A faculty study group at The University of Texas — Pan American conducts a literature review of research in Latino rhetoric, discourse, and composition to ascertain if there are recognizable attributes identified as Latino rhetorical practices and to formulate a preliminary pedagogical response that would enhance Latino student retention. The group develops a best practices model for meeting the needs of Latino students writing at the college level and incorporates their findings into strategies for improving the syllabus and writing assignment design in freshman composition courses and across the curriculum.
