Listening for Genre Multiplicity in Classroom Soundscapes

Our argument is that sonic rhetoric and rhetorical genre theory might be employed in taking up calls for classroom genre scholarship to focus on temporality, unfolding, and lived relationships between genres. In making this argument, we will first review some key scholarship in rhetorical genre theory and soundscape studies. We will then explore how the intersection of that scholarship may offer a more complex understanding of genre, unfolding through qualitative analysis of seven writing-intensive classroom soundscapes.