This thesis examines the rhetorical strategies that first-year composition students use when they discuss class-related topics in an online threaded discussion. Examining student writing in an online setting where students are using writing to communicate with one another allows a close look at their ability to use written language to communicate. Because many composition instructors want to teach students how to write for an audience, this thesis recommends the use of an online discussion component to allow students to practice writing for an audience. Although this thesis examines what students are doing with writing online, it does not offer information on how often they are doing it. However, this information will be significant to the body of research on this subject
