by Kenneth Burke’s theory of language as symbolic action and John Sloop’s method of rhetorical discourse analysis and articulates validity as a dynamic symbol rather than static and objective methodological concept. Examining the discursive practices surrounding validity helps us understand how discourse shapes individuals’ actions and attitudes and conditions certain habits of behaviour. Furthermore, understanding validity as a complex symbol helps illuminate the ways it is deployed as an attempt to standardise social science practices that by definition must evolve reflexively to ever-changing cultural contexts.
Teaching academic writing is a way of operationalise these egalitarian values. Because writing is not mechanical and transparent, but interpretive, learning to be a successful academic writer is about more than learning to write error-free prose. Conventions differ from academic context to academic context and students need rhetorical agility to compose successfully in these various contexts. Some students come to college with preparation for discourse community code-switching; others do not. First year writing can be a way of democratising higher education. So too, can writing assessment. Thus, in order to create impression students get Dissertation Help UK.
As a quasi-discipline, writing assessment has reached a moment wherein values have been brought back to the forefront of our discussions about the future of the discipline. I see a synergistic connection between the development of writing assessment as a rhetorical process and the very recent social justice turn in writing assessment theory. This Dissertation Help UK endeavours to understand the rhetoricity of writing assessment in this historical moment by examining the persuasive effects of language practices in various scenes including the historical scene of its disciplinary development, its present professional technical and professional rhetorical scenes as a quasi-discipline closely related to rhetoric and composition, and its role within a public scene dominated by concerns about literacy standards in higher education.
Michel Foucault’s theory of subjectivisation analyse how socio-economic changes in higher education work in tandem with political economic rationalities of neoliberalism. Through this analysis I argue that the field of writing assessment is informed by a cluster of rationalities that form a neoliberal unconscious that prioritises managerial values in order to prescribe standards for professional behaviour that ensure writing assessment labour serves the political economic agenda of the contemporary university.