noexcludes in need of checking.csv

"","Pub.number","Department","Author","Title","School","Degree","Year","Pages","ABSTRACT","Method.Terms","Notes","Clin","Crit","Disc","Ethn","Expt","Hist","Intv","Meta","Modl","Phil","Poet","Prac","Rhet","Surv","Othr","Ped","Method.Count","Exclude.Level","Aggreg","Phenom","Dialec","Techne","Counts.simple","Subject","KEYWORDS","Advisor.type","Advisor.Name","School_original","Link","X500","Advisor","Subject.Codes","Subject.Terms","Flags","Tagged.By","Andrew.Tags","Sandra.Tags","Sandra.Notes","Ben.Tags","Ben.Flags","Ben.Notes","rownumber"
"15","3003427","English","COTCH, ALANNA K.","_æ_Being among the pioneers_æ: Rhetorics of activism in the narratives of nineteenth-century American women writers","University of New Mexico-Main Campus","Ph.D.",2001,228,"Catharine Maria Sedgwick's <italic>Hope Leslie</italic> (1827), Harriet Jacobs' <italic>Incidents in the Life of a Slave Girl</italic> (1861), Louisa May Alcott's Work: <italic>A Story of Experience</italic> (1873), and Frances E. W. Harper's <italic>Iola Leroy</italic> (1892) all contain politically active female protagonists who challenge and embrace the political culture of nineteenth-century America. These protagonists function as models of activism for nineteenth-century female audiences, revealing the ways in which readers may become politically active agents of change. Placing these texts in the context of nineteenth-century rhetorical tradition reveals the ways in which they engage in a civic-minded, neoclassical rhetorical practice that was popular in the early part of the century. Sedgwick, Jacobs, Alcott, and Harper each creates in her protagonist a literary incarnation of the neoclassical rhetorical ideal, the _æ_good man speaking well_æ who persuades his audience to act for the good of the nation. These authors both adhere to and transform this male model by giving their female protagonists opportunities to speak publicly and to persuade their audiences about issues the authors saw as vital to the future of the nation. Hope Leslie, Linda Brent, Christie Devon, and Iola Leroy thus establish themselves as voices of dissent, calling attention to the ills of a nation, and as voices of reform, encouraging readers to act against injustice and to strengthen their country. These texts, therefore, function as sites of public discourse and political activism. ^ Together these texts form a trajectory that reveals nineteenth-century American women writers' increasing willingness (or ability) to imagine rhetorically powerful women who are integrated into their political landscapes. This trajectory parallels the progress that white women and African Americans made as they gained more public visibility and demanded more rights. Together, these novels demonstrate that women writers in the nineteenth century, like their colleagues in the women's rights, abolitionist, and temperance movements, had much to contribute to political discourse. Reevaluation of these texts, therefore, can also help us reevaluate the contributions that women made to both the political and rhetorical climate of nineteenth-century America. ^","Critical / Hermeneutical|Historical / Archival|Rhetorical Analysis ~check","",0,1,0,0,0,1,0,0,0,0,0,0,1,0,0,0,3,0,0,0,1,0,1,"Women's Studies|Literature, American|Language, Rhetoric and Composition","Frances E. W. Harper|Louisa May Alcott|Nineteenth century|Women writers|Activism|Narratives|Harriet Jacobs|Catharine Maria Sedgwick|Rhetorics","Director","Minrose Gwin",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"36","3007461","Communication","HOLM, TODD T.","_æ_I told them not to cheat, what more can I do?_æ: Communication strategies to reduce cheating in the public speaking classroom","Ohio University-Main Campus","Ph.D.",2001,182,"The purpose of this study was to evaluate the effectiveness of three communication strategies (the use of pro-public speaking rhetoric, increasing students' awareness of cheating, and threats of punitive measures) in reducing cheating behaviors in the basic public speaking classroom. To evaluate these strategies the three treatments were implemented in 23 public speaking classrooms at three post-secondary educational institutions. The students in the classes were given a questionnaire composed of dichotomous, scale, and open-ended questions following the final examination. The results were compared to a control group. A total of 342 usable questionnaires were returned. In addition to the questionnaires, focus group interviews were conducted to enrich the data collected. ^ The findings of the research project suggest that institutional type (public four-year, religious four-year, and public two-year) had no impact on self-reported instances of cheating. The study also revealed that there was no significant difference in the effectiveness of treatment types based on institutional types. Finally, the study revealed a statistically significant difference in the effectiveness of cheating prevention strategies. While none of the strategies were statistically significantly different from the control group, a statistically significant difference was found between the one of the treatment groups (threats of punitive measures) and the other two groups (pro-public speaking rhetoric, increasing students' awareness of cheating). A <italic>post hoc</italic> Tukey revealed that it is significantly more advantageous for instructors to use pro-public speaking rhetoric or increase students' awareness of cheating than to use threats of punitive measures. ^ The research also revealed students cheated on performance assignments (speeches) more often than they cheated on non-performance assignments (tests, homework, etc.).^","Experimental|Interview / Focus Group ~check","",0,0,0,0,1,0,1,0,0,0,0,0,0,0,0,0,2,0,1,0,0,0,1,"Education, Language and Literature|Speech Communication|Language, Rhetoric and Composition","Communication|Cheating|Punitive measures|Public speaking","Adviser","Anita C. James",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"46","3008780","English","ARROYO, FRED","Discursive inheritances and the debt of composition: Beginnings, memories, and the voice of participation","University of Wisconsin-Milwaukee","Ph.D.",2001,211,"In this dissertation I share my literacy narrative and practices with others, and I argue that my literacy narrative and practices are only possible because of others. There have always been and will continue to be arguments for monolinguistic literacy practices. These practices, however, create artificial distinctions between language practices that are _æ_good_æ and those that are _æ_bad_æ; and monolinguistic literacy practices are often aligned with an agonistic narrative of progress in which new texts _æ_master_æ the work of past texts and individuals. In arguing against monolinguistic literacy practices, I do so because I have discursive inheritances and debts to others I must acknowledge and struggle with. To this end, I argue for and enact a literacy theory and practice that is dialogic, reflective, and recursive, that listens to past texts, while critically responding to or reading these texts in relation to subjective experiences and other texts. Throughout this dissertation, moreover, I emphasize the creation of agency by returning to three key terms: <italic>beginnings, memories</italic>, and <italic>participation </italic>. These terms locate and give shape to my literacy practices, and they also help my readers to study in detail sites of struggle or <italic> agonia</italic>_æ”the <italic>subjective</italic>, the <italic>textual </italic>, the <italic>pedagogical</italic>, and the <italic>scholarly</italic>_æ”that show how agency is created when an individual engages with an existing structure or truth. Each site is given its own chapter, and each chapter works as a piece of <italic>memory</italic> or a <italic>beginning</italic> that help me to narrate and <italic>participate</italic> within my literacy practices. Accordingly, readers witness how my dialogic practices begin ethical participation within composition and rhetoric. Monolinguistic literacy practices must be struggled against, I contend, lest composition and rhetoric deny the <italic> beginnings, memories</italic>, and <italic>participation</italic> of others. ^","Poetic / Fictive|Philosophical / Theoretical ~check","",0,0,0,0,0,0,0,0,0,1,1,0,0,0,0,0,2,0,0,0,1,1,2,"Education, Language and Literature|Language, Rhetoric and Composition|Education, Philosophy of","Debt of composition|Autobiography|Discursive inheritances|Composition|Agency","Supervisor","Alice Gillam",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"50","3009064","Communication","SULLIVAN, ROBERT G.","Isocrates and the forms of rhetorical discourse","University of Maryland-College Park","Ph.D.",2001,230,"Though the Attic rhetorician Isocrates (436_æ_338 B.C.E.) was an influential figure in the early history of rhetoric, little attention has been paid to the details of his rhetorical theory. This dissertation reconstructs Isocrates' conception of the forms of rhetorical discourse. The first chapter of the dissertation reviews scholarly attempts to classify the Isocratean discourses. It is demonstrated that, from the time of Isocrates' career to the present era, theorists have misrepresented his discourses by forcing them into interpretive molds with which they are not compatible. This is symptomatic of widespread misunderstanding of Isocratean rhetorical theory. The second chapter describes Isocrates' complex and interesting conception of rhetorical action. Isocrates' theory of rhetorical composition aimed at the achievement of specified goals. The major goal of the second chapter is to compile and define the goals which Isocrates specified as being legitimate purposes of discourse, including _¢ _æ_offering general advice,_æ _æ_admonishment,_æ _æ_dissuasion,_æ _æ_exhortation,_æ _æ_requesting,_æ _æ_censure,_æ _æ_accusation,_æ _æ_defense,_æ _æ_praise,_æ _æ_lamentation,_æ _æ_introduction,_æ _æ_exposition,_æ and _æ_display._æ In the third chapter a number of prose forms mentioned or used by Isocrates are described. Isocrates knew of a large number of prose forms, including speeches appropriate for deliver in courts of law and deliberative assemblies, letters, panegyrics, encomia, paraineseis, and essays. The structures of these vehicles are in many places specified by Isocrates; in others places they can be inferred from his practice. In the fourth chapter each of the thirty Isocratean discourses is described as a conventional form which aims at the achievement of a particular purpose or purposes. The dissertation concludes with an appendix in which the various meanings of the Isocratean term for _æ_form,_æ <italic>idea</italic> or <italic>eidos,</italic> are specified. ^","Critical / Hermeneutical|Rhetorical Analysis|Philosophical / Theoretical ~check","close reading of one theorist",0,1,0,0,0,0,0,0,0,1,0,0,1,0,0,0,3,0,0,0,1,0,1,"Language, Rhetoric and Composition","Discourse|Greek|Isocrates|Rhetorical","Director","Robert N. Gaines",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"78","3013429","English","HURLEY, PAMELA EHRHART","The writing of clinical research associates in contract research organizations: A case study","University of South Carolina-Columbia","Ph.D.",2001,221,"This dissertation has four primary components, all which focus on the writing of clinical research associates (CRAs) in contract research organizations (CROs). The first section analyzes technical writing texts published in the 1990s and nursing texts published between 1986 and 1999 to determine the applicability of their guidance to the writing done by CRAs. The survey of several well-known technical writing texts provides an overall idea of the major tenets of these texts and their evolution from earlier ones. Nursing texts are included because many CRAs have nursing backgrounds; these texts are examined to discover if writing (outside of charting) is taught in the nursing curriculum. Nursing texts are also analyzed to discover the approach used to teach writing to nursing students. ^ The second segment examines the CRO, discusses the drug-approval process, and provides information on the costs and time associated with the drug-approval process. Included is a description of BetterDrug, Inc., a fictionalized, yet representative, composite of the various CROs used in this research. Also described is Nancy Monitor, a fictional CRA who works at BetterDrug Pharmaceuticals, Inc. Nancy is a composite of the CRAs interviewed for this project, but is not meant to represent any one CRA. As an illustrative writer, Nancy Monitor allows us to better understand the CRA's writing strategies and her role within the CRO. Creating the fictional BetterDrug, Inc., allows Nancy's documents to be placed within a particular context and within a particular organizational culture. ^ The third major section discusses three typical representative CRO documents: the phone contact report, the query, and follow-up letter. In this part, the documents are first presented as they are <italic>typically</italic> written (based on the documents analyzed and used for this dissertation) by CRAs. Then, the rhetorical concepts of Aristotle, Burke, and Rogers are applied to determine if the application of these rhetorical strategies might enhance the documents by making them more user-friendly and accessible, while promoting the writer's ethos. ^ Finally, recommendations are made for universities and for CROs that wish to better train their CRAs to meet the multiple and varied writing tasks they face. Specific modules to be included in a semester-long course are outlined. The proposed modules are based on the research I have conducted within CROs since 1995, and are intended to be used in universities that are developing more industry-specific writing courses and are relying less on the general technical writing course. ^","Ethnographic ~check|Poetic / Fictive|Rhetorical Analysis ~check","",0,0,0,1,0,0,0,0,0,0,1,0,1,0,0,0,3,0,0,1,1,1,3,"Language, Rhetoric and Composition","Contract research organizations|Clinical research associates|Writing|Research associates","Director","Steven Lynn",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"83","3014694","English","SEARLS, SUSAN MONET","Race, citizenship and the institutionalization of English: A historical inquiry into the future of the field","Pennsylvania State University-Main Campus","Ph.D.",2001,222,"The principle objectives of this thesis are twofold. First, I offer an analysis of the shifts within the social and political landscape of the culture and shifts within the liberal arts curriculum of turn-of-the-century American universities, the institutionalization of which dramatically altered the nature and purpose of higher education. Specifically, I undertake to examine the rise of literary studies and the simultaneous displacement of classical rhetorical training. I argue that to understand the institutionalization of Literature, scholars must address the advance of capitalism <italic>and</italic> the impact of mass immigration, quasi-scientific discourses such as evolution, efficiency and eugenics, and the nation's commitment to racial segregation. These events induced dramatic reconceptualizations of liberal political philosophy, national identity, citizenship, and race_æ”all of which affected educational thought and practice. Thus, as the concept of citizenship changed from a learned activity to an innate capacity determined by one's racial inheritance, university curricula shifted from civic to literary education. ^ Second, I attempt to theorize, in light of the raced history of the institutionalization of English, the important and necessary use of the democratic imperative to expand individual and collective capacities to self-govern as an ethical referent for what we in English departments do. Specifically, I draw on critical traditions in cultural studies and classical rhetoric that engage the questions of culture, individual and collective agency, and substantive democracy. Working in the intersection of these fields, I focus on the contributions two figures who took part in reform movements that emerged largely outside the university yet managed to bridge the concerns of students with those of ordinary citizens. The first was the adult education movement in Britain largely associated with the work of Raymond Williams, which became one of the seminal influences in shaping contemporary cultural studies. I also draw from the work of Cornelius Castoriadis, whose writing had a profound impact on the French student-worker movement of 1968. This analysis, I argue, is necessary to defend the university as one of the last public spheres for dialogue and debate so essential to the ongoing political education of citizens and the revitalization of democracy itself. ^","Historical / Archival|Meta-Analysis / Discipliniography ~check|Philosophical / Theoretical|Cultural-Critical Studies","",0,0,0,0,0,1,0,1,0,1,0,0,0,0,0,0,3,0,1,0,1,0,2,"Literature, General|Education, History of|Language, Rhetoric and Composition","Race|Citizenship|English|Institutionalization","Adviser","Evan Watkins",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"93","3015734","Technical Communication and Rhetoric","DAYTON, DAVID DEAN","Electronic editing in technical communication: Practices, attitudes, and impacts","Texas Tech University","Ph.D.",2001,438,"This dissertation examines the adoption and diffusion of computer-aided editing methods in technical communication. It begins with a literature-based, critical investigation into the reported reluctance of technical editors to adopt electronic editing procedures. The theory advanced is that for many editors the greater responsiveness and tangibility of hard-copy editing creates inherent advantages over on-screen editing which they are unwilling to give up for potential gains in efficiency. ^ Preliminary qualitative research and a pilot survey produced substantial evidence that most technical communicators did indeed associate hard-copy editing with ergonomic, portability, and text-processing advantages. Most of those contacted, however, also valued the potential gains in efficiency of editing on screen. While a good number of them chose hard-copy markup over on-screen markup options, most reported frequently or primarily editing on screen. ^ A more in-depth study involving 20 face-to-face interviews with technical communicators at five different workplaces showed that organizational cultures mediate perceptions of electronic editing according to their unique configuration of priorities and established practices. Finally, a sample survey of 992 members of the Society for Technical Communication provided a global snapshot of editing practices in technical communication. In 1998, technical communicators who edited others were about evenly divided between those who used hard-copy markup alone as their primary editing method and those who used one form or another of keyboarding changes and annotations directly into computer files. Most technical communicators who edited others used both hard copy and electronic editing procedures, alternately or together. About two-thirds at least occasionally used some form of electronic procedures when editing others, and most of those used hard copy to mark up or to proofread as part of their standard electronic editing process. ^ The erratic diffusion of electronic editing in technical communication is explained from a theoretical perspective that combines the Diffusion of Innovations theory and the explanatory conceptual framework of cultural-historical activity theory. Predictions about the future evolution of electronic editing practices are offered, along with recommendations for future research into technical editing and, more generally, the adoption and diffusion process by which new technologies affect the lifeworlds of practitioners. ^","Survey|Interview / Focus Group|Model-Building ~check","",0,0,0,0,0,0,1,0,1,0,0,0,0,1,0,0,3,0,1,0,1,0,2,"Language, Rhetoric and Composition","Electronic editing|Innovation diffusion|Technical communication","Chairperson","Carolyn R. Rude",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"94","3015815","Education","ARILL, AMY ANNETTE BENITEZ","Exploring single sex and mixed peer revision on English as a second language writing of Puerto Rican college students","University of Puerto Rico-Rio Piedras Campus","Ed.D.",2001,172,"In spite of the empirical evidence advocating the use of peer revision on L2 writing, ESL instructors still have reservations of its effectiveness. Further research on the effects of peer revision on L2 writing is still needed in order to justify its continued use in the ESL classroom. This study sought to investigate single sex and mixed peer revision on English as a Second Language writing of Puerto Rican college students. Four questions were guided this investigation. ^ This study followed a descriptive design. Methodological triangulation or a multiple data collection strategy was applied. A qualitative and quantitative research approach was used to analyze the data. The participants were twenty advanced ESL college students enrolled in a writing course. The interaction between pairs of students as it occurred during two revision sessions was recorded and transcribed. An analysis of results based on the transcripts, the students' first drafts, revision sheets, and final drafts revealed an extremely complex and productive interactive process among the dyads studied. Five different mediating strategies were identified: employing symbols and external resources, using the L1, providing scaffolding, resorting to interlanguage knowledge and vocalizing private speech. Results revealed that female and mixed dyads showed more management of authorial control, collaboration, affectivity, and adopting reader/writer roles than male dyads. Only one male dyad carried out a collaborative interaction. ^ The language device of interruptions was used to analyze the extent that gender arrangements by sex pairs (same vs. mixed) in mediated assistance affected the development of the written texts. Findings showed that female and mixed dyads worked better and incorporated more revisions in their final versions. In the Puerto Rican context, male-male combination was not an effective mix in the revision process. Findings of this study have pedagogical implications for the English curriculum in Puerto Rico. Teachers should consider peer revision as a useful language learning experience. The study's findings suggest ESL/EFL teachers to adopt instructional methods and provide a social environment that accommodates a variety of styles for both females and males. ^","Experimental ~check|Practitioner / Teacher Research|Discourse or Text Analysis|Clinical / Case Study","",1,0,1,0,1,0,0,0,0,0,0,1,0,0,0,0,4,0,1,1,0,0,2,"Sociology, Ethnic and Racial Studies|Language, Rhetoric and Composition|Education, Higher","English as a second language|College students|Puerto Rican|Writing|Peer revision","Chairperson","Maria A. Irizarry",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"97","3016185","Social History","BURNS, ROCHELLE CARR","""Family values"" rhetoric of United States polticians and social activists, 1950--2000","Union Institute & University","Ph.D.",2001,270,"Throughout 1950_æ_2000 there were numerous United States politicians and social activists speaking on what they termed _æ_family values._æ Their rhetoric was vague, for they rarely went much beyond the term _æ_family values_æ to explain what they meant. Even those who went beyond the term _æ_family values_æ very often talked more about family structure than actual _æ_values._æ That fact often left the impression that the structure of the family would somehow bring about _æ_family values,_æ whatever they felt that latter term to mean. ^ Although there were many who sincerely wanted to help families, many of those US politicians and social activists rendered the perception they had a personal or political agenda to vaunt and were using the term _æ_family values_æ to capture the attention of the US public. ^ This work examined the term _æ_family values_æ through the research of a social historian to try to determine what those rhetoricians meant. The finding was there was no definition that was quantifiable, universal (for all US families), and time-resistant for _æ_family values._æ I am not saying values did not exist in families during 1950_æ_2000 in the United States. What I am saying is that the term _æ_family values_æ was not a definable concept, and as a result families were trying to cope with a specific concept that did not exist. ^ I made this determination after researching the exact words of US politicians and social activists between 1950_æ_2000 through their autobiographies, and Mission Statements on their websites. These two primary sources were used to obtain their exact words and the context in which they spoke. ^ The purpose of this work was to lessen pressures on families that rhetoricians seemed to be imposing on them by stating they were not living up to certain _æ_family values,_æ a term, as stated above, that is not definable. This PDE achieved its purpose of lessening pressures on US families by proving that _æ_family values_æ did not exist in universal or time-resistant terms and therefore only individuals or, in some cases the family as a unit, determined what was best for their family, however they chose to define family. ^","Historical / Archival ~check","",0,0,0,0,0,1,0,0,0,0,0,0,0,0,0,0,1,0,0,0,1,0,1,"History, United States|History, Modern|Sociology, Individual and Family Studies|Language, Rhetoric and Composition","Family values|Rhetoric|Social activists|Politicians","Adviser","Marvin B. Sussman",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"112","3019085","Rhetoric and Professional Communication","DYKE, JULIE LYNN","Knowledge transfer across disciplines: Tracking rhetorical strategies from technical communication to engineering contexts","New Mexico State University-Main Campus","Ph.D.",2001,198,"This descriptive exploratory study investigates the transfer of rhetorical knowledge between contexts. In particular, it examines which rhetorical strategies students in an upper-level engineering course rely on to complete writing assignments. Most engineering students, by the time they are upper-level, have taken a university technical communication course. Through various methods of data collection, I examine what students learned in that course and whether or not they rely on that knowledge as they complete writing assignments in an engineering class. I also discover the other academic and workplace experiences that have shaped students' rhetorical knowledge. I examine processes employed by students to produce written products, investigate the ways in which students' learned these processes, and identify the ways in which students articulate rhetorical concepts. ^ This study is important because we know very little about how the content we teach students in technical communication courses is being transferred, or whether it is transferred at all. Only a few researchers have examined the ways in which rhetorical skills and strategies are transferred from one course to another. These studies devoted to learning transfer indicate that often students are unable to make connections between different courses or different contexts, even when those situations require similar rhetorical strategies. ^ This study is timely because engineering as a discipline is currently engaged with issues of how to prepare students for the communicative demands of the profession, in part because of accreditation concerns raised by the Accreditation Board for Engineering and Technology (ABET). This study should be of interest to all of us who wonder what happens to the knowledge, skills, and practice of rhetoric as it leaves our classrooms and enters new spheres of learning and professional practice. ^","Clinical / Case Study ~check|Interview / Focus Group ~check","",1,0,0,0,0,0,1,0,0,0,0,0,0,0,0,0,2,0,0,1,0,0,1,"Language, Rhetoric and Composition","Engineering|Knowledge transfer|Rhetorical|Technical communication","Chair","Stephen A. Bernhardt",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"116","3019158","Rhetoric and Technical Communication","DEVOSS, DANIELLE NICOLE","Rewriting the history of women and computers: Powerful moments, situated actions, emerging identities","Michigan Technological University","Ph.D.",2001,252,"Our understandings of identity, subjectivity, agency, literacy, and politics are reshaped within virtual realms, where the task of composing evolves. Composing in online realms involves sculpting and communicating multiple identities, displaying various subjectivities, and asserting complex agency through complicated collages of text, graphics, and other media. Moreover, new media and new realms provide for new social and rhetorical positionings for individuals composing within these spaces. Composition scholarship, however, has paid little situated attention to the articulations of identity, subjectivity, and agency in online spaces from within a larger postmodern context. By reading, analyzing, and understanding both the promises and the perils of online identity projects, we can form larger conclusions about the worlds_æ”both virtual and physical_æ”we inhabit. ^ Although many composition teachers recognize that the meaning of <italic> composition</italic> shifts in different realms, many of us have yet to transform our pedagogical approaches and theories in ways that help students explore, develop, represent, and communicate more effectively within online realms. We cannot succeed at this task, however, unless we, ourselves, gain some familiarity with the structures, histories, demands, practices, implications, and micropolitical action of and within new communication spaces, as well as the ways in which they reflect the complex and rapidly shifting social, rhetorical, and cultural conditions with which we all cope. ^ If we develop more critical, situated approaches to understanding the complications of online space, both we and the students in our classrooms can work toward an understanding of this space that recognizes its complex fabric, its cultural reproductions, and its progressive ruptures. In this dissertation, I borrow from feminist theory broadly, feminist theory of technology studies specifically, postmodern theory, and composition studies to scaffolded snapshots of various articulations of women's identity, agency, and subjectivity in online realms. These snapshots include focused attention to bulletin board systems and how women come to technology in these realms; representations of so-called cyborgs and how women rupture conventional stylings of cyborg identity; and women's self-sponsored and self-published pornography sites and how these sites blur our notions of the public-private divide. ^ In the conclusion of this dissertation, I discuss how the creative online work of these women help us to work toward understandings that will allow us to revise composition curricula to better appreciate virtual realms and students' representations within them. ^","Philosophical / Theoretical|Historical / Archival ~check","",0,0,0,0,0,1,0,0,0,1,0,0,0,0,0,0,2,0,0,0,1,0,1,"Women's Studies|Language, Rhetoric and Composition|Mass Communications","Situated actions|Feminism|Emerging identities|Internet|Computers|Women","Adviser","Cynthia L. Selfe",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"145","3023005","Education","ALGHAZO, MANAL MOHAMMAD","A linguistic and literary analysis of the writings of Arab Americans in English","University of Illinois at Urbana-Champaign","Ph.D.",2001,223,"This dissertation investigates the different strategies which Arab American writers used in their writings in English in order to express or convey Arab culture. I used a combination of linguistic and literary analyses. Within the linguistic analysis I use discourse analysis as explained by Brown and Yule (1983) and I also employed insights from Dell Hymes ethnography of communications approach (1974). Discourse analysis analyzed the functions and purposes of language instead of merely analyzing their linguistic forms. ^ In addition I also used literary analysis to investigate the different literary devices used by the creative writers to convey culture. And to show how bilingual literature serves to express culture to both the monolingual speaker as well as the bilingual speaker. ^","Discourse or Text Analysis|Critical / Hermeneutical ~check","",0,1,1,0,0,0,0,0,0,0,0,0,0,0,0,0,2,0,1,0,1,0,2,"Language, Linguistics|Literature, American|Language, Rhetoric and Composition","Linguistic|Arab-American|Literary|English","Adviser","Violet Harris",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"154","3024255","Language Education","JIANG, SHINGJEN","English academic writing and reading: Case studies of Taiwanese graduate students' second language research paper composing in an American university","Indiana University-Bloomington","Ph.D.",2001,214,"This study investigates the cognitive and social/cultural knowledge and strategies used by advanced L2 (second language) writers in composing English research papers (including the reading of multiple source texts), and the context influential in the composing. ^ Case study methodology is used to ewe three Taiwanese graduate students' composing of L2 English research papers within their fields in an American university in a natural setting over one semester. Data is gathered in multiple ways and from multiple sources, including a personal background information questionnaire, a series of intensive interviews on their process of composing a research paper for a course, a retrospective paper on their process of composing the paper, an essay on their personal writing history, observations, and documents_æ”e.g., drafts and the final paper with the professor's comments and grade, the syllabus, and relevant course handouts and emails. ^ Composing research papers is found to be a main part of the discovering, critical-thinking, and learning in the participants' graduate studies. Overall, the findings are consistent with the social cognitive view that composing involves complex multifaceted cognitive and social/cultural knowledge and strategies of meaning construction in a situated discourse context. The participants' composing was influenced by four contextual factors in particular: the writer, the professor, the language, and the source texts. Their composing processes had an overall progression that involved three main stages_æ”prewriting, text-writing, and revising-editing_æ”which were linear in an overall sense but which recurred in a spiraling way, as the participants gradually progressed from a general focus at the start to a specific focus at the end, when their final written texts were finished. The most time and effort was spent on the prewriting stage, especially on reading source texts and on constructing a theoretical framework for their papers. Significant factors in their composing proficiency appear to have been the number of L2 English research papers previously written and their prior literacy experiences in L1 Chinese. The participants more proficient at English research paper writing were more proficient at the English academic reading involved, and vice versa, with outlining, playing an important role in both. ^","Clinical / Case Study ~replication|Interview / Focus Group ~check","",1,0,0,0,0,0,1,0,0,0,0,0,0,0,0,0,2,0,0,1,0,0,1,"Education, Bilingual and Multicultural|Education, Reading|Language, Rhetoric and Composition|Education, Higher","Research papers|Reading|Graduate students|Taiwanese|English as a second language|Chinese|Composing|Academic writing","Chair","Sharon L. Pugh",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"158","3024755","Comparative Literature","DAL BEN, PAOLO","Lo sguardo di Perseo. Italo Calvino e Joseph Conrad: Dal testo all'ipertesto","CUNY Graduate School and University Center","Ph.D.",2001,266,"This dissertation consists of two parts: a paper three chapters long and an electronic, multimedia CD-ROM. By using a narratological and structuralist approach, the paper explains how and why Italo Calvino read, learned and developed Conrad's narrative strategy (_æ_to make see_æ) and Conrad's moral concept of literature. This narrative strategy and moral concept of literature were identified by Calvino as the _æ_Gaze of Perseus_æ which he in turn defines as _æ_an allegory on the poet's relationship to the world, a lesson in the method to follow when writing._æ The _æ_Gaze of Perseus,_æ which Calvino discovered in the beginning of his career, is used as a metaphor, in this dissertation, to make a comparison between Calvino and Conrad. ^ The first chapter is a narratological analysis of Calvino's first book, <italic> Il sentiero dei nidi di ragno</italic>, that he wrote while working on his dissertation about Conrad. In Calvino's thesis, still unpublished, it is interesting to see how many aspects he has in common with Conrad, a style marked by visual writing, binary-voice, binary point of view, and the attempt to combine autobiography and fiction through an oral and fabled narration. ^ The second chapter is a theoretical interpretation of the _æ_Gaze of Perseus._æ It identifies the reasons Calvino employed this narrative style, through which he transformed the novel and text into Hyper-novel (= iper-romanzo) and Hypertext (= romanzo-rete). ^ The CD-ROM is part of the third chapter and shows the narrative innovations of <italic>Le citte invisibili</italic>, which was defined by Calvino as an _æ_iper-romanzo_æ (= hyper-novel) and _æ_romanzo-rete_æ (= novel as net). In keeping with this concept, this dissertation realizes <italic> Le citt__ invisibili</italic> as an electronic text (Hypertext) to enable the reader, much better than the book, to fulfill the reading and the narrative strategy Calvino learned from Conrad.*^ *This dissertation includes a CD that is compound (contains both a paper copy and a CD as part of the dissertation). The CD requires the following application: Internet browser.^","Critical / Hermeneutical ~multimedia|Rhetorical Analysis ~check","",0,1,0,0,0,0,0,0,0,0,0,0,1,0,0,0,2,3,0,0,1,0,1,"Literature, Comparative|Literature, Romance|Literature, English|Language, Rhetoric and Composition","Testo|Gaze of Perseus|Calvino, Italo|Hypertext|Conrad, Joseph|Italian text|Italy","Adviser","Robert Dombroski",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"178","3027035","Education","FU, KAI-NI K.","A writer's interior voyage toward writing: A case study of the creative processes of Virginia Woolf","Teachers College at Columbia University","Ed.D.",2001,270,"This dissertation is a research on a writer's interior creative process. It equates a writer's completion of a written product with the writer's creation of a _æ_personal identity,_æ a goal that the writer has to achieve through the writer's conscious and unconscious efforts. This _æ_personal identity,_æ also defined as a new being and a new _æ_identity_æ in this study, always varies or grows from the one that has been established. The major theory of this study is composed of Helene Cixous's writing theory, Julia Kristeva's approach of carnivalesque discourse to literary works, and Mikhail Bakhtin's dialogic theory. ^ This study uses Howard E. Gruber and Doris B. Wallace's case study method to analyze Virginia Woolf's interior creative processes of generating <italic> To the Lighthouse</italic> and <italic>A Room of One's Own</italic>. Using Cixous's, Kristeva's, and Bakhtin's theories as lenses to examine Woolf's creative processes, this study shows that Woolf's creative process of making <italic> To the Lighthouse</italic> went through three major stages: (1) one inner creative experience (a sequence of drive-desire-vision), (2) a renouncement of Woolf's present self/ego, and (3) an interplay between her as the other and language/voices/characters. Besides the last two stages, she used the other type of inner creative experience (a sequence of vision-desire-drive) in <italic>A Room of One's Own</italic>. The results lead the study to conclude that our creativity comes from our instinctual desire in our nature and a deliberate act that is socially constructed. ^","Critical / Hermeneutical ~check|Philosophical / Theoretical ~check|Historical / Archival ~check","",0,1,0,0,0,1,0,0,0,1,0,0,0,0,0,0,3,0,0,0,1,0,1,"Education, Language and Literature|Biography|Literature, English|Language, Rhetoric and Composition","Woolf, Virginia|Interior voyage|Writer|Creative processes","Sponsor","Gregory W. Hamilton",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"179","3027056","English","BAKER, ANTHONY DOUGLAS","Theorizing student reflection for composition","University of Louisville","Ph.D.",2001,196,"In composition scholarship, reflective activities_æ”assignments which require students to write about their own writing_æ”have been proposed and as pedagogical tools for multiple-draft writing courses, with great promise for student learning, student empowerment, and assessment, and with negligible side effects. Composition scholars have failed to articulate critical theoretical differences among reflective activities, which serves to construct these activities as interchangeable, as equally beneficial, and as theoretically compatible. While <italic>reflection</italic> has become a catch-all term for the infinite ways students can write about their own writing, the various conceptualizations of reflection are limited almost exclusively to post-draft, retrospective activities designed to facilitate the transaction and assessment of a target draft or a set of target texts. ^ In this dissertation, I argue that current notions of student reflection are based on instructors' needs for gathering data about their students and about the texts on which students are reflecting. I construct critical inquiries into the performative aspects of reflective writing and into the metaphorical discourse surrounding the topic of reflection (e.g. student reflection as a mirror, window, or a portrait of the writer). ^ In order to reconceptualize composition's notion of student reflection to be more consistent with theories of reflective thinking espoused by John Dewey, Lev Vygotsky, Michael Polanyi, and Donald Schon, I propose a new model of reflection centered around Schon's notion of reflection-in action. In my model, students use reflective activities to reframe indeterminate moments during their drafting processes into problem/solution situations. These in-draft reflective activities guide in class reflective conversations with other practitioners and the instructor at various levels of removal from the original drafting activity and, in turn, also help to shape students' writing in post-draft reflective activities. ^ By offering a multifaceted critique of current notions of reflection and by outlining a detailed, theoretically grounded model for reconceiving student reflection, this dissertation lays the groundwork for a fundamental shift toward using reflection as a way for students to learn about their own writing and for future research in student reflection. ^","Philosophical / Theoretical|Practitioner / Teacher Research ~check","",0,0,0,0,0,0,0,0,0,1,0,1,0,0,0,0,2,0,0,0,1,0,1,"Language, Rhetoric and Composition","Writing instruction|Composition|Student reflection","Adviser","Brian Huot",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"192","3029597","English","AFFELDT, ROBERT JOSEPH","Complex inferencing: Mental models and the metaphorical construction of narratives","University of New Mexico-Main Campus","Ph.D.",2001,639,"Traditional approaches to comprehension theorize that readers employ narratives to cohere texts. Such theories have trouble accounting for two empirical phenomenon: how readers build narratives into complex conceptual structures and the difficulties of accessing knowledge. This study advances three theoretical premises of model construction, a structural premise maintaining that narratives are grounded in concrete spatial structure, a functional premise describing how these two structures interact at complex levels, and a procedural premise positing model-building operations. ^ To investigate the theory, twenty undergraduates were asked to read a short passage on love by the Italian writer Boccaccio and respond to five reading and writing tasks. In all the passages, the general narrative was held constant while the spatial dynamics of love were adjusted (e.g., love is a Reception, Attraction, Absorption, or Penetration). The results reveal that all the readers instantiated the generic, spatial systems yet differed in their ability to fill in critical missing inferences about the main character's psychological motives. Better readers were more skilled at accessing the organizing principles inherent in knowledge and using these structures to generate and configure models of psychological experience. ^ The final chapter investigates whether it is possible to teach undergraduates how to improve their model-building skills. In contrast to readers who employed traditional invention strategies (e.g., proposition clustering and probability statements), readers who contemplated the spatial dynamics of a scene significantly improved their ability to explore the implications of narrative actions. ^","Philosophical / Theoretical|Experimental|Practitioner / Teacher Research|Critical / Hermeneutical ~check|Model-Building","",0,1,0,0,1,0,0,0,1,1,0,1,0,0,0,0,5,0,1,0,1,0,2,"Language, Linguistics|Psychology, Cognitive|Language, Rhetoric and Composition","Inference|Complex inferencing|Narratives|Metaphorical|Mental models","Adviser","Lynn Dianne Beene",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"198","3030087","Speech Communication","ACHTER, PAUL JOSEPH","Television as a technological medium for American politics, 1948--1960: Representations of the political audience","University of Georgia","Ph.D.",2001,202,"This dissertation is an examination of the rhetorical processes by which a vocabulary emerged to conceptualize television as a technological medium for American politics. Through the investigation of three case studies, all falling into the first decade of television's entry into political culture, it reveals the power of two primary narratives. The first narrative holds television as a medium for the exemplary practice of democracy. This narrative imagines that television's positive impact on American life is attained through the dissemination of information to nearly every voter. Information dissemination is thought to produce an informed and educated electorate unavailable before television, and as a result, to produce an improved form of American democracy. The second narrative holds television as a technological invader on traditional cultural and political life. Its spectacular image, magnificent capacities, and dramatic stories, combined with the technologically aided collapse of time and space is thought to produce a negative impact on politics by entertaining and distracting viewers, rather than engaging them in a deliberative form of democracy. I argue that these two narratives polarize discussions of political television and ultimately diminish the imagined capacities of Americans to practice citizenship in the age of electronic media. This form of rhetoric about technology is germane not only to television, but, increasingly, to concerns about the viability of the Internet as a means of communication between governments and publics. ^","Historical / Archival|Philosophical / Theoretical ~check","",0,0,0,0,0,1,0,0,0,1,0,0,0,0,0,0,2,0,0,0,1,0,1,"American Studies|Political Science, General|Language, Rhetoric and Composition|Mass Communications","Politics|Audience|Television|Technological medium","Director","Bonnie J. Dow",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"217","3033462","Communication Studies","COLLINS, STEPHEN","The influence of the Great Chain of Being on the rhetoric manuals of sixteenth century Tudor England","Northwestern University","Ph.D.",2001,251,"This study calls attention to the way in which Tudor rhetorical theory was both influenced by the Great Chain of Being and used in its behalf. The rhetoric manuals studied_æ”Thomas Wilson's <italic>The Arte of Rhetorique </italic>, Henry Peacham's <italic>The Garden of Eloquence</italic>, and Angel Day's <italic>The English Secretorie</italic>_æ”are viewed as palimpsests, layers of appropriated classical rhetorical theory overlaid with contemporary insights, theory, and exempla imbued with cosmological attributes characteristic of the Great Chain of Being. Wilson's manual promoted unity in the English language while simultaneously stressing the need for variety in rhetoric in order to adapt to the varying societal levels of his hierarchical culture. Peacham sought to use the <italic>copia</italic> of rhetoric as a means to describe the <italic>copia</italic> of his world and reinforce its divinely ordained order. Day saw rhetoric as a tool primarily of praise for both lifting people up and closer to God as well as a means for keeping them in their appropriate God-given station assigned at birth. ^ As the manuals integrated classical rhetorical theory with contemporary ideas influenced heavily by cosmology, they also had to contend with paradoxes in that same cosmology, in particular, the impulse to assimilate with God, achieving a oneness or unity with Him, and the impulse to celebrate and maintain the existing plenitude of God's divine hierarchy. These two contradictory and paradoxical impulses existed in tenuous proximity to each other only because theorists of the time kept them from being articulated together simultaneously through strategic evasion or judicious inattention according to Arthur O. Lovejoy. The melding of Sixteenth Century cosmological ideas on to particular classical, rhetorical tenets risked bringing the two paradoxical impulses together in a classical rhetorical taxonomy not designed to keep the two impulses in avoidance of each other. The result in the <italic>Arte of Rhetorique</italic> was an unusual amending of the classical theory of the three styles. In the <italic> English Secretorie</italic>, the result was an awkward and direct statement of the cosmological paradox within Day's rhetorical theory. The integration of contemporary and classical ideas reinforces the importance of exploring the connections between rhetorics and their culture. ^","Critical / Hermeneutical|Historical / Archival ~check","",0,1,0,0,0,1,0,0,0,0,0,0,0,0,0,0,2,0,0,0,1,0,1,"Education, History of|Language, Rhetoric and Composition","Tudor|Thomas Wilson|Angel Day|England|Sixteenth century|Henry Peacham|Rhetoric manuals|Great Chain of Being","Adviser","Michael C. Leff",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"218","3033486","Performance Studies","GOLDMAN, DEREK ANTHONY","The politics and poetics of adaptation: Leon Forrest's _æ_Divine Days_æ","Northwestern University","Ph.D.",2001,604,"This study documents and critically examines the process of adapting and staging Divine Days, Leon Forrest's epic novel of African-American life, at Northwestern University in 1997 and 1998. Exploring the collaborative relationship between Goldman and Forrest over the last year of Forrest's life, the study develops a theory of adaptation as a confluence of artistic, literary, critical, ethnographic, ethical, political, and pedagogical energies. It argues that Forrest's novel contains and embodies its own emergent theory of adaptation. ^ Part One of the study explores Leon Forrest's life and the significance of his work, and offers a critical and historical examination of the much-practiced but undertheorized area of adaptation within the discipline of performance studies. The techniques of _æ_chamber theatre_æ outlined by Robert Breen are considered in relation to a range of cultural and literary theorists. Part Two focuses on how the text of <italic>Divine Days</italic> constitutes a polyphonic vision of the characteristics and uses of adaptation. It identifies and examines the signifying tropes from the black vernacular employed in the novel (storytelling and tall tales, the role of tricksters, carnival_æ_), as well as its _æ_adaptive rhythms,_æ and how these manifested in the script. Part Three focuses on the social, political and pedagogical dimensions of bringing this large-scale African-American project to the stage within an overwhelmingly white institutional apparatus. The underlying politics of casting, designing, marketing, and presenting the production are examined. This section also explores the potential of adaptation as a form of critical pedagogy, offering examples of how adaptations of critical texts and ethnographies may offer potent models for activating the issues and voices in these works. Throughout the study, adaptation is simultaneously examined in four overlapping ethnographic _æ_sites_æ: within Forrest's novel, through the artistic processes of scripting and staging the performance, in the politicized cultural negotiations that surrounded the process, and in the intimate relationship between the author and adapter. ^","Critical / Hermeneutical|Ethnographic|Philosophical / Theoretical ~check","",0,1,0,1,0,0,0,0,0,1,0,0,0,0,0,0,3,0,0,1,1,0,2,"Biography|Black Studies|Theater|Literature, American|Language, Rhetoric and Composition","Forrest, Leon|Poetics|Adaptation|Divine Days|Politics","Adviser","Dwight Conquergood",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"222","3033955","English","LEWAN, LINDSAY","Practical reasoning as pedagogy: Chaim Perelman and the reasonable practice of argumentation in the composition classroom","University of New Mexico-Main Campus","Ph.D.",2001,157,"This dissertation argues that teaching and learning effective strategies of argumentation based on the rhetorical theory offered by Chaim Perelman and Lucie Olbrechts-Tyteca in their <italic>New Rhetoric: A Treatise on Argumentation </italic> will benefit instructors and students in college composition classrooms. The philosophy of the New Rhetoric derives from Perelman's concern over rhetoric's decline and his disagreement with the Cartesian belief that reasoning about values and beliefs can be premised on appeals to absolute truth. Perelman calls his new rhetoric a theory of _æ_practical reasoning,_æ and a key element of his rhetoric is the efficacy of appeal to a _æ_universal audience,_æ a concept which has been widely misunderstood and is discussed in depth in the dissertation. United States Supreme Court decisions provide notable examples of Perelmanian practical reasoning. The dissertation argues that they may be analyzed in the composition classroom, making them effective tools for teaching and learning argumentative strategies that employ Perelmanian _æ_new rhetoric._æ The majority and minority opinions associated with the Supreme Court's <italic>Romer v. Evans</italic>, popularly known as Colorado's Amendment Two, are analyzed using Perelman's argumentative schemes and his definition of universal audience. The dissertation concludes by offering sample methods for introducing Perelmanian rhetoric to students in college composition classrooms. ^","Philosophical / Theoretical|Critical / Hermeneutical|Practitioner / Teacher Research ~check","",0,1,0,0,0,0,0,0,0,1,0,1,0,0,0,0,3,0,0,0,1,0,1,"Education, Language and Literature|Language, Rhetoric and Composition","Composition classroom|Argumentation|Perelman, Chaim|Practical reasoning|Pedagogy","Adviser","Scott P. Sanders",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"234","3035689","?","BATES, MICHAEL TODD","The epistemology and ontology of invention in classical and Augustinian rhetoric","The University of Texas at Arlington","Ph.D.",2001,229,"St. Augustine's view of rhetoric has presented a puzzle to rhetorical theorists. He maintains a generally positive view of classical rhetoric, while at the same time emptying it of worth in obtaining the ends of Christian oratory. One of the most important transformations Augustine makes to classical rhetoric is found in the canon of invention. His adaptation centers upon the ontological and epistemological presuppositions that are inherent in rhetorical invention. A rhetorical epistemology refers to the nature and limit of knowledge, how knowledge is obtained and to what extent that knowledge can be shared with others through language. As the basis of deriving knowledge, invention is where epistemological theory meets rhetorical practice. A rhetorical ontology refers to assumptions of what would have to exist for the rhetor's theory to be true. ^ Augustine receives the tradition of rhetorical invention from Gorgias, Plato, and Cicero. Each rhetorical theorist requires their respective orator to have knowledge, but the nature and extent of knowledge vary according to the epistemological assumptions. Augustine suggests that the ideal orator should have broad knowledge, but this knowledge is neither necessary nor sufficient for the Christian orator whose knowledge derives ultimately from the Word made flesh, and the word of God. Invention for Augustine becomes a dynamic encounter with the W/word of God. ^ The rhetorical ontology of each theorist reveals assumptions about the descriptive nature of language. Three _æ_ontological gaps_æ are detailed and how each theorist bridges these _æ_gaps_æ reveals their authority of language. The authority of language is what justifies the orator's use of language. Augustine views the authority of language as the Word made flesh. The incarnation of Christ as the spoken Word of God becomes for Augustine the source and goal of all rhetorical encounters, which changes the consequential nature of language. The aim of persuasion becomes the aim of clarity by which Christ, the Internal Teacher, instructs the auditor and creates a community that exemplifies the twin loves of God and neighbor. In Augustine, the rhetorical tradition finds its sharpest critic and most able defender, and through rhetoric Augustine finds a useful tool to enjoy God. ^","Critical / Hermeneutical|Philosophical / Theoretical ~check","",0,1,0,0,0,0,0,0,0,1,0,0,0,0,0,0,2,0,0,0,1,0,1,"Religion, Philosophy of|Philosophy|Language, Rhetoric and Composition","Gorgias|Saint Augustine|Ontology|Cicero|Rhetoric|Invention|Epistemology|Plato","Supervisor","Nancy Wood",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"243","3036663","English","COURTRIGHT-NASH, DEBRA K.","Perspective and perception: A qualitative study of twelve college teachers discussing writing","Michigan State University","Ph.D.",2001,269,"In this qualitative study, I consider the writing assignments, expectations, objectives and conversations of faculty members from a four-year liberal arts institution at which there is no writing across the curriculum (WAC) program, nor have there been any workshops or attempts to start a program. In addition, I re-consider the view of faculty in previous WAC research, the categorization of genres as a means of determining what is occurring in classrooms, faculty perspectives on what they are preparing students for, and the value of lore as a means of developing a narrative understanding of pedagogy. I also reflect on my own process of making meaning of the data I collected, which was primarily informant self-report, collected through surveys, audiotape and field notes. ^ The research was comprised of three stages: a survey of the entire faculty, a series of group interviews with twelve faculty members, and individual interviews with three faculty members who had attended the group interviews. The survey, comprised of four open-ended questions, elicited the faculty's view of writing within their discipline, what assignments they used in courses for their majors, what they wanted students to learn from these courses and how they felt writing assisted students in learning. The group and individual interviews allowed the teachers to expound on their understanding of writing and learning within their disciplines, to explain the nuances of their assignments, and, in the case of the group interviews, to discuss their similarities and differences. ^ My narrative of their narratives reiterates the fact that each discipline, even each faculty member, defines and uses assignments differently: _æ_journals_æ and _æ_essay exams_æ take on several very different shapes in the classrooms of my informants. My narrative questions the usefulness of categories by problematizing James Moffet's broad categories of discourse, which I at first believed corresponded to what I was seeing in my data. It also notes that these faculty members are concerned with preparing students for a broader, perhaps uncertain, future as well as introducing the constraints of the discipline, and that their expectations shape their assigning and evaluating of writing. It ponders how or whether their expectations create a theorized pedagogy. ^ Finally, it focuses on the conversations that occurred, via discourse analysis, developing the hypothesis that when lore rooted in current composition theory meets the writing lore of faculty in other disciplines, there are a few possible results: the instructors are so grounded in the lore they bring with them that no deliberation or contemplation of change occurs, the lores _æ_match_æ and one or the other is assimilated into the other, or one lore is discarded in light of the evidence in support of the other. The extent to which any of these may happen depends upon the amount of shared experience, the apparent validity of the evidence, and the confidence of those sharing. ^","Survey|Interview / Focus Group|Model-Building|Ethnographic ~check","",0,0,0,1,0,0,1,0,1,0,0,0,0,1,0,0,4,0,1,1,1,0,3,"Language, Rhetoric and Composition|Education, Curriculum and Instruction|Education, Higher","Lore|College teachers|Writing across the curriculum|Pedagogy","Adviser","Marilyn Wilson",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"249","3037530","?","AMENYA, HULDA A.","English in a Kenyan university: How Kenyan students negotiate their cultural upbringing and the university's western -oriented education in writing","Purdue University-Main Campus","Ph.D.",2001,100,"The purpose of this study was to examine composition instruction in a Kenyan university to determine how Kenyan students negotiate their cultural background and the University's western-oriented education in writing. Issues of culture, ethnic identity, and writing background were especially relevant in areas like Kenya, where English is a second language. In this study, students from a Kenyan University responded to questions on their educational background, linguistic experience, cultural awareness, and assessment of writing classes they had taken. The type of primary and secondary school attended by the respondents had a bearing on their writing performance. Their attitude towards writing instruction, showed a desire to use culturally sensitive texts in waiting classes. The results of this study are discussed in the light of Kenyan students' unique cultural and linguistic background. ^","Survey ~check","",0,0,0,0,0,0,0,0,0,0,0,0,0,1,0,0,1,0,1,0,0,0,1,"Education, Bilingual and Multicultural|Language, Rhetoric and Composition|Education, Higher","Kenyan|Writing|Western-oriented education|Cultural upbringing|English|University","Major Professor","Janice M. Lauer",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"267","3039131","American Cultural and Film Studies","BERGMAN, TERESA GALE","Fashionably objective: When the politics of epistemology encounter progressive political documentary representation","University of California-Davis","Ph.D.",2001,222,"This study examines documentary film and its history in order to trace out the current style of representation that connotes _æ_objectivity_æ and _æ_authenticity._æ This research offers media critics an opportunity to recognize each filmic element rhetorically in its historic context and to delineate its impact on documentary film. The critical theory that grounds this research includes Erving Goffman's concept of a _æ_primary framework._æ The importance of this analysis lies in the recognition of the scientific narrative and how its construction of _æ_objectivity_æ naturalizes its representations. My analysis relies on Michel Foucault and Jean-Fran_ois Lyotard's observations of the scientific metanarrative that structures the contemporary representation of knowledge. The major argument of this study identifies the epistemological and political influences on the representation in the documentary frame, and examines how the scientific metanarrative is at cross-purposes with politically progressive documentaries. One goal of this research is to evacuate the notion of the camera's ability to produce objective documentation, and instead concentrate on its representational functions. The _æ_standard_æ filmic forms that inhabit documentary film derive their rhetorical strength from a politically conservative epistemology that still recognizes the possibility of _æ_objective_æ representation. The challenge in progressive documentary films is to recognize the conservative social construction of the filmic devices and the implications of their use in progressive documentary films. The films I examine are <italic>Complaints of a Dutiful Daughter</italic>, <italic>In the Shadow of the Stars</italic>, and the California State Railroad Museum's two orientation films. I also examine <italic> The Blair Witch Project</italic> because of its appropriation of the documentary film form. When the contemporary documentary film frame combines with a conservative epistemology it produces mixed political results at best. At worst, transgressive messages are relegated to a secondary (or tertiary) status behind dominant cultural narratives. The fashion of _æ_objectivity_æ that has developed in contemporary documentary film is in response to the unstable cultural role of the camera and in response to the enduring desire for a scientific epistemology. ^","Critical / Hermeneutical|Historical / Archival|Cultural-Critical Studies ~check","",0,1,0,0,0,1,0,0,0,0,0,0,0,0,0,0,2,0,0,0,1,0,1,"Language, Rhetoric and Composition|Mass Communications|Cinema","Daniel Myrick|Allie Light|Political documentary|Documentary film|Eduardo Sanchez II|Deborah Hoffmann|Objectivity|Irving Saraf|Epistemology|Progressive","Adviser","Carole Blair",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"271","3040300","?","BRENDER, ALAN STEVEN","The effectiveness of teaching articles to (-Art) ESL students in writing classes using consciousness-raising methods","Temple University","Ed.D.",2002,277,"The questions of whether to teach English grammar to second language learners and how to teach it have plagued the field of language acquisition for two decades. Proponents of natural acquisition (Krashen, 1982, 1994; Krashen & Terrel, 1983; Shultz, 1991) have clashed with those who believe grammar-teaching is effective if appropriate methods are used (Swain, 1985; Montgomery & Eisenstein, 1986; Fotos & Ellis, 1991; Fotos, 1994; Eisenstein Ebsworth & Schweers, 1997). This study found that second language learners do acquire grammar naturally, but it also discovered that grammar-teaching using consciousness-raising techniques can significantly accelerate learning of the targeted grammatical function. This study investigated whether teaching the article system using consciousness-raising techniques to learners who did not have an article system in their L<sub>1</sub> (-Art learners) would result in improvement in article usage. The study also investigated whether these learners changed the ways they used articles in their writing. The subjects were 91 Japanese students (56 experimental and 35 control). The experimental students were given explicit instruction in article usage through consciousness-raising techniques. Students who were explicitly taught articles performed statistically better on cloze tests than students who were not explicitly taught. More importantly, the experimental group made significantly fewer article errors in their writing than the control group. ^ The study results support the theory that learners who do not have an article system in their L<sub>1</sub> acquire the zero article first, then the definite article and finally the indefinite article (Parrish, 1987, Master, 1988, 1997; Thomas, 1989; Yoon, 1993). The (-Art) ESL learners in this study most substantially improved their correct use of indefinite articles. The use of determiners that often substitute for articles, (e.g., demonstratives and quantifiers) tended to diminish as students gained confidence in article use. Learners also appeared to develop tactics for avoiding using the definite and indefinite articles which resulted in their significantly increasing the correct use of the zero (__) article. ^ Grammar-teaching to second language learners will continue to be a subject of debate, but agreement may be closer than the debaters believe. ^","Experimental| ~check","",0,0,0,0,1,0,0,0,0,0,0,0,0,0,0,0,1,0,1,0,0,0,1,"Education, Language and Literature|Education, Bilingual and Multicultural|Language, Linguistics|Language, Rhetoric and Composition","Articles|Art ESL|Writing|Consciousness-raising","Major Adviser","James Dean Brown",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"276","3040679","English","HIGGASON, RICHARD E.","Hypertext performances/hypertext communities","Indiana University of Pennsylvania-Main Campus","Ph.D.",2002,261,"This study seeks to provide an answer to a question raised by Helen Schwartz in her article, _æ__æ„Dominion Everywhere_æ_: Computers as Cultural Artifacts_æ She asks, _æ_How will readers be able to talk to each other about a text, if the _æ„text_æ_ becomes radically indeterminate? How will readers be able to form an interpretive community?_æ (107). Her question seemed to cut to the crux of a problem that is occurring in hypertext studies whereby we have a number of works of literary hypertext and a growing body of discussion about the medium in general, but very little critical attention to individual works. This study seeks to examine three aspects raised by Schwartz's question. (1) Are hypertexts as radically indeterminate as many advocates have proposed? (2) Do we truly have difficulty discussing works that are radically indeterminate? (3) To what sort of interpretive communities will discussions about hypertext lead? ^ By building on the research that has been done in hypertext studies and looking closely at actual works of literary hypertext, this study first argues that literary hypertexts are not as radically indeterminate as they have been presented. While the reader is granted some new liberties, the freedoms come at the costs of different sorts of constraints. Second, this study incorporates performance theory to suggest that all works of art present a level of radical indeterminacy. What makes hypertext different is simply that it does not hide its indeterminacy behind an illusion of sameness. Thus, this study argues that it is possible to discuss hypertext and thereby form communities. Yet, by building on the theories of Bill Readings, this study suggests that hypertext communities cannot focus on a horizon of consensus, but instead must look to form upon a horizon of dissensus. ^ In addition, this study models critical analysis of literary hypertexts by addressing three individual works of hypertext: _æ_I Have Said Nothing,_æ _æ_Charmin' Cleary,_æ and _æ_Lust._æ In this way this study seeks to initiate similar critical discussions of literary hypertexts. Last, this study provides discussion and analysis of classroom endeavors to discuss hypertext works. ^","Philosophical / Theoretical|Critical / Hermeneutical|Practitioner / Teacher Research ~check","",0,1,0,0,0,0,0,0,0,1,0,1,0,0,0,0,3,0,0,0,1,0,1,"Literature, Modern|Language, Rhetoric and Composition|Education, Technology of","Dissensual communities|Communities|Fiction|Hypertext","Chair","David Downing",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"299","3043432","Communication","CANAS, KATHRYN ANNE","Barbara Jordan, Shirley Chisholm, and Lani Guinier: Crafting identification through the rhetorical interbraiding of value","University of Utah","Ph.D.",2002,247,"The purpose of this study is to examine the rhetoric of three public figures: Barbara Jordan, Shirley Chisholm, and Lani Guinier. These three women represent influential African American orators and authors who held significant governmental positions in the public realm. Jordan, Chisholm, and Guinier faced the exigence of having to balance their relationship with male and female African and White Americans in an effort to identify with multiple and diverse histories and audiences. In light of this exigence, the question that frames my analysis is: How did these contemporary African American women identify with diverse audiences in the public realm? In particular, I argue that Jordan, Chisholm, and Guinier employed the rhetorical strategy of interbraiding as a means to express a traditional value system while subtly disrupting the status quo and challenging the essentialist assumptions of African American womanhood. ^ It was critical for Jordan, Chisholm, and Guinier to identify with their dominant audience, not only because their jobs required it but also because they knew change for the less fortunate and under-represented must occur from within the governmental system. So, while they represented groups on the margins of mainstream society, they still needed to function effectively with influential individuals and groups in key decision-making positions. The rhetors therefore crafted value systems that both affirmed (by working within) and opposed (though indirectly) the dominant American value system. To accomplish this, the rhetors used the rhetorical strategy_æ”interbraiding. Interbraiding is a rhetorical strategy through which a rhetor blends values rhetorically in an effort to identify with her audiences. An analysis of interbraiding illuminates how Jordan, Chisholm, and Guinier communicated through values_æ”albeit differently_æ”to identify with their audiences. ^ My analysis illuminates how the rhetors used interbraiding to craft rhetorical models that enabled them to identify with diverse audiences, challenge the essentialist assumptions associated with African American womanhood, maintain a focus on traditional mainstream values, and subtly disrupt the status quo. I examine how the rhetors' rhetorical models were distinct in form and efficacy and suited to their unique rhetorical contexts. Another important dimension of my study is my discussion of how Guinier's experience was different from that of Jordan and Chisholm. Whereas Jordan and Chisholm's rhetoric worked to de-essentialize the distorted narrative of African American womanhood, Guinier's rhetoric, by contrast, was essentialized by it. ^","Critical / Hermeneutical|Historical / Archival|Clinical / Case Study ~check","",1,1,0,0,0,1,0,0,0,0,0,0,0,0,0,0,3,0,0,1,1,0,2,"Biography|Black Studies|Women's Studies|Language, Rhetoric and Composition","Value|Jordan, Barbara|Identification|Chisholm, Shirley|Lani Guinier|Rhetorical","Adviser","Mark Lawrence McPhail",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"327","3047843","English","BEDNAROWICZ, EVA KATHERINE","The revisonary writing center: The rhetoric of a MOO tutorial","University of Illinois at Chicago","Ph.D.",2002,224,"As writing centers introduce the electronic component into their work, tutors can become troubled by the _æ_facelessness_æ of a medium that reduces reliable paralinguistic conversational cues. Till now, writing center literature has signaled the difficulties that confront students in online environments but has not addressed the anxieties that attend communication in an electronic tutorial. Online, the expressiveness that routinely corroborates participant _æ_face-work,_æ involvement and listenership must be mediated solely through textual interchange. This dissertation argues that it is possible for tutors to compensate for the disconcerting loss of face-to-face orientation through _æ_persona-ability,_æ a discursive means of representing one's embodiment in electronic spaces. ^ _æ_Persona-ability_æ foregrounds tutor ability to foster collaborative creation of a textual, online persona that can address facework issues in the absence of visible facial cues. I use interactional sociolinguistics and positioning theory to perform a rhetorical analysis of a _æ_persona-able_æ tutoring conference conducted over a period of an academic year in a MOO. A customizable and textually elaborate electronic environment, the MOO (MUD Object-Oriented, named for its programming language) is governed by a number of rhetorical conventions that afford the tutor greater communicative flexibility than a typical _æ_chat-room._æ The focus of this dissertation's analysis is the problem of _æ_visual silence,_æ or the disruption of conversational flow in an electronic space when participant involvement is called into question. I show how a tutor uses the MOO's _æ_emote_æ function to overcome the difficulties of _æ_visual silence,_æ demonstrate listenership and facilitate interpersonal rapport in an allegedly restrictive electronic environment. Thus, fostering _æ_persona-ability_æ should be a necessary element of online tutor-training. I also urge that writing center practitioners should make a concerted effort to distinguish between the communicative and philosophical implications of synchronous and asynchronous tutoring (e-mail) for writing center practice and pedagogy. ^","Clinical / Case Study|Ethnographic ~check|Practitioner / Teacher Research","",1,0,0,1,0,0,0,0,0,0,0,1,0,0,0,0,3,0,0,1,0,0,1,"Language, Rhetoric and Composition|Mass Communications","Electronic communication|Writing center|Synchronous conferencing|MOO tutorial|Rhetoric","Adviser","James Sosnoski",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"328","3047866","English","MCMANUS, MARY E.","Cultural studies into case studies: Making writing visible in the composition classroom","University of Illinois at Chicago","Ph.D.",2002,204,"In the 1990s, cultural studies began to have an important influence on the field of composition. I will argue that although this influence has benefited the field in many ways, a cultural studies approach to writing instruction tends to position students primarily as readers rather than writers, to _æ_problematize_æ culture by _æ_deproblematizing_æ writing, and to emphasize resistance, which I will argue is primarily a readerly stance, at the expense of identification, an attitude toward writing that I will argue is necessary if students are to move back and forth between the positions of reader and writer. I will describe a case studies approach to writing instruction that keeps the contextualizing possibilities of cultural studies but also focuses students' attention on the genre and composition of texts; introduces students to a set of critical concepts to help them explore the nature of textuality; and attempts to integrate and complicate the processes of resistance and identification by getting students to look at the consequences of writing both as readers and as writers. ^","Philosophical / Theoretical ~check|Practitioner / Teacher Research ~check","",0,0,0,0,0,0,0,0,0,1,0,1,0,0,0,0,2,0,0,0,1,0,1,"Language, Rhetoric and Composition","Writing|Cultural studies|Composition","Adviser","Ann M. Feldman",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"356","3050226","Biblical Studies","FUTRAL, JAMES ROBERT, JR.","The rhetorical value of city as a sociological symbol in the Book of Revelation","New Orleans Baptist Theological Seminary","Ph.D.",2002,283,"The purpose of the dissertation was to determine the rhetorical value of city as a sociological symbol in the Book of Revelation. The sociological significance of the city was determined by utilizing Mary Tew Douglas's group and grid model to examine archaeological, numismatic, epigraphical, and literary evidence that provide a record of the social role of the cities in first-century Asia Minor. The rhetorical value of the symbol of the city employed Elizabeth Sch_sler Fiorenza's poetic-rhetorical approach that seeks to discover the symbolic world created in a text. ^ In chapters 1 and 2, an analysis of the prevailing social views toward the institution of the city in first-century Asia Minor determined that the cities were strong group, weak grid social settings characterized by politics, religion, kinship, civic pride and competition, and the imperial cult. The symbols of the Roman emperor and Rome as a city/kingdom gave identity and unity to the citizens of the cities of Asia Minor. Those failing or refusing to participate in acts of loyalty to the empire and the emperor were seen as a threat to the social order and faced varying degrees of social pressure. ^ In chapter 3, John's usage of city in the Book of Revelation was examined. John's use of city revealed a strong group, weak grid sociological setting similar to the cities of Asia Minor; however, John replaced the demand for loyalty to the empire with a demand of loyalty to the one upon the throne, the Lamb, and the city/kingdom in which they reign. The city functioned as a powerful rhetorical symbol that allowed John to collapse geographical location into spiritual location using the polar opposites of the New Jerusalem and Babylon as the extremes from which the recipients were to choose. The rhetorical value of the city as a sociological symbol allowed John to challenge the existing social order, to exhort the unfaithful in the believing communities, and to encourage the faithful who were facing social pressures. ^","Critical / Hermeneutical|Rhetorical Analysis|Historical / Archival ~check","",0,1,0,0,0,1,0,0,0,0,0,0,1,0,0,0,3,0,0,0,1,0,1,"Religion, Biblical Studies|Sociology, Theory and Methods|Language, Rhetoric and Composition","Rhetorical value|Revelation (Book of)|Sociological symbol|City","Adviser","Gerald L. Stevens",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"399","3056206","Communication","CARROLL, CHARLES FRANCIS","A Kenneth Burke lexicon: A reader's guide to selected terms in the major works of Kenneth Burke, 1931--1972","University of Massachusetts Amherst","Ph.D.",2002,1917,"<italic>A Kenneth Burke Lexicon</italic> is a lexiconographical study of select terminology in Kenneth Burke's nine major works published during the period from 1931 to 1972: <italic>Counterstatement</italic>, 1931; <italic>Permanence and Change: An Anatomy of Purpose</italic>, 1935; <italic> Attitudes Toward History</italic>, 1935; <italic>The Philosophy of Literary Form</italic>, 1941; <italic>A Grammar of Motives</italic>, 1945; <italic> A Rhetoric of Motives</italic>, 1950; <italic>The Rhetoric of Religion: Studies in Logology</italic>, 1961; <italic>Language as Symbolic Form: Essays on Life, Literature, and Method</italic>, 1966; and <italic>Dramatism and Development </italic>, 1972. This study is intended to be used as a pedagogical tool to assist in the teaching and reading of Kenneth Burke. It is comprised of a lexicon of 755 terms and their definitions derived from 4236 textual references. The terms have been selected on the basis of the degree of difficulty they present to the reader. The definitions of these terms are largely composed of Burke's own words in order to more objectively and authentically elucidate and define his complex terminology. In addition to defining terms, the lexicon has employed a methodological approach suggested by Dr. Jane Blankenship of _æ_charting terms._æ Such charting provides a fourfold definition: (1) after a summary definition, it (2) undertakes an extended definition to (3) present a history of definitions which (4) charts the evolution of the term over time. By so doing, the lexicon allows the reader the opportunity to look up any given term encountered in reading Kenneth Burke and contextualize it in relation to all of Burke's other major works. ^","Critical / Hermeneutical ~check","",0,1,0,0,0,0,0,0,0,0,0,0,0,0,0,0,1,0,0,0,1,0,1,"Philosophy|Language, Rhetoric and Composition|Mass Communications","Dramatism|Lexicon|Burke, Kenneth|Logology|Reader's guide","Director","Vernon E. Cronen",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"404","3056641","English","BURFORD, EDITH SUE","The impact of race and culture on teacher and student views of first year composition at a university in deep south Texas","Indiana University of Pennsylvania-Main Campus","Ph.D.",2002,157,"The purpose of this study was to investigate the reason so many students at a university in south central U.S. have had to retake First-Year Composition. Using research of teaching and learning styles, this study sought to discover if there was a mismatch of teaching and learning styles because of a cultural difference of faculty and students. Analysis of the data revealed the faculty was meeting the majority of their students' cognitive needs_æ”the way an individual processes information. Field Independent learners are more analytical, more competitive and can learn in isolation. Field Dependent are more global, less competitive, more social, and can learn in groups (Ming and Patty 183; Goodenough 6; Griggs and Dunn 14). The teachers were addressing their students' Field Dependent needs in the manner they conducted their classes. According to Jimenez, after Hispanic immigrants have been in America several years, they begin to become Americanized and develop into a Field Independent student as are most Anglo/European Americans. Although many of the students who must repeat First-Year Composition, according to some faculty, were truly irresponsible and lazy, a large portion of the repeaters may actually be _æ_in between_æ or Field Intermediate (Meng and Patty 183) students who, because not yet fully Field Independent, were no longer Field Dependent, but were not yet fully Field Independent. When the teacher teaches to her Field Dependent class, she no longer meets the needs of the _æ_in between_æ student who cannot handle the mismatch of teaching style to the student's changing learning style. This was the cause of the high repetitive rate for First-Year Composition at this University. ^","Ethnographic ~check","",0,0,0,1,0,0,0,0,0,0,0,0,0,0,0,0,1,0,0,1,0,0,1,"Education, Bilingual and Multicultural|Language, Rhetoric and Composition|Education, Higher","Learning|Culture|Teaching|Race|Cultural identity|Texas|Course retention|First-year composition|University","Chair","Donald A. McAndrew",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"417","3057984","English and Education","KAUFMAN, RONA DIANE","Reading materials: Composing literacy practices in and out of school","University of Michigan-Ann Arbor","Ph.D.",2002,227,"By considering the contested nature of culture, the instability and sociality of reading, the importance of materiality, and the interconnectedness of reading and writing, my dissertation makes visible the ways readers compose literacy practices in order to place themselves in a social world. Each chapter examines the artifactual traces and concrete practices of readers who are often left out of the sweeping narratives that try to account for the state of literacy today: anonymous readers in a Midwestern public library, Oprah's Book Club readers, student readers in a composition class, and composition teachers as readers of their students' writing. I ultimately argue for the value of grammars of difficulty_æ”place, emotion, use_æ”for readers, teachers, and scholars to better understand and participate in contemporary reading practices. ^ My argument is based on an understanding of reading as an interpretatively open, materially grounded, and socially embedded act. It is informed by composition theory, cultural studies, and print culture studies, insisting on a focus on the local and the particular_æ”not the ideal but the real, not the generally located but the specifically situated_æ”and on an investigation of difference, of what falls outside conventional genres, disciplines, and frameworks. My project understands readers as having agency, as making choices; it responds to critics who fail to recognize reading in _æ_unsanctioned_æ places; and it considers ways in which readers use literacy as a tool in ordering (and perhaps disordering) their everyday lives. I make my argument largely by analyzing different groups' responses to Toni Morrison's <italic>Paradise </italic>. ^ As I look at the specific practices of a particular site, I argue that such practices allow their members to be readers of some texts but not others, to read in a particular way but not another, and to lay claim to some ways of knowing but not others. In addition, I consider the tensions_æ”and, at times, the overlap_æ”of _æ_academic_æ and _æ_public_æ ways of reading, showing not only how curricular and extracurricular readings are often defined and performed in opposition to assumptions about the other but also how strict differences between schooled and unschooled readings unravel. ^","Ethnographic ~check|Critical / Hermeneutical","",0,1,0,1,0,0,0,0,0,0,0,0,0,0,0,0,2,0,0,1,1,0,2,"American Studies|Literature, American|Language, Rhetoric and Composition","Literacy practices|Reading|Writing|Composition","Chair","Anne Ruggles Gere",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"421","3058578","Rhetoric and Professional Communication","BRODKIN, LORI C.","Rhetorical training for physician assistants: Reuniting the science of medical care and the art of medical rhetoric","New Mexico State University-Main Campus","Ph.D.",2002,181,"Although scientific knowledge and medical action remain the backbone of healthcare, communication is now also being recognized as a core clinical skill. Communication in any context is difficult, but especially so in medicine, where practitioners must communicate effectively with patients and other practitioners, often switching from one audience and context to another in a matter of seconds. Despite the recent recognition of communication's vital role in healthcare, many patients remain dissatisfied with their medical care. By examining the research on medical communication and communication training, this dissertation traces the evolving approaches to communication training, from a scientific, objective, and biomedical model to a humanistic, subjective, and patient-centered one. In addition this dissertation answers two research questions: (1) why are medical practitioners still, to a large degree, ineffective communicators? and (2) how might rhetoric help to resolve the problem? ^ Using a process of deductive inquiry to integrate research from several fields, this dissertation suggests that physician assistants (PAs) might help ease some of the tension between the biomedical model and the humanistic one. Because of both the similarities and the differences between physician assistant's and physicians' education, PAs are excellent candidates for training in rhetoric. Since PA students are trained in primary care settings, where prevention is often favored over intervention, they are in a position to communicate rhetorically with their patients: often, their objective is to educate, to evaluate, to interpret, and to persuade. In addition, because PA education is typically oriented toward primary care, PAs have more opportunity for continuity of care and established relationships with patients. Therefore, teaching physician assistants to think rhetorically_æ”to construct and deconstruct language events systematically and thoughtfully_æ”will help them to develop as more effective medical communicators. Injecting a rhetorical education into medical communication training can, this dissertation argues, help reunite the science of medical care and the art of medical rhetoric. ^","Philosophical / Theoretical ~check","",0,0,0,0,0,0,0,0,0,1,0,0,0,0,0,0,1,0,0,0,1,0,1,"Language, Rhetoric and Composition","Medical rhetoric|Physician assistants|Rhetorical training","Chair","Stuart C. Brown",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"426","3059183","Rhetoric","CARTER, SHANNON PAULA","Choosing the margins of the center: Resistance in writing center politics","Texas Woman's University","Ph.D.",2002,237,"Working from the assumptions that much of writing center theorizing develops from (and within) the rhetoric of the margins and that rhetoric is inherently epistemic, this dissertation critiques the rhetoric of the margins in order to discern the various ways that the writing center's marginalized position in the academy and attempts to surpass these margins affects work with student writers from marginalized locations. ^ Margins are constructed by the material conditions of society, but, more profoundly, by society's ideological and epistemological conditions. Thus, when we acknowledge the political nature of literacy and the fluidity, ubiquity, and epistemic force of power, we are forced to recognize the futility of the liberatory pedagogies that try to justify and defend margins while simultaneously working to progress beyond those margins. To this end, using feminist epistemology as my primary methodology, I interrogate the rhetoric of marginality by defining the ideological forces guiding this rhetoric and developing a possible rhetorical framework by which educators may more effectively reshape this rhetoric in ways that maintain cultural diversity in American higher education rather than regulate and silence it. ^ Accordingly, I divide the ideological forces shaping and guiding the rhetoric of the margins into two matrices: the Matrix of Value and the Matrix of Ideology. I define the rhetoric of the margins as the spaces between that which is a part of the _æ_regime of truth_æ (Foucault) and that which is a part of one's own social location. Therefore, these matrices inform the ways we manipulate, negotiate, or fall victim to the oppressive forces of the margins. ^ Chapter One, _æ_The Rhetoric of the Margins,_æ takes up the problem of defining writing center work within the margins, arguing that writing center work shaped by the Matrix of Value perpetuates the status quo through the ideologies of progressivism and justification and, therefore, ineffectively serves our non-mainstream writers. Conversely, the Matrix of Ideology disrupts the status quo by persuading those located at the margins to challenge the ideological structures of the dominant group (the _æ_center_æ). ^ Chapter Two, _æ_Silencing the Margins, Ignoring Power, and Justifying Ourselves,_æ illustrates some of the important ways that work shaped by the Matrix of Value has further marginalized non-mainstream students. Chapter Three, _æ_A Failing Democracy,_æ and Chapter Four, _æ_The Feminized Writing Center,_æ define and critique the composition theories and value-driven metaphors guiding second-wave writing center work. These chapters reveal the ways these metaphors and theories work to perpetuate the dominant cultural codes of the institution and force students to suppress marginalized identity markers. ^ Chapter Five, _æ_Conflicts, Contact, Struggles,_æ begins the second part of this dissertation, which explores the exciting possibilities of writing center work framed by the Matrix of Ideology. In this chapter, I illustrate how metaphors like the contact zone (Mary Louise Pratt), <italic> la mestiza</italic> (Gloria Anzaldua), and _æ_passing_æ (Pamela L. Caughie) may restructure writing center work in ways that embrace the epistemic privileges marginality affords. Chapter Six, _æ_Tutor Training <italic> La Mestiza</italic> to _æ„Pass_æ_ in the Contact Zone,_æ develops possibilities for implementing the Matrix of Ideology in the virtual and physical writing center. Chapter Seven concludes with a discussion of possibilities for further investigations into the rhetoric of the margins in other learning spaces, investigations framed by the Matrix of Value and/or the Matrix of Ideology. (Abstract shortened by UMI.)^","Philosophical / Theoretical|Model-Building ~check","",0,0,0,0,0,0,0,0,1,1,0,0,0,0,0,0,2,0,0,0,1,0,1,"Women's Studies|Language, Rhetoric and Composition","Writing center|Resistance|Composition","Director","Alfred G. Litton",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"447","3060777","","CARROLL, LAURA BETH","The rhetoric of silence: Understanding absence as presence","Texas A & M University","Ph.D.",2002,169,"Combining discourse theory in rhetoric, sociolinguistics, and philosophy, my dissertation develops an analysis and taxonomy of rhetorical silences. Because silence can be a rhetorical tool that reinforces or works to undermine power structures, collaborative and resistant silences are examined under a rhetorical model of presence and meaning, which understands them as rhetorical acts in specific public and political contexts, rather than the conversational model of absence, which cannot understand them to have meaning. I examine rhetorical silences that are <italic>elected silences</italic>: as responses to Nazi oppression, as a part of the rhetoric of the American civil rights movement, as an attempt to stop the corrupted language of twentieth-century propaganda, and as a part of the modern feminist movement. Rhetorical silences that are the subject of this study occur in situations in which people choose to be silent for specific discursive and rhetorical purposes. The study of elected silence also allows us to see new rhetors, who have previously been ignored because their silence has been assumed to be meaningless and powerless. The rhetorical analysis of silence focuses on the <italic>kairos</italic> of a specific silence by placing it within a rhetorical situation. <italic> Kairos</italic> is an essential component of creating rhetorical discourse, for it denotes the rhetor's, the audience's, and the observer's understanding of the effectiveness of the rhetorical discourse. Since silence can only be _æ_heard_æ within its context, <italic>kairos</italic> is essential to the study of silence because it creates a rhetorical space for study, so it can be received, understood, interpreted and analyzed. ^","Philosophical / Theoretical ~check","",0,0,0,0,0,0,0,0,0,1,0,0,0,0,0,0,1,0,0,0,1,0,1,"Language, Rhetoric and Composition","Rhetoric|Silence|Elected silences|Absence","Chair","C. Jan Swearingen",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"489","3066484","","BYRNE, DARA NAOMI","Towards a theoretical reconceptualization of the sociocultural functions of vernacular discourse","Howard University","Ph.D.",2002,149,"The lack of formal research on the sociocultural function of the vernacular as a resource for cultural vitality severely limits an understanding of the true nature of the relationship between social control and linguistic control, and consequently further limits an understanding as to how communities use language as a vehicle for articulating resistance to the pernicious effects of social dominance. As such, this research reconceptualizes the sociocultural function of the vernacular and develops a framework, The Template for Analyzing Vernacular Discourse (TAV), in order to further reveal the essential socializing role, the importance to cultural diversity, and the possibilities of overturning hegemonic ideologies that inhere in the vernacular. ^ In order to frame this template, a historical survey of the relationship between language and identity in the West is used to contextualize contemporary attitudes towards the vernacular. The literature clearly illustrates that these attitudes are the result of the deliberate privileging of the elite standard as the exclusive mode of public discourse for more than 500 years. The main purpose of this review is to denaturalize the ideological relationship between the standard and its established legitimacy. This relationship has a definitive history that shows how and why specific _æ_values_æ continue to plague discussions of nonstandard languages today, which have been the victims of hegemonic thinking for centuries. ^ There are currently few frameworks appropriate for systematically analyzing vernacular discourse. Many of the methods currently employed by scholars in this area are often the very same methods used for analyzing standard discourse. Using these methods presumes that the function of the vernacular is the same as the function of the standard. As such, many of these tools fail to capture the dynamics existent at the core of vernacular discursive formations. In addition, while the goal of many of the contemporary scholars has been to highlight the positive impact of the vernacular, usually its liberating potentiality for marginalized peoples, these analyses often adopt an uncritical stance because of the failure to challenge the centuries old assumption that the vernacular is fixed as the discourse of the marginalized. ^ The Template for Analyzing Vernacular Discourse (TAV) is specifically oriented towards highlighting the unique characteristics and functioning of the vernacular in culture. In so doing, this template reevaluates the vernacular in terms of its unique characteristics in order to de-essentialize marginality and, thereby, demonstrate the importance of such discourses to cultural vitality in the contemporary mainstream. Such analysis illustrates that as the vernacular increasingly claims space in public discourse, it becomes an effective strategy for personalizing relations of production and consumption for a broad range of society. ^","Cultural-Critical Studies|Model-Building|Historical / Archival ~check","",0,0,0,0,0,1,0,0,1,0,0,0,0,0,0,0,2,3,0,0,1,0,1,"Speech Communication|Language, General|Language, Rhetoric and Composition","Sociocultural|Discourse|Ethnolinguistic vitality|Vernacular","Adviser","Richard L. Wright",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"490","3067183","","BISHOP, ROY STEVEN","Energeia: A study of Psalm 22 in biblical Hebrew and in Sir Philip Sidney's translation","Boston University","Ph.D.",2002,235,"This dissertation examines the translatable nature of <italic>energeia </italic> as a rhetorical feature in Psalm 22. <italic>Energeia</italic> was introduced into the discussion of rhetoric by Aristotle and defined by him as a strategy to _æ„actualize_æ_ or to _æ„set before the eyes_æ_ any given condition. Later, Sidney would gloss <italic>energeia</italic> as _æ„forcibleness_æ_ and lament its absence from contemporary English poetry. He too understood it to describe the quality of making a poem live in the imagination. Sidney identified this rhetorical characteristic as intrinsic to the Psalms. ^ In the first chapter a close reading of Psalm 22 in Hebrew identifies features that contribute to the <italic>energeia</italic> of the Psalm. The second and third chapters examine Sidney's translation of Psalm 22. His translation is constructed of carefully chosen expressions drawn from or inspired by a number of sources. He depends upon English, Latin and French texts to aid his understanding of the psalm, which he then presents in effective imagery and embellishment. The <italic>energeia</italic> of Sidney's translation derives first from his understanding of the central Idea of the Psalm. His understanding of the psalmist's description of his experience is expressed by drawing out and filling in, much as a painter would do, the narrative elements in the Psalm. ^ <italic>Energeia</italic> is a translatable quality of the Psalms. However, it is not a quality that can be revealed by the mere matching of words. The translator must first appreciate the Idea of the Psalm and then find the means of expression that allow it to _æ„live_æ_ before the eyes of the reader. ^","Critical / Hermeneutical|Philosophical / Theoretical ~check","",0,1,0,0,0,0,0,0,0,1,0,0,0,0,0,0,2,0,0,0,1,0,1,"Language, Ancient|Religion, Biblical Studies|Literature, English|Language, Rhetoric and Composition","Translation|Sir Philip Sidney|Psalm 22|Energeia|Biblical Hebrew","Major Professor","Geoffrey Hill",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"495","3067477","","HOPGOOD, DEBRA CROSS","The development and change process needed for the implementation of the Electronic Writing Portfolio to assess student writing at Eastern Illinois University","Indiana State University","Ph.D.",2002,199,"The purpose of this study was to analyze how the adoption of an electronic writing portfolio led to institutional change at an institution of higher education that chose to adopt the Electronic Writing Portfolio (EWP) to assess the writing skills of their students. This study also analyzed the perceptions and experiences of key administrators and faculty that participated in the adoption of the EWP. The research questions addressed in this study were: (1) To what extent has the institution demonstrated that the EWP is linked to the mission of the institution? (2) What is the institutional evidence that faculty participated in the development of the EWP? (3) What is the institutional evidence that the EWP is institution-wide in conceptualization and scope? (4) To what degree has the development and implementation process been congruent with the Four-Frame Model for organizational change developed by Bolman and Deal (1997)? ^ The research was a qualitative study using a case study design. Eastern Illinois University, located in Charleston, Illinois, was the case study institution. The case study was conducted in accordance with the protocol established in <italic> Research Designs</italic> by John W. Creswell (1994). ^ Information was gathered from multiple resources. A literature review related to organizational change and assessment in higher education was conducted. A history of assessment at the university was conducted through examination of archival data. Minutes taken from meetings of the Committee for the Assessment of Student Learning were reviewed and analyzed. Minutes from the Writing Across the Curriculum and the Council on Academic Affairs were also reviewed and analyzed. Interviews were conducted with eight faculty members and administrators who serve on the Committee for the Assessment of Student Learning. In addition, interviews were conducted with eight faculty members who taught English 1001 and English 1002, the courses that initial EWP submissions were submitted from. The assessment practices were analyzed to evaluate their congruence with the Four-Frame Model developed by Lee G. Bolman and Terrence E. Deal (1997). ^ The conclusions indicated that faculty and administrators consistently demonstrated in their interviews that the Electronic Writing Portfolio and the University's mission statement are linked. Faculty also consistently demonstrated that faculty was engaged in the development of the Electronic Writing Portfolio. Interviews also indicated, however, that administrators believe not enough faculty were engaged in the development process. The research also indicated, that, in the second year of implementation, the issue of second tier assessment has not been resolved. This indicated congruence with Bolman and Deal's (1997) political framework. This framework states that conflict is natural and inevitable. ^","Historical / Archival|Interview / Focus Group ~check","",0,0,0,0,0,1,1,0,0,0,0,0,0,0,0,0,2,0,0,0,1,0,1,"Language, Rhetoric and Composition|Education, Higher","Electronic Writing Portfolio|Change process|Writing|Eastern Illinois University","Adviser","Greg Ulm",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"501","3068551","","DE VRIES, KIMBERLY MARCELLO","Teaching to their strengths: Multiple intelligence theory in the college writing class","University of Massachusetts Amherst","Ph.D.",2002,181,"This dissertation combines research in neuroscience, psychology, inter-cultural communication, and teaching with technology to envision a more balanced approach to teaching writing. Many composition scholars have proposed theories about the cognitive processes that support writing, and have suggested pedagogies based in these theories, but too often this work has evolved in isolation from the research carried out in other fields. I hope that by taking this interdisciplinary approach, I can rough out some avenues for fruitful future exploration and lay to rest some misperceptions that currently hinder our teaching. ^ I introduce this study by sharing a brief literacy narrative, and then in Chapter One lay out the range of theories held in the composition community about writing, learning, and thinking processes. In Chapter Two, I examine how Multiple Intelligence (MI) Theory can add to our understanding these processes, and consider recent attention to cultural context. China stands out as a particularly useful example by demonstrating very a different but effective pedagogy. Recent neuroscience research supports MI Theory, and I consider how it explains the existence of multiple intelligences in Chapter Three. In Chapter Four I shift to more practical concerns; the media required by non-verbal intelligences are hard to bring into classrooms, but computer technology offers solutions to some of these difficulties. I discuss my own experiences designing an on-line writing tutorial as an example of how neuroscience can be applied to teaching with technology, then describe an introductory literature class in which I used technology to address multiple intelligences. I suggest paths of further inquiry, identifying gaps in current research on teaching with technology. When discussing computer technology, we must ensure that students can cross the _æ_digital divide._æ I look at recent studies of access to computers and the internet; analysis of these results gives a clearer picture of how we might ensure that technology serves our students, rather than acting as another stumbling block. ^ To close, this study looks forward, suggesting questions to be addressed in the future, as well as practical steps teachers can take now, to begin addressing multiple intelligences in their college writing classrooms. ^","Practitioner / Teacher Research|Model-Building ~check","",0,0,0,0,0,0,0,0,1,0,0,1,0,0,0,0,2,0,0,0,1,0,1,"Language, Rhetoric and Composition|Education, Higher","College writing|Multiple intelligence|Teaching","Director","Peter Elbow",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"516","3070526","","GRAHAM, JACQUELYN GRACE","Sex differences in the persuasive writing of university students enrolled in introductory composition","University of Maryland-College Park","Ph.D.",2002,186,"In this study, I examined the difference between sexes on three measures of university students' persuasive writing: (1) 15 linguistic elements; (2) 6 rhetorical strategies; and (3) overall persuasive writing quality. ^ In a double-blind study, the researcher examined 97 university student written persuasive essays for the use of 15 different linguistic elements. In addition, two trained raters independently scored each essay for the use of rhetorical strategies. Finally, two different trained raters then scored the essays for overall persuasive writing quality. ^ For the linguistic elements, females wrote a greater number of words, used a significantly greater number of first person pronouns as well as a significantly greater number of parenthetical expressions than males. Males used a significantly greater number of judgmental adjectives and passive verbs. ^ For the rhetorical strategies, females used the ethical appeal to a significantly greater extent than males. Males used concession as a response to opposing views to significantly greater extent than females. Finally, females scored significantly higher on overall persuasive writing quality than males. ^ The results both support and contradict different elements of previous research in the area of sex and language. Other variables such as race, culture, ethnicity, gender role orientation, and sexual orientation may interact with sex to create language differences. Such possibilities suggest further research in this area. ^","Discourse or Text Analysis ~replication|Rhetorical Analysis ~check","",0,0,1,0,0,0,0,0,0,0,0,0,1,0,0,0,2,0,1,0,1,0,2,"Education, Language and Literature|Language, Rhetoric and Composition","Introductory composition|Persuasive writing|Sex differences|University students","Chair","Wayne H. Slater",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"525","3071761","","CARR, ROBERT ISAAC, III","The dialectic of legal techne","Wayne State University","Ph.D.",2002,227,"As an epistemological project characterizing rhetoric as a productive knowledge (i.e., <italic>techne</italic>) brought to bear through discourse production, this study addresses questions that reach the core of what rhetoric is and how it is practiced. It examines legal practitioners' and consumers' critical awareness of disciplinary knowledge and situational exigency using the discourse of antitrust law, conceiving rhetoric as deliberative and productive, and rhetors as conscious agents operating at the intersection of theory and practice who critically negotiate their dialectical relationship. This helps explain the relationship between formal knowledge (i.e., <italic>episteme </italic>) and practical knowledge (i.e., <italic>phronesis</italic>) as they constitute productive knowledge (i.e., <italic>techne</italic>), and, by extension, rhetoric itself. By importing Aristotelian epistemological concepts to sites of present day discourse production, this neo-Aristotelian rhetorical theorizing performs interpretive work that <italic>casts</italic> these concepts according to the productive knowledge implicit within their contemporary discourse. ^ Chapter 1 elaborates a model for productive knowledge that lays the conceptual groundwork for studying legal <italic>techne</italic> in subsequent chapters. Within it, <italic>phronesis</italic> surrounds and pervades <italic>episteme </italic>, and <italic>techne</italic> exists, evolves, and is brought to bear through their dialectical interaction. <italic>Techne</italic> as I conceive it here is the shared space of <italic>episteme</italic> and <italic>phronesis </italic> that is _æ_embodied_æ by <italic>episteme</italic> and suspended within <italic>phronesis</italic>. ^ Chapter 2 analyzes the discourse productions of an Antitrust Law class to reveal the intellectual <italic>phronesis</italic> of a renowned legal practitioner who recognizes the numerous flaws in his disciplinary knowledge while remaining constrained by them. Despite his awareness, this vantage point within the law and its <italic>episteme</italic> constrains his legal production inside Law's disciplinary box. ^ Chapter 3 studies the consumer-user's engagement with legal discourse from the Microsoft Antitrust Case to reveal a sophisticated consciousness of and concern for legal production from within the marketplace. This positions the consumer as a collaborator in legal production who is responsive to the problems raised throughout Chapter 2. ^ Chapter 4 uses the late 19<super>th</super> century antimonopoly movement to theorize a communion between the legal practitioner and consumer-user that completes legal <italic>techne</italic> and reveals its dialectical nature. Finally, Chapter 5 elaborates the crucial role played by consciousness in legal <italic>techne</italic>. ^","Philosophical / Theoretical|Model-Building|Historical / Archival|Clinical / Case Study ~check","",1,0,0,0,0,1,0,0,1,1,0,0,0,0,0,0,4,0,0,1,1,0,2,"Law|Philosophy|Language, Rhetoric and Composition","Techne|Dialectic|Antitrust|Rhetoric|Legal","Adviser","Frances Ranney",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"546","3076935","","BUTLER, SHANNAN HEATH","Retelling a tale of the West: Akira Kurosawa's _æ_Yojimbo_æ and its remakes","Pennsylvania State University-Main Campus","Ph.D.",2002,273,"Remakes have been a staple of film production from the earliest motion pictures through today's blockbuster epics. It is therefore surprising to note that little has been written concerning the phenomenon of remakes until very recently. In this dissertation, I investigate three feature films that remake a single plotline: Akira Kurosawa's <italic>Yojimbo</italic> (1961), Sergio Leone's <italic>Fistful of Dollars</italic> (1964), and Walter Hill's <italic> Last Man Standing</italic> (1996). This international collection of remakes provides an excellent opportunity to look at the practice of remaking as each film is remade on a different continent and adapted for a vastly different audience. Each film is analyzed through the method of close textual analysis as well as compared and contrasted with its previous or succeeding incarnation. This analysis is based in a rhetorical understanding of film and offers insights into ways in which audiences might read each filmic remake. Literature surrounding the remakes, including industry lore and critical citations, are also considered as a network of allusion becomes apparent. Issues of lineage, authorship, setting, character, and technology are explored across the three films. Concepts of agency are seen as pivotal to the analysis of setting and character while the use of allusion becomes essential to each director's status among his peers. This essay does not attempt a general theory of film remaking, but rather, keeps the focus on the specific and localized shifts presented in this particular series of film remakes. ^","Critical / Hermeneutical ~check","",0,1,0,0,0,0,0,0,0,0,0,0,0,0,0,0,1,0,0,0,1,0,1,"Language, Rhetoric and Composition|Cinema","Walter Hill|Kurosawa, Akira|Remakes|Yojimbo|Italy|Japan|Sergio Leone","Advisers","Thomas W. Benson; Edwin Erle Sparks",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"551","3078249","","FITZGERALD, WILLIAM THOMAS","Speakable reverence: Human language and the scene of prayer","University of Maryland-College Park","Ph.D.",2002,206,"This rhetorical study of prayer presents a conceptual model for recognizing in the resources and situation of human language a general capacity to have verbal relationships with divine audiences, that is, non-human audiences that may be addressed meaningfully in speech. This model identifies three rhetorical elements fundamental to prayer: a scene of address, a speech act of invocation, and an attitude of reverence. Prior to explicating elements of this model in detail, I consider, in Chapter One, the intellectual challenges involved in characterizing prayer as a category of human symbolic activity. In Chapter Two, I examine the political implications of recognizing prayer as a language of communal discourse and identity, especially in democratic and pluralistic societies. ^ In Chapter Three, I consider prayer as a scene of address, a conception by prayer's speakers of the possibilities for relationship with some divine audience open to verbal appeal. This fundamental assumption that divine audiences possesses, even to a perfect degree, the capacities to be addressed reveals the extent to which language is constitutive of relationships. I explore the range and configuration of relationships between prayer's speakers and audiences in light of prayer's character as an extension of discursive relationships among human beings. ^ In Chapter Four, I consider prayer as invocation, a specific articulate act of address that calls upon a divine being to come and to be present. Invocations are the central speech act of prayer because they make possible all others verbal overtures. They not only call upon divine audiences but they characterize the relationships between human and divine beings in ways that exert persuasive force upon both speaker and audience. ^ Chapter Five identifies an attitude of reverence as fundamental to prayer. A reverent stance involves accepting one's condition as dependent and subordinate within some relationship of hierarchy. It necessarily takes a form of addressed toward an objects of reverence. Prayer is the epitome of such reverent address. ^ Chapter Six recapitulates this study and concludes that prayer depends upon the conceptual inter-relationships among these elements of address, invocation, and reverence. ^","Model-Building|Critical / Hermeneutical ~check|Philosophical / Theoretical ~check","",0,1,0,0,0,0,0,0,1,1,0,0,0,0,0,0,3,0,0,0,1,0,1,"Religion, General|Language, Rhetoric and Composition","Rhetoric|Prayer|Language","Chair","Mark B. Turner",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"597","3084593","","BEATTY, STEPHEN RUSSELL, II","What we talk about when we talk about English Studies","Arizona State University","Ph.D.",2003,336,"What defines English Studies? Even disciplinary practitioners struggle to answer this seemingly simple question. As Gerald Graff notes, _æ_the quest for a precise definition of the discipline of English has been a persistent one since the founding of English Studies as an academic subject about a century ago._æ Recently, however, this search for identity has taken on more urgency. _æ_In many ways it seems that the quest for identity,_æ writes Sidney Dobrin, _æ_has become the central mission of contemporary English departments._æ While there have been numerous disciplinary histories of the major sub-disciplines of English Studies (linguistics, literature, composition, and creative writing), there is currently no history of the _berdiscipline of English Studies. ^ <italic>What We Talk About When We Talk About English Studies</italic> attempts to shed some light on this question of disciplinary identity by providing a genetic history of the institutionalization of English Studies in the American college/university. As a genetic history, <italic>What We Talk About</italic> acknowledges diversity within the population being studied and uncertainty regarding genetic inheritance. <italic>What We Talk About</italic> does not provide a census, but focuses on certain institutions, scholars, and administrators at the expense of others in the belief that they represent the dominant genes of the institutionalization of English Studies. ^ In tracing the rise and institutionalization of English Studies, <italic> What We Talk About</italic> identifies the ideals underlying the adoption of English Studies as the four C's_æ”culture, citizenship, correctness, and capitalism. Two of theses ideals, culture and citizenship, represent the ideals of the classical college, while the other two_æ”correctness and capitalism_æ”represent ideals more closely associated with the modern university. While the history of what we talk about when we talk about English Studies may not provide the conceptual coherence necessary to unify the discipline, it can help us to understand what we have in common, how we came to be organized the way we are, and, perhaps, help us to understand where English Studies might fit in the new corporate university. ^","Historical / Archival ~Read|Meta-Analysis / Discipliniography ~check","",0,0,0,0,0,1,0,1,0,0,0,0,0,0,0,0,2,0,1,0,1,0,2,"Language, Linguistics|Literature, General|Language, Rhetoric and Composition","Creative writing|Linguistics|Literature|English Studies","Adviser","Maureen Daly Goggin",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"630","3089913","","CHURCH, LORI ANN","The making of a modern scholar: Class and the academy as configured through the words of working class scholars","University of Arizona","Ph.D.",2003,245,"This project speaks to those with broad research interests in rhetorical studies, the ethnography of working class students and scholars, and the role of socioeconomic class in education. In this dissertation, I take as the object of my study two groups of primary sources_æ”the autobiographical rhetorical pieces that appear in a set of five main books of essays by and about working class people and postings to a national working class academic listserv. My purpose in examining these texts is to compare definitions and experiences of _æ_working class scholars_æ as conveyed by the writers and to explicate and analyze these definitions and rhetorical strategies. This study argues for the existence of a shared discourse among working class intellectuals that developed from the autobiographical essays the scholars created for a core set of published texts, the working class listserv, and additional related texts. These shared narratives give insight into working class scholars' beliefs, actions, education and worldviews as the writers attempt to understand the ways class has acted on their lives and their scholarship. On a larger scale, this study investigates how people tell stories about themselves and how these stories evolve over time to become stronger and more similar to each other, the longer the discourse exists. ^ In their discourse, the working class academics give voice to members of an emerging and identifiable common discourse. Texts in this discourse include commonalties of form and thematic content that circulate freely among members even though the discourse community is widely dispersed geographically. The working class writers use a common language to characterize their experiences and to speak meaningfully to each other about them. Exploring the classed discourse and difficulties expressed in these texts sheds light on American class structures, and suggests ways in which universities might better serve and retain working class people. ^","Meta-Analysis / Discipliniography ~check|Critical / Hermeneutical|Model-Building ~check","",0,1,0,0,0,0,0,1,1,0,0,0,0,0,0,0,3,0,1,0,1,0,2,"Education, Sociology of|Language, Rhetoric and Composition","Academy|Working class|Scholars|Class","Director","Roxanne Mountford",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"631","3089922","","BROWN, DANIKA MARGO","Outreach and containment: The rhetoric and practice of higher education's community-based outreach programs and possible alternatives","University of Arizona","Ph.D.",2003,216,"This dissertation develops out of an extensive program of research investigating the intersection and apparent contradictions of two trends: the expansion of community-based activities and activist rhetorics in higher education, and the growing critiques of the university as functioning primarily for corporate and dominant interests. Employing Marxist critique, I examine the ways institutionalized higher education perpetuates problematic dominant socio-economic structures as well as the possibilities available from sites of higher education for challenging those structures through critical pedagogy and community-based programs. ^ I contextualize my analysis of current practices in community-based learning by deconstructing the rhetoric of liberal ideology embedded within both the current and historical discourse surrounding the mission and development of public higher education with extensive analysis of the Land Grant Act in chapter one. In my discursive analysis of the discourse and history surrounding the creation of land grant colleges, I explicate the importance of a theory of cultural hegemony as it relates to universities functioning under dominant cultural logic. ^ In chapter two, I analyze specific university-based community outreach programs in order to deconstruct and situate the rhetoric and practices of these programs in a broader socio-economic context. I draw out theories of cultural hegemony from Marx and Gramsci to identify and characterize American liberal capitalism as a system which depends upon perceived freedom and equity while requiring inequity and exploitation. I situate <italic>higher education </italic> within that system as a cultural institution that provides necessary means for capitalism (in the forms of technology, knowledge, and trained labor) as well as creates ideological apparatuses to contain possible resistance to the dominant system. I deconstruct and re-theorize the ways in which voluntarism and community service enable contemporary capitalism to remain hegemonic, and I look specifically at such activities generated from and institutionalized in higher education to critique the implications of this relationship. ^ In the third chapter, I argue that although the tendencies of dominant institutions are to contain _æ_radical_æ or transformational practices, no system is an utterly closed system. Consequently, the critical enactment of community-based activities in higher education may provide an opening for counter-hegemonic responses, but only through a carefully articulated theory of critical pedagogy. Drawing on Paulo Freire, Paula Allman, and others, I lay out the principles of critical pedagogy. I also outline what I understand to be necessary limitations on institutional work and institutionalized critical pedagogies based on the analyses of the previous chapters. ^ Based on that critical pedagogy, in the final chapter I outline a practical method of enacting critical community-based work by looking at the issue of accountabilities, outcomes, and measurements in order to identify practices that may serve to create conditions for counter-hegemonic, transformative activities to occur. I conclude the dissertation with some reflection on activities in the university other than community-based learning programs where critical pedagogy has a significant role to play. ^","Cultural-Critical Studies|Ethnographic ~check|Critical / Hermeneutical|Philosophical / Theoretical","",0,1,0,1,0,0,0,0,0,1,0,0,0,0,0,0,3,0,0,1,1,0,2,"Language, Rhetoric and Composition|Education, Higher","Service learning|Community-based|Higher education|Critical pedagogy|Cultural hegemony|Rhetoric|Outreach programs","Director","Thomas P. Miller",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"639","3090904","","BOWER, LAUREL LEE","Critical introspection: Reflection on and in the portfolio cover letter","University of Nevada-Reno","Ph.D.",2003,229,"This research encompasses the rhetorical analysis of 88 first-year portfolio cover letters from 30 sections of English 102 from the spring 2000 Core Writing Program Assessment at the University of Nevada, Reno. The focus of this analysis is to determine what students might view as the rhetorical purposes and strategies of the cover letter. What can students do and not do in such documents? While much research has delineated the importance of reflection as a tool for learning, there have been very few case studies to determine what students can do rhetorically when they reflect. The goal of this study is to analyze and explicate the rhetoric itself in these 88 cover letters using Aristotelian appeals, Toulminian argumentative structures, and Burkian performative elements such as act, scene, agent, agency, purpose, and the scene/act ratio. ^ The results of this study suggest that, while these students could review what they learned, offer support for their choices in the portfolio, and supply information about their learning, they did not often reach a level of critical analysis that demonstrated metacognitive ability. The majority of students did not examine or discuss changes in their assumptions about thinking and writing. ^ This research seeks to redefine reflection as a series of stages_æ”review, reflexive analysis and metacognition. Not only is a single reflective document like a cover letter not sufficient practice in reflection for students to achieve metacognition, but also a portfolio cover letter, by its nature, privileges rhetorical purposes that can be antithetical to self-assessment, such as pleasing and impressing the teacher. Also, if students are not trained in reflection throughout the semester and expected to move toward a deeper analysis of their thinking and writing, a portfolio cover letter will not be a culmination of their thinking about writing. ^","Discourse or Text Analysis|Model-Building|Clinical / Case Study ~check","",1,0,1,0,0,0,0,0,1,0,0,0,0,0,0,0,3,0,1,1,1,0,3,"Education, Language and Literature|Education, Teacher Training|Language, Rhetoric and Composition","Cover letter|Reflection|Portfolios","Adviser","Kathleen Boardman",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"644","3091360","","FRISICARO, ERICA LEIGH","Constructing composition: History, disciplinarity, and ideology","University of Wisconsin-Milwaukee","Ph.D.",2003,212,"Disciplinary histories of composition have served an important function in building the field's institutional ethos, as they construct shared understandings of composition's origins and influences. However, despite their integral role in building disciplinary identification, early records of the field often mask key elements related to the formation of composition's history and tradition: inconsistencies between definitions of the field; competing audiences and ideologies among a diverse group of composition students and scholars; and disputed, changing interpretations of the field's boundaries and designs. Such elements are crucial to understanding the relationships between disciplinary formation and institutional ethics, as the manner in which composition histories are recorded influences how the field's constituents perceive their roles, their purpose, and their ideals within the university. ^ This project therefore analyzes the rhetoric of three full-length disciplinary histories commonly cited within composition scholarship_æ”Stephen North's <italic> The Making of Knowledge in Composition: Portrait of an Emerging Field</italic> (1987), James Berlin's <italic>Rhetoric and Reality: Writing Instruction in American Colleges 1900_æ_1985</italic> (1987), and Susan Miller's <italic> Textual Carnivals: The Politics of Composition</italic> (1991)_æ”in order to classify the rhetoric of composition history and to interpret this rhetoric's implicit and explicit inscription of ideological assumptions regarding the nature of disciplinary roles, boundaries, and agendas. To that end, the study descriptively and analytically addresses five historiographic features appearing in the histories: the stated purpose of each work and its relation to previous histories; the construction of audience within each work; the prevailing themes and keywords grounding the texts' visions of disciplinary history; and the structures of the historical narratives. This analysis reveals three noteworthy patterns in early histories: the texts share difficulties in forging historical methods appropriate for their purposes; they fail to adequately address the needs of their intended audience members; and they reinscribe the traditional characterization of composition as institutionally marginalized and powerless. ^ Using Joseph Harris' <italic>A Teaching Subject: Composition Since 1966 </italic> (1997) as a model for building revised conceptions of composition studies, the project thus recommends three discursive elements useful to creating more critical and ideologically self-conscious accounts of disciplinary formation: methodological disclosure; ideological contextualization; and rhetorical transparency. ^","Meta-Analysis / Discipliniography ~read ?|Rhetorical Analysis ~check|Philosophical / Theoretical ~check","",0,0,0,0,0,0,0,1,0,1,0,0,1,0,0,0,3,0,1,0,1,0,2,"Education, History of|Language, Rhetoric and Composition","Disciplinarity|Ideology|Composition","Supervisor","Alice Gillam",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"661","3094128","","CLARK, DARRYL LANE","Strategies for waging peace: A critique of Jimmy Carter's rhetoric of human rights, democracy, and mediation","Indiana University-Bloomington","Ph.D.",2003,222,"Despite the fact that the great majority of people in the world believe in peace, human history has been characterized by conflict. Typically, people tend to think of peace as an absence of war, but such a negative definition inhibits examination of the ways to promote peace. However, by conceptualizing peace as employing strategies to help manage conflict and erecting new perspectives that do not include warring parties, we can better study and understand ways to encourage peace. This dissertation examines Jimmy Carter's attempts to promote peace by protecting human rights, encouraging democratization, and mediating in crisis situations. In doing so, I assess the evolution of Carter's strategies, their effectiveness, and reasons for his success or failure. Though some of Carter's early efforts to promote peace were politically inspired and ineffectual, he has developed an impressive ability to erect a comic corrective at key times and help people avoid scapegoating, which has lead to peace. ^","Historical / Archival|Rhetorical Analysis|Philosophical / Theoretical ~check","",0,0,0,0,0,1,0,0,0,1,0,0,1,0,0,0,3,0,0,0,1,0,1,"Political Science, General|Language, Rhetoric and Composition","Human rights|Democracy|Carter, Jimmy|Rhetoric|Mediation|Waging peace","Chair","Robert L. Ivie",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"667","3094581","","DURAN, DIANA GAIL","Measurement of attitude toward educational use of the Internet in an English composition course with a comparison of traditional-aged and non-traditional-aged students","West Virginia University","Ed.D.",2003,215,"Attitude is tied to behavior, and writing behaviors seem to be affected by using a computer. Technological advances have forever changed the way educators view the process of writing, including the way students learn, how they feel about the way they are learning, and their subsequent behaviors. Numerous studies have indicated that using computers to write changes the way students write, what they write, and the quantity and quality of that writing. However, studies disagreed about how these changes occur, whether they are positive or negative (or neither), and what psychological dynamics, such as attitude, are involved, to what degree, and how they relate to each other. Affect in general and specifically toward computers has been studied, with several computer attitude scales developed during the 1980s and 1990s. However, these scales did not measure attitude nor subsequent behaviors toward complex computer applications, such as the Internet; moreover, none existed for use in English composition. This study measured attitudes toward educational use of the Internet (ATEUI), along with selected behavioral correlates, among English composition students to examine the relationships between attitude and behavior, age, sex, and academic rank. Further, the students were categorized by age to determine any differences between those who were traditional aged (<25) and those who were non-traditional aged (___25). ^","Interview / Focus Group ~check|Survey ~check","",0,0,0,0,0,0,1,0,0,0,0,0,0,1,0,0,2,0,1,0,0,0,1,"Education, Language and Literature|Education, Educational Psychology|Language, Rhetoric and Composition|Education, Technology of","Attitudes toward Internet education|Nontraditional students|Traditional-aged|Composition courses|English|Internet","Chair","Anne H. Nardi",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"676","3096264","","BATT, THOMAS ALAN","A study of the element of play in the teaching of composition","University of Massachusetts Amherst","Ph.D.",2003,157,"The work of play theorists such as W. D. Winnicott, Gregory Bateson, and Erving Goffman suggests that the element of play has intriguing potential for the teaching and learning of writing: repositioning students in relation to dominant discourses, providing an avenue for risk-taking and experimentation, and offering students and teachers a subtle means to negotiate social roles. However, play as a discrete subject has drawn little attention in composition studies, and as yet there has been no attempt to enact a curriculum that deliberately foregrounds the element of play in all aspects of a composition course. The study described in this dissertation fills this gap. In Chapter 1, I discuss interdisciplinary theories of play in relation to work done in composition studies and develop a provisional definition of _æ_play._æ In Chapter 2, I present the methodology I used in this study, which focuses on three sections of a first-year composition course I taught during a single semester. In Chapter 3, I describe the curriculum I designed in light of the theories discussed in Chapter 1. I also relate my observations on how the curriculum was received, comment on my own experiences of play, and discuss spontaneous play initiatives. In Chapter 4, I present and discuss student reactions to the play activities as expressed in written reflections, individual and group interviews, and other artifacts. In Chapter 5, I focus on the identity negotiations of three students as these negotiations related to play in classroom discourse and their formal essays. Finally, in Chapter 6, I draw together, complicate, and extend the central themes of the previous chapters by discussing them in the context of the key questions that guided the study. ^","Practitioner / Teacher Research ~read ?|Ethnographic|Clinical / Case Study|Philosophical / Theoretical ~check","",1,0,0,1,0,0,0,0,0,1,0,1,0,0,0,0,4,0,0,1,1,0,2,"Education, Language and Literature|Language, Rhetoric and Composition|Education, Higher","Composition|Creativity|Play","Director","Anne Herrington",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"680","3096569","","ANGULO-CANO, YANIRA","Ideologia, poder y escritura: Elementos autobiograficos en _æ_Historia verdadera de la conquista de Nueva Espa±a_æ","Florida State University","Ph.D.",2003,210,"Nuestra propuesta es que Bernal D_az del Castillo, motivado por el deseo de mejorar la situaci_n de su patrimonio familiar y atemorizado por el posible menosprecio de sus servicios a Dios y a rey, emplea la palabra escrita, apelando a los recursos de la ret_rica forense-notarial y dentro del contexto gen©rico de la autobiograf_a, para satisfacer dos necesidades fundamentales de auto-validaci_n. Primero, cronol_gicamente, busca que el monarca (padre) ausente le acredite su nobleza de acci_n y la segunda, resultado de una vocaci_n tard_a por las letras, aspira a que la Fama le designe como el creador de la historia de la conquista de Nueva Espa±a. ^ Nuestro planteamiento supera el debate cr_tico sobre la fidelidad narrativa y el inter©s mezquino del Bernal D_az. Esto se logra al destacar que ambas visiones son v__lidas, pero en diferentes momentos de su vida. El inter©s mezquino revela al conquistador joven que ve sus m©ritos menospreciados y la fidelidad narrativa refleja la nueva auto-concepci_n de la personalidad hist_rica del escritor ya anciano. La primera visi_n se perfila textualmente por una probanza de m©ritos de 1539 y por un memorial enviado a la corte en 1575. La segunda visi_n se manifiesta por el texto que define, o inventa la historia de la conquista de Nueva Espa±a. Nuestra tesis tambi©n re_ne dispersas opiniones recientes. Algunas de ©stas analizan aspectos formales de la <italic>Historia verdadera</italic>; entre ellos, la diversidad de g©neros ensayados y el car__cter autobiogr__fico. ^ La integraci_n de estas opiniones dispersas apunta hacia la transformaci_n de Bernal D_az, de un hombre que teme por sus intereses, en un hombre que reflexiona sobre lo que ha vivido. Al indagar en su pasado, termina por desarrollar una nueva concepci_n de su personalidad. Esta nueva visi_n de s_ mismo, de la originalidad de su existencia y de las experiencias que vivi_, en cierto momento le motiva a defender sus intereses a trav©s de la ret_rica notarial y, posteriormente, por medio de nuevas y m__s complejas f_rmulas de la expresi_n escrita. Como resultado, el soldado encomendero se convierte en un escritor cuya producci_n textual anticipa la historia y la novela modernas. ^","Historical / Archival ~check","",0,0,0,0,0,1,0,0,0,0,0,0,0,0,0,0,1,0,0,0,1,0,1,"Literature, Latin American|History, Latin American|Language, Rhetoric and Composition","Autobiography|New Spain|Escritura|Historia verdadera de la conquista de Nueva Espana|Poder|Ideology|Spanish text|Bernal Diaz del Castillo","Major Professor","Santa Arias",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"686","3096970","","GEHRKE, PATRICK JAMES","The ethics and politics of speech: A genealogy of rhetoric in twentieth-century communication studies","Pennsylvania State University-Main Campus","Ph.D.",2003,261,"In their goal to represent synoptic or panoptic histories of the discipline as objective reports or factual accounts, existing histories of twentieth century communication studies and rhetoric ironically forget the rhetorical nature of writing histories. Histories that focus on coherence, unity, and progression often elide precisely those methods of study and those purposes of scholarship that became unfashionable, that were marginal at their inception, or that produce inconsistencies in the historical narrative. A genealogical account of twentieth century communication studies offers us an opportunity to alter broadly shared assumptions about rhetoric, ethics, politics, and their interrelation. This dissertation investigates the discourses that surround and dominate communication studies in the twentieth century and utilizes a genealogical method to explore what possibilities for alternative modes of subjectivity, ethics, and politics might be available to communication scholars today. Through the study of a diversity of texts from the journals in speech communication, this dissertation maps out linkages and breaks between communication ethics and other sub-genres of communication studies in order to both demarcate limits established by dominant assumptions in the discipline and simultaneously to place in question the necessity or naturalness of those same limits. ^","Meta-Analysis / Discipliniography|Historical / Archival ~check","",0,0,0,0,0,1,0,1,0,0,0,0,0,0,0,0,2,0,1,0,1,0,2,"Speech Communication|Education, History of|Language, Rhetoric and Composition","Communication|Twentieth century|Rhetoric|Speech|Politics|Ethics","Adviser","Christopher Lyle Johnstone",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"708","3099447","","DANIEL, SHARAN LEIGH","Rhetoric and journalism as common arts of public discourse: A theoretical, historical, and critical perspective","The University of Texas at Austin","Ph.D.",2002,367,"This dissertation examines historical and conceptual intersections between rhetoric and journalism to facilitate interaction among professors of the two subjects. Although many rhetoricians and journalists claim common ends of invigorating democratic politics, academic separation obscures these common ends and inhibits interdisciplinary interaction. The thesis of this work is that professors of journalism and rhetoric who endeavor to promote effective democratic discourse can and should seek means of collaborating to enact and foster the kinds of public participation they envision. ^ Chapter one finds compatible notions of democratic discourse processes presented by rhetoricians, journalists, and communication scholars. Synthesizing treatments across disciplines of publics, public spheres, public opinion, and press roles, the chapter offers a normative model showing how journalism and rhetoric can interact to realize publics and public opinion. ^ Chapters two through four illuminate developments in academic and public life that led to the disciplinary separation of rhetoric and journalism at the turn of the twentieth century, using as case studies Fred Newton Scott's teaching and Ida M. Tarbell's practice of public discourse. This examination suggests that some major historic differences between the subjects are now pass©. As journalism entered the academy, rhetoric was perceived as an academic and literary subject with little connection to public life. Scott's program of rhetoric and journalism at the University of Michigan, discussed in chapter two, illustrates public-academic tensions that separated the subjects. His neoplatonic rhetoric differs significantly from the Aristotelian and Isocratean practices that have since been revived among rhetoricians. Chapter three investigates professional impulses in rhetoric and journalism, as composition-rhetoric strove toward disciplinary status and journalism became a distinct vocation. College journalism followed extra-academic professional influences more than it did the rhetorical traditions then espoused in composition-rhetoric programs. As the study of Ida M. Tarbell demonstrates in chapter four, muckraking was more a rhetoric of public engagement than what was being taught by many rhetoricians in the early twentieth century. ^ Chapter five considers pedagogical implications of preceding theoretical and historical-critical insights, suggesting potential avenues for mutually beneficial interdisciplinary engagement among journalists, rhetoricians, and their students. ^","Historical / Archival|Meta-Analysis / Discipliniography ~check","",0,0,0,0,0,1,0,1,0,0,0,0,0,0,0,0,2,0,1,0,1,0,2,"Journalism|Language, Rhetoric and Composition","Public discourse|Ida M. Tarbell|Scott, Fred Newton|Rhetoric|Journalism","Supervisor","Rosa A. Eberly",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"709","3099448","","DILLARD, COURTNEY LANSTON","The rhetorical dimensions of radical flank effects: Investigations into the influence of emerging radical voices on the rhetoric of long-standing moderate organizations in two social movements","The University of Texas at Austin","Ph.D.",2002,279,"Guided by an interest in the origins of social change, this dissertation investigates how long-standing social movement organizations adopt and promote more progressive ideologies over time. While some scholars have argued that well-established social movement organizations tend to occupy positions more in line with the status quo as they age, there are provocative cases in the field that challenge this perspective. In this dissertation, I examine two social movement organizations, The Humane Society of the United States (HSUS) and the Sierra Club, both of which continue to introduce new arguments and new messages into the public sphere and therefore encourage the public to embrace a larger degree of social change. ^ In attempting to explain how these organizations have developed their discourse in the last thirty years, I focus on the impact of key emerging radical groups within the larger movement. I ask: Does the rhetoric introduced into the animal protection and environmental advocacy movements by more radical groups affect the rhetoric of more moderate organizations in those same movements? I endeavor to answer this question by tracking and analyzing the rhetoric produced by HSUS and the Sierra Club from 1970 to 2000. In conducting my investigations, I explore whether attempts on the part of radicals to expand the realm of identification (Burke, 1950) by challenging taken for granted notions concerning the value of animals/the earth and offering counter-arguments can be found in the discourse of later campaign materials produced by the moderates. ^ In order to do this, I track shifts in the arguments presented by the moderate organizations both prior to and following the emergence of the more radical groups_æ”People for the Ethical Treatment of Animals (PETA) and EarthFirst! Specifically, I explore whether following the introduction of a more radical ideology into the movement, moderates begin to challenge accepted norms concerning human relations with animals/the earth, ultimately setting the stage for a reinterpretation of that relation and a broadening of the existing sphere of identification. ^","Historical / Archival|Discourse or Text Analysis ~check","",0,0,1,0,0,1,0,0,0,0,0,0,0,0,0,0,2,0,1,0,1,0,2,"Language, Rhetoric and Composition|Sociology, Social Structure and Development","Moderate organizations|Social movements|Radical flank effects|Rhetoric","Supervisor","Dana Cloud",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"711","3099577","","FISANICK, CHRISTINA LYNN","The embodied pedagogue: Teaching and writing with the body","Ohio University-Main Campus","Ph.D.",2003,214,"In this dissertation, I argue that as teachers, researchers, and writers, we can no longer ignore the _æ_absent presence_æ of our bodies in these academic arenas (as the philosophical mind/body Cartesian split demands that we must do), instead we must see our bodies as pedagogical moments, opportunities for rethinking our subject positions and helping our students re-imagine their own relationships to us, to each other, to their bodies, and to their writing. This dissertation is a move toward defining or at least ma(r)king a space in which composition and rhetoric studies can play an important role in the <italic> nomos</italic> and <italic>topos</italic> of future body rhetorics. It focuses on the symbolic and material body as a cultural site, a rhetorical site, and a pedagogical site on which, from which, and through which meaning is made and negotiated. It is primarily concerned with the body_æ”student and teacher_æ”and the ways in which it has been ignored, silenced, and otherwise rejected in the composition classroom and the larger economy of the university. Part of this work investigates popular body rhetorics and rhetorics of femininity in order to put the body into a broader sociocultural context to allow for a better understanding of how the body is viewed outside of the academic setting. Through the use of personal narratives and the works of such theorists as Teresa Ebert, Judith Butler, Susan Bordo, Elspeth Probyn, and Sandra Bartky an argument is made for a broader attention to the material body in the academic setting. In addition, rhetoric and composition scholars such as James Berlin, Lester Faigley, Michelle Ballif, and Christie Fleckenstein further the discussion about the ways in which the changing landscape of body discourse influences all that we do as academics and rhetoricians. This dissertation ends with implications for teaching and writing with the body. ^","Philosophical / Theoretical|Poetic / Fictive ~check","",0,0,0,0,0,0,0,0,0,1,1,0,0,0,0,0,2,0,0,0,1,1,2,"Education, Language and Literature|Women's Studies|Language, Rhetoric and Composition|Education, Philosophy of","Pedagogue|Body|Teaching|Writing","Director","Sherrie Gradin",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"717","3100425","","GARRELTS, NATHAN CLINTON","The official strategy guide for video game studies: A grammar and rhetoric of video games","Michigan State University","Ph.D.",2003,185,"Video games constitute a significant portion of our documentary culture, and as such they not only reflect our values, but also are in constant conversation with them. Although there have been many studies that comment on the connection between video games and culture, and several other studies that attempt to understand how playing video games may affect audiences, almost no video game studies actually study the material, formal, or interactive qualities of video game content. Of those studies that do discuss video game content, most are incomplete because they treat video games as a pre-composed static medium, which contemporary video games are not. Consequently, we have a very shallow understanding of video games and have no systematic way for understanding the ways in which ideological content may be communicated when people play video games. ^ This dissertation proposes a model to objectively dissect the video game as a dynamic and interactive medium. The first half of the proposed model is a grammar of video games, which consists primarily of terminological framework designed to elucidate the content with which gainers work with and within as they play a video game. This framework consists of objects, agents, commonly depicted interactions, commonly depicted programmed responses, and video game scenes. The functionality of this grammar is demonstrated through analysis of three games in the <italic>Final Fantasy</italic> series: <italic>Final Fantasy, Final Fantasy VII</italic>, and <italic>Final Fantasy X</italic>. ^ The second half of the proposed model is a method for studying the rhetoric of video games. The primary rhetorical resources of video games are <italic> orienting systems</italic>, which include regulating configurations, embedded narratives, and social systems. Through these orienting systems gamers are encouraged to identify and cause player-controlled agents to interact. The functionality of this rhetoric of video games is once more demonstrated on three games in the <italic>Final Fantasy</italic> series. ^ In the final chapter this dissertation proposes that further examination of the grammar and rhetoric of video games can give video game scholars insight into the potential ideological allegiances of video games. This dissertation also concludes that video games may have strong allegiances to the postmodern ideologies. ^","Model-Building|Critical / Hermeneutical|Rhetorical Analysis ~check","",0,1,0,0,0,0,0,0,1,0,0,0,1,0,0,0,3,0,0,0,1,0,1,"American Studies|Language, Rhetoric and Composition|Mass Communications|Recreation","Games|Rhetoric|Grammar|Video game studies|Strategy guide","Adviser","Kathleen Geissler",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"734","3103696","","AMIDON, STEVENS RUSSELL","Manifestoes: A study in genre","University of Rhode Island","Ph.D.",2003,190,"This project is a book-length study of the manifesto, which attempts to trace adaptations writers have made to the genre, beginning with the Luther's _æ_95 Theses._æ From there I move to political manifestoes, including the _æ_Twelve Articles of the Swabian Peasants and Marx and Engels' _æ_Manifesto of the Communist Party,_æ and then to the aesthetic manifestoes of modernism. Later I treat manifestoes of critique, examining texts by Virginia Woolf, Frank O'Hara, Eve Kosofsky Sedgwick, and Donna Haraway, the Students for a Democratic Society and the Lesbian Avengers. ^ While this project is a study of genre and influence, it is grounded in contemporary theories of social reproduction. I avoid taking a taxonomic approach to genre, instead treating the concept as a process, which situates the text within the social context of its production. Generic influence in this study means much more than the _æ_textual correspondences_æ of a taxonomic approach. In implementing this research method, I examine three elements which capture the richer concept of _æ_social influence:_æ (1) the social image of the act of production of the text, (2) the rhetorical dynamics of the act, and (3) the formal elements of the act. ^ This approach allows me to address three issues: (1) the relationship of genre to the agency and socialization of the writer; (2) the relative stability, or lack of it, in a generic form such as the manifesto; and (3) the ways in which the history of writing practices both constrains and enables the future writing practices of individuals. These issues are also important to pedagogy, given the prevalence of writing courses centered around the uses of genre. ^","Philosophical / Theoretical|Critical / Hermeneutical|Historical / Archival ~check","",0,1,0,0,0,1,0,0,0,1,0,0,0,0,0,0,3,0,0,0,1,0,1,"Language, Rhetoric and Composition","Genre|Aesthetic manifestos|Political manifestos","Major Professor","Robert Schwegler",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"737","3103859","","BELT, TODD LAYTON","Metaphor and political persuasion","University of Southern California","Ph.D.",2003,255,"This dissertation draws upon theories from Psychology, Cognitive Science, Linguistics, and Political Communication in order to develop and test a theory regarding the persuasiveness of the use of metaphor in political appeals. Visual, audio and print metaphors are tested for their relative persuasiveness in four experimental studies (forming a total sample of 636 subjects). The four studies test the persuasiveness of metaphor and its interaction with subjects' levels of political sophistication, their emotional attachments to the metaphorical vehicle, and the social values implied by the metaphor. Results indicate that metaphors are not necessarily persuasive in and of themselves, but must interact with certain characteristics of the audience in order to be effective. These characteristics include the priority placed by the audience on certain social values communicated by the metaphor as well as individuals' emotional interactions with the metaphorical message. Results are used to reformulate a general theory of metaphor with respect to political persuasion and are evaluated in terms of their philosophical import to democratic theory. ^","Experimental|Model-Building ~check","",0,0,0,0,1,0,0,0,1,0,0,0,0,0,0,0,2,0,1,0,1,0,2,"Psychology, Social|Political Science, General|Language, Rhetoric and Composition","Metaphor|Political communication|Persuasion","Adviser","Ann N. Crigler",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"741","3104909","","BERGLAND, ROBERT PATRICK","Downsizing and upgrading: A manufacturing firm's move to electronic distribution of documents","Purdue University-Main Campus","Ph.D.",2002,243,"The dissertation is an ethnographic study of the company/customer culture at an electric meter manufacturing plant from early 1995 to summer of 1997. The study focuses on the document production and distribution methods before and after layoffs in the mid-1990s. The company at its peak employed a many document specialists, but by mid-1995, none of those positions existed at the company, and the company planned to employ electronic publishing. The dissertation outlines the history of document production and distribution from 1970_æ_1997 and analyzes the company's decision to distribute its documents electronically. A survey of customers revealed their capabilities and preferences for receiving documents. The company-customer culture is largely viewed through the theoretical lens of Feenberg's critical theory of technology. I show how the company took an instrumentalist view of the technology. In doing so, the company ignored the culture and literacy level of its customers. Had the company espoused a critical theory of technology, the result might have been more positive for the company and for the customers. I also examine the decision-making process and failure to implement an electronic publishing system from a literacy standpoint, looking at how those in power to make the electronic publishing decisions had a very low level of literacy in that area. In that same context, I discuss downsizing and deskilling and the role of the technical communicator and technical communication in workplace settings such as this. ^","Ethnographic|Historical / Archival ~check","",0,0,0,1,0,1,0,0,0,0,0,0,0,0,0,0,2,0,0,1,1,0,2,"Business Administration, Management|Language, Rhetoric and Composition","Electronic distribution|Manufacturing|Downsizing|Electronic publishing|Document distribution","Major Professor","Patricia A. Sullivan",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"758","3106636","","GARSTEN, BRYAN DAVID","Saving persuasion: Rhetoric and judgment in political thought","Harvard University","Ph.D.",2003,278,"Persuasion is a central activity of democratic politics, yet in both theory and practice today the conventional wisdom is that studied persuasion, or rhetoric, tends to corrupt serious political deliberations. This dissertation explores the roots of the modern suspicion of rhetoric, challenges its philosophical basis and points the way towards a conception of deliberation that is friendlier to rhetoric. ^ Part One of the thesis argues that the roots of the modern case against rhetoric can be found in the form of social contract theory first put forth by Hobbes. In asking citizens to alienate their judgments to a sovereign, Hobbes aimed to undermine the practice of rhetoric that appealed to those judgments. While he certainly made use of rhetorical techniques gleaned from his humanist education, I argue (against recent scholarship) that he turned those techniques against the heart of the tradition from which they came. That tradition offered techniques for facilitating controversy; Hobbes's rhetoric aimed to surmount or avoid controversy. I go on to claim that in spite of their more democratic sensibilities, both Rousseau and Kant inherited and even radicalized Hobbes's opposition to the sort of deliberative controversy imagined in the rhetorical tradition. ^ Part Two of the thesis studies the accounts of rhetoric found in Aristotle and Cicero, paying special attention to the dangers they saw in persuasion and to the remedies they proposed. From Aristotle I derive concepts of <italic> deliberative partiality</italic> and <italic>situated judgment</italic>, suggesting that the dangers of rhetoric can be curbed not by principles of impartiality but by certain sorts of appeals to citizens' existing passions and prejudices. From Cicero I draw the concepts of <italic>shallow skepticism </italic> and <italic>reflective distance</italic>, suggesting that a rhetorical politics requires citizens open to revising their opinions but not skeptical about the grounds on which they do so. The final chapter of the dissertation shows how these concepts bear on recent approaches to deliberative democracy and points the way towards a different understanding of deliberation that incorporates persuasion and domesticates it within a system of constitutional government. ^","Philosophical / Theoretical|Historical / Archival|Critical / Hermeneutical ~check","",0,1,0,0,0,1,0,0,0,1,0,0,0,0,0,0,3,0,0,0,1,0,1,"Philosophy|Political Science, General|Language, Rhetoric and Composition","Immanuel Kant|Political thought|Judgment|Aristotle|Persuasion|Jean-Jacques Rousseau|Thomas Hobbes|Rhetoric|Marcus Tullius Cicero","Chair","Harvey Mansfield",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"763","3108346","","GILLIARD, CHRISTOPHER SCOTT","Sports, power, and the black body: Pedagogy and writing race","Purdue University-Main Campus","Ph.D.",2003,136,"The purpose of this project was to examine the ways in which cultural narratives about black athletes and the black athletic body help to construct the overall understanding of African Americans and their place in the culture. Throughout the history of the black athlete in America, the narratives surrounding them have shifted, moving from an oppressive binary of good Negro or dangerous black animal and transforming into a multiplicity of narratives. On the surface these new narratives seem to engage the complexity of blackness in the culture, but upon close examination, the narratives are revealed to be no less oppressive in their construction of blackness or the black body. However, within a classroom setting, analysis of these narratives can serve as an important entrance point for discussions of the ways that race, class and power function in American culture. Because many students come to the classroom already having a high degree of familiarity with sports and its mythology, they are often able to see (and are more willing to discuss) how race functions in this particular cultural site. ^","Cultural-Critical Studies|Historical / Archival ~check","",0,0,0,0,0,1,0,0,0,0,0,0,0,0,0,0,1,0,0,0,1,0,1,"Black Studies|Language, Rhetoric and Composition|Recreation","Race|Black body|Pedagogy|Sports|Power","Major Professor","Irwin H. Weiser",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"764","3108492","","GILBERT, DAVID ALLEN","Plato's ideal art of rhetoric: An interpretation of _æ_Phaedrus_æ 270B--272B","The University of Texas at Austin","Ph.D.",2002,270,"This study reexamines Plato's conception of rhetoric in his dialogue <italic> Phaedrus</italic>. Plato's _æ_prolegomena_æ to a true art of rhetoric, given at 270b_æ_272b, which calls for a rhetorical _æ_psychology,_æ has not been adequately understood. In this study I explicate the prolegomena by investigating (1) Plato's discussions of _æ_soul-parts_æ and _æ_soul-types,_æ given in the <italic>Phaedrus</italic> and in the <italic>Republic</italic>, and (2) Plato's dramatic presentation of his characters in the <italic>Phaedrus</italic> and in the <italic>Symposium </italic>. ^ I argue that the psychology central to Plato's ideal rhetoric is a _æ_politico-erotic psychology,_æ in which types of souls and speech are related to types of political regimes and erotic dispositions. Further, I contend that Plato did not intend his ideal rhetoric to achieve the status of an art (<italic> techn__</italic>), but rather to serve as a basis for critique. ^ The critical/cultural movement in rhetorical studies has privileged the sophists over Plato. I conclude this study by arguing that Plato has been misunderstood, and that rhetoricians in the discipline of Communication should seek to recuperate a literary, _æ_non-doctrinaire,_æ Plato. ^","Critical / Hermeneutical|Philosophical / Theoretical ~check","",0,1,0,0,0,0,0,0,0,1,0,0,0,0,0,0,2,0,0,0,1,0,1,"Philosophy|Language, Rhetoric and Composition","Ideal art|Sophists|Rhetoric|Phaedrus|Plato","Supervisors","Richard A. Cherwitz; Ronald W. Greene",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"769","3109055","","DICKINSON, SANDRA CAROLE","From orality to literacy: The intellectual traditions of black South African women","University of Oklahoma Norman Campus","Ph.D.",2003,334,"Black women in South Africa have a long history of intellectualism as evidenced by their expertise as oral performers, rehearsing and revitalizing vibrant storytelling traditions that have been inherited by matrilineal right for centuries. This ancient rhetorical tradition has played an integral role in their emergence as aspiring writers in the aftermath of the Soweto rebellion of 1976. While their arrival on the literary scene is typically characterized as a breaking of the silence, their expertise as social commentators and community activists has roots in African patriarchal organization in which private and public spheres are delineated along gendered lines. Black women's growing public presence in the Black Consciousness Movement that launched an orchestrated assault on apartheid is less a result of their incorporation in mass education and Western epistemology than a resourceful return to their rhetorical roots. ^ Chapter one explores the oral traditions as sites of resistance to patriarchy and the provision of opportunities for claiming agency and individual identities, strategies that have been essential for anti-apartheid activism when learning to write. Chapter two considers the impact that literacy has had on black women, beginning with its introduction by missionaries in the nineteenth century and continuing through the apartheid era. Reasons for black women's late arrival on the literary scene are discussed in relation to pedagogical practices and philosophical positions concerning the role of black women in a white dominated society. Chapter three examines a century of composition and grammar instruction in South Africa by analyzing a selection of textbooks used in schools from the standpoint of current composition and rhetorical theories. Chapter four investigates the role of Freirean literacy initiatives in the black community as surreptitiously deployed in apartheid-era South Africa. The lack of information on literacy groups is addressed by textual analyses of reading material produced in literacy classes by black women learners for other students. Chapter five considers the crucial yet dubious role of white sponsorship in assisting black women writers to reach a wider, predominantly Western audience. ^","Historical / Archival|Critical / Hermeneutical ~check","",0,1,0,0,0,1,0,0,0,0,0,0,0,0,0,0,2,0,0,0,1,0,1,"Black Studies|Women's Studies|Language, Rhetoric and Composition","Black women|Orality|South African|Intellectual traditions|Literacy|Women","Adviser","Catherine L. Hobbs",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"781","3110739","","CAMBRIDGE, DARREN ROBERT","Techne in action online: Rhetoric and the WebCenter","The University of Texas at Austin","Ph.D.",2003,258,"The study examines the application of rhetorical theory to the design of Web-based online community systems intended to promote the public good. It describes the rhetorically-informed process used to design an online community system, the American Association for Higher Education Carnegie Teaching Academy Campus Program WebCenter. Drawing on contemporary readings and classical rhetorical theory and complexity theory, Chapter 1 examines the limitations of existing software engineering methodologies and describes rhetoric as a theoretical, practical and productive architectonic art which is distributed within a rhetorical ecology and can be deployed to encourage invention and judgment. Chapter 2 articulates the rhetorical ecology into which the WebCenter was designed to intervene, tracing the evolution of the _æ_scholarship of teaching and learning_æ and examining the institutions, groups, and technological environments involved in the discourse around this term using concepts from publics theory and organizational learning theory. Chapter 3 explains the design of the WebCenter as a rhetorical forum, making use of Star's concepts of infrastructure and boundary objects, and introduces elements of the resulting design. Chapter 4 explores the use of artificial intelligence systems within the WebCenter as heuristic devises for invention and judgment by drawing on studies of scholarly communication and Burke's rhetorical writings. Chapter compares the expectations charted throughout the design process with the observed use of the WebCenter as implemented and suggests improvements to the existing system based on the results. ^","Ethnographic ~flag|Philosophical / Theoretical|Model-Building|Poetic / Fictive ~check","",0,0,0,1,0,0,0,0,1,1,1,0,0,0,0,0,4,0,0,1,1,1,3,"Language, Rhetoric and Composition|Education, Technology of|Computer Science","Online|Community of practice|Software engineering|Rhetoric|WebCenter|Carnegie Teaching Academy Campus Program WebCenter","Supervisors","Margaret A. Syverson; John Slatin",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"794","3112652","","ALBERTSON, BONNIE RAFETTO","Organization and development features of grade 8 and 10 writers: A quanto-qualitative descriptive study of DSTP essays","University of Delaware","Ph.D.",2004,210,"Despite moves among the composition scholars, theorists, and researchers toward a situated theoretical perspective of the composing process, much classroom instruction remains grounded in the positivist tradition. This paradigm _æ_fixes_æ meaning within text and privileges a prescribed organization. In many classrooms, this approach manifests itself in the _æ_five paragraph theme or essay_æ (FPT). The purpose of this study is two-fold: to challenge folk wisdom about the efficacy of teaching formulaic writing, at least for the purposes of passing state writing tests, and to look at other features that characterize writing at various score categories. ^ This descriptive study looks at essays from grade 8 and grade 10 writers in response to a high-stakes, statewide direct-writing assessment in Delaware for the years 2001 and 2002. More than 1100 essays, written to four different prompts, were analyzed and coded for two features: levels of development and organization schemes. ^ Findings for organization indicate that while more students choose to write FPTs, writers are just as likely to earn high scores with some _æ_other,_æ non-formula, organization scheme. The only clear association between organization and score was between disorganized or short essays and low scores. Level of development was a better predictor of high score, with writers who chose more specific and varied strategies to elaborate their ideas receiving increasingly higher scores on this assessment. ^ Additional findings include the following: Many students organized their essays according to the bulleted questions posed after the prompt. The study also found that for grade 10, essays organized by an _æ_other,_æ non-formula scheme were better-developed than those organized as FPTs. Similar to other studies, number of sentences utilized in the support section of the essay was positively correlated with score. Most writers primarily developed their essays by reason and example/explanation although it was often difficult to distinguish the role of these strategies in context. Many writers used cause and effect statements for much of their support, especially among 8<super> th</super> grade writers. Finally, essays that earned top scores, even when organized via formula, usually incorporated at least some narrative, preceded topic sentences with background information or commentary, and used effective figurative language. ^","Discourse or Text Analysis| ~check|Model-Building","",0,0,1,0,0,0,0,0,1,0,0,0,0,0,0,0,2,0,1,0,1,0,2,"Education, Tests and Measurements|Language, Rhetoric and Composition","Eighth-grade|Writing assessment|High-stakes testing|Tenth-grade","Professor in charge","Carol Vukelich",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"795","3112881","","BIJUESCA, K. JOSU","Los generos de predicacion en el Renacimiento. El ambito hispanico","University of California-Santa Barbara","Ph.D.",2003,594,"This dissertation explores the development of preaching genres in the Hispanic culture during the 16<super>th</super> century. The Introduction acknowledges the importance of rhetorical theory for the understanding Renaissance religious literature, sets the chronological and spatial limits of the authors studied, and establishes a textual corpus comprised by twelve 16<super>th </super> century Spanish authors. ^ Renaissance theory of preaching is indebted in different degrees to the rhetorical genres defined in the Antiquity as well as to the early Christian tradition. Chapter 1 discusses the nature and goals of the judicial, deliberative and demonstrative genres according to Aristotle's <italic>Rhetoric</italic>, Cicero's <italic>De Inventione</italic>, the anonymous <italic>Rhetorica ad Herennium</italic>, and Quintilian. Chapter 2 presents a chronological review of preaching from pre-Christian times to the Middle Ages. Particular attention is devoted to Jewish-Christian homiletics, Paul's contribution to rhetorical doctrine, Origenes' speculations about biblical exegesis, and Augustine's views on rhetoric as manifested in <italic>De Doctrina Christiana</italic> and the <italic>Confessions</italic>. ^ Using the background provided by chapters 1 and 2, Chapter 3 investigates in detail the textual corpus mentioned in the Introduction. By analyzing twelve treatises on preaching and rhetoric written in Latin and Spanish, I have been able to establish the following genres and _æ_especies,_æ which elaborate in several ways their classical, early Christian, and Medieval models: (1) the deliberative genre, its Renaissance counterparts (<italic>instructivum</italic> and <italic>correctorium</italic>) and its especies (exhortation, consolation and <italic>deprecatio</italic>); (2) the demonstrative genre and its Renaissance counterparts (funeral sermons and sermons for the feasts of saints); (3) the judicial genre of sermons; (4) the didactic genre and its counterparts (<italic>doctrinale</italic> and <italic>redargutivum</italic>); (5) the homily or _æ_apostilla del Evangelio._æ ^","Critical / Hermeneutical|Model-Building|Discourse or Text Analysis ~check","",0,1,1,0,0,0,0,0,1,0,0,0,0,0,0,0,3,0,1,0,1,0,2,"Literature, Romance|Speech Communication|Language, Rhetoric and Composition","Renaissance|Preaching|Spanish text|Sixteenth century|Rhetoric","Chair","Jorge Checa",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"797","3113230","","CARRICK, TRACY HAMLER","(A) Just literacy","Syracuse University","Ph.D.",2003,225,"This dissertation critically examines how constructions of literacy are shaped during historical moments when underrepresented majority groups seek access to hegemonic social institutions: higher education, the workforce, and the body politic. Exploring tensions between constructions of literacy as <italic>just</italic> a set of skills to be learned and the need for a <italic> just</italic> literacy that recognizes the ongoing, contested nature of social, material, and discursive struggles across and between communities of difference, I argue that prevailing discourses of segregation within U.S. political economy deeply influence the ways literacy is defined and evaluated. Furthermore, such discourses delineate the ways (textual) bodies are filtered through public spaces. In considering three transitional periods within the field_æ”the turn-of-the-century emergence of first-year composition at elite institutions of U.S. higher education; the institution of remediation during the 1970s; and the inclusion of community service in higher education curricula_æ”I demonstrate how fetishistic constructions of literacy, those which are disembodied and dematerialized, most directly serve the interests of scholars and teachers in composition and rhetoric as well as students from the white professional middle class. My aim is to show how the needs of under-represented groups_æ”primarily working classes and communities of color_æ”are left unexamined and, in some situations, boldly ignored in a relentless effort to teach the literacy practices and discursive modes that most closely resemble those of white, professional, middle-class communities. I contend that many of the literacy challenges faced by contemporary U.S. institutions can be directly linked to the prejudicial and oppressive ways that institutions_æ”and the people within them_æ”construct educational spaces that conceive of literacy as simply utilitarian. In addition to this critique, I call for the rigorous inclusion of embodied and materialist literacies within mainstream institutional spaces. Applying feminist Sara Ahmed's theory of embodiment in postcoloniality, I offer examples from disciplinary praxis and a case study of the Highlander Folk School to begin unfolding a theory and practice of embodied literacy, an activist project that challenges literacy educators and Euro-Western institutions to more justly address the (corpo)real processes involved in generating discursive knowledge between-not within_æ”academic and community spaces. ^","Historical / Archival|Cultural-Critical Studies|Ethnographic ~check|Practitioner / Teacher Research","",0,0,0,1,0,1,0,0,0,0,0,1,0,0,0,0,3,0,0,1,1,0,2,"Education, Bilingual and Multicultural|Women's Studies|Language, Rhetoric and Composition","Literacy|Service learning|Activism","Adviser","Rebecca Moore Howard",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"809","3114042","","GITZEN, MARY","Face to face: Conferencing as ESL writing instruction","Purdue University-Main Campus","Ph.D.",2002,196,"The purpose of this study was threefold: first, to investigate whether ESL composition students would report that conferencing addressed their individual needs, second, to examine conference interactions for evidence of effective instruction, and third, to interview students and examine their texts for evidence that they retained and used instructional strategies targeted for conference discussion. Little study had been done of conference teaching with ESL writing students, who typically display a wide range of levels of language competence, of purposes and goals for their study, and of educational and cultural backgrounds. Other research indicated that effective teaching occurs when expert and novice interact, that higher order thinking is stimulated by direct tutorial instruction, and that conference teaching enhances development of skills necessary for independent thinking and learning. Students reported that some of their needs were effectively met by conference teaching, while others were no more effectively met than in other writing classes. Analysis of audiotaped conferences suggested that novice-expert interaction resulted in increased motivation for the writing task, increased student input and control of the instructional agenda, opportunities for instructor modeling of effective thinking and strategies, and timely critique and performance shaping. Analysis of audiotaped interviews further suggested that conferences had enhanced higher order thinking as seen in acceptance of multiple solutions to problems and of inherent uncertainty in research, attempts to impose meaning and order on data, and mental effort directed toward elaboration and judgment-making. Coding of student texts suggested use of higher order thinking skills and enhancement of independent thinking and learning as seen in attempts to self-regulate learning, to scaffold on previous learning, and a sense of pride and validation of efforts. Benefits of conferenced writing instruction may extend beyond its previously theorized capacity as a medium for individualized instruction and enhanced student participation, to include its effectiveness for stimulating higher order thinking and fostering independent learning and thinking. ^","Practitioner / Teacher Research|Discourse or Text Analysis|Interview / Focus Group ~check","",0,0,1,0,0,0,1,0,0,0,0,1,0,0,0,0,3,0,1,0,0,0,1,"Education, Language and Literature|Education, Bilingual and Multicultural|Language, Rhetoric and Composition","Conferencing|Writing","Major Professor","Tony Silva",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"831","3116681","","CLAPP, TARA LYNNE","Environmental identities: Rhetorics of environmental planning","University of Southern California","Ph.D.",2003,395,"Through the exploration of three social identities that animate environmental planning, I describe forms of citizenship in the discourses of toxicity, stewardship, and environmental analysis. Individuals are constrained in communication and identity by the communicative forms that are available. Forms are durable, but innovation may occur. I consider the influence of three texts on environmental discourse and the constitution of environmental citizenship: Rachel Carson's <italic> Silent Spring</italic>, Aldo Leopold's <italic>A Sand County Almanac</italic>, and Ian McHarg's <italic>Design With Nature</italic>. ^ Literary theorist Kenneth Burke proposed that forms have consequences for action. Forms help to create expectations and attitudes towards the natural world, identities for our selves and motivations for our actions. Using Burke's dramatism and textual analyses, I show the sources and consequences of the forms of these three texts for the identities and actions of those involved in environmental planning. The social identities expressed through these texts help to constitute important identities of environmental citizenship, including popular movements and professional associations. The way the three texts are applied in discourse shows how the forms embodied in the texts are translated to action. ^ The concept of rationality that once dominated planning has been under attack. This rationality was to provide universally applicable norms for planning. Theorists have turned to communicative approaches to describe a more contingent planning. Some focus on the particularities of individual situations. Part of their purpose has been to undermine the still-prevalent concept of rationality as universal. Part of my purpose in describing the forms of environmental discourse is to show that it is both possible and necessary to generalize between communicative situations. In order to understand communication in particular situations we need to understand the broader contexts of communication. ^ Using dramatistic analysis, forms can be identified and their effect on motivation can be understood. The research will help planners to understand how environmental literature influences the situations of environmental planning. More broadly, this approach is valuable in showing the importance of form in generalizing between communicative situations. ^","Critical / Hermeneutical|Model-Building|Philosophical / Theoretical ~check","",0,1,0,0,0,0,0,0,1,1,0,0,0,0,0,0,3,0,0,0,1,0,1,"Language, Rhetoric and Composition|Urban and Regional Planning","Burke, Kenneth|Aldo Leopold|Environmental planning|Carson, Rachel|Ian McHarg|Rhetorics","Adviser","Niraj Verma",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"834","3118214","","BOOKER, SUSAN LEE","Negotiating technologies and social action on the prairie: Visual, verbal, and spatial rhetorics in the narrative of a public, interpretive exhibition","Iowa State University","Ph.D.",2003,246,"This qualitative case study of a public, interpretive museum space examines the visual, verbal, and spatial rhetorics of the exhibition's educational narrative. The site, a national wildlife refuge and accompanying visitors' center, features research and environmental education on the restoration and preservation of tallgrass prairie and oak savanna ecosystems. The study draws on theory and practice of contemporary museums engaged in professional communication about the environment and engages cultural studies' articulation theory in its approach. Conventional qualitative methods of interviews, document analysis, and observation are employed. Five types of data were analyzed: documents (including newspaper articles, consultants' reports and correspondence, and promotional information from the refuge and prairie learning center); interviews; signage (both exterior and interior); displays as part of the exhibition's narrative; and video and web-based materials. The study argues that the visual, verbal, and spatial narratives present at the refuge and learning center challenge prevailing assumptions about land use and participation with the environment and calls on visitors to engage deeply in the progressive environmental work of the refuge. Such engagement with nature and such understanding of how museums function in communities gets redefined at this site. A series of tensions in the exhibition's narrative serve as the primary units of data analysis: wild and tame; technology and Nature; heritage and progress; hidden or understated and revealed or promoted; constructed or controlled and natural or free; and stated or articulated and assumed or ignored. The study concludes that museums as rhetorical and political spaces reshape perceptions of knowledge-making and community, that museums provide innovate sites for education and social action, and that the tensions that exist in such spaces need not be reconciled and, in fact, may be necessary in order to intervene in the arguments that are constructed around technical concepts for various audiences. ^","Ethnographic ~check|Critical / Hermeneutical","",0,1,0,1,0,0,0,0,0,0,0,0,0,0,0,0,2,0,0,1,1,0,2,"Language, Rhetoric and Composition","Technologies|Social action|Interpretive exhibition|Prairie|Museums|Narrative|Rhetorics","Major Professor","Charles J. Kostelnick",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"837","3118664","","ATTFIELD, HILARY M.","The future of electronic editing: Theory and practice","West Virginia University","Ed.D.",2003,77,"This dissertation investigates the theory and practice of editing as it moves into the electronic era. As an example of the type of material which scholars may now be interested in working with, it centers on an edition of a lecture given by the West Virginia artist-journalist David Hunter Strother on John Brown nine years after the insurrection at Harper's Ferry. This material was chosen because it was locally available, unpublished, both locally and nationally important, and of the dimension which would have formerly placed it on the margin of paper publication. ^ Chapter one shows how the theory of editing has evolved from the beginning of the twentieth century to the present day. Chapter two deals with the introduction of computing techniques to literary studies, the subsequent experimentation with new pedagogic and creative forms, and the beginning of digital editions. Chapter three moves on to the work of the edition and the technical and software choices which have been made for this particular example. It provides a rationale for choosing the particular document both as an example for the dissertation and as a piece of scholarship that will contribute to studies in civil war history and biography. ^ The edition of the David Hunter Strother lecture is archived in Standard Generalized Markup Language (SGML). These files can be read by any SGML reader (WordPerfect 10, for example). Readers who can obtain a copy of Panorama Pro can see how the detail recorded in the SGML files can be presented in different fashions, with material included or excluded, highlighted, colored, etc. The files are also present in HTML form for present-day convenience. ^ The final chapter of the dissertation assesses the process of assembling the addition and working with different software and coding techniques. It concludes with a look at one of the most important issues of editing in any form, accuracy, ending with a discussion of the new issues that confront literary editors working with electronic media. ^","Ethnographic ~check|Critical / Hermeneutical ~check","",0,1,0,1,0,0,0,0,0,0,0,0,0,0,0,0,2,0,0,1,1,0,2,"Literature, Modern|Language, Rhetoric and Composition|Education, Vocational","Electronic editing|Textual criticism|Markup languages","Chair","David L. McCrory",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"846","3120108","","DILGER, C. BRADLEY","Ease in composition studies","University of Florida","Ph.D.",2003,212,"For many Americans, the idea of _æ_ease_æ shapes understanding of complexity and difficulty. Though many consider ease of use a twentieth-century phenomenon associated with personal computers, its origins date from the seventeenth century. _æ_Ease in Composition Studies_æ investigates the role of ease in American culture, especially college-level writing. ^ I begin by defining ease and tracing its history through four critical periods of development dating from 1700 to the present. I show that ease can be defined using a list of eight qualities opposed to other important concepts: comfort, transparency, effortlessness, simplicity, pragmatism, femininity, expediency, and pictorialism. Calling on the work of Evan Watkins, I show problems which can occur when ease is uncritically demanded or mobilized_æ”as is frequently the case when consumer models of ease, based on simple transaction, appear in educational contexts. ^ With ease defined, I demonstrate that current-traditional rhetoric, the simplified approach to writing developed in American nineteenth-century colleges, includes a pedagogy based on ease. Nineteenth-century composition portrays the act of writing, writing style, and teaching writing as easy, and position writing as the gatekeeper for the _æ_life of ease._æ By investigating textbooks, teaching methods, and strategies which writers of supposedly easy rhetorics use, and calling on the work of Lucille Schultz and Sharon Crowley, I identify specific connections between writing and ease, charting the transformation of ease in the classroom from close identification with _æ_easy_æ pedagogical techniques (atomization, alliteration, and gradation) to a less clearly defined, but no less powerful concept. ^ The connection of ease and writing established in current-traditional rhetoric was not disrupted by the pedagogical reforms of the 1960S and 1970s. Today ease shapes the development of teaching writing using computers and new media. Can composition instructors continue to mobilize ease to teach electronic _æ_writing_æ technologies, given the differences in institutional practices and subject formation associated with them_æ”what Greg Ulmer calls _æ_electracy?_æ My research suggests otherwise. I conclude my dissertation by outlining an electrate supplement to ease: concepts suitable for practicing, learning, and teaching electronic discourse. ^","Historical / Archival|Philosophical / Theoretical|Critical / Hermeneutical ~check","",0,1,0,0,0,1,0,0,0,1,0,0,0,0,0,0,3,0,0,0,1,0,1,"Language, Rhetoric and Composition|Education, Higher","Ease|Composition Studies|College writing","Chair","Gregory L. Ulmer",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"849","3120707","","DAVIS, CHERYL K.","Motivated to serve, motivated to learn: Theorizing care in the composition service-learning classroom","Indiana University of Pennsylvania-Main Campus","Ph.D.",2004,197,"This study examines the practice of utilizing service-learning activities in the composition classroom from a theoretical and practical perspective. The study examines how theories of care ethics, spirituality, and personal development can help enhance the creation of student-centered service-learning projects. The dissertation poses a fundamental question: What does it mean to _æ_care_æ in a service-learning composition course? ^ Chapter One provides an overview of the current applications and compatibility of service-learning theory in the field of composition. Chapter Two discusses care ethics as one means of developing caring relationships in service-learning reflective writing and discussions. This explanation is based on the work of care theorists also known in the field of service-learning. However, a majority of the chapter specifically implements practices as discussed in Net Noddings' <italic>Educating Moral People: A Caring Alternative to Character Education</italic>. ^ Chapter Three examines a second theory that can enlighten service-learning discussions and which flows naturally from care ethics: spirituality studies. This chapter addresses varying uses of the term spirituality and how, in the educational realm, it may refer to more than one's personal faith. ^ Finally a theory of personal development and _æ_self-authorship_æ can ground discussions in the composition service-learning classroom. Chapter Four intentionally discusses students' learning journeys as foundational for work in composition service learning. Marcia Baxter Magolda's work, <italic> Making Their Own Way: Narratives for Transforming Higher Education to Promote Self-Development</italic>, forms the framework for this examination of how being attuned to students' process of personal development can aid service-learning practitioners as they seek to bridge the gap between school and _æ_real life,_æ the world of the classroom and the world of the community at large. ^ Though each chapter ends with ideas for implementation, Chapter Five specifically discusses issues of implementing these theories in practical ways in the composition classroom, sharing stories of the author's teaching experiences. ^ This theoretical and practical approach helps examine service-learning in the composition classroom as a tool to develop life-long learning goals. ^","Philosophical / Theoretical|Practitioner / Teacher Research| ~check","",0,0,0,0,0,0,0,0,0,1,0,1,0,0,0,0,2,0,0,0,1,0,1,"Language, Rhetoric and Composition","Service learning|Composition|Care","Chair","Claude Mark Hurlbert",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"854","3121022","","ISAKSEN, JUDY L.","Composing the rhetorics of race: A cultural study","University of South Florida-Tampa","Ph.D.",2004,210,"This project brings critical attention to white normativity_æ”my expression for that unconscious or explicit assumption that the white race is the norm against which all races are measured. I argue that the power of white normativity, because it has forever managed to avoid intellectual scrutiny, invisibly pervades all levels of society, including our disciplinary work in the field of composition studies. As such, this project, using a cultural studies methodology, first explores the historical, social, political, legal, and rhetorical practices within America that have collectively and institutionally constructed racial identity; it then demonstrates how such practices have specifically camouflaged the existence of white normativity in order to reinscribe the prevailing systems of domination. ^ Extending the exploration into composition studies, I argue that over the last 20 years, many progressive composition scholars have worked, using postmodern discourses such as cultural studies, to broaden their understanding of race and racism. And while we as a discipline claim, in the name of cultural studies and multiculturalism, that we are concerned about racial inequities, I contend that the power of white normativity has caused our disciplinary efforts to border on inadvertent racism, for our critiques concerning matters of race have focused primarily on only the marginalized Other, with little or no attention given to the white race or the prevalence of white-normative ideology. I argue that we simply cannot give a full-bodied assessment of matters of race if we do not factor in the invisible power of whiteness. ^ As a corrective to the white solipsism that clouds our disciplinary vision, I attempt to turn the critical gaze back on whites by offering several postmodern theoretical discourses of critical race scholarship_æ”namely, Racial Formation Theory, critical whiteness studies, and critical race theory_æ”along with the hopeful theories of hegemony and articulation as a means first to understand the white-normative ideology and unconscious racism that binds us, and then to work diligently to disrupt them. This study argues for a deeper confrontation of racial inequities by reconstructing a more equitable racial consciousness in both our theoretical and pedagogical practices. ^","Cultural-Critical Studies|Meta-Analysis / Discipliniography|Historical / Archival ~check","",0,0,0,0,0,1,0,1,0,0,0,0,0,0,0,0,2,0,1,0,1,0,2,"Sociology, Ethnic and Racial Studies|Language, Rhetoric and Composition","Race|Whiteness|Rhetorics|Composition Studies","Major Professor","Gary A. Olson",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"866","3122627","","GABOR, CATHERINE","Leave the room. Teaching writing beyond the four walls of the classroom","Texas Christian University","Ph.D.",2004,286,"This dissertation analyzes the benefits and drawbacks that arise for students, teachers, and members of external communities in extra-classroom writing assignments. My research included both local communities and online communities, where students collaborated with community partners, participated in intercollegiate discussion boards, and joined online communities of their own choosing. In order to assess the impact of extra-classroom writing assignments on student engagement and <italic>rhetorical sensitivity</italic> (the ability to recognize and critically examine writing tools and rhetorical situations and one's position(s) therein) in extra-classroom writing, I observed students in multiple rhetorical situations, used short questionnaires, and interpreted student-(co)authored texts according to an ethnographic research methodology_æ”one specifically suited for the study of extra-classroom writing, based on the action-reflection cycle central to Deweyan educational philosophy. Ultimately, I argue that rhetorical sensitivity obtains when students view their writing from multiple standpoints and that engagement ensues when students perceive a _æ_real_æ exigency for their writing, with limited teacher monitoring or surveillance. ^ I conclude by arguing that extra-classroom assignments hold potential for student engagement and increased rhetorical sensitivity to the degree that students perceive such assignments as serving some function other than meeting a teacher's requirements. Creating such a sense of rhetorical exigency is challenging in the context of required writing classes where assignments are typically made and monitored by the teacher. However, teacher surveillance in local community writing can be reduced if institutional support for service learning substitutes for monitoring by the teacher. In this sense, I challenge Ellen Cushman's recent claim that the teacher-researcher is key to sustaining community service writing. In my recommendations about online communities, I employ Michel Foucault's and Johndan Johnson-Eilola's theories of power to explain that some level of surveillance is always present on the web, but that teachers can reduce students' sense of being monitored by choosing technologies that foster less constrained participation and by inviting students to participate in online communities of which the teacher is not a part. ^","Ethnographic|Interview / Focus Group|Philosophical / Theoretical ~check","",0,0,0,1,0,0,1,0,0,1,0,0,0,0,0,0,3,0,0,1,1,0,2,"Education, Language and Literature|Language, Rhetoric and Composition","Service learning|Writing|Community-based writing","Adviser","Carrie S. Leverenz",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"882","3123566","","HAMMERS, MICHELE LEE","_æ_The Vagina Monologues_æ: Staging complex questions about rhetorical theory and practice","Arizona State University","Ph.D.",2004,244,"The body's status within philosophical, theoretical, and social discourse is heavily sedimented with the weight of its historical positioning as the de-valued _æ_other_æ term in the mind/body dichotomy, which not only divides, but also hierarchizes, the relationship between the <mind> and the <body>. Both rhetorical and feminist theory continue to struggle with, and fall short of, finding solutions to the problems raised by the body's inescapable prominence as the problematic excess that does not belong with, or fit neatly within, the frameworks through which theorists and critics understand both rhetorical efficacy and individual and social agency. ^ Eve Ensler's play, <italic>The Vagina Monologues</italic>, challenges rhetorical critics, feminist activists, and theorists of all kinds, to re-think the relationship between the body, particularly the female body, and current understandings of <public> and <private>. By doing so, Ensler's play also challenges us to explore the status of the <body> within rhetorical and feminist studies. <italic>The Vagina Monologues</italic>' emphasis on the female body as not only a site for individual experience but also as a source of individual agency and rhetorical activity, makes this play a rich source for insights into how and why women's bodies operate as they do in public arenas. ^ Drawing upon bodies of theory including rhetorical studies, counterpublic studies, and gender theory, this project seeks to map the common ground among these diverse literatures in order to better understand the status of the <body> in contemporary social discourse. Then, by turning to lessons learned from media studies scholarship concerning the potential polysemy of rhetorical texts, an analysis grounded in both critical rhetoric and qualitative inquiry is performed. This analysis suggests that the <body's> complex discursive status makes rhetorical efforts at social change, such as those launched by <italic> The Vagina Monologues</italic>, not only difficult, but also potentially dangerous for the groups these efforts are designed to aid. However, despite this mild caveat, this analysis also suggests that these efforts play an important role in effecting change in attitudes and behaviors at an individual level and can, with continued support from individuals, help effect change at local and community levels as well. ^","Philosophical / Theoretical ~check|Critical / Hermeneutical ~check","",0,1,0,0,0,0,0,0,0,1,0,0,0,0,0,0,2,0,0,0,1,0,1,"Women's Studies|Theater|Language, Rhetoric and Composition","Staging|Body|Ensler, Eve|Vagina Monologues|Rhetorical","Adviser","Daniel C. Brouwer",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"885","3124131","","BERKLAND, MARA KATHLEEN","Feminism and its social movement in Morocco: Pragmatism, persuasion, and change","University of Utah","Ph.D.",2004,199,"Feminists in Morocco have recently begun to protest the inequities created for them under the Personal Status Code. Their protests include everything from the creation of political and charitable organizations to the establishment of websites and alliances with other like-minded organizations. Through qualitative, grounded theoretical methods, this study examines the rhetoric produced by the organizations in the form of internet texts in order to understand the major issues being protested by the organizations. Second, it attempts to identify the strategies the organizations use to counter the inequities they protest. What is concluded is that Moroccan women's organizations spend the majority of their time creating and maintaining opportunities for women by providing education, health care, legal assistance, and economic opportunities. Less effort is spent opposing inequities at the legal and political levels by the organizations, and rarely do they discuss the place of religion in the creation of their social, economic, and cultural positions. The benefits and potential consequences are debated within this study, recognizing that the hybrid culture in which they exist creates opportunities and constraints that cannot be understood by looking at either Western or Islamic feminist perspectives. ^","Discourse or Text Analysis ~check|Ethnographic ~check","",0,0,1,1,0,0,0,0,0,0,0,0,0,0,0,0,2,0,1,1,0,0,2,"Women's Studies|Language, Rhetoric and Composition","Feminism|Persuasion|Morocco|Social movement|Pragmatism","","",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"886","3124140","","DE PEW, KEVIN ERIC","The rhetorical process of digital subjectivities: Case studies of international teaching assistants negotiating identity with digital media","Purdue University-Main Campus","Ph.D.",2003,310,"In the absence of an articulated process for composing one's digital subjectivity, scholars have relied on corporate and artistic tropes to support their arguments about various technologies' egalitarian potential. By using these tropes, these scholars actually undermine their goals of empowering users, especially marked individuals, because they reify unreasonable expectations. As an alternative to these tropes, three heuristics have been developed as a possible foundation for computer users' digital subjectivity composing process: (1) having knowledge of the social ideology, (2) having knowledge of computer use and conventions, (3) understanding how the ideological design of the technology prescribes users' subjectivity. The viability of these heuristics is examined in the context of English Composition courses taught in computer-mediated classrooms by international teaching assistants (ITAs). To test this viability I posed the questions: (1) why do ITAs need compensatory strategies to manage the rhetorical situation of the classroom? (2) what effect does computer technologies have on this rhetorical situation? and (3) what appropriate technological practices should ITAs use to manage the American classroom? As a means of giving the ITA participants agency in the epistemological process_æ”something that has absent from many studies about ITAs_æ”the study has been designed using postcritical research methods. This data collection includes: (1) interviews with the ITAs, (2) observations of the classroom (or rhetorical context), (3) collection of public documents (i.e., web pages, emails, PowerPoint presentations, online conferencing transcripts) shared between the ITAs and their students, and (4) questionnaires designed to learn how the student audience responded to their ITAs. From this study we learn that not all ITAs need compensatory strategies and this need is not entirely predictable. Furthermore, the technology, rather than empowering the instructors, became another factor that affected how their audience perceived them. As a result, the first two heuristics (i.e., social knowledge and technological knowledge) proved to be viable. Although participants' digital subjectivity composing process did not include the third heuristic (i.e., reading the ideological design of the technology), we should still consider exploring the effects of this strategy in future studies. ^","Ethnographic|Clinical / Case Study|Interview / Focus Group|Model-Building ~check","",1,0,0,1,0,0,1,0,1,0,0,0,0,0,0,0,4,0,0,1,1,0,2,"Education, Bilingual and Multicultural|Language, Rhetoric and Composition|Education, Technology of","International teaching assistants|Subjectivities|Identity negotiation|Digital media|Rhetorical","Major Professor","Patricia A. Sullivan",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"893","3124758","","SEGAARD, MATTHEW WILLIAM","Creating and evaluating an interdisciplinary writing program: A case study","University of Minnesota-Twin Cities","Ph.D.",2004,262,"This case study was designed to determine which factors are most critical for the creation and evaluation of an interdisciplinary college writing program, and to evaluate the training methods used to teach faculty members how to assess written communication. To determine which training methods should be used, the current best practices of writing assessment and program-level evaluation were reviewed. The findings of the case study, in a synthesis with these best practices, form a heuristic guide that any institution could use to create a new or evaluate an existing writing program. ^ The case study was conducted over a two-year period at Rasmussen College, a four-campus, private two-year career college of 1,500 students in Minnesota. In its assessment of its writing program, the College uses a portfolio model to collect samples of student writing from across the curricula of all its programs. In its faculty training efforts, the College exposes all faculty members to the criteria of good communication_æ”such as the concepts of audience and purpose_æ”that lead to effective transactional communication. After the faculty members are exposed to these concepts, the instructors assess students' written communication, as compiled and submitted in their graduate achievement portfolios. The institution also explores the best methods for incorporating written communication activities and assignments within each of its classrooms. ^ During the training, the College works to develop a strong sense of community among the faculty members. Case study findings reveal that an engaged, student-focused faculty community is one of the key factors which drive the successful implementation of an interdisciplinary writing and assessment program. ^","Practitioner / Teacher Research ~check","",0,0,0,0,0,0,0,0,0,0,0,1,0,0,0,0,1,0,0,0,0,0,0,"Language, Rhetoric and Composition","Program evaluation|Writing across the curriculum|Interdisciplinary writing program|Accreditation","Adviser","Earl McDowell",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"904","3125990","","HALLEEN, DAVID","The role of religious speech in public discourse: An examination of contemporary theories through analyzing the religious speech of Martin Luther King, Jr. and Ralph Reed","Southern Methodist University","Ph.D.",2004,265,"A current debate has ensued over what role, if any, religious speech might have in political discourse. Many renowned thinkers from a variety of academic disciplines have engaged this question offering thoughtful, if not fully satisfying, solutions. Typically current solutions account for the complexity of political, liberal discourse but lack similar sophistication concerning religious language. Following the lead of H. R. Niebuhr, I question the wisdom of treating religion as a monolithic whole. ^ This study will demonstrate how our current theories are unable to account for the significant and identifiable differences within the various representations of religious language. The central assertion of the study is that if any theory hopes to provide moral guidance in our political dialogue, it must incorporate a sophisticated understanding of religious language. In order to reveal how the current theories ignore essential differences in religious speech, I form a typology based on present scholarship that will provide a means to engage the vast array of theories concerning religious speech in political discourse. Through the utilization of a typology, recurring themes that to this point have been overshadowed in the present debate, such as an overly simplistic view of religious speech, come to light. ^ After identifying and defining the typology, I will examine the speech of two leaders from relatively recent Protestant movements, Martin Luther King, Jr. and Ralph Reed. Both men rely on religious language in their public speech and, therefore, according to current theories, the language of these two men must be treated equivalently. However, through an analysis of the speech of these two leaders, I will demonstrate that a fundamental difference exists in the way they understand and, consequently, engage dialogue. King views dialogue as a dynamic, transforming force while Reed understands it merely as a means toward attaining political clout in order to conserve his constituents' way of life. ^ Analyzing the speech of King and Reed within the context of the typology leads to the conclusion that any theory worthy of consideration concerning the appropriate role of religious speech in political dialogue must be able to account for the complexity that exists within religious speech. Our political dialogue will not flourish without such moral guidance. ^","Critical / Hermeneutical ~check|Philosophical / Theoretical ~check","",0,1,0,0,0,0,0,0,0,1,0,0,0,0,0,0,2,0,0,0,1,0,1,"Religion, General|Theology|Political Science, General|Language, Rhetoric and Composition","Political dialogue|Public discourse|King, Martin Luther, Jr.|Religious speech|Reed, Ralph","Adviser","Robin W. Lovin",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"912","3127225","","BARNHART, DAVID L., JR.","The rhetorical use of children in sermons","Vanderbilt University","Ph.D.",2004,176,"The rhetoric of a sermon often includes unintended meanings that may sabotage a preacher's intended message, even when the preacher uses presumably innocuous images of children. My thesis is that the rhetoric of folly is an appropriate strategy with which to approach Biblical texts about children as well as sermons about those texts. This project contrasts the rhetoric of folly with the conventional ways images of children are used in political campaign commercials, television advertisements, sermons, and sermon illustrations. Through rhetorical analysis, other discourses about childhood emerge which indicate preachers' unspoken assumptions about race, class, and gender. I suggest that the rhetoric of folly can help preachers avoid reinscribing conventional wisdom on Jesus' revolutionary sayings about children, as well as allowing preachers to include children as hearers in the congregation. ^","Cultural-Critical Studies|Philosophical / Theoretical ~check","",0,0,0,0,0,0,0,0,0,1,0,0,0,0,0,0,1,0,0,0,1,0,1,"Religion, Clergy|Language, Rhetoric and Composition","Homiletics|Children|Sermons|Rhetorical","Director","L. Susan Bond",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"915","3127416","","DOWNS, DOUGLAS P.","Teaching our own prison: First-year composition curricula and public conceptions of writing","University of Utah","Ph.D.",2004,351,"This dissertation studies the relationship of first-year composition (FYC) curricula to public misconceptions of writing that contribute to Composition's marginalized disciplinary status in the academy. Writing is generally understood by the academy and public as universal, basic, and formal. College writing instruction, therefore, is imagined as remedial (teaching basic, high-school skills), servile (teaching foundational skills rather than a legitimate area of study), and inexpert (requiring no disciplinary knowledge). When its FYC curricula reinforce these conceptions, Composition _æ_teaches its own prison._æ In contrast, curricula which resisted misconceptions by teaching <italic> about</italic> writing, exposing students to comp-rhet research, might undermine labels of remedial or inexpert, improving writing instruction and the discipline's image. ^ In case studies of two FYC curricula, students demonstrated three conceptual models of writing_æ”networks of _æ_game knowledge._æ One writing model pictured writing as hardware (form) on which any software (content) can run, syntax universally characterizing _æ_good writing._æ A second model pictured two kinds of writing, structured school writing precluding authenticity and authentically expressive writing precluding structure; structured writing corresponded to the Hardware/Software model. A third model, not native to students, pictured writing as contingent, not universal, and form and content as inseparably arranged material, not independent, making writing a holistic text-producing activity. ^ One curriculum studied used a typical pedagogy of academic inquiry and argument. The other used a _æ_research_æ pedagogy in which students read comp-rhet articles, reflected on their own literacy histories and processes, developed research questions from personal experience and open questions in the field, and conducted primary research on them. Participant-observation of both courses, context-sensitive analysis of students' writing, pre- and post-course surveys, and interviews suggested that unlike the standard pedagogy, the research pedagogy resisted misconceptions of universal writing and independent form and content. The research pedagogy helped students see texts as people speaking and helped them understand the activities of reading and producing contributive scholarly texts. These students produced uncommonly successful academic writing and gained disciplinary awareness. ^ The study also suggested that instructor game knowledge is central to such a project and that few Composition instructors have sufficiently expert understandings of writing. ^","Practitioner / Teacher Research ~check|Ethnographic|Interview / Focus Group|Critical / Hermeneutical","",0,1,0,1,0,0,1,0,0,0,0,1,0,0,0,0,4,0,0,1,1,0,2,"Language, Rhetoric and Composition|Education, Curriculum and Instruction|Education, Higher","Public conceptions|Teaching|Writing|First-year composition|Disciplinary status","Adviser","Thomas N. Huckin",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"919","3129394","","DE SOUZA, MAURO BATISTA","Rhetorical resources for a homiletic of the oppressed: The new homiletics of Fred Craddock and Eugene Lowry and the liberation pedagogy of Paulo Freire","Graduate Theological Union","Ph.D.",2004,244,"Sermon listeners of the Evangelical Lutheran Church in Brazil have been listening predominantly to expository, propositional sermons, which are based on deductive logical movement, and tend to be authoritarian in structure and abstract in language. The strong focus on sermon <italic>content</italic>, including solid biblical exegesis and consistent theology, has relegated issues of sermon <italic>form</italic> and sermon <italic>context</italic> to a secondary level. In general, sermons are believed to happen at the mouth of the preacher and not at the ear of the hearers. The message of grace, humanization, and liberation does not reach the hearers effectively because of the lack of rhetorical resources. ^ The goal of this dissertation is to suggest rhetorical resources for Brazilian Lutheran preachers that enable them, (a) to take sermon hearers more seriously in their homiletical praxis by actually listening to them and, thus, discovering their words, themes, stories, fears, hopes, dreams, problems and, (b) to choose more participatory and democratic sermon designs. My contention is that once _æ_a_æ and _æ_b_æ happen, sermons will face more strongly the dehumanizing consequences of economic globalization and ensure humanization and solidarity as one possible evangelical response. ^ The rhetorical resources that this project proposes to examine come from three different fields: Latin American Protestant liberation theologies, the New Homiletics of Fred Craddock and Eugene Lowry, developed in the United States, and the liberation pedagogy of Brazilian educator Paulo Freire. A <italic> Homiletic of the Oppressed</italic>, my proposal in this dissertation, grows out of the conversation I have with these scholars and their disciplines. ^ Before the analysis of the works of Craddock, Lowry, and Freire I place globalitarism (defined as economic globalization without democratic control) within the realm of theological debate and stress why it should be a concern for Brazilian Lutheran preachers. I lift up the voices of theologians who are reflecting on this economic model and its perverse consequences. These theologians of liberation provide the knowledge of the context out of which this proposal grows and to which it hopes to be useful. Their theologies of liberation and humanization give preachers the possibility to discern the tension_æ”and hopefully take a stand_æ”between two very different and contradictory projects for the world. One is the project of economic globalization and globalitarism that causes dehumanization, oppression, and social exclusion. The other is the project of liberation through the radical grace of God in Jesus Christ that makes possible a new world in which humanization and solidarity abound. ^","Cultural-Critical Studies|Rhetorical Analysis|Discourse or Text Analysis ~check","",0,0,1,0,0,0,0,0,0,0,0,0,1,0,0,0,2,0,1,0,1,0,2,"Religion, Clergy|Theology|Language, Rhetoric and Composition","Craddock, Fred B.|Lowry, Eugene|Freire, Paulo|Oppressed|Rhetorical resources|Homiletics|Liberation pedagogy","Coordinator","Thomas G. Rogers",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"925","3129720","","HALL, RACHEL","Danger and desire: Instrumental realism in the history of the wanted poster","University of North Carolina at Chapel Hill","Ph.D.",2004,248,"<italic>Danger and Desire</italic> tracks instrumental realism and its performative excesses in the history of the wanted poster. Understood as a double movement of capture, instrumental realism requires the individual's containment through representation, followed by the strategic circulation and display of said representation(s) with the goal of physically capturing the referent. In the wanted poster, instrumental realism literalizes the desire to recover the referent that motivates all realist modes. ^ Cultural critics have not studied the wanted poster, in part, because the text is assumed to be a blunt, self-evident instrument of the police, a tool for capture, and an empty vessel for communication. This project pays close attention to the cultural work that the wanted poster performs in excess of its instrumentality. By considering the wanted poster not only as a tool of capture but also as a cultural performance, one gains access to the symbolic charge of the text's cumulative history and the performative power of the form itself. In the case of the wanted poster, one could argue that form is content. Framed by the conventions of instrumental realism, the individual becomes an outlaw. ^","Historical / Archival ~check|Rhetorical Analysis ~check|Cultural-Critical Studies ~check","",0,0,0,0,0,1,0,0,0,0,0,0,1,0,0,0,2,0,0,0,1,0,1,"American Studies|History, United States|Business Administration, Marketing|Speech Communication|Sociology, Criminology and Penology|Language, Rhetoric and Composition","Instrumental realism|Wanted poster|Advertising|Print culture|Photography","Director","Della Pollock",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"926","3129893","","HARVEY, ERIN J.","A case study of graduate assistants' reactions to students' writing","New Mexico State University-Main Campus","Ph.D.",2004,391,"Classroom instruction, assignments, students' writing, and teachers' reactions are inextricably bound; Larson calls this the _æ_ecology of instruction._æ Considering the literature's emphasis on comments related to the goals of the assignment and grounded in rhetorical principles taught in the course, it is surprising that so few <italic>in situ</italic> studies have examined the role that assignments and supporting instruction (i.e., feedback on drafts) play in shaping teachers' reactions to students' writing. ^ The purpose of the study was to describe and analyze written reactions to students' writing from a graduate assistant's (GA's) perspective. The research was a qualitative case study design where GAs' written reactions to students' writing was the main unit of analysis. Four PhD students new to the Writing Program in Fall 2002 were selected for the study. Data collection procedures included GAs' written reactions to assignments and drafts over the 15-week semester; three interviews with GAs; ENGL 111 classroom observation; GA's teaching metaphors; and, participant observation in both the theory and pedagogy seminar and small group response and evaluation workshops. ^ Analysis included reading GAs' written reactions in light of students' writing (Straub and Lunsford), the assignment, and GAs' values, priorities, and intentions (Prior). Six categories, representing the focus of GAs' written reactions, emerged from the data: writing task, rhetorical strategies, writing processes, critical thinking, common interest, higher order concerns, lower order concerns, and grades. Findings indicate that GAs react rhetorically to student writing: GAs' written reactions varied according to the writing task, student history, and student growth; and, GAs made comments, marks, and symbols focused on rhetorical strategies across assignments. ^ Course-wide curricula can shape the focus of GAs' comments as well as provide a mechanism for GAs to define their own teaching styles. GA training needs to explicitly link teaching and assessment and support the goals of the writing program: (1) response and evaluation should be discussed in relation to specific assignments, (2) GAs should complete students' assignments in advance, particularly if the curriculum requires less familiar genres (i.e., reflection, editorials), and (3) time should be spent with GAs on aligning their reactions to the rhetorical specification in assignments. ^","Clinical / Case Study|Model-Building ~check","",1,0,0,0,0,0,0,0,1,0,0,0,0,0,0,0,2,0,0,1,1,0,2,"Education, Teacher Training|Language, Rhetoric and Composition","Graduate assistants|Student writing|Writing assignments","Chair","Stuart C. Brown",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"946","3134078","","KLASS-SOFFIAN, RONNI","Control vs. cooperation: A descriptive study of collaborative writing among bilingual Cuban American students in freshman composition","Indiana University of Pennsylvania-Main Campus","Ph.D.",2004,350,"This phenomenological study describes what makes collaborative writing successful among small groups of bilingual Cuban American students in freshman composition. ^ To obtain this information, the researcher spent a full 15-week semester observing two back-to-back, first semester freshman composition classes, ENC 1101, at a large, urban, 6-year university located in a multicultural, multilingual city in the southeastern United States. The classes were taught by an experienced monolingual English-speaking adjunct instructor who implemented three group projects in her classes. The three group projects differed in structure, genre, technical nature, presentation, and creativity. ^ Of the nine groups participating in the study, the researcher closely observed two groups_æ”one in each class_æ”by sitting with them and recording their conversations at every class session for the entire semester. The researcher also accompanied one of the groups to two of their meetings outside the classroom. In addition to detailed field notes and reflective comments, the researcher conducted personal one-on-one interviews with 37 of the 45 participating students and three formal interviews with the teacher during the course of the semester. Additionally, the researcher collected written demographic information from the students, written questionnaires regarding the students' personal experiences of their writing and group work after each of the three group projects, 27 group produced projects, and 43 individually written end-of-semester student essays. ^ On analyzing the data, results showed that bilingualism and cultural background affected collaboration but not in the direction expected. Personal construction of identity more critically affected cooperation or lack thereof. In all, this study found that strong leadership, defining roles and/or role flexibility, an atmosphere of trust, a spirit of cooperation, commonality of purpose, student accountability, and establishing solid group identity by incorporating all group members are requisite for small groups to experience success with collaboration. When language and culture are not shared among group members, these factors are all the more important. ^","Ethnographic|Interview / Focus Group ~check","",0,0,0,1,0,0,1,0,0,0,0,0,0,0,0,0,2,0,0,1,0,0,1,"Education, Bilingual and Multicultural|Language, Rhetoric and Composition","Collaborative writing|Bilingual|Cooperation|Cuban-American|Freshman composition","Chair","Claude Mark Hurlbert",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"966","3136624","","HINES, ELIZA","High quality and low quality college-level academic writing: Its discursive features","University of Colorado at Boulder","Ph.D.",2004,279,"In response to the competing definitions of what constitutes academic writing in higher education and the highly theoretical discussions of dominant pedagogical concerns in composition theory, this study provides a discursive analysis of high quality and low quality college-level academic writing so as to represent a model of theoretical criteria in practice. The results of this study provide models for the elusive conceptions of inquiry-based writing, inclusion of multiple perspectives on an issue, audience awareness and attention to rhetorical situation, and the effective use of voice in argumentative writing. The resulting models are used to provide detailed definitions of these characteristics, illustrating the impact of philosophical pedagogical goals in the college composition classroom and providing a basis for future research in composition pedagogy. ^","Discourse or Text Analysis|Model-Building ~check","",0,0,1,0,0,0,0,0,1,0,0,0,0,0,0,0,2,0,1,0,1,0,2,"Education, Language and Literature|Language, Rhetoric and Composition|Education, Higher","Discursive|College-level|Academic writing|Composition","Director","William McGinley",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"967","3136672","","DAVIS, NANCY L.","Facilitated written life review: Supporting with scaffolds, lifting with words","Union Institute & University","Ph.D.",2004,236,"This study presents an interdisciplinary and dual study of the ways that purposeful language constructions in the form of writing scaffolds are designed for life review in non-clinical settings. Robert Butler developed the concepts surrounding life review over 30 years ago claiming life review's universality and need to address unresolved issues before death. Over time, many studies explored and often confirmed the therapeutic effects of the activity and extended the definitions to include autobiography, memoir, and reminiscence. Since these early studies, however, some life review activities have evolved into life review for self-discovery, particularly in activities for elders, which requires different language prompts than clinical settings. In these instances, it is particularly important to clarify audience and purpose. ^ The study explores the background for structuring language in the form of scaffolds and discusses the evolution of life review, noting the tensions that exist in moving from clinical settings to reviewing self in non-clinical settings. The study documents the experiences of six senior citizens and a researcher who participated in written life review specifically designed to explore memories with the purpose of developing an individual's sense of connectedness and coherence over the life span. Through use of scaffolded writing prompts, each participant reflects on his/her own experiences, fleshing out experiences and constructing life stories that provide reflexive accounts as measured by the Narrative Process Coding System designed by Angus, L., Levitt, H., & Hardtke, K. (1999), a system designed for analyzing therapy language. ^ This research analyzes the process by which purposeful development of writing scaffolds occurs and how the subsequent scaffolds can be useful as an aid in written life review. It also questions issues of audience, purpose, focus, and power that language scaffolds may present. Interviews further enhance and uncover participant experiences. The researcher-in-practice details her experiences in scaffold creation through thoughtful reflective notes asking what influences or restrictions occur while creating and using language scaffolds. This study extends the exploration to a practical handbook for use in non-clinical settings. ^","Clinical / Case Study|Practitioner / Teacher Research|Model-Building ~check","",1,0,0,0,0,0,0,0,1,0,0,1,0,0,0,0,3,0,0,1,1,0,2,"Psychology, Developmental|Language, Rhetoric and Composition","Words|Scaffolds|Written life review","First Core Adviser","Larry Preston",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"975","3137697","","FORSSMAN HILL, DEBORAH L.","_æ_Crossing the lines_æ in academic discourse: The transforming and transformative voices of three women in composition studies","University of Missouri-Columbia","Ph.D.",2004,173,"_æ__æ„Crossing the Lines_æ_ in Academic Discourse_æ studies how contemporary academic women challenge the conventions and values of traditional academic discourse throughout their careers. Composition studies has been especially attentive to these discursive challenges, but most of this scholarship has been conducted through interviews or has been related through personal narratives. Thus, little attention has been given to the actual written discourse of these women, including the process of transformation, a process that continues to take place over the entire course of a career. By examining the body of work by three women in composition studies, this study pursues two primary objectives: (1) to provide a better understanding of these transformations of academic discourse and (2) to elaborate the pedagogical implications of such transformations for the teaching of composition. ^ First, I provide a theoretical and historical discussion of voice in composition studies in order to provide an over-arching focus for locating the changes in the women's writing. Then, through stylistic and discursive analysis, I trace the voice development of three women in composition studies by studying every publication produced throughout each of their careers. The three compositionists studied are Nancy Sommers, Lillian Bridwell-Bowles, and Wendy Bishop. These women _æ_cross the lines_æ between the personal and the academic, the experimental and the conventional, and the creative and the scholarly to challenge, particularly, the notion that an academic voice is only something acquired and not continuously developed. I conclude from my analysis that the three women's academic voices are continually transformed over their careers, a type of development that reinvigorates the concept of _æ_writing as a process_æ in composition studies. For these women, to transform as a writer is to move through a process first of imitation in an apprenticeship and mastery mode and then on to becoming an agent of change_æ”a creative academic writer who develops her own interests and critiques options. I suspect that this similar pattern among the three compositionists' process of voice development indicates a transformation process common in general among women academic writers_æ”a hypothesis that needs further study. Finally, I discuss the study's implications for teaching. These implications suggest the need to make students more aware of the voice transformation process, especially to assist them in viewing voice as a work in progress and in realizing the dissonant dynamics of their own evolving writing lives. ^","Discourse or Text Analysis|Cultural-Critical Studies ~check","",0,0,1,0,0,0,0,0,0,0,0,0,0,0,0,0,1,0,1,0,0,0,1,"Biography|Women's Studies|Language, Rhetoric and Composition|Education, Higher","Women educators|Academic discourse|Wendy Bishop|Nancy Sommers|Lillian Bridwell-Bowles|Composition Studies","Supervisor","James Comas",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"984","3140012","","DYEHOUSE, JEREMIAH W.","English and information: Rhetoric, educational work, and teaching with technology","Pennsylvania State University-Main Campus","Ph.D.",2004,229,"In this dissertation, <italic>English and Information: Rhetoric, Educational Work, and Teaching with Technology</italic>, I analyze educational technology projects as they can be related to English teaching, emphasizing how technology's shifting constraints and demands inform both teaching and research. The analysis is rhetorical, since educational technology projects generate constructive figurations of teaching and learning, and these figurations transform educational situations to solve technical and practical problems. These rhetorical transformations affect education in educational practice, teacher discourse, and institutional organization. Once isolated by rhetorical analysis, figurations can suggest not only insights about education's changing public and institutional situations but also practical strategies for coping with change. ^ My analysis focuses on three different projects in educational technology, drawing from each one insights and strategies according to its place in relation to English teaching. First, I explore what English teachers can learn about their educational work from the metaphorics of writing assessment deployed in the development of computerized essay assessment technologies, including Ellis Page's Project Essay Grade (PEG). Next, I analyze the specifically pedagogical potentials of _æ_information overload_æ as a constitutive figuration in the technological development of the Internet protocols associated with the Virtual Reality Modeling Language (VRML). Third, I describe the political ramifications of figuring students as flexible communicators as this figuration appears in the projects of EDUCAUSE, a prominent institutional advocate of distance education in colleges and universities. In a final chapter, I argue that rhetorical analysis of past and present technology projects can inform contemporary figurations of rhetorical education in English. ^","Philosophical / Theoretical|Rhetorical Analysis ~check","",0,0,0,0,0,0,0,0,0,1,0,0,1,0,0,0,2,0,0,0,1,0,1,"Education, Language and Literature|Language, Rhetoric and Composition|Education, Technology of","Information|Rhetoric|Educational work|English|Technology","Adviser","Richard Doyle",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"985","3140027","","GRAPSY, RONALD P., JR.","Teaching civic communication: The role of the basic public speaking course in the formation of citizens","Pennsylvania State University-Main Campus","Ph.D.",2004,124,"This study examines the functionality of the basic public speaking course in the training of democratic citizens. Because the university as an institution is increasingly adopting economic value as the criteria for success, academic fields are charged with demonstrating not only the value of their subject matter, but also its broader applicability. This study contains survey data that illustrates how the experience gained in the basic public speaking course translates into increased willingness to participate in community affairs. This study summarizes how the skills of public address are professionally vital. Additionally, the study demonstrates how the same strategies that allow for the formation of effective small groups also apply to the formation of the democratic classroom environment. Finally, this study suggests how historical essays on citizenship might be integrated into the curriculum of the basic course so that the act of self-expression is recognized as being linked with democratic effectiveness. ^","Survey|Practitioner / Teacher Research ~check","",0,0,0,0,0,0,0,0,0,0,0,1,0,1,0,0,2,0,1,0,0,0,1,"Education, Language and Literature|Political Science, General|Language, Rhetoric and Composition","Civic communication|Citizens|Public speaking course","Adviser","Christopher Johnstone",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1000","3142427","","CARITHERS, DAVID R.","Romantic/pragmatic rhetoric after 9/11: Poetry, prose, and song","University of North Carolina at Greensboro","Ph.D.",2004,152,"In this study I examine specific literary reactions to the attacks of September 11 and the ensuing political fallout, focusing on collections of poetry and prose, and_æ”centrally_æ”the song lyrics of two of America's most gifted living songwriters, Bruce Springsteen and Steve Earle. As a personal interpretation of works of art that responded specifically to a defining event in our nation's history, this study may provide material for future scholars interested in the views of one close to the event. But the main thrust of this argument is to show how these responses to 9/11 are vigorous examples of what Cornel West calls prophetic pragmatism and Roskelly and Ronald call romantic pragmatic rhetoric. Viewed more as a method than a philosophy, this kind of pragmatism (which I'll call romantic pragmatism) demands that we salvage the best of America's past in order to work in the contingent present for a better future. And most importantly, this method looks not to the abstractions of philosophers for truth, but to the every day experiences of people in the real world. In its focus on the common people, romantic pragmatism is democratic. Cornel West writes that _æ_prophetic pragmatism, with its roots in the American heritage and its hopes for the wretched of the earth, constitutes the best chance of promoting an Emersoman culture of creative democracy by means of critical intelligence and social action_æ (212). Like the examples it draws upon, the following study is meant to be a work of romantic pragmatism in action. ^","Poetic / Fictive ~check|Critical / Hermeneutical","",0,1,0,0,0,0,0,0,0,0,1,0,0,0,0,0,2,0,0,0,1,1,2,"Literature, American|Language, Rhetoric and Composition","Song|Pragmatic rhetoric|Romantic rhetoric|Prose|September 11, 2001|Rhetoric|Poetry","Director","Hephzibah Roskelly",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1038","3147527","","CHIN ALEONG, KEITH A.","Sermons of gender empowerment: A rhetorical analysis of selected sermons of Bishop Thomas D. Jakes","Howard University","Ph.D.",2004,116,"Bishop Thomas Dexter Jakes is founder and senior pastor of The Potter's House_æ”a multiracial, non-denominational Church in Oak Cliffs, Texas. He is identified as one of the most prolific and influential African-American, contemporary, Christian preachers_æ”this, according to a 1997 listing by Home Life Magazine (Biography page <tdjakes.com>). ^ This study is an analysis of Jakes' homiletical rhetoric. Its purpose is to seek a better understanding of the power of rhetoric to affect human behavior. The study examines several of the Bishop's sermons that were recorded on videotape. It then proceeds to identify instances where the Bishop's rhetoric was especially geared toward empowerment of women in the all-women audiences of his <italic>Woman Thou Art Loosed</italic> crusades, and empowerment of men in his all-men <italic>Man Power</italic> crusades. However, since the relevant literature suggests that gender inequities and power distribution generally tend to favor men, greater emphasis is placed in this study on the empowerment of women. ^ The over-arching research question is: What empowerment strategies does Jakes use in his homiletical rhetoric? This question, along with subsidiary ones, is answered by an analysis of five, purposefully selected, videotaped sermons preached by Jakes. ^ The study is framed around the neo-Aristotelian approach to rhetorical criticism. Of particular interest is why Jakes' ministry stresses distinction between the genders in an apparent attempt to empower them. This study notes that Jakes deliberately sets out to make his <italic>Woman Thou Art Loosed </italic> and his <italic>Man Power</italic> crusades central to his ministry. This makes his ministry unique, and his rhetoric worth selection as the focus of this investigation. ^ It is demonstrated here that Jakes uses particular strategies to motivate his audiences_æ”particularly the women. The study concludes that Jakes holds women in high regard and therefore sensitizes them to their potential to perform their God-designated roles in life. Jakes' gender-oriented approach to homiletical rhetoric in the sermons under review has been carefully and deliberately designed for the motivation and empowerment of the genders, but particularly of women. ^","Critical / Hermeneutical ~check|Discourse or Text Analysis ~check|Clinical / Case Study ~check","",1,1,1,0,0,0,0,0,0,0,0,0,0,0,0,0,3,3,1,1,1,0,3,"Religion, Clergy|Language, Rhetoric and Composition","Gender empowerment|Jakes, Thomas D.|Sermons|Rhetorical","Adviser","Lyndrey A. Niles",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1040","3147620","","HANSON, VALERIE LOUISE","Haptic visions: Rhetorics, subjectivities and visualization technologies in the case of the scanning tunneling microscope","Pennsylvania State University-Main Campus","Ph.D.",2004,288,"Scholars of visual rhetoric and the rhetoric of science tend to analyze images as representations, often disregarding the images' persuasive elements that arise from the complex interactions between visualization technologies, image producers, and viewing practices. This dissertation explores such interactions and the ensuing rhetorical discourses shaping the emergence of a new scientific field, nanotechnology. The study focuses on the rhetorics operating in the creation and use of one of nanotechnology's main instruments, the scanning tunneling microscope (STM), as well as the instrument's productions, atomic-resolution digital images. How the STM's images are produced and communicate affect those who use this visualization technology and those who view its productions, and so influence how science is communicated, ethical responses to nanotechnology, and nanotechnology's future visions as well as definitions. These effects are especially important to explore because these images' production and composition processes as well as uses depart from those of representational images. Therefore, how such images are persuasive, and what they persuade viewers of, becomes a crucial component of exploring the work of images as well as the formation of nanotechnology. ^ My analysis reveals that while conventional rhetorical strategies appear in the images and discourse produced, the effects of the STM's and resulting images' operations also create different strands of persuasive discourse based on interaction and participation. I analyze these visual, tactile interactions in regard to image production processes, the STM apparatus, and viewing practices. I also show how these interactions are deeply formative of nanotechnology, its visions, and its arguments. This interactive and rhetorical practice of image production provides a model for ethical and epistemological response that attends to the participatory, interactive promises and perils of nanotechnology, and I conclude by suggesting a few frameworks for how such a model of ethical response to nanotechnology could be deployed. ^","Philosophical / Theoretical ~check|Rhetorical Analysis","",0,0,0,0,0,0,0,0,0,1,0,0,1,0,0,0,2,0,0,0,1,0,1,"History of Science|Language, Rhetoric and Composition","Subjectivities|Visualization technologies|Rhetorics|Scanning tunneling microscope","Adviser","Richard M. Doyle",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1052","3149041","","BUTLER, PAUL GREGORY","Out of style: A retrospective and prospective look at style in composition theory and practice","Syracuse University","Ph.D.",2004,196,"The exigency of this project is the disappearance of the study of style from composition scholarship and practice. I argue that it is important for the field to reclaim that study on grounds that are pedagogical, political, and practical. Chapter 1 lays the groundwork for the study, establishing style's importance during the process era (from the 1960s to the mid-1980s) and the overlapping _æ_golden age of style,_æ which featured many stylistic theories, traditions, and pedagogies. Chapter 2 challenges the tendency today to characterize style retrospectively as (1) a static part of _æ_current-traditional_æ rhetoric and (2) antithetical to invention, the favored canon of the _æ_new rhetoric._æ It establishes through historical analysis that, contrary to the _æ_retrojection_æ of this canon of rhetoric, style was actually seen as an innovative source of language creation during the process movement. Chapter 3 examines some of the ways that popular myths about style have filtered into the field, often through a group of public intellectuals who sometimes present style reductively. The analysis reveals that composition often resists style studies, in part because outside views construct both style and the field as remedial. As experts trained to study stylistic issues, however, compositionists are expected to address them; therefore, I argue that it crucial for the field to reclaim the study of style in its theory and practice. Chapter 4 makes the claim that even though style appears to be invisible in composition studies, it is ubiquitous, and the chapter examines areas where the study of style has diffused_æ”such as genre theory, rhetorical analysis, personal writing, and theories of race, class, gender, and cultural difference. The chapter both adopts and complicates Lauer's notion of the _æ_diaspora_æ as the site of style's migration. Chapter 5 examines the field's interest in disciplines currently addressing issues of style and re-frames long-held stylistic debates. In proposing a model for rereading the history of the period, focused through scholars and textbooks, it claims that the study of style is in crisis and renews the call to reshape the field's approach to the subject in the public sphere. ^","Historical / Archival|Philosophical / Theoretical ~check","",0,0,0,0,0,1,0,0,0,1,0,0,0,0,0,0,2,0,0,0,1,0,1,"Language, Rhetoric and Composition","Style|Public intellectuals|Diaspora|Composition","Adviser","Louise Wetherbee Phelps",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1073","3151774","","BRENDER, LINDA","Writing at Riverside Health Services: An ethnographic study in entrepreneurial communication","Wayne State University","Ph.D.",2004,231,"My dissertation investigates the relationships that evolve when nurses who own a home healthcare agency write for multiple, conflicting discourse communities, such as lawyers, management consultants, and marketing professionals. In my study, I show how the home healthcare entrepreneurs learn to write to construct an appropriate and consistent professional identity for their agency as they collaborate on business genres quite different from their more familiar nursing genres. Experimenting with genres on paper led the nurses to learn how to manage their own business with greater independence but also to reject or revise corporate requirements implicit in those genres. During my research project, I studied the genres of the employee handbook, the business plan, and various marketing materials. I show that as the entrepreneurs experiment with new genres, they learn to collaborate not only on writing but also on managing their business. This collaboration encourages them to make more independent business decisions, with mixed results, especially in the area of marketing. Thus, I ultimately investigate the conflict that results when professional nurses learn to write business genres, thereby learning how to manage their business as a professional agency rather than a corporation. Nursing as a profession tends to place significant emphasis on the welfare of the patients compared to a corporation, where the greater emphasis would be on profit and return on investment for shareholders. Therefore, my study contributes to the literature by providing a contrast between corporate writing and professional writing. I focus particularly on the role of business consultants, an understudied area in the field of composition. I also study the role of the academic consultant who is in a position to advise entrepreneurs learning to write business genres. Because academic researchers in our field are skilled in the discipline of communication, I argue that the goal of those researchers can and should be to attain an active role on a collaborative team composed of consultants typically hired by new business owners. ^","Ethnographic|Philosophical / Theoretical ~check","",0,0,0,1,0,0,0,0,0,1,0,0,0,0,0,0,2,0,0,1,1,0,2,"Business Administration, Management|Language, Rhetoric and Composition|Health Sciences, Health Care Management","Technical writing|Entrepreneurial communication|Ethnographic|Riverside Health Services|Writing","Adviser","Ellen Barton",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1076","3152700","","GIRELLI, ALAN GIL","Teachers' perceptions of a hybrid inservice delivery model: A qualitative study","University of Massachusetts Amherst","Ph.D.",2004,566,"This qualitative study evaluates design and delivery of technology-integration professional-development programming delivered through a hybrid distance-delivery model involving telecasts, online, and on-site instruction. The study analyzes perceptions of learning shared by ten veteran urban high school teachers who completed a graduate course delivered through the model. Research questions ask if teachers found gains achieved were commensurate with learning challenges, what factors of school and district affected the value of staff-development, whether perceptions changed over time, and what learning profiles were a best fit for the model. The study also examines the larger contexts of a Professional Development School technology-infusion initiative and a district-level technology-training program. ^ Research methods include content analysis applied to data collected longitudinally through written program evaluations and interviews conducted over a four-year period. Analyses of email messaging and other electronic communications provide further triangulation of data. The study provides cross-case and case study treatments, the latter providing small-scale maximum variation sampling of learning profiles. ^ The study reports teachers entered the program preferring informal, on-site workshop instruction to all other technology-training options, and that this preference proved durable. Teachers dismissed graduate coursework and district-level training, citing issues of trust and expressing themes regarding respect and lack of respect, and the value of local knowledge. Teachers differentially perceived the pace of the course and relationships with instructional staff, according to their self-assessed computing skill levels. Teachers' perceived video-based instruction as valuable but felt synchronous video was not valuable, and found web-based learning challenging and frustrating but believed educational resources on the web are bountiful. Overall, cohort members expressed satisfaction with the course, attributing their satisfaction primarily to participation in project work. Findings suggest characteristics of a design process for customizing instruction to needs of individuals and cohorts. ^ The literature review addresses constructivist and adult learning theory and principles of instructional design. The researcher examines the role of the Professional Development School and the school district in technology training and addresses Cynthia Selfe's concerns regarding the digital divide and the _æ_technology-literacy link,_æ advocating continued research on teachers' perceptions of technology-integration staff-development and positing new roles for teachers in program design. ^","Clinical / Case Study|Interview / Focus Group|Survey ~check","",1,0,0,0,0,0,1,0,0,0,0,0,0,1,0,0,3,0,1,1,0,0,2,"Education, Teacher Training|Language, Rhetoric and Composition|Education, Technology of","Inservice|Online|Professional development|Instructional design|Technology integration","Director","Charles Moran",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1112","3158811","","HAFIZI, MOHAMED H.","Toward a general economy of travel: Identity, memory, and death","University of Florida","Ph.D.",2004,262,"This study critically examines some of the theoretical and philosophical assumptions of conventional discourses of travel and displacement (immigrant, exilic, or diasporic) and proposes an alternative way of thinking about these discourses where emphasis is put on the unrepresentability of certain experiences as well as the ethical imperative in one's relation with the foreign. ^","Philosophical / Theoretical ~check","",0,0,0,0,0,0,0,0,0,1,0,0,0,0,0,0,1,0,0,0,1,0,1,"Literature, English|Language, Rhetoric and Composition","Travel|Death|Memory|Identity|Economy","Chair","John P. Leavey, Jr.",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1121","3160380","","BENDER, PAUL E.","Subversive planning: Critical administration of technology in and out of writing programs","Syracuse University","Ph.D.",2004,268,"This dissertation theorizes about the process of planning for information technology in and out of writing programs. _æ_Information technology_æ is a term used to describe the visible and invisible structures that exist in and around technology in a university. These structures include the relationships between people, machines, environments, and policies. In particular, I examine the growing genre of the university technology plan as it relates to the forming and constraining of potential relationships to technology. I argue that, as institutions solidify their relationships to technology via policy statements, opportunities exist to transform those institutions through rhetorical intervention. This rhetorical intervention is what Porter <italic>et al.</italic> term _æ_institutional critique._æ I argue that planning for technology enacts a form of institutional critique by altering the perception of technology and by providing leadership opportunities for rhetorical action. ^ As a highly visible and socially convincing form of progress, technology becomes a means of organizing relationships, and it presents an opportunity to engage in and transform those relationships through strategic leadership. Writing programs, because of their fluid nature, high student contact, and emphasis on pedagogy and literacy, are well suited to take advantage of these opportunities. Chapters one and two work to position technology within the writing program by examining the ways in which technology is and is not being addressed in critical pedagogy and critical literacy studies. ^ In chapters three, four, and five I examine the administration of technology as a leadership issue. I look at the ways in which technology plans run up against issues of teaching, learning, and literacy. These discussions would benefit greatly from a discipline that has spent so much time on being reflective teachers. In addition, I argue that WPAs as administrative nomads present intriguing figures for leading the way toward an emphasis on creating information ecologies_æ”environments where technology is used to promote healthy living and working spaces. ^ This dissertation both embraces information technology while also critiquing it. I argue that, if information technology presents universities with a form or crisis, it also presents a very real opportunity. ^","Philosophical / Theoretical ~check","",0,0,0,0,0,0,0,0,0,1,0,0,0,0,0,0,1,0,0,0,1,0,1,"Education, Language and Literature|Language, Rhetoric and Composition|Education, Technology of","Information technology|Writing programs|Critical administration|Planning|Technology administration","Advisers","Rebecca Moore Howard; Collin Gifford Brooke",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1124","3161690","","FRITZ, FRANCIS T.","First -year student under (self)construction: Writing and reading their reflexive textual selves","University of Nevada-Reno","Ph.D.",2004,207,"Composition theorists have struggled to address the unresolved tension between the theories of expressivism and social constructionism. This study addresses this problem through two interconnected elements. Chapter one is, first, a theoretical argument, using the ideas of French philosopher George Gusdorf, that attempts to describe the dialectic of language use between the person and the larger social and physical context. In particular the case made for the role and value of personal writing by appealing to and making commensurate theories of language use and learning of theorists such as Jerome Bruner, Lev Vygotsky and John Dewey. Personal writing is considered within a phenomenological hermeneutic approach. The reciprocal relationship between reader and writer asserted in this thesis is presented as a foundation for the reception of student writing. After a review of past studies of reading and responding to student writing_æ”including a discussion of the range of alternative methodologies for such reading and responding, the researcher offers, in contrast, a detailed description of a phenomenological hermeneutic approach as well as the analytical tools used for this study derived from Halliday's social semiotic linguistics. The goal of these readings is based on the proposal for a cultural psychology as offered by Jerome Bruner, identifying ways that student writers conceive and construct through language their ideas of self. The corpus of writing analyzed consists of the complete portfolios of three students enrolled in first-year composition. The readings offer both a way to make sound pedagogic use of personal writing in the composition classroom as well as ways to transform the meaning of writing and expression for students and teachers both. ^","Philosophical / Theoretical|Model-Building ~check|Critical / Hermeneutical","",0,1,0,0,0,0,0,0,1,1,0,0,0,0,0,0,3,0,0,0,1,0,1,"Language, Rhetoric and Composition","Reading|Student-centered|Writing|First-year students|Reflexive textual selves|Composition courses","Adviser","Susan Tchudi",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1130","3162235","","GODWIN, VIKKI","Feminist identities and popular mediations of Wiccan rhetoric","Indiana University-Bloomington","Ph.D.",2004,261,"This study draws on Robert Ivie's adaptation of rhetoric for social critique. Such productive criticism applied to patriarchal rhetoric counters oversimplification and stereotyping and reveals more productive ways of seeing women than those currently offered in mainstream rhetorical artifacts. Toward this end, both written and visual artifacts are examined for their metaphorical content. ^ As part of the metaphorical analysis, this study provides an introduction to Wiccan history and beliefs in order to examine how Wiccan perspectives encourage a variety of multivalent identities and roles. For example, by presenting accused medieval witches as resisting patriarchal norms and hierarchies, Wiccan rhetoric thus offers more empowering identities than that of mere _æ_victim._æ ^ In order to illustrate how anti-feminist rhetoric uses imagery drawn from medieval representations of witches, this study analyzes two of the larger metaphoric motifs underlying both: sexual deviant and animal. Mainstream texts portray witches as threats to patriarchal society, yet media witches also eagerly participate in that social order and reinforce its control with their enthusiasm for its normative gender roles. Although mainstream texts seem to present two disparate means (destruction or domestication) of dealing with female identities outside social norms, both _æ_solutions_æ assume that patriarchal control is the only option to prevent the chaos of female independence. Those who will not submit must be destroyed. Furthermore, this study examines a tension within mainstream texts that present women as threatening male power yet also lacking their own power. ^ Finally, Wiccan discourse offers productive alternatives to patriarchal rhetoric's limited and severe understandings of identity. Wiccan rhetoric embraces positive valences of the witch image that patriarchal rhetoric previously denigrated and corrupted. It also introduces and supports additional positive aspects of the witch image. This study examines the untapped rhetorical potential of contemporary Wiccan discourse to provide productive alternatives to mainstream rhetoric's constrictive norms. ^","Cultural-Critical Studies|Critical / Hermeneutical ~check","",0,1,0,0,0,0,0,0,0,0,0,0,0,0,0,0,1,0,0,0,1,0,1,"Religion, General|Sociology, Theory and Methods|Women's Studies|Language, Rhetoric and Composition","Identities|Wiccan|Mediations|Metaphor|Rhetoric|Feminist","Chair","Robert Ivie",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1134","3163329","","HERMANN, FRANK W., JR.","The silicon tutor: A critical examination of the uses of intelligent tutoring systems in writing assessment and pedagogy","Indiana University of Pennsylvania-Main Campus","Ph.D.",2005,182,"This study critically examines the pedagogical utility of a family of nascent technologies known variously as automated essay assessors, automated essay evaluation technologies, intelligent writing tutors, and automated writing aides. Through both an extensive review of the literature and a qualitative analysis of select technologies (namely, Educational Testing Service's <italic> Criterion</italic><super>SM</super> and Knowledge Analysis Technologies' Intelligent Essay Assessor__æ_Ç¢), this study weighs the potential benefits and disadvantages of using automated writing aides as adjunctive educational media in the delivery of writing instruction. Special emphasis is given to evaluating criticisms maintaining that automated writing technologies undermine postmodern approaches to writing assessment and pedagogy. ^ The study concludes that although the potential for misuse exists, automated writing aides, when used appropriately, offer a valid, efficient, and cost-effective method of delivering writing instruction to students of composition, regardless of grade level. It is concluded, moreover, that whereas all design types are suitable for guidance in basic composition (where mastery of diction and syntax is often a high priority), programs that operate on the Latent Semantic Analysis algorithm are preferable for advanced writing assignments in which the articulation of content takes precedence over form and mechanical expression. ^ Recommendations are provided for enhancing the appeal and efficacy of automated writing aides and for implementing these technologies in an appropriate and responsible manner. ^","Philosophical / Theoretical|Critical / Hermeneutical|Meta-Analysis / Discipliniography ~check","",0,1,0,0,0,0,0,1,0,1,0,0,0,0,0,0,3,0,1,0,1,0,2,"Education, Language and Literature|Education, Tests and Measurements|Language, Rhetoric and Composition|Education, Technology of","Writing assessment|Pedagogy|Intelligent tutoring|Tutor","Chair","Bennett A. Rafoth",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1188","3172958","","BROWN, MEGAN","The cultural work of corporations","Pennsylvania State University-Main Campus","Ph.D.",2005,283,"This interdisciplinary dissertation analyzes implications of _æ_corporate culture._æ The project focuses on official company policies and management theories as well as the less tangible values of businesses and industries. The project utilizes a wide variety of sources (including business advice and self-help books, transcripts of executive speeches, company websites, and contemporary fiction) to suggest the multiple ways that corporate governance works within and outside American workplaces. For example, the business world's celebration of worker individuality and freedom operates in the service of governance by leveraging aspects of employees' identities, encouraging loyalty and creativity, and reducing possibilities for tension in the workplace. The value that corporations place on adaptability and flexibility means that work-related training can become boundless and constant. Companies' interest in their workers' physical and emotional health contributes to a process whereby people are groomed to be ideal employees: optimally productive, diligent, and free of non-work distractions. Using recent cultural studies and critical theory scholarship, including the work of Michel Foucault and Gilles Deleuze, <italic>The Cultural Work of Corporations</italic> investigates the above issues while arguing that humanities scholarship, instead of dismissing the business world as mere ideology, needs to consider seriously the subtleties of corporate influence on everyday life in the United States. ^","Cultural-Critical Studies ~flag|Critical / Hermeneutical ~check","",0,1,0,0,0,0,0,0,0,0,0,0,0,0,0,0,1,0,0,0,1,0,1,"American Studies|Business Administration, Management|Sociology, Industrial and Labor Relations|Language, General|Language, Rhetoric and Composition","Policy|Cultural work|Corporate culture","Adviser","Susan Squier",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1220","3176767","","ANDERSON, REYNALDO","See you in Dar-es-Salaam: The rhetoric of the Heartland Black Panther Party and the repression of the Black Revolution","University of Nebraska-Lincoln","Ph.D.",2005,205,"The purpose of this study is to examine the local rhetorical strategies of the Heartland chapters_æ”Des Moines, Kansas City, and Omaha_æ”of the Black Panther Party in order to discover how meanings were formed for Panther cadres and their audiences. Employing Black Revolutionary Theory and Black Radical Criticism, the study looks at ways radical rhetoric is utilized and understood from a local perspective. ^ The study finds that racism and capitalism played a significant role in creating the social exigencies out of which the Black Panther Party rhetoric emerged. Black Panther Party rhetoric was premised upon the demand for Black equality and the attempt to gain power to determine the destiny of the African American community. The study also finds that the ideological rhetoric of the Black Panther Party in its national content and from was sometimes contradicted by the behavior of local Panther cadres with respect to the directives of the Black Panther Party central committee. Finally the study finds that the Black Revolution did have the characteristics of other anti-systemic movements in the capitalist world system. ^","Historical / Archival|Critical / Hermeneutical ~check|Cultural-Critical Studies","",0,1,0,0,0,1,0,0,0,0,0,0,0,0,0,0,2,0,0,0,1,0,1,"History, Black|History, United States|Language, Rhetoric and Composition","Black Revolution|Repression|Missouri|Heartland Black Panther Party|Rhetoric|Iowa|Nebraska","Supervisor","Ronald E. Lee",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1221","3176773","","CRISCO, VIRGINIA","Activist literacy: Engaging democracy in the classroom and the community","University of Nebraska-Lincoln","Ph.D.",2005,205,"In this dissertation, I conduct teacher-research and discourse analysis to examine the intersection of literacy and democracy in the first-year writing classroom and in a grassroots community organization, the Green Party of the United States. In both sites, I observe the literacy practices of citizenship and public activism. I argue that democratic spaces inherently include unequal power structures, so teachers and scholars need to observe the literacy abilities citizens use to address these power structures. More specifically, I define the term _æ_activist literacy,_æ to include agency, coalition building and collaboration, an awareness of power structures, and the deliberate use and interpretation of language. Activist literacy is related to critical literacy but is informed by both the classroom and the community and is marked by rhetorically savvy literacy practice in the pursuit of local change. I also consider how individuals shape their civic identities in relation to the _æ_impartial civic public_æ (Young) and how collaborative writing informs the rhetorical use of genre to make change. These examinations lead me to construct a pedagogy of activist literacy for the classroom and the community. ^ Overall, my dissertation theorizes democracy as a literate practice and literacy as a democratic practice. As such, I complicate literacy scholars' arguments about the rhetorical use of literacy while speaking back to critical pedagogy's fundamental assumptions about teaching and learning. Critical literacy and pedagogy are democratic processes that emphasize understanding the relationship between language and power for social critique, self-transformation, and cultural change (Knoblauch and Brannon). Scholars such as Ellen Cushman and Jacqueline Jones Royster argue that literacy use is rhetorical and that citizens and activists can and do use literacy to take action in their lives. Activist literacy, then, is the rhetorical use of literacy toward the pursuit of access, democratic participation, and change. In the end, I argue for reconsidering the literacy and pedagogy of public writing and democratic participation to inform the spaces of the classroom and the community. ^","Practitioner / Teacher Research|Discourse or Text Analysis ~check|Philosophical / Theoretical","",0,0,1,0,0,0,0,0,0,1,0,1,0,0,0,0,3,0,1,0,1,0,2,"Education, Language and Literature|Political Science, General|Language, Rhetoric and Composition|Education, Higher","Community|Green Party|Democracy|Literacy|Activist","Supervisors","Joy Ritchie; Chris Gallagher",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1227","3177682","","BECHHOFER, SHOSHANAH M.","Identity and educational mission of Bais Yaakov schools: The structuration of an organizational field as the unfolding of discursive logics","Northwestern University","Ph.D.",2005,270,"Research in education has begun to look more carefully to the study of organization behavior to assist in making sense of the dynamics that are observed in schools. What has not been adequately examined is the impact of a school's reference group_æ”that is, primarily, the members of the organizational field with which it identifies_æ”on its conception of what it is, what it does, and the meaning of the education that transpires within its classrooms. It is not only the what and the how of learning, but also the felt meaning of the very act of learning, that are by necessity embedded in webs of meaning and symbolic behaviors that derive from this larger context. ^ This is a study about the interrelationship between identity, institution, and discourse in the world of North American Bais Yaakov education (Haredi [traditionalist] Orthodox Jewish education for girls). Its purpose is to extend theoretical conceptions of the identity of organizational fields, and to explore the deep structure identity of the Bais Yaakov educational movement. ^ This research sheds light on the ways in which a traditional religious community responds to change and to the transformation of women's personal religious experiences through their engagement in religious study. The narrative, rhetorical, and practical strategies for dealing with these fundamental tensions lay the groundwork for diversification within the organizational field while constraining variation in its core. A variety of strategies and styles is emerging as Bais Yaakov continues to interpret the meaning of its own legacy while distancing itself from feminist Orthodox discourses. ^ Analysis reveals a collective identity that is animated by the limits of its own discursive logic. Drawing from the insights of post-structuralist social theory, with its attention to the discursive construction of meaning and the instability of discursive categories and logics, enhances the researcher's ability to understand the development, nature, and effects of organizational fields as institutional environments. ^","Ethnographic ~check","",0,0,0,1,0,0,0,0,0,0,0,0,0,0,0,0,1,0,0,1,0,0,1,"Education, Sociology of|Sociology, Theory and Methods|Education, Religious|Language, Rhetoric and Composition","Bais Yaakov schools|Educational mission|Jewish|Organizational behavior|Identity|Gender","Adviser","Allan Collins",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1231","3178723","","BROWN, SONYA CHRISTINE","Body /image /narrative: Contemporary rhetoric of body shape and size","University of Maryland-College Park","Ph.D.",2005,340,"The dissertation examines body shape and size from a rhetorical perspective as ethos, or character, in contemporary American culture. The analysis is primarily of narrative and visual texts that proliferated in the debate over ideal body size and shape that has emerged in the last fifteen years. By demonizing fatness and glamorizing slenderness for women and muscularity for men, our culture has rendered all bodies' shapes and sizes rhetorical. The body as material and visual rhetoric is interpretable as representative of character, with the fat body representing a lack of the virtues that seem inherent in the lean body: health, fitness, discipline, beauty. Narratives written about individual's bodies, including weight loss success stories, eating disorder memoirs, size acceptance narratives, and films that feature actors in fat suits, have the possibility to maintain or challenge prevailing views about body shape and size and the relationship between body shape and size and character/ethos. ^ The four narrative genres studied have emerged in mainstream cultural productions rather than what might be considered alternative media, and come from a wide variety of popular sources. These narrative genres, and also the visuals that accompany or transmit the narratives, are important pieces of the debate over acceptable body shape and size for men and women. The last fifteen years of the debate have brought with them changes to mainstream media through challenges to the ideal body image for women, though men, particularly heterosexual men, have limited venues through which to challenge media representations of ideal male physiques. ^","Critical / Hermeneutical ~check|Historical / Archival ~check","",0,1,0,0,0,1,0,0,0,0,0,0,0,0,0,0,2,0,0,0,1,0,1,"Language, Rhetoric and Composition","Body|Fat|Ideal body image|Rhetoric|Narrative|Size","Chair","Jeanne Fahnestock",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1251","3182695","","GIBERSON, GREGORY A.","Institutionalized on the margins: An organizational history of the preparation of teachers of college composition","University of South Florida-Tampa","Ph.D.",2004,172,"The preparation of new college teachers of composition has been a disciplinary topic of interest as well as an institutional concern since the establishment in the late 1800s of the modern English department. In this project, I offer a critical history of the treatment of the topic of the preparation of teachers of college composition by the three most historically significant organizations to English as a discipline and Composition as a field of study within that discipline: the Modern Language Association, the National Council of Teachers of English, and the Conference on College Composition and Communication. By analyzing the treatment of the topic of the preparation college teachers of composition by the major publications of these three organizations during their formative years, I provide a topic specific history of the marginalization of composition within the discipline and its organizations. This project expands on the work of individuals such as James Berlin, Albert Kitzhaber, Stephen North, Robert Connors, and others who have written on the historical marginalization of composition within the discipline and Academy and offers a more specific interrogation of the position of composition within the discipline and the Academy in general. ^ In my work, I argue that the contemporaneous founding of the modern English department and the Modern Language Association allowed for the institutionalized relegation to a low status of composition and teachers of composition. That institutionalized low status eventually led to the marginalization, fractionalization, and specialization of a group of composition scholars who believed teaching to be a central concern for the discipline, as well as to the development of NCTE and CCCC. I further argue that a similar fractionalization and specialization within these smaller groups has left intact the institutionalized notions of status that led to their formation in the first place. I conclude by suggesting that in order to raise the status of composition in the discipline and the Academy, it is necessary to address the sources of marginalization directly as opposed to fractionalizing and specializing in reaction to it. ^","Historical / Archival|Meta-Analysis / Discipliniography ~check","",0,0,0,0,0,1,0,1,0,0,0,0,0,0,0,0,2,0,1,0,1,0,2,"Education, Language and Literature|Education, Teacher Training|Language, Rhetoric and Composition","Teacher preparation|Organizational history|College composition|Composition courses","Major Professor","Debra Jacobs",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1260","3184589","","BOWERS, TOM","Rationality and environmental justice: The visual rhetoric of a culture at risk","Iowa State University","Ph.D.",2005,143,"Scholars in rhetoric have recently sought to expand their understanding of social movements and the public sphere by integrating studies of visual rhetoric. For scholars exploring the rhetoric of social movements and the public sphere, the environmental movement provides a fruitful avenue of research by which to consider the role of visual rhetoric in changing social consciousness. Drawing on a methodology that views social movements through a rhetorical lens, I explore how the visual rhetoric of the environmental justice movement challenges corporate practices and discourses that shape public perceptions of sustainable development and industry's commitment to open communication. In its efforts to redefine public understanding of sustainability, the environmental justice movement employs visual rhetoric to contend that industry's concerns for economic growth and profitability far outweigh its concerns for environmental stewardship. In its efforts to redefine public understanding of industry's commitment to open communication, the environmental justice movement employs visual rhetoric to illustrate how industry's notion of open communication constructs a public that is rhetorically ill-equipped to question industry's practices and successfully participate in public policy discussions. While the visual rhetoric of the environmental justice movement may redefine public consciousness with respect to sustainability and open communcation, the movement's visual rhetoric is nonetheless limited in its ability to fully promote public action to change these practices because the visual rhetoric examined in this study differs from the images of a culture accustomed to what Szasz refers to as _æ_images of disorder._æ Therefore, an analysis of the effectiveness of a movement's visual rhetoric must take into account the ways in which various institutional practices and discourses shape a culture's habits of vision, habits which can erode the effectiveness of certain visual rhetoric. Scholars in rhetoric seeking to expand their understanding of social movements and the public sphere by integrating studies of visual rhetoric must therefore consider how a movement's visual rhetoric challenges and redefines the practices and discourses which construct a culture's habits of vision. ^","Historical / Archival ~check|Critical / Hermeneutical ~check","",0,1,0,0,0,1,0,0,0,0,0,0,0,0,0,0,2,0,0,0,1,0,1,"Language, Rhetoric and Composition|Environmental Sciences","At-risk|Culture|Environmental justice|Rationality|Visual rhetoric","Major Professor","Helen Ewald",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1265","3184915","","BRUSS, KRISTINE SCHWEIM","The ethopoet's art: Characterization in contemporary speechwriting","University of Minnesota-Twin Cities","Ph.D.",2005,292,"In popular and scholarly literature on speechwriting, speechwriters are often described as either stylists or policy innovators, which suggests that the speechwriter's primary function is either polishing the ideas of others or shaping policy through artfully crafted words. This dissertation, taking a cue from classical sources, explores another important function of speechwriting: characterization. Although the literature on speechwriting addresses characterization and its two constituent elements, character and style, in various ways, it rarely enters into a sustained, conceptually grounded discussion of the topic. This study, in contrast, grounds its in-depth exploration of contemporary characterization in the classical concept of <italic>ethopoeia</italic>, for which the ancient speechwriter Lysias was praised. ^ The study first explores the means and ends of <italic>ethopoeia</italic> in classical authors such as Aristotle, Dionysius of Halicarnassus, Quintilian, and the Greek authors of <italic>progymnasmata</italic>. It then presents four contemporary case studies, each of which features in-depth interview commentary and textual examples that illustrate the nature of characterization as practiced in a particular context: corporate, political, academic, and legal. As the case studies reveal, ethopoetic style involves the expression of character along various dimensions, from individualized to institutional to typed. The persuasive aims of contemporary ethopoetic portrayal are not unlike the aims identified in classical sources, although the speechwriters in this study place a particularly strong emphasis on the importance of not boring listeners. If a speaker is to win the favor of an audience, he or she must be interesting and engaging. ^ With respect to stylistic strategies for expressing character, the speechwriters advocate a number of principles from ancient theory, stressing in particular the importance of using natural, simple language. Other hallmarks of contemporary ethopoetic style include the use of stories, attention to authentic replication (in some contexts more than others), and an understanding of how best to work with a speaker's preferred style of delivery, which can be either an opportunity or a constraint. All of these considerations, if handled effectively, contribute to an appropriately characterful, apparently artless style, one well-suited to securing the favorable regard of listeners. ^","Historical / Archival ~check|Model-Building ~check|Critical / Hermeneutical ~check","",0,1,0,0,0,1,0,0,1,0,0,0,0,0,0,0,3,0,0,0,1,0,1,"Language, Rhetoric and Composition","Ethopoet|Speechwriting|Characterization|Art","Adviser","Karlyn Kohrs Campbell",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1271","3185140","","COHN, LORA ANN","Eisenhower's middle way: The domestic policy rhetoric of a successful preemptive president","University of Kansas","Ph.D.",2005,349,"This dissertation argues that Eisenhower achieved limited domestic successes within the constraints of the preemptive presidency. Skowronek (2000) introduced the concept of the preemptive presidency in his historical analysis of the presidency. Skowronek's work suggested that a preemptive president is not aligned with the popular polices of the day or the party that has been in control of government. This creates a problematic situation for the president who must try to place his stamp on politics while being constrained by the difference between his political philosophy and the political philosophy that dominates the political scene. An examination of Eisenhower's rhetoric on budget and taxation, agriculture, and civil rights illustrates that Eisenhower emphasized his independent persona, developed a _æ_third way_æ which married fiscal responsibility with moderate extensions of more liberal social policy, and played at the margins of change. His rhetoric emphasized themes of balance, interconnectedness, research and growth or progress. His strategic choices included avoiding attacking individuals, clearly defining his values, using his cabinet as lightening rods and surrogate persuaders, and linking policy to universal values. Eisenhower's approach to civil rights was different than his approach to other issues. Eisenhower used Executive Orders to create change with minimal Congressional notice while keeping his rhetoric neutral. With budget and taxation and agricultural policies, Eisenhower adopted a more publically persuasive role. ^","Rhetorical Analysis|Historical / Archival ~check","",0,0,0,0,0,1,0,0,0,0,0,0,1,0,0,0,2,0,0,0,1,0,1,"History, United States|Political Science, General|Language, Rhetoric and Composition","President|Preemptive presidency|Dwight D. Eisenhower|Rhetoric|Domestic policy","Chair","Ellen Reid Gold",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1294","3188396","","BRIMMER, ALLISON","Investigating affective dimensions of whiteness in the cultural studies writing classroom: Toward a critical, feminist, anti-racist pedagogy","University of South Florida-Tampa","Ph.D.",2005,245,"This dissertation seeks to help teachers understand the ways that affect is tied to the dominant ideology of white supremacy in contemporary U.S. society. It argues that affect---the complex confluence of feeling and judgment---is bound intricately to racism, sexism, classism, heterosexism, etc. In this work I attempt to deconstruct the social construction of affect that fuels dominant white ideology---what some scholars call whiteness---in the context of white teachers and students in the cultural studies writing classroom. With the lofty yet ultimately empowering goal of effecting anti-racist change in the classroom and in the profession, I trace affective dimensions of whiteness (such as fear, blame, defensiveness, and denial) revealed by white teachers and students. Clinging to the myths of meritocracy, individualism, and the American Dream, white teachers and students often unknowingly perpetuate dominance based on white privilege. In this work I offer a pedagogical theory informed by the work of a variety of feminist scholars who consider the complex and ultimately powerful concepts of love and care. By problematizing their work and my own, I argue for a thoroughly self-reflexive, critical, feminist, anti-racist pedagogy that works to foster vital critical awareness in our students (and in ourselves). ^","Cultural-Critical Studies|Philosophical / Theoretical ~check","",0,0,0,0,0,0,0,0,0,1,0,0,0,0,0,0,1,0,0,0,1,0,1,"Education, Bilingual and Multicultural|Language, Rhetoric and Composition","Whiteness|Antiracist|Pedagogy|Writing|Feminist|Affective|Cultural studies","Major Professor","Debra Jacobs",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1299","3188838","","CENTER, CAROLE EILEEN","The representation of race in composition studies and stories","University of Rhode Island","Ph.D.",2005,261,"Nonwhite students have limited access to and limited success in graduating from US institutions of higher education. First-year required composition courses and other writing requirements can act as barriers to college matriculation. Yet composition studies, which has as its focus writing students and student writing, has yet to commit to a thorough examination of all the factors that affect the experience of nonwhite students in composition classes. In order to engage in inquiry into the difference that race makes in students' classroom experiences, composition teacher-researchers must represent the race of those involved in classroom scenes because, as race studies (whiteness studies and critical race theory) demonstrate, racial difference has continuing effects on the experiences of whites and nonwhites despite the dominance of a post-racism ideology. ^ Using critical discourse analysis, this dissertation investigates the presence or absence of racial representations of teachers and students in texts in three areas of composition studies: teacher stories, basic writing, and collaborative learning. In each of these areas, stories and studies in which race is visible are discussed in terms of the insights about power and relationships that they offer. However, texts in which race is visible are decisively outnumbered by those in which race is not visible. In these texts, a discourse of racelessness is achieved through the discursive practices of colorblindness, conflating ethnic and racial difference, denial of racism, construction of nonwhites as inferior, and construction of nonwhites as alien. ^ This dissertation argues that student-present studies and stories should be encouraged because they contribute important pedagogical knowledge. The race of teachers and students can be ethically represented in studies and stories through practices that actively involve students and teachers in the research and writing process and a research focus on the role of the teacher's race in the classroom dynamic. In addition, composition should recognize and valorize the practice of counterstorytelling as a means of investigating racialized experiences. ^","Meta-Analysis / Discipliniography|Cultural-Critical Studies|Critical / Hermeneutical|Philosophical / Theoretical ~check","",0,1,0,0,0,0,0,1,0,1,0,0,0,0,0,0,3,0,1,0,1,0,2,"Education, Language and Literature|Education, Bilingual and Multicultural|Language, Rhetoric and Composition","Race|Stories|Composition Studies","Adviser","Nedra Reynolds",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1310","3191394","","EVANS, JOSEPH NORMAN","African American sacred rhetoric: An African American homiletic style informed by Western tradition","The Southern Baptist Theological Seminary","Ph.D.",2005,176,"This dissertation examines the relationship between a stream of African American preaching and a stream of Western tradition. In this instance, Western tradition is narrowed to some aspects and characteristics of Scottish Belle Lettres rhetorical tradition. Chapter 1 discusses African American preaching and suggests that it is not a monolithic art form. In addition, several terms are defined. African American sacred rhetoric is defined as a stream of African American preaching that appropriates some aspects of Western tradition for purposes of achieving social and political integration into the larger society. ^ Chapter 2 begins with a historical trace of Scottish Belle Lettres. Three primary headings are listed: Elocutionary Movement, Quintilian rhetoric and Hugh Blair and his lectures, on Rhetoric and Belle Lettres. Specifically, this chapter clarifies the significant contributions that Belle Lettres had for Scottish citizens' successful integration into the eighteenth century civil society of Britain. A similar practice of integration was achieved by way of rhetoric in preaching by some African Americans preachers over a course of the nineteenth and twentieth centuries into American civil society. ^ Chapter 3 discusses a starting point for African American sacred rhetoric. Frederick Douglass is a primary figure in this chapter. His cultural background and discovery of the power of literacy, his worldview and intellectual development serve as a model for why some African Americans turned to rhetoric. For Douglass, forms of rhetoric served as a tool on the public platform and sacred pulpit. In his addresses and messages, Douglass used biblical passages and secular documents to argue for freedom. ^ Chapter 4 examines several preachers and practitioners of African American sacred rhetoric. Thirty sermons, speeches or articles were analyzed to substantiate these claims. These practitioners are Alexander Crummell, Francis J. Grimke, Adam Clayton Powell, Sr., and Mordecia W. Johnson, Joseph H. Jackson and Gardner C. Taylor. ^ This work contends that a civil integration was achieved because a segment of American culture embraced African American men of letters who used their pulpits and the public platform to persuade religiously and politically for achieving human uplift. This art form is best described as a form of civil discourse that persuades in public and sacred space for transforming socio-political and socio-economic aspects of society. ^","Critical / Hermeneutical|Historical / Archival|Philosophical / Theoretical ~check","",0,1,0,0,0,1,0,0,0,1,0,0,0,0,0,0,3,0,0,0,1,0,1,"Black Studies|History, Church|Theology|Language, Rhetoric and Composition","Homiletic|African-American|Preaching|Sacred rhetoric|Western tradition","Chair","Daniel Akin",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1311","3191415","","ALHUDHAIF, ABDULRAHMAN M.","A speech act approach to persuasion in American and Arabic editorials","Purdue University-Main Campus","Ph.D.",2005,144,"The present study explores and compares persuasion in American and Arabic (Saudi) editorials from a speech act perspective. It sheds light on cultural similarities and differences between American and Arabic (Saudi) cultures in terms of persuasive written discourse. The data came from twenty six Arabic editorials of two distinguished Saudi newspapers, <italic>Alriyadh </italic> and <italic>Al-Jazirah</italic>, and another twenty six American editorials from the popular American newspapers, <italic>The New York Times </italic> and <italic>The Washington Post</italic>. This study employed Searle's (1976) taxonomy of speech acts as a coding system of speech acts. Its findings show that persuasiveness can be accomplished via different ways of manipulation of speech acts in different cultures. Although both American and Arabic editorials prefer the use of strong assertions, they seem to differ with regard to the speech acts of directives and expressives. The results indicate that American directives and expressives are stronger, and more direct and explicit than their Arabic counterparts. Accordingly, this study argues that whereas persuasion in American editorials is accomplished via powerful and explicit propositions, Arabic editorials favor the use of implied propositions persuade their readers. Arabic editorials approach their readers differently and hence try to accomplish persuasiveness while at the same time save their readers' face. Finally, the current research suggests that editorials in both cultures seem to have similar distributions of speech acts. However, differences are apparent in the way these speech acts are realized and manipulated. ^","Discourse or Text Analysis| ~check","",0,0,1,0,0,0,0,0,0,0,0,0,0,0,0,0,1,0,1,0,0,0,1,"Language, Linguistics|Language, Rhetoric and Composition","Speech act|Arabic|Persuasion|Editorials|American","Major Professor","Victor Raskin",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1325","3193937","","REDER, MICHAEL","Writing at the small liberal arts college: Implications for teaching and learning","University of Massachusetts Amherst","Ph.D.",2005,396,"This study examines the writing requirements and structures for administering writing at 54 small, selective liberal arts college. After a brief introduction to the theory and practice of writing across the curriculum, I place writing in the context of these small colleges. I base my research on these colleges' primary documents as well as data from an extensive qualitative survey in which all 54 schools participated. I define three of the most common types of writing requirements at these institutions: (1) Composition Courses in their different forms; (2) First-Year Seminars; and, (3) Writing Intensive Courses. I discuss the self-reported advantages and challenges of each approach. I focus on the role of writing in a liberal arts education and the distributed nature of teaching writing at such schools. I then offer an overall view of writing requirements and administrative structures at these schools, noting the advantages and challenges of teaching and administering writing in these distinctive institutional settings. Finally, I move towards developing a theory and practice of writing at the small liberal arts college and propose a framework for thinking about writing that helps cultivate an overall culture of writing. I suggest some ""best practices"" for writing at such colleges, and include recommendations for the structure of student writing experiences, support for faculty in the teaching of writing, and the administration and oversight of writing. I end with a vision of writing across the curriculum at the small liberal arts college that integrates teaching, writing, and learning. ^","Survey|Model-Building|Historical / Archival ~check","",0,0,0,0,0,1,0,0,1,0,0,0,0,1,0,0,3,0,1,0,1,0,2,"Education, Language and Literature|Language, Rhetoric and Composition|Education, Curriculum and Instruction|Education, Higher","Liberal arts college|Learning|Teaching|Writing|Composition","Director","Peter Elbow",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1337","3195951","","BURKS, CAROLYN GROMAN","Combating the Bartleby syndrome with Synectics: Examining teacher attitudes and the influences on student writing","University of Houston","Ed.D.",2005,206,"The purpose of this narrative inquiry study is two-fold. The primary goal is to create narrative accounts of three English instructors that illuminate the attitudes and the struggles they encounter when combining Synectics, a model of teaching, regularly into their own curriculum (Dewey 1915; Clandinin & Connelly 1992). The secondary goal is to examine the metaphorical language and the creative writing growth of students who use this model of learning. In addition, a comprehensive review of the literature relevant to the topic of Synectics is offered. ^ Three instructors' stories were used to shed light on the influences of Synectics (Gordon 1960; 1973) on student creative writing and teacher attitudes regarding the use of model. Using Melville's short story, ""Bartleby, the Scrivener"" as a starting place for meaningful understanding (Bruner 2002), a narrative inquiry consisting of three forms of analysis: broadening, burrowing and restorying was undertaken to seek out teacher knowledge (Connelly & Clandinin, 1990). Using teacher reflection journals, semi-structured interviews and classroom observations, this study offered safe environments (Craig & Olson, 2001) for instructors from a college in South Texas, to retell and make meaning of those experiences (Bruner, 1986; Munby & Russell, 2001; Craig 2005). ^ Through the instructors' narratives, it was apparent that most students found the Synectics lessons enjoyable and began to use more metaphorical language in their brainstorming immediately after the lessons. However, this metaphorical language did not regularly appear in most of the students' formal essay assignments. ^ The lived stories also depicted the struggle each instructor underwent as they made Synectics part of their curriculum. As each instructor became more familiar with the model of teaching and used it more regularly, the lessons became more personalized to fit his or her own curriculum needs. Even so, the narratives suggest that time constraints, fears of criticism and rejection, and preconceived roles as curriculum implementers all contributed to instructors' opinions regarding Synectics. This inquiry raises future research questions concerning how students learn to apply metaphorical language in their formal essays and brings to light issues concerning how to encourage instructors to become curriculum makers instead of implementers. ^","Clinical / Case Study|Discourse or Text Analysis ~check","",1,0,1,0,0,0,0,0,0,0,0,0,0,0,0,0,2,0,1,1,0,0,2,"Literature, American|Language, Rhetoric and Composition|Education, Curriculum and Instruction","Bartleby syndrome|Teacher attitudes|Writing|Synectics","Adviser","Howard Jones",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1338","3195984","","KIRKWOOD, ROXANNE","Liminal spaces in popular culture: Social change through rhetorical agency","Texas Woman's University","Ph.D.",2005,155,"This dissertation looks at how social change happens through liminal spaces which are created when two rhetorics, persuasive and invitational, bump up against/into each other in popular culture media. I use a case study of pro-anorexia websites to investigate the phenomena. The liminal space is created by primarily teenage girls who have developed and posted pro-anorexia websites. The pro-anas have created a space where people who happen to stumble into a social change message choose to stay and engage with the rhetors or leave. Because of where the rhetors are sharing their ideologies, the audience is allowed to choose their level of participation including total rejection. I see these spaces as naturally occurring as the result of a need in our current culture to negotiate complex and often conflicting ideologies within society and ourselves. I wish to acknowledge that these spaces exist and use the pro-ana websites as a starting point for a conversation about what is driving the creation of such spaces, the need for two rhetorics, and what we can learn about the state of social change from it. ^","Ethnographic|Philosophical / Theoretical|Historical / Archival ~check","",0,0,0,1,0,1,0,0,0,1,0,0,0,0,0,0,3,0,0,1,1,0,2,"Language, Rhetoric and Composition","Popular culture|Websites|Proanorexia|Social change|Liminal spaces","Adviser","Lou Thompson",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1345","3196389","","GOLDEN, PAULLETT RODDAM","Responding with purpose: Analysis of a writing center's commentary practices in an asynchronous online writing lab environment","Texas A & M University-Commerce","Ph.D.",2005,175,"The purpose of my dissertation is to show that online writing tutors can respond in an asynchronous environment in a way that constructs a similar dialogue as the face-to-face tutorial sessions by allowing tutors to use their awareness of non-directive commentary methods and directive tendencies to improve their face-to-face tutorial sessions. Elements of directive and non-directive written responses and the technological movement of online tutoring can become a strong part of the writing center community while upholding the collaborative and social approach to tutoring. This dissertation provides writing center administrators a rubric, based on reflection and revision, which can be used during training seminars for tutors of asynchronous online tutoring and also used by tutors during online tutoring sessions. ^","Practitioner / Teacher Research ~check|Discourse or Text Analysis ~check","",0,0,1,0,0,0,0,0,0,0,0,1,0,0,0,0,2,0,1,0,0,0,1,"Language, Rhetoric and Composition|Education, Technology of","Writing center|Online|Writing lab|Asynchronous environment","Adviser","Shannon Carter",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1350","3196646","","GILLAM, KENNETH M.","Toward an ecology of revision: A revision model of chaos and cooperation","Illinois State University","Ph.D.",2005,242,"Borrowing from composition theorists like Marilyn Cooper and Margaret Syverson, <underline>Toward an Ecology of Revision</underline> extends theories of process writing to consider an ecological network of forces that may contribute to the cognitive and behavioral factors that produce written products. Developing out of cognitivism and situated in the socially-oriented post-process era, this work presents a chaos theory of writing---an understanding of writing as a network of complex systems that renders it part of and harmonious with the workings of the world rather than separate and ""academic."" Such a framework proposes new answers to old questions about the limited success of revision-based pedagogies---namely, new ways to address global revision and new considerations we can make to the factors that possibly impact revision. ^ Syverson identifies four attributes of the ecological writing process---distribution, embodiment, emergence, and enaction---which I apply to revision problems in a study of 45 freshman writing students. <underline>Toward an Ecology of Revision: A Revision Model of Chaos and Cooperation</underline> examines students' writing environments, authorial personality, writing processes, and ""final"" products, and with six detailed descriptive analyses establishes descriptive ways to evaluate writing processes that may provide a basis for prescriptive pedagogical applications. Furthermore, with Ken Lindblom's rearticulation of Grice's Cooperative Principle, which provides a complementary system to Syverson's, I offer a new basis for assessing writing ""quality"" with an ecological awareness of writing within and beyond the academy. ^","Philosophical / Theoretical|Critical / Hermeneutical|Model-Building ~check","",0,1,0,0,0,0,0,0,1,1,0,0,0,0,0,0,3,0,0,0,1,0,1,"Language, Rhetoric and Composition","Ecology|Revision|Cooperation|Chaos","Chair","Janice Neuleib",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1352","3196658","","BOYD, MICHAEL G.","Discourse community pedagogy: Opening doors for students of composition","Illinois State University","Ph.D.",2004,157,"This dissertation analyzes how high school students of composition articulate and use their understanding of discourse communities to become effective and successful writers. Additionally, this dissertation examines the role of discourse community pedagogy as a critical or transformative pedagogy. The research presented in this dissertation not only builds upon the work of scholars like David Bartholomae, Patricia Bizzell, and Kate Ronald, but it extends this work into the high school educational setting where relatively little serious research on composition pedagogy has previously been completed. ^ Using a grounded theory approach, qualitative research techniques developed by Anselm Strauss, to analyze and code participants' reflective writing, I discovered that they used complex conceptual metaphors of space as well as geographical concepts as a way of acquiring, extending, and refining their understanding of discourse communities and the manner in which such communities regulate and maintain language conventions. I also found that such approaches to composition instruction help students learn important rhetorical lessons including the importance of audience awareness and the role a writer's knowledge plays in writing credibly. ^ I also discovered the degree to which enacting critical or transformative pedagogies is uniquely problematic at the high school level. Participants in this study, despite the valuable insights they learned about writing, chose to defer these lessons to future writing tasks. In their reflective statements, participants indicated a feeling of powerlessness associated with their status as high school students when writing for certain discourse communities. These data suggest that it is important for high school students to be offered authentic writing assignments aimed at discourse communities they can enter presently. ^ This dissertation also presents a number of opportunities for future research on discourse community pedagogy and its application in high school writing classrooms. ^","Model-Building|Clinical / Case Study|Practitioner / Teacher Research ~check","",1,0,0,0,0,0,0,0,1,0,0,1,0,0,0,0,3,0,0,1,1,0,2,"Education, Secondary|Language, Rhetoric and Composition","Community|High school|Discourse|Pedagogy|Writing|Composition","Chair","Bob Broad",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1358","3198673","","AONUMA, SATORU","The Enola Gay in American memory: A study of rhetoric in historical controversy","Wayne State University","Ph.D.",2005,187,"This dissertation presents a case study of the ""Enola Gay controversy,"" a public controversy over the planning of a special exhibit to commemorate the 50<super>th</super> anniversary of the world's first practical use of atomic bombs to be opened at the National Air and Space Museum of the Smithsonian Institution in 1995. This controversy is a significant social phenomenon that deserves critical study from the perspective of communication and rhetoric. It is a controversy in which the past, present, and future of nuclear memory and the role of museums in the American culture were problematized. First, the ""text"" of the Enola Gay controversy exhibited persistent issues within America's cultural memory of the atomic bombing that takes a form of critical discourse and cultural struggle. In addition, the issues that emerged in the controversy have to do with problems of communicative acts performed within a specific institutional context; it was a discourse over a particular museum exhibit, not a speech or cinematography or televisual representation, that attempted to present a history of the atomic bombing. ^ This study addresses problematics of communication and rhetoric that the Enola Gay controversy exhibited. Conducting textual-interpretive, as well as institutional, analyses, the study seeks to offer an analysis of issues that emerged in the controversy against the specific backdrop of its occurrence. In addition, the study also explore the relationship between public museums and their communities in American culture. This dissertation makes a case that public museums in the United States are significant agents of rhetoric and public communication and, based upon the case study of the Enola Gay controversy, the study draws implications for repositioning and reclaiming their place in American culture with regard to public presentation of the nation's ""cultural memory"" of the atomic bombing and other ""controversial"" pasts. ^","Historical / Archival|Cultural-Critical Studies ~check|Critical / Hermeneutical","",0,1,0,0,0,1,0,0,0,0,0,0,0,0,0,0,2,0,0,0,1,0,1,"History, United States|Language, Rhetoric and Composition","Atomic bomb|Enola Gay|National Air and Space Museum|Historical controversy|Rhetoric","Adviser","George W. Ziegelmueller",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1374","3200933","","FITZMIER, DANIEL JOHN","The role of maxims and memory in Isocrates' pedagogy","Northwestern University","Ph.D.",2005,217,"The dissertation addresses a central problem in scholarship on Isocrates' educational system. Isocrates takes a number of seemingly conflicting positions on the capacity for rhetorical education to inculcate excellence in students. The dissertation attempts to sort out Isocrates' disparate positions on this question. I accomplish this by examining two of Isocrates' lesser known works titled <italic>To Nicocles</italic> and <italic>To Demonicus</italic>. Unlike Isocrates' more widely read texts like <italic>Areopagitucus</italic> or <italic>Antidosis</italic>, the gnomic texts are distinctive because they contain long lists of ethical maxims. I argue in the dissertation that these two texts can be read as a kind of literate technology designed to develop the memory of their readers. Unlike the modern conception of memory, the ancients tended to conceptualize the memory as a source of ethical invention as opposed to a place for the storage of information. This is significant because mnemonic-ethical texts like <italic>To Demonicus</italic> and <italic>To Nicocles</italic> lend support to the notion that the ancient rhetorical tradition was not simply an instrumental art designed to produce good speech. Instead, such texts demonstrate that the art of rhetoric sought to produce a kind of human being who could act appropriately when faced with contingent situations that could not be satisfied by the application of knowledge, theories, or normative rules. From this perspective, rhetoric becomes an ethical art designed to improve upon the student's capacity for action. ^","Critical / Hermeneutical|Philosophical / Theoretical ~check","",0,1,0,0,0,0,0,0,0,1,0,0,0,0,0,0,2,0,0,0,1,0,1,"Language, Rhetoric and Composition|Education, Philosophy of","Gnomic texts|Memory|Pedagogy|Maxims|Isocrates","Adviser","Michael C. Leff",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1385","3203332","","HATFIELD, KATHERINE L.","A culture of terror rises out of the dust: A rhetorical analysis of iconic imagery in the aftermath of 9/11","Ohio University-Main Campus","Ph.D.",2006,166,"The terrorist attacks of September 11, 2001 have in many ways changed the lives of the American public. September 11 marks a day in American history that initiated one of the most significant shifts in public culture. American attitudes towards safety have become a centerpiece in our political and social interactions. Many Americans now live with the thought and fear of terrorism as a threat of considerable consequence. This project aims to investigate the rhetorical impact of the September 11, 2001 terrorist attacks on the United States. More specifically, it will focus on the construction, dissemination, and the rhetorical functions of iconic images of terror in American society as they reflect 9/11. This analysis utilizes the theoretical framework provided by Lucaites and Hariman (2001) to begin to understand the extent to which images of terror play a role in the construction of a terror culture. This study proposes five critical implications for commemorative artifacts that serve to represent the experience of 9/11. First, Americans are drawn to iconic images as commemorative artifacts that represent the experience of 9/11. Second, the Twin Towers during the attacks have emerged as new iconic symbols of terrorism in the 21<super>st</super> century. Third, the images of the rescue worker and the American flag have taken on new meaning in light of the terror attacks. Fourth, narrative theory provides a useful tool for understanding the importance of iconic images as rhetorical symbols of 9/11. And finally, future studies in iconic imagery should extend their parameters to include categories of images rather than single images given recent advancements in media technology. ^","Cultural-Critical Studies|Critical / Hermeneutical ~check|Philosophical / Theoretical","",0,1,0,0,0,0,0,0,0,1,0,0,0,0,0,0,2,0,0,0,1,0,1,"Speech Communication|Language, Rhetoric and Composition","Rhetorical analysis|September 11, 2001|Culture|Iconic imagery|Terror","Adviser","Raymie McKerrow",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1389","3204315","","ENGLISH, ALISON I.","_æ_Educating us into the virtues_æ: A consideration of ethnodrama as a valid form of public moral argument in addressing domestic violence","Regent University","Ph.D.",2005,477,"Chapter One provides the research foundation for considering the ethnodrama as a valid form of ""public moral <underline>argument</underline>,"" using Walter Fisher's narrative paradigm as an evaluative schema. Chapter Two examines domestic violence as an ongoing pervasive social problem spanning societies, economic lines, racial and age barriers, geographical and religious boundaries, and time and is followed by an overview of representative television, film, and dramatic examples that have addressed the domestic violence issue. Chapter Two also considers the call to action against this social problem through the use of drama as an effective tool of Performance Ethnography, beginning with Warren John Doody's <underline>Life Without Parole. Life Without Parole</underline> is evaluated in light of its usefulness in ""public moral argument,"" using Fisher's narrative paradigm as an evaluative narrative methodology, as suggested by communication and Entertainment-Education scholars Arvind Singhal and Everett Rogers. Chapter Three evaluates Donna Porterfield's <underline> Voices from the Battlefront</underline>, also using Fisher's narrative paradigm to determine its usefulness in ""public moral <underline>argument</underline>."" Chapter Four repeats the evaluative process of Ben Atherton-Zeman's one-act play, <underline>Voices of Men</underline>. Within Chapters Two, Three, and Four, all three ethnodramas are analyzed by Fisher's narrative paradigm and linked to ""public moral <underline>argument</underline>"" and its relationship to Performance Ethnography and Entertainment-Education goals of highlighting social issues and pursuing practical resolutions to social problems. Chapter Five delineates the findings in the previous three chapters, compares and contrasts the findings, and discusses the conclusions and implications of this study. There is also a consideration of future research, including the expanded use of ethnodramas in Performance Ethnography and Entertainment-Education, i.e., how can ethnodramas ""educate us into the virtues"" in other areas of social justice? ^","Critical / Hermeneutical|Philosophical / Theoretical ~check","",0,1,0,0,0,0,0,0,0,1,0,0,0,0,0,0,2,0,0,0,1,0,1,"Theater|Language, Rhetoric and Composition","Public moral argument|Domestic violence|Performance ethnography|Ethnodrama","Adviser","Gillette A. Elvgren",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1419","3208757","","BUTSCH, RICHARD ANTHONY","A local model of writing program assessment: Fourteen community college faculty define and evaluate writing proficiency","University of Louisville","Ph.D.",2005,349,"The introduction to this doctoral dissertation is an argument for locating Writing Across the Curriculum programs on the community-college campus for several reasons, among them the proximity of the disciplines on the community college campus, the increasingly underprepared community college student, and movements toward accountability and assessment at the local and state levels. ^ As an example of what a WAC program may accomplish in the area of program assessment, which developed from WAC proper in the last decade of the last century, Chapters One, Two, and Three present data I collected from fourteen faculty volunteers who gave up a beautiful Saturday in May of 1995 to read and evaluate a set of randomly selected student essays. Chapter One summarizes faculty responses to a ten-minute freewriting exercise, in which I asked respondents to describe or define proficient writing from the perspectives of their disciplines. In their responses, I locate four ""global characteristics"" used by a simple majority of respondents and 21 ""other characteristics"" used by at least one respondent. I argue that these characteristics, especially the global ones, constitute our College's local definition of proficiency. I close the chapter pointing out that future WAC workshops could include discussions of ""global"" and ""other characteristics"" locating them in student work, and discussing how to teach them, both in writing classes and elsewhere. Although the data in Chapter One are incomplete, they provide a starting place for a teacher-researcher who is interested in how colleagues across the campus describe writing. They also prompt questions about whether the respondents know what they are saying when they use terms like <italic>style, purpose, grammar</italic>, and <italic> audience</italic>. Do they really look for the characteristics they claimed to look for in their freewritings? Are there other characteristics to be added to the list? ^ Chapters Two and Three report and interpret additional data from the workshop. Each faculty member read and evaluated end of semester ENG 102 papers, rating them NP (nonproficient), P (proficient), or HP (highly proficient). These chapters are based on an unpublished study Dr. Tom Blues created at the University of Kentucky in May of 1993. Blues was ahead of his time by several years. In 1996, the Southern Association of Colleges and Schools (SACS) mandated an exit-exam for all students in ENG 102 and ENG 105 at Jefferson Community College. I show that a qualitative program assessment could complement or eventually replace the quantitative outside evaluation we are now using and conclude that in 1995 faculty in areas other than English often confused terms associated with writing, but generally returned to their freewriting definitions and descriptions throughout their evaluations. ^ Chapter Four summarizes my conclusions and recommendations, discusses the benefits of local, constructivist assessments in a culture that increasingly ""truncates and supplants genuine, holistic writing and undermines progress"" (Shafer 242). The chapter ends with practical recommendations mostly for my colleagues in the Writing Program at Jefferson Community College. Where do we go from here? That sort of thing. ^","Practitioner / Teacher Research|Clinical / Case Study ~check|Experimental ~check","",1,0,0,0,1,0,0,0,0,0,0,1,0,0,0,0,3,0,1,1,0,0,2,"Education, Community College|Language, Rhetoric and Composition","Community college faculty|Writing proficiency|Program assessment","Adviser","Thomas A. Van",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1420","3208759","","DICK, RODNEY F.","Does interface matter? A study of Web authoring and editing by inexperienced Web writers","University of Louisville","Ph.D.",2005,389,"Graphic user interfaces (GUIs---computer software designed to connect the user to the system) like <italic>Windows, Microsoft Word</italic> and <italic> Netscape Composer</italic> mediate the interaction between the user and the computer, helping the user accomplish specific goals through the technological apparatus. Despite their ease of use, these interfaces are neither transparent nor ideology-free (Selfe & Selfe, 1999). The drive to create user-friendly, easy-to-use software complicates pedagogy because, in many classrooms, instructors rely on such software applications without fully understanding or articulating to their students the implications of their use. Such uncritical use can lead students to develop a set of basic technological skills for composing Web documents but only as these technological skills are <italic>situated within </italic> and <italic>mediated</italic> by the specific interface. Inexperienced college writers composing Web-based documents must develop a ""transferable"" technological literacy that allows for the application of technology skills across interfaces. There is also a need for a more critically aware pedagogy (both of the implications of using certain technologies in the classroom AND of the need to develop transferable technological literacy) in CMC environments that require (or encourage) students to compose hypertext. ^ The purpose of this study was to investigate the role that easy-to-use Web-design software (e.g., <italic>Netscape Composer</italic> and <italic> Microsoft FrontPage</italic>) played in the composing processes of inexperienced college writers as they composed Web pages. In particular, there was in interest in how different Web composing interface(s) affected (mediated) the composing processes of these inexperienced students and also affected the final product. The data included an initial interview, video screen captures of the entire composing process, think-aloud protocols to capture thinking and decision-making processes, type and duration of student interaction with support materials (researcher facilitation and help files), and a follow-up interview. ^ The data suggest that the students were better able to develop transferable knowledge and skills for Web composing when they could work past procedural issues by developing comparisons to other Web composing interfaces and/or other similar WYSIWYGs. For these students, the development of transferable technological literacy often occurred despite rather than because of the ""easy-to-use"" interface. ^","Clinical / Case Study|Ethnographic ~check","",1,0,0,1,0,0,0,0,0,0,0,0,0,0,0,0,2,0,0,1,0,0,1,"Language, Rhetoric and Composition","Writers|Editing|Authoring|World Wide Web","Adviser","Geoffrey Cross",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1438","3210553","","DELP, VERDA KATHERINE","Meaning-making journeys in the untracked English classroom: Students thinking and writing interpretively about literature and themselves","University of California-Berkeley","Ed.D.",2005,165,"This qualitative study examines the notion of meaning-making within the realm of the untracked English classroom. It includes a theoretical framework for considering meaning-making within the context of the classroom and explores further what it means to teach and learn dialogically. It examines how individual students created their own meaning-making journeys within the structuring of a year long study of literature and writing. ^ Through analysis of three students' writing, art and talk, this study explores what meaning-making looked like for individual students in an eighth-grade, untracked English class over the course of one school year. It focuses on the different kinds and functions of the dialogic relationships students created for themselves when they participated in the study of literature and writing. It explores further how individual students connected themselves to the literary texts they studied, what skills and practices they used for negotiating understanding for themselves, and how they portrayed their thinking in their writing, art and talk. This analysis of individual students' meaning-making journeys shows further how students, over time, deepened their understanding about literary characters' lives, the thematic notions they chose to study, and themselves. ^ Finally, this analysis of individual students' meaning-making journeys establishes a set of principles about teaching and learning dialogically in the English classroom. These principles include: (a) teachers and students understanding and honoring the fragile and complicated nature of meaning-making; (b) teachers and students recognizing that struggles are an inherent and necessary part of meaning-making; (c) teachers providing students with meaning-making opportunities <italic>over time</italic>; (d) teachers recognizing that students need to learn <italic>how</italic> to make meaning; (e) teachers recognizing and supporting students' individual ways of positioning themselves in relation to the texts they study; and (f) teachers encouraging students to explore ideas of their own choosing, and supporting and guiding students as they learn to trust in the integrity of their ideas and the words they choose to portray them. ^","Clinical / Case Study|Ethnographic ~check","",1,0,0,1,0,0,0,0,0,0,0,0,0,0,0,0,2,0,0,1,0,0,1,"Education, Language and Literature|Language, Rhetoric and Composition|Education, Philosophy of","Interpretive writing|Untracked|Meaning-making|English","Adviser","Sarah Waushaur Freedman",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1446","3211648","","AL-QAHTANI, ABDULKHALEQ A.","A contrastive rhetoric study of Arabic and English research article introductions","Oklahoma State University-Main Campus","Ph.D.",2006,221,"There were three main purposes of this study. First, the study was to find whether writers with diverse educational backgrounds would perform the same written task differently. Second, it was designed to identify the macrostructure/rhetorical organization of research article (RA) introductions written in Arabic by Arab scholars. The third purpose was to explore differences and similarities between Arabic RA introductions and English RA introductions produced by Americans who were native speakers of English. The corpus used in this study consisted of 15 research article introductions divided into three groups: Arab-educated Arabs (A-Ed-A, authors who earned their graduate degrees in the Arab World), US-educated Arabs (US-Ed-A, authors who earned their degrees in the United States, and US-Native English speaking group (US-N). Swales's (1990) CARS model was used as a tool of analysis. Comparisons were made among the three groups at two levels of analysis: the macrostructure level and the move-step level. ^ The two Arabic groups were found different at the two levels of analysis: the macrostructure level and the move-step level. This result signified that there were two models of rhetorical organization of Arabic RA introductions: a homegrown model and a hybrid model. The homegrown exhibited features which were more distant from the US-N group than the US-Ed-A group which shared some US writing norms. In addition, both of the Arabic groups were different from their American counterpart. Arab authors claimed the importance of their research in the real world rather than in existing research tradition as was the case in the American group. Thus, educational background of Arab RA writers could account for the preference of the rhetorical organization model of RA introductions as the US-Ed-A writers employed a hybrid rhetorical organization and the A-Ed-A writers employed the homegrown model. In spite of the differences in the Arabic context, the norms of Arabic writing tolerate/embrace such diversity. ^","Discourse or Text Analysis| ~check","",0,0,1,0,0,0,0,0,0,0,0,0,0,0,0,0,1,0,1,0,0,0,1,"Education, Bilingual and Multicultural|Language, Linguistics|Language, Rhetoric and Composition","Research articles|Arabic|Contrastive rhetoric|English|Introductions","Adviser","Gene Halleck",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1464","3213873","","BRIAM, CAROL STENGEL","The organization of data graphics: A heuristic for writing instructors","Indiana University of Pennsylvania-Main Campus","Ph.D.",2006,330,"While presentation and charting software programs have become increasingly sophisticated, improved software has not necessarily lead to improved data graphics. This study starts from the premise that focusing on the <italic> organization</italic> of information can lead to data graphics that are potentially more useful. The study thus unites two sets of ideas: (a) means of organizing information, and (b) means of analyzing and presenting data in graphic form. ^ Six different ways of organizing information are developed in a framework that incorporates verbal, visual, and mathematical considerations. This framework, or heuristic, is then used to reveal underlying organizational structures present in data graphics. ^ Though theoretical in nature, the study focuses on the practical application of the concepts presented, such as how to use the organizational heuristic to design and evaluate data graphics. For example, the study explains two expert approaches to designing data graphics and then reformulates the experts' guidelines in line with the organizational heuristic. These reformulated guidelines are then used to compose knowledge-creating data graphics from unstructured data. ^ The study relies on document analysis as its research method. Documents dealing with organization issues include works from the field of information design and discourse theory by such authors as Richard Saul Wurman and James L. Kinneavy. Documents related to data graphics include works from the fields of statistics, operations research, and cartography by A. S. C. Ehrenberg, David Targett, and Jacques Bertin. ^ In exploring jointly two sets of ideas related to organization and data graphics, the study shows how data presentation, and the way data are organized, fosters data analysis and leads to the discovery of new information. For the field of composition and rhetoric, the study demonstrates in a concrete way the importance of rhetorical arrangement, and how rhetorical arrangement leads to rhetorical invention. The result is a pedagogical resource for composition and other writing instructors who want to integrate data graphics into their courses, or who seek a system of organizing that can be applied to text as well as to data graphics. ^","Model-Building ~Read|Meta-Analysis / Discipliniography ~check","",0,0,0,0,0,0,0,1,1,0,0,0,0,0,0,0,2,0,1,0,1,0,2,"Business Administration, General|Journalism|Language, Rhetoric and Composition","Visual communication|Data graphics|Business communication|Technical communication|Writing instructors","Adviser","Bennett A. Rafoth",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1468","3215105","","DOWNER, CHRISTA JEAN","The making of a pluralistic egalitarian society: Reconceptualizing the rhetoric of multiculturalism for the 21st century","Texas Woman's University","Ph.D.",2006,255,"This dissertation explores the rhetoric of multiculturalism as it manifests itself in the influential forms of critical, liberal/left-liberal, feminist, and transformational multiculturalism. I explore the ways in which the rhetoric of multiculturalism critiques and challenges dominant narratives about the civil society by-products of citizenship, civic virtues, and the common good. I then show how multiculturalists reconceptualize the U.S. social sector to achieve the promises of democracy. My central thesis is that the different forms of multiculturalism working synergistically provide a theoretical model and normative ideal of U.S. civil society based on a philosophical tradition of pluralistic egalitarianism. An underlining thesis of this work is that democracy needs and is needed by a moral philosophy of pluralistic egalitarianism. Together they keep the ideal of democracy possible. ^ I begin the analysis by examining how the different forms of multiculturalism reconceptualize the U.S. citizen. The pluralistic egalitarian citizen considers the moral and political principles of equality, freedom, justice, and humanity a set of ultimate norms that guide critical thinking about divisive issues in U.S. society. Chapter three illustrates how multicultural rhetoric transforms traditional notions of civic virtues by rejecting the disjunction between principles and virtues. Pluralistic egalitarian members of society live by civic moral virtues that express the contractarian principles of democracy in their public and private lives. Chapter four examines how multiculturalism challenges pervasive ideologies in current U.S. society that obstruct the realization of the ideal of democracy and creates a space in which members of society who hold divergent ideas of the common good can come together and deliberate in an ethical manner. In chapter five, I examine the agentic orientations that academic multiculturalists adopt and the multicultural literacy that they create in pursuit of their transformational goals. Chapter six applies the moral framework of pluralistic egalitarianism to two examples of divisive contemporary issues in U.S. society---unauthorized Mexican workers and homosexual rights---illustrating how multiculturalists offer ways to communicate about cultural issues and mitigate cultural tensions that extend the ideal of democracy to all its members. Chapter seven concludes the study with a discussion of limitations and illumination of possibilities. ^","Philosophical / Theoretical ~check|Cultural-Critical Studies ~check","",0,0,0,0,0,0,0,0,0,1,0,0,0,0,0,0,1,0,0,0,1,0,1,"Language, Rhetoric and Composition","Society|Reconceptualizing|Pluralistic|Multiculturalism|Twenty-first century|Rhetoric|Egalitarian","Adviser","Stephen Souris",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1472","3215435","","FLAIL, GREGORY JAMES","The sexual politics of meat substitutes","Georgia State University","Ph.D.",2006,192,"Food choice has intrigued generations of scholars seeking insight into the rituals that characterize the cultural and sub-cultural values of various nations and eras. Among the more recent cultural phenomena to influence theories about the body is food choice. Perhaps there is no argumentative issue more pervasive than that of food choice, because everyone must eat. The morsels that people consume are chosen as often as not for their symbolic value. A review of the literature of dietary discourse and representation reveals a gap where studies of vegetarian and vegan identity, mass media, and mass markets are concerned. This dissertation utilizes theories of representation, cultural studies, and discourse analysis to uncover culturally specific attitudes in the marketing of food with regard to vegetable-based diets, the foods that they consist of, and the people who eat them. ^","Cultural-Critical Studies ~check","",0,0,0,0,0,0,0,0,0,0,0,0,0,0,1,0,1,0,0,0,0,0,0,"Business Administration, Marketing|Language, Rhetoric and Composition|Mass Communications","Sexual politics|Food choice|Culture|Meat substitutes|Vegetarianism|Veganism","Adviser","George Pullman",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1475","3215625","","BOWIE, JENNIFER LYNN","Exploring user/webtext interactions: An examination of gender and sex differences in Web use","Texas Tech University","Ph.D.",2004,427,"Online texts are an increasingly common part of the classroom and the world at large. As web use increases in education, industry, and home/private use, few people critically examine the impact of such texts, especially with regard to gender equality, design, and use. As a result, there is a lack of research examining sex/gender differences in how people use webtexts and a deficit of design and development research methods that consider sex/gender differences. ^ This dissertation provides an in-depth examination of sex (biological) and gender (cultural) differences and similarities in the use of webtexts. I analyzed: navigation; orientation; back button use; task completion success rate; time; attitudes towards browsing, search, and surfing; the frequency of surfing and site loyalty; and how differences in these areas compare to previous research on sex/gender differences. I found sex differences in navigation; orientation; and the enjoyment and preferences of browsing, searching, and surfing. I found gender differences in navigation; orientation; time; and the ease of browsing. I also found similarities across the two sexes and four genders in back button use and success rate. Some of my findings closely correlate to previous research, but other findings, like the initial navigation methods used by males and females, provide an interesting contrast to previous research. ^ My research has implications for web design; for user-centered design methods; and for technical communication, feminist research and gender studies, and education. With this research study, and with future studies on differences and similarities among our users, technical communicators can begin to develop and understand the full universe of users and create website designs that are truly users-centered. ^","Experimental ~check","",0,0,0,0,1,0,0,0,0,0,0,0,0,0,0,0,1,0,1,0,0,0,1,"Women's Studies|Language, Rhetoric and Composition|Information Science","User/webtext interactions|Gender differences|World Wide Web|Usability testing","Adviser","Rebecca Jo Rickly",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1476","3215695","","CAMPBELL, JENNIFER RILEY","Long strange trip: Mapping popular culture in composition","Auburn University Main Campus","Ph.D.",2006,223,"Popular culture has been a continuing research and teaching interest for compositionists since the 1950s, but the focus, tone, and quality of popular culture scholarship and pedagogy have been far from consistent. In the 1960s and '70s, writing teachers turned to the popular culture studies movement for content and methods. From the late 1970s on, however, compositionists have been increasingly influenced by cultural studies in the Birmingham tradition. Throughout the late '80s and '90s, cultural studies approaches dominated the study of popular culture in composition; these approaches have benefited writing instruction, but they have had problematic results as well. We can overcome the weaknesses of cultural studies pedagogies and develop more effective writing curricula by reclaiming useful elements of popular culture studies and grounding our appropriations from both movements in established theories and methods from rhetoric and composition studies. ^ This dissertation delineates historical, theoretical, political, and practical similarities and differences between cultural studies and popular culture studies and traces how these fields have influenced composition studies. I then present a hermeneutic and heuristic guide that maps three main avenues for engaging popular culture in composition based on content and practice from all three movements. <italic>Functional</italic> approaches are concerned with the technical and formalist methods shared by popular culture studies, cultural studies, and composition studies. <italic>Relational</italic> approaches, which are more common in popular culture studies, focus on the relationship between the reader and pop culture texts as well as the relationship between producer and text, with an emphasis on the affective aspects of production and consumption. <italic>Conjunctural</italic> approaches, based in cultural studies, pursue more comprehensive critical projects that analyze the production, distribution and consumption of texts as well as historical, cultural, and political contexts. Specific course plans and assignments illustrate each level of engagement and suggest how these approaches can be combined in a balanced composition curriculum that meets established educational outcomes, particularly those set forth by the ""WPA Outcomes Statement for First-Year Composition."" ^","Meta-Analysis / Discipliniography|Model-Building|Rhetorical Analysis ~check","",0,0,0,0,0,0,0,1,1,0,0,0,1,0,0,0,3,0,1,0,1,0,2,"Anthropology, Cultural|Language, Rhetoric and Composition","Popular culture|Composition|Writing pedagogy","Adviser","Frank Walters",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1477","3215702","","DEMOTT, MILES LAMAR","Writing conference interaction and scaffolding: The possible and the actual","Auburn University Main Campus","Ph.D.",2006,284,"Writing conferences during the freshman composition course are characterized by role-based, dyadic interactions between a teacher and his or her students that have implications for students' development in academic writing. Scaffolding, a type of interaction associated with the novice-expert role dyad, is considered to be among the most widely used pedagogical strategies in composition instruction. Data were gathered during a single semester's freshman composition course and included audio recordings of conferences, conference observation field notes, and post-conference interviews with student participants. Features described as possible by current literature in composition studies were synthesized into operational categories and compared with transcriptions of actual teacher-student writing conference interactions. ^ The transcripts of actual conferences revealed that scaffolding as described in current literature was not a pervasive type of interaction during teacher-student writing conferences. Many of the features of scaffolding described by the literature were evident, but the potential for scaffolding during the interactions was hampered by limited student contribution to dialogue, missed opportunities at critical decision points, and the inability to discern student demonstration of comprehension or increased competence as a result of the interaction. ^ The transcripts revealed a student preference for directive instruction, a recognition of the teacher's authority, and a hesitance to question authority that are characteristic of the developmental stage associated with college freshmen. Implications for teacher-student interactions during writing conferences and the ability of such interactions to facilitate instruction in academic writing are discussed. ^","Ethnographic ~check|Clinical / Case Study","",1,0,0,1,0,0,0,0,0,0,0,0,0,0,0,0,2,0,0,1,0,0,1,"Education, Language and Literature|Language, Rhetoric and Composition","Interaction|Scaffolding|Academic writing|Writing conferences","Adviser","Alyson Isabel Whyte",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1479","3215779","","GHANDOURA, WALEED A.","College ESL students' attitudes and beliefs about computer-assisted writing classes","Indiana University of Pennsylvania-Main Campus","Ph.D.",2006,280,"The purpose of this study was to examine the attitudes and beliefs of a group of basic level college writing ESL students about a computer-aided composition class. Specifically, it sought to focus on their beliefs and attitudes regarding their writing development through the extensive use of the Web-based CMS, WebCT. In addition, the study reports on ESL students' perceptions on the obstacles and difficulties they experienced when learning composition in a computer-aided writing course (CAWC) environment. Thirteen ESL students enrolled in an introductory writing course participated in this qualitative/quantitative study. ^ Data from student diaries revealed that students enjoyed and valued the WebCT course. Student diary entries reported that the use of computers and WebCT facilitated their acquisition of writing skills and that students valued instructor feedback and peer responses to their work. Classroom observations yielded information about the structure of the class and instructor activities including the success of repetition of key ideas and brainstorming about topics in class. Interviews with the students revealed that students thought that computers made the acquisition of writing skills easier and faster, and students valued the feedback from instructors and fellow classmates alike. Quantitative survey results indicated that almost none of the students had previously taken a WebCT course, and that the use of WebCT in the course made the students become better writers. With regard to attitudes about writing, students responded that computers made writing easier, made them learn to write better, and did not take more time than traditional writing. Hypothesis tests indicated (a) that student attitudes about the use of WebCT were related to the grades they earned in the class, (b) that attitudes about the effectiveness of WebCT were related to course activity, (c) that there was no relationship between years of computer use and attitudes about the effectiveness of WebCT, and (d) that there was no relationship between prior computer knowledge and attitudes about WebCT. ^","Interview / Focus Group ~check|Ethnographic","",0,0,0,1,0,0,1,0,0,0,0,0,0,0,0,0,2,0,0,1,0,0,1,"Education, Language and Literature|Education, Bilingual and Multicultural|Language, Rhetoric and Composition|Education, Technology of","Computer-assisted writing|College students|English as a second language","Adviser","Lilia Savova",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1489","3216862","","BRENNAN, THOMAS","Composition studies and teaching anxiety: A pilot study of teaching groups and discipline- and program-specific triggers","Bowling Green State University-Main Campus","Ph.D.",2006,253,"Although previous studies on teaching anxiety have clarified the general characteristics and manifestations of this phenomenon and established the need for more effective teacher preparation programs, most do not reflect the practices or concerns of writing instructors or indicate how or why they experience anxiety. The purpose of this dissertation, therefore, was to determine how the rhetorical and situational elements of writing instruction contribute to teaching anxiety and to what extent composition instructors attempt to resolve or minimize the effects of potential triggers and symptoms. Over a period of sixteen weeks, five first-year composition instructors completed a series of interviews and surveys related to their teaching and met periodically in small groups to discuss instructional matters and strategies for handling them. Data yielded from interview and group session transcripts and survey responses indicated that (a) general teaching anxiety triggers (that is, triggers found in any discipline and at any level) are often compounded by discipline- and/or program-specific anxiety triggers, (b) the potential anxiety triggers instructors reported or exhibited seem to interfere with their abilities to successfully impart student learning, and (c) instructors' behavioral responses to such anxiety triggers are influenced by what they consider to be the likeliest and/or most addressable sources of their anxiety. These findings provide several starting points for a much needed in-depth look into the causes and manifestations of and possible remedies for teaching anxiety as well as the long-term effects of teacher preparation and faculty development programs on anxiety and job performance. ^","Clinical / Case Study|Survey ~check","",1,0,0,0,0,0,0,0,0,0,0,0,0,1,0,0,2,0,1,1,0,0,2,"Education, Language and Literature|Education, Educational Psychology|Education, Teacher Training|Language, Rhetoric and Composition|Education, Higher","Teaching anxiety|Communication apprehension|Composition Studies|Anxiety triggers","Advisers","Kristine Blair; Sue Carter Wood",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1500","3218679","","BALLENTINE, BRIAN DOUGLAS","Toward a rhetoric of engineering: Explorations in the practices of engineers and the implications for the teaching of technical communication","Case Western Reserve University","Ph.D.",2006,203,"This dissertation addresses the lack of a theoretically rich, rhetorical understanding of the inventive and knowledge producing practices of working engineers. Even though the growing discipline of professional and technical communication has begun to focus on the discourse practices of engineers, technical communication scholarship has produced only research and pedagogy that is attentive to audience awareness. My research instead shows the ways that rhetoric is embedded in all engineering activities. I develop a rhetoric of engineering that I define as an iterative, recursive, and epistemic process, and claim the communications and discourse required for a successful engineering project are rhetorical. Recursion promotes revision to engineering documentation and compels engineers to reassess their world view of a project. That is, rhetorical engineering can actually prevent solipsistic engineering practices common in all of the major disciplines. The rhetoric of engineering's recursivity spawns multiple iterations or versions of the texts necessary for a successful project. These iterations effectively create an archive for an engineering project that serves as an external memory device for an engineering team. Chapter one contains a rhetorical analysis of software requirement specifications for a professionally developed software application from the medical industry. I demonstrate how the text from this pre-engineering design document becomes embedded in the final material product that is the saleable software application. In chapter two I adapt Aristotle's special topics to serve an engineering audience. I apply my new special topics of engineering to real-life engineering situations provided in the form of profiles that document a calendar day of a working engineer. I critique the major textbooks used to teach engineers communication skills in chapter three and propose my own curriculum in chapter four. I believe that the challenges of interdepartmental collaboration necessitated by English writing instructors teaching engineering students provides an important site for theoretical and pedagogical innovation. My findings make an important contribution to the ongoing debate about the nature, definition, and role of technical communication and about appropriate instructional methodologies for teaching engineers communication. ^","Philosophical / Theoretical|Critical / Hermeneutical|Poetic / Fictive ~check|Clinical / Case Study ~check","",1,1,0,0,0,0,0,0,0,1,1,0,0,0,0,0,4,0,0,1,1,1,3,"Language, Rhetoric and Composition","Engineering|Teaching|Rhetoric|Professional writing|Technical communication","Adviser","Todd Oakley",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1502","3219023","","DIMOCK, AARON MCNULTY","Public deliberation and going to war: Examining city council resolutions on Iraq","University of Colorado at Boulder","Ph.D.",2006,367,"In the Fall of 2002 and Spring of 2003, the US Government prepared to go to war in Iraq. As it did so, there was a campaign to pass resolutions opposing the war in city councils across the country. The public conversations that sprang up around these resolutions provided naturally occurring discourse that displayed citizens' tacit understandings of both war and democracy. By examining the deliberations surrounding the resolution campaigns, this dissertation explores how citizens deliberate in ways that are harmful to and productive of legitimate civil judgment. ^ Public deliberation is essential to the functioning of legitimate democracy and best understood in the form of public conversations. Civil styles of discourse are conducive to developing shared meanings of both war and democracy. Uncivil forms of discourse undermine the unity necessary for the development of discursive public opinion. ^","Historical / Archival|Discourse or Text Analysis ~check","",0,0,1,0,0,1,0,0,0,0,0,0,0,0,0,0,2,0,1,0,1,0,2,"Speech Communication|Political Science, General|Political Science, International Law and Relations|Language, Rhetoric and Composition","Public deliberation|Iraq War|War|City council resolutions","Advisers","Karen Tracy; Gerard Hauser",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1512","3220773","","GUENTHER, JOHN J.","The writing oracle: Towards a rubric in urban planning and architecture","Arizona State University","Ph.D.",2006,133,"Outside of university English departments, composition pedagogy has been largely unexplored even though the ability to communicate through writing is crucial in virtually all academic disciplines. This study probes the complexity of assigning <italic>value</italic> to various characteristics of writing in the field of urban planning and architecture. The major question is: can performance-oriented writing descriptors be determined and described from the communication strategies of successful architects and planners? If so, these descriptors can be used to develop desired learning outcomes in the academic training of college students comparable to the way that elementary and secondary teachers work with the characteristics known as the Six-Traits (ideas, conventions, organization, sentence fluency, word choice, and voice). ^ The first step in the study was to procure a representative sampling of eight text-based pieces from such genres as project narratives, city council resolutions, executive summaries, public brochures, and planning documents. A cohort of eleven professionals scored the papers on the quality of writing and each provided a minimum of seven descriptive terms. They defined the terms and also wrote a paragraph telling what they considered to be good writing in urban planning and architecture. ^ The second step was to condense the descriptors provided by cohort 1 into a survey to be distributed on the listserv of the American Planning Association. Cohort 2 was made up of the 150 respondents who prioritized the descriptors and offered additional comments. A third, smaller cohort of seven individuals representing a cross-section of the professions, was asked to react to the choices and to respond more fully to qualitative interview questions. ^ The key descriptors that emerged from a factor analysis, supported by the qualitative analysis, fell into these domains: coherence and topicality, which enable planners and architects to move communities collectively to a vision; voice must be active and provocative, yet is factual but brief; rhythm and tone build coherency and clarity, but are not the end result; ideas and facts must be marked by precise words, definitions and fluency; and the intent must be clear without subversive assumptions. ^","Survey|Model-Building ~check|Interview / Focus Group","",0,0,0,0,0,0,1,0,1,0,0,0,0,1,0,0,3,0,1,0,1,0,2,"Language, Rhetoric and Composition|Education, Curriculum and Instruction|Urban and Regional Planning","Urban planning|Performance-oriented writing descriptors|Architecture|Writing|Rubric","Adviser","James Blasingame",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1515","3221119","","BLACKWOOD, RICKY KEITH","Factors in expository preaching that influence attention, comprehension and retention levels","The Southern Baptist Theological Seminary","Ed.D.",2006,239,"The gathered data in this research provides pastors, Christian educators, and other educators with a better understanding of multi-sensory teaching and advanced multi-sensory teaching and their influence on the cognitive domain. Specifically, this experiment seeks to determine if the use of multi-sensory teaching models could improve the impact of expository teaching in the cognitive domain, particularly as it relates to attention, comprehension, and retention in the life of the student. ^ The different teaching methods are: (1) <italic>Mono-Sensory Teaching </italic>: Auditory Teaching; (2) <italic>Multi-sensory Teaching</italic>: Auditory + Visual Teaching; (3) <italic>Advanced Multi-sensory Teaching </italic>: Auditory + Visual + Kinesthetic Teaching. ^ The work sets forth the cognitive objectives of the pastor-teacher, which include influencing the attention, retention, and comprehension of students. The research questions then ask: In expository preaching, does multi-sensory delivery and advanced multi-sensory delivery significantly influence attention, retention and comprehension? ^ Literature was reviewed that considered the educational, neurological, and theological implications of multi-sensory teaching. Literature, which examines teaching styles and learning styles, is also included. This literature supports the theory that people have unique learning preferences by which they prefer to learn and by which they learn the best. The closer the teaching matches the learning style of the student, the more effective the learning of the student will be. ^ A quasi-experimental posttest only design was conducted on a sample that included 923 individuals from 61 different nationalities. Students we treated with the three types of delivery and then observed to measure attention levels and post tested to measure comprehension and retention levels. <italic>Mono-sensory Delivery</italic> was the control group as no new teaching method was introduced. <italic> Multi-sensory Delivery</italic> was Tx<super>1</super> as the first new teaching variable was introduced. Advanced Multi-sensory Delivery was Tx<super>2</super> as the second new teaching variable was introduced. The test was conducted three times. ^ Results of the three preaching methodologies were collected, interpreted, and conclusions were reached. ^","Practitioner / Teacher Research|Experimental| ~check","",0,0,0,0,1,0,0,0,0,0,0,1,0,0,0,0,2,0,1,0,0,0,1,"Religion, Clergy|Psychology, Cognitive|Language, Rhetoric and Composition","Preaching|Comprehension|Retention|Attention|Expository preaching","Adviser","Brad Wagoner",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1537","3224243","","KARASZ, HILARY N.","Anti-corporate collectivists, capable individualists, and relativists: A Q-methodological exploration of audiences for health communication about contaminated soils","University of Washington-Seattle Campus","Ph.D.",2006,196,"Communicating about low-risk environmental health issues to the community is the responsibility of public health agencies, and residents whose health might be affected have the right to be informed. Yet communicating to a large, undifferentiated audience about a problem that presents only a small risk can be overwhelming and ineffective. The purpose of this study was to explore Q methodology as a means to delineate audiences for communication about soil contamination, in this case soil contaminated with lead and arsenic, that stemmed from smelter operations in a nearby community. Dividing audiences into target groups of people who think similarly about an issue allows for potentially more effective communication interventions. Q-methodology's greatest advantage is that it allows participants to model their own subjective viewpoints on the issue at hand, rather than being subjected to and defined by the researcher's pre-determined categories. In this study, three types of people were discovered using Q methodology: Anti-corporate Collectivists, Capable Individualists, and Relativists. The research findings suggest that each type requires a different set of messages and communication strategy in order to meet the specific needs of the participants of each group. It also suggests that Q methodology is a valuable research tool in the formative stage, particularly for persons interested in social marketing techniques. ^","Practitioner / Teacher Research ~flag|Model-Building ~check","Not teacher practitioner, but writer practitioner_æ_ but not poetic/fictive",0,0,0,0,0,0,0,0,1,0,0,1,0,0,0,0,2,0,0,0,1,0,1,"Speech Communication|Language, Rhetoric and Composition","Collectivists|Individualists|Health communication|Relativists|Environmental health|Contaminated soils|Anticorporate","Adviser","Nancy K. Rivenburgh",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1552","3225665","","RAND, ERIN J.","Risking resistance: Rhetorical agency in queer theory and queer activism","University of Iowa","Ph.D.",2006,240,"This dissertation focuses on the strategic and institutionalized linkage between the radical politics and practices of queer activists in the early-1990s and queer theory's concurrent emergence in the academy. In general, I suggest that this connection served as a rhetorical solution to academic anxieties regarding the relationship between theory production and political intervention. By reading across a range of discourses---key queer theory texts; queer activists' manifestoes, flyers, and advertisements; media coverage of queer activism; and the speeches and editorials of a controversial conservative gay spokesperson---I emphasize the politics of rhetorical form in order to retheorize rhetorical agency. I contend that the formal features of a text enable it to be socially recognizable, and thereby both produce and constrain its force and effects. Furthermore, unlike previous authors who have addressed the political agency of queer subjects and who have defined queerness in terms of its resistant potential, I posit queerness as the general economy of undecidability from which agency emerges. Following an introduction, in Chapter Two I present a critical genealogy of the proliferation of queer theory and consider the ways in which its disciplinary positioning is related to the agency of academic institutions. In Chapter Three I examine the polemical speeches and articles of Larry Kramer, arguing ultimately that the polemic is a provocative---and potentially queer---rhetorical form. In Chapter Four I turn to Queer Nation, and suggest that the document which is often read as a manifesto for the group's purpose illustrates the limits of rhetorical agency. Finally, Chapter Five concentrates on the Lesbian Avengers, whose use of humor enabled them to be taken up by the mainstream media, and who demonstrate the entailments of queer theory's penchant for visibility politics. Overall, as I explain in my concluding chapter, this project intervenes within both rhetorical studies and queer theory; not only does it join the burgeoning conversation regarding rhetorical agency and resistance, but it also offers a meta-commentary on the relatively ignored disciplinary mechanisms through which queer theory has gained its institutional force. ^","Historical / Archival|Rhetorical Analysis|Critical / Hermeneutical|Philosophical / Theoretical ~check","",0,1,0,0,0,1,0,0,0,1,0,0,1,0,0,0,4,0,0,0,1,0,1,"Speech Communication|Language, Rhetoric and Composition|Gender Studies","Activism|Rhetorical agency|Resistance|Queer","Adviser","Barbara A. Biesecker",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1583","3229957","","LISTRO, STEPHEN A.","What curios of signs: The pedagogical implications of writing as metacognition","Indiana University of Pennsylvania-Main Campus","Ph.D.",2006,320,"This study is a theoretical investigation into the pedagogical implications of characterizing writing as metacognition. Though writing has been variously characterized by researchers ill do fields of composition and literacy, many, even those espousing cognitive theories of writing, have overlooked writing's potential to constitute consciousness. ^ Drawing primarily on insights from cognitive science, cognitive linguistics, and literary theory, this study characterizes writing as the act of capturing the multidimensional feel of sapient awareness in do serial medium of text. Comparisons between writing and other representational media, most especially pictorial art, demonstrate the capacity of sophisticated, or metacognitive, text to capture this multidimensional experience, much as a picture in perspective both captures and improves upon visual experience. ^ This investigation posits that the metacognitive writer layers object and metalanguages to represent in textual space the relationships among languaged thoughts in mental space. The metacognitive writer takes a perspective on the propositional content of the text and encodes the relative psychic distance between the perspective point and the content by using textual maneuvers analogous to shading and occlusion in pictorial art. The result of foregrounding and backgrounding propositional content vis-a-vis a perspective point accounts for do textual equivalent of depth perception. ^ The metacognitive model of writing, once fully articulated, is used as a lens to compare a sample of twenty-three student essays to various examples of professional writing. From this comparison, a taxonomy-in-progress of rhetorical psychic-distancing effects is developed and suggestions for pedagogical applications emerge. ^","Philosophical / Theoretical|Model-Building|Critical / Hermeneutical ~check","",0,1,0,0,0,0,0,0,1,1,0,0,0,0,0,0,3,0,0,0,1,0,1,"Language, Linguistics|Language, Rhetoric and Composition","Pedagogical|Writing|Metacognition","Adviser","Nancy M. Hayward",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1587","3230545","","BUTTERWORTH, MICHAEL L.","Baseball and the rhetorical purification of America: The national pastime after 9/11","Indiana University-Bloomington","Ph.D.",2006,341,"Baseball has long been considered America's ""national pastime."" For decades, that term has been used to symbolize the ubiquity and significance of baseball in American life. Too often, this symbolism has been reduced to claims of American exceptionalism, with baseball serving as an exemplar of the liberal democratic state. This dissertation is a critical engagement with baseball as a rhetorical phenomenon, specifically with attention to its role in the reconstitution of American identity following terrorist attacks on September 11, 2001. ^ The study is framed by a discussion that links the development of the national pastime to a Christian tradition in the United States. From there, it examines ritual performances at baseball games, a traveling museum exhibit sponsored by the National Baseball Hall of Fame and Museum, the recent debate about the use of performance-enhancing drugs, and the return of Major League Baseball to Washington, D.C. in 2005. Together, these rhetorical performances have contributed to a collective ritual of purification that has characterized U.S. culture following 9/11. As an exemplar of innocence and purity, the national pastime has been upheld as a healthy diversion for American citizens, a symbol of national unity, and a model institution of democratic inclusion. In spite of such rhetoric, however, baseball has been complicit in the rhetorical construction of a world defined by good and evil, and has thus provided substantial support to President George W. Bush in his ""war on terrorism."" ^ The goal of this dissertation is to complicate the metaphor of baseball as America, and to reconstitute it in more humble, democratic terms. This requires a critique of the discourses of both baseball and U.S. foreign policy. It demands that readers, spectators, and citizens acknowledge their roles in the construction of a world in which Americans define their adversaries in problematic and destructive ways. Furthermore, it is an invitation to recover a more active and critical sense of judgment, insisting that the only way to foster our democracy is to speak and act democratically. In short, this study envisions an American political culture in which diversity is valued and democratic contestation encouraged. ^","Historical / Archival|Cultural-Critical Studies ~check","",0,0,0,0,0,1,0,0,0,0,0,0,0,0,0,0,1,0,0,0,1,0,1,"American Studies|Language, Rhetoric and Composition","Foreign policy|September 11, 2001|National pastime|Baseball|Rhetorical purification","Adviser","Robert L. Ivie",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1594","3231761","","AROLA, KRISTIN L.","Invitational listening: Exploring design in online spaces","Michigan Technological University","Ph.D.",2006,225,"""A new wave of start-ups are cashing in on the next stage of the Internet. And this time, it's all about...you!"" proclaim Steven Levy and Brad Stone in the April 3, 2006 cover story of <italic>Newsweek</italic>. Levy and Stone explore the Web 2.0 movement, a movement characterized by the new set of services available that allows people to easily share information and post content in online spaces. Levy and Stone argue that sites such as Wikipedia, Craig's List, Flickr, and MySpace are empowering citizens to make themselves heard and seen in online spaces. Yet I question who the ""you"" is that these sites are encouraging and empowering. I propose that design (i.e. the purposeful arrangement of parts or details) provides a way of examining how all texts---both on and offline---call forth certain types of actions and behaviors. I contend that design is content, and it encourages us to think, act, and respond in certain ways. I argue that composition bring design to a discursive level by considering how design elements make meaning and create spaces into which we enter and experience ourselves and each other.^","Philosophical / Theoretical|Ethnographic ~check","",0,0,0,1,0,0,0,0,0,1,0,0,0,0,0,0,2,0,0,1,1,0,2,"Language, Rhetoric and Composition|Mass Communications","Online|Web design|Computer-mediated communication|Invitational listening|Visual rhetoric","Adviser","Anne Frances Wysocki",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1619","3234307","","GONZALEZ VALDES, ALBERTO DOMINGO","Rapeando en el _æ_Periodo Especial_æ: Espectro integrativo de la cultura Hip-Hop en Cuba","University of Connecticut","Ph.D.",2006,217,"This dissertation explores the Cuban Hip Hop movement---immersed within Cuba's post-1990 ""Special Period"" of crisis---as a critical site to examine cultural and social relations within contemporary Cuba. One focus of my analysis is the aesthetical, compositional and interpretative dimensions of Cuban Hip Hop. The investigation emphases on textual analysis considering aesthetic distinctions that relate to colloquial and oral compositions, as well as to popular musical genres, rhythmical aspects, literary and cultural values. Another dimension of the studies has to do with the different bents of this music: the one that in Cuba is called Hip Hop ""ortodoxo"" and the one Called Hip Hop ""bailable"" or ""the reggaet_n"". The orthodox variant has at its core a specific model of composition and interpretation, characterized by the integration of particular cultural traditions associated with historical and translocal experiences while the <italic>bailable</italic> is likely a local mimesis of mainstream style. Academic discourses have been defining identity as a means of political and social emancipation, presenting the Rap as a voice for marginalized population but the theoretical apparatus of my studies demonstrates that a problematic notion of ""marginal perspective"" excludes other experiences of nationhood and national identity. Centered on the ways Cuban Hip Hop evolves as a real subversion of traditional meanings for cultural identification, this dissertation explore what types of relations does this movement have within and outside of state institutions, and what kind of political and economic policies have prevailed through these interactions.^","Cultural-Critical Studies ~check","",0,0,0,0,0,0,0,0,0,0,0,0,0,0,1,0,1,0,0,0,0,0,0,"Anthropology, Cultural|Music|Language, Rhetoric and Composition","Special Period|Cuba|Hip-hop|Rap music","Adviser","Jacqueline Loss",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1631","3237792","","HARRIS, LESLIE J.","Gender and family in legal change: The rhetoric of child custody law in Illinois courts, 1849--1899","Northwestern University","Ph.D.",2006,215,"In the United States in the second half of the nineteenth century there was a shift from paternal to maternal presumption in child custody law after divorce. In this study I analyze a series of Illinois court decisions in the midst of this shift, in order to better understand two interrelated concerns. First, how does the rhetoric of law work, and how, in particular, is legal change justified? Second, how does law interact with culture? ^ I argue that rhetoric works simultaneously at two different levels. First, it works through large scale patterns of discourse, such as the organizing family/government metaphor. This type of language helps structure what is common sense, and, in doing so, shapes accepted patterns of reasoning. Second, legal rhetoric works through the use of specific rhetorical devices. These specific rhetorical devices help to explain how individual judges negotiate legal constraints and justify their decisions. I explicate how form and precedent in particular are powerful rhetorical devices that are often not even recognized as being rhetorical. Their rhetoricity becomes apparent when they deviate from the norm and work as an active force in changing law. The overarching commonality between form and precedent as rhetorical devices is that, first, they both work, in different ways, to create expectations where certain conclusions <italic> appear</italic> natural and inevitable, thus shifting standards of proof. Second, each entails rhetorical invention; they are persuasive choices.^ On each of these levels, legal rhetoric works in a hermeneutic encounter with rhetorical culture. Specific rhetorical devices have significance through the ways that they create and sustain power in law, and this power is grounded in rhetorical culture. In other words, these child custody decisions cannot be adequately interpreted without recognition of how they fit within the larger cultural context of gender norms and expectations. At the same time, this context is influenced by law and the ways in which legal decisions define the roles of motherhood, fatherhood, and childhood. The nature of the power in law is inseparable from how that power is rhetorically constituted.^","Critical / Hermeneutical ~check|Philosophical / Theoretical","",0,1,0,0,0,0,0,0,0,1,0,0,0,0,0,0,2,0,0,0,1,0,1,"History, United States|Law|Language, Rhetoric and Composition","Child custody law|Illinois|Courts|Gender|Family|Legal change|Rhetoric","Adviser","David Zarefsky",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1633","3238188","","CHAKRAVARTY, SUBHASREE","Long-distance nationalism: Persuasive invocations of militant Hinduism in North America","Ohio State University-Main Campus","Ph.D.",2006,182,"Written in response to a 'lack' of representation of non-western rhetorical practices within the discipline of Rhetorical Studies, my dissertation introduces marginalized 'voices' to broaden the scope of the discipline. At the same time, it raises concerns about the possibilities of secular democratic pluralism in a multi-ethnic, multi-religious postcolonial nation like India, that have recently witnessed a significant rise in exclusivist religious movements. Revealing that such movements are contained neither economically nor territorially within the confines of a single nation, this project explores the future of secularism in the face of recent trends of religious principles informing the nature of political systems and governance.^","Cultural-Critical Studies ~check","",0,0,0,0,0,0,0,0,0,0,0,0,0,0,1,0,1,0,0,0,0,0,0,"Religion, General|Political Science, General|Language, Rhetoric and Composition","Long-distance nationalism|North America|Militant Hinduism|Hindu Swayamsevak Sangha|Persuasive invocations","Adviser","Wendy Hesford",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1638","3239217","","EPES, HEATHER E.","Methodologies of relationship: Risking self-(re)definition through communities and dialogues of difference","University of North Carolina at Chapel Hill","Ph.D.",2006,197,"This dissertation discusses methodologies of teaching stressing relationships between class participants through the development of a ""community of difference"" that uses a ""dialogue of difference."" In these classrooms, community creates a constructive space for incorporating the lived experiences and multiple identities of individuals into learning processes, favoring the development of critical thought, individual voice, and awareness of difference. My pedagogy combines writing center and composition studies models for writing and discourse communities with the work of Black feminist theorists like Patricia Collins and bell hooks. These women conceptualize community and identity theories that support the idea of self-redefinition within community that may lead to greater understanding of difference. I also draw on Mikhail Bakhtin's concept of the ""utterance"" to call attention to the ways language may represent individual experience and knowledge. An instructor can employ language use and relationship in a classroom community as a dialogue of difference that critically considers sociohistorical and immediate forces that affect individual experience and identity. In addition to developing self-definition, this kind of environment can also be used to stress continual self-redefinition within community and a responsibility towards recognizing difference in community. ^ The autobiographical first chapter, ""Biography of a Pedagogy,"" positions the development of my pedagogical and methodological convictions at the cross-section of my own sociohistorical circumstances and experience. I present my subsequent theoretical work with a number of composition theorists and Black feminist theorists, and Mikhail Bakhtin in the second chapter, and the last chapter addresses the practice of relationship and research on the subject.^","Philosophical / Theoretical|Cultural-Critical Studies ~check|Poetic / Fictive","",0,0,0,0,0,0,0,0,0,1,1,0,0,0,0,0,2,0,0,0,1,1,2,"Black Studies|Language, Rhetoric and Composition|Education, Curriculum and Instruction|Education, Philosophy of","Foundational community|Relationship|Black feminism|Dialogues of difference|Self-redefinition","Adviser","Todd Taylor",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1643","3239761","","HAGEDORN, SARAH CATHERINE","Linking dissent, incivility, the trickster myth, and outlaw discourse: Exploring and expanding outlaw discourse","Purdue University-Main Campus","Ph.D.",2006,171,"The purpose of this study is to clarify and expand the relatively new rhetorical framework, outlaw discourse. The concepts of dissent, incivility, and the trickster myth all serve as a foundation for an expanded and improved outlaw discourse. This dissertation explores these four bodies of literature, highlighting the connections between them. Using a new conceptualization of outlaw discourse, it takes outlaw discourse out of the political realm, where it has been used to study the discourse of more sympathetic and progressive activists, and discusses how outlaw discourse could be used in more disruptive and transgressive ways. The European airline, Ryanair, uses outlaw discourse, and this dissertation explores and explains a new conceptualization of outlaw discourse through the example of Ryanair, highlighting both the progressive and potentially destructive nature of the airline's discourse. This dissertation discusses the ethical issues related to outlaw discourse and also raises questions for future research studies.^","Philosophical / Theoretical|Critical / Hermeneutical ~check","",0,1,0,0,0,0,0,0,0,1,0,0,0,0,0,0,2,0,0,0,1,0,1,"Language, Rhetoric and Composition","Myth|Trickster|Incivility|Dissent|Outlaw discourse","Adviser","Josh Boyd",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1645","3239902","","BURNS, WILLIAM","Space-people-language: A grounded theory of a place-based pedagogy in a first year writing class","University of Rhode Island","Ph.D.",2006,335,"This qualitative study uses grounded theory and teacher research to describe and analyze a place-based composition assignment experienced by a first year writing class at the University of Rhode Island in Fall 2004. Results suggest that participants used interconnecting spatial, social, and discursive techniques to construct familiarity and comfort in campus and writing environments, making explicit the relationships between spatial awareness, rhetorical strategies, and composing practices. These relationships have been previously theorized upon but have not resulted in in-depth qualitative accounts of pedagogical experiences. This study of spatial, rhetorical, and pedagogical theories and methods explores these relationships using the critical lenses of cultural geography and spatial composition as reflected through maps, tables, photos, artifacts, and participant interviews and essays. What can students in a writing class gain from a more critical understanding of space and place? What can instructors gain from a spatial analysis of their own practices? Are there similar strategies to how student writers approach unfamiliar spaces, texts, and assignments? What pedagogical practices can help students critique their spatial experiences and their writing skills? Can grounded theory be utilized to analyze and interpret the experiences of instructors and students in place-based composition class? Utilizing extensive student contributions and feedback in which participants informed all stages of the research process, this study suggests that the connections between spatial conditions, social relationships, and the practices of writing be experienced as multiple, mutually constitutive, and always involved in how writers locate, position, and situate themselves in writing spaces, classroom spaces, and textual spaces. The theory put forward by this dissertation proposes that space and physicality are crucial parts of the writing process and composition pedagogy, and spatial awareness and qualitative research can be used to help students become more informed writers and composition instructors more informed teachers. This theory also argues that including more critical views of space and place could enhance present interests and movements in composition such as visual rhetoric and public writing. ^","Practitioner / Teacher Research|Ethnographic|Model-Building|Philosophical / Theoretical ~check","",0,0,0,1,0,0,0,0,1,1,0,1,0,0,0,0,4,0,0,1,1,0,2,"Language, Rhetoric and Composition|Education, Higher","Cultural geography|Place-based|First-year writing|Pedagogy|Space","Adviser","Nedra Reynolds",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1655","3241844","","CLARKE, TRACY LEE","The negotiation of Native American identity: A narrative analysis of the controversy over the storing of nuclear waste on the Skull Valley Goshute Reservation","University of Utah","Ph.D.",2006,365,"For over a decade conflict among members of a small, seemingly insignificant tribe 80 miles southwest of Salt Lake City, Utah, has resulted in intratribal fights, lawsuits, a coup and a new regime, and threats of termination of membership for many tribal members. At the core of the conflict among members of the Skull Valley Goshute tribe over the storing of nuclear waste on their reservation are issues of political, cultural, and environmental identity. In the following chapters, guided by literature from various academic fields and Paul Ricoeur's theory of narrated identity, I conduct a content analysis of various narratives from tribal members regarding the storing of nuclear waste on their reservation. I conclude that both political and cultural identity are constructed, maintained, and negotiated through narratives about nuclear waste and are articulated in such a manner as to create a direct connection with the natural world. The environment becomes more than just a context for political and cultural conflict: it constitutes the conflict itself, and identity narratives become the means by which conflict about the nuclear waste gets constructed and reconstructed. Likewise, the environmental controversy becomes the conduit by which identity is allowed to evolve, change, and become modified through narrative creating a complex milieu for tribal policy development and decision making. ^","Critical / Hermeneutical ~check|Rhetorical Analysis ~check","",0,1,0,0,0,0,0,0,0,0,0,0,1,0,0,0,2,0,0,0,1,0,1,"Speech Communication|Political Science, Public Administration|Language, Rhetoric and Composition|Native American Studies","Nuclear waste|Energy policy|Native American|Identity|Controversy|Skull Valley Goshute Reservation|Utah|Environmental policy","Adviser","Christine Oravec",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1656","3242059","","BRELAND, MARY ELIZABETH LAWRENCE","The state of writing instruction in Southern Baptist colleges and universities","University of Missouri-Columbia","Ph.D.",2006,166,"This mixed-methods study describes the state of writing instruction at a set of colleges and universities which were members of the Association of Southern Baptist Colleges and Schools (ASBCS) in 2003-2004. Data for the study were collected by means of a questionnaire sent to 51 institutions with a total of 35 respondents returning a completed questionnaire. Additional data were gathered from printed course catalogs, websites, and ASBCS directories. Analysis of the data involved both qualitative and quantitative approaches. The survey resulted in information about writing instruction including writing requirements, first-year writing courses, emphases placed on activities and topics in writing courses, instructors, oversight of writing programs, and inclusion of goals for integration of faith and learning in the writing programs and first-year writing courses. The findings show that writing instruction at the schools studied is fairly consistent with current practices in the field of composition and rhetoric. Even so, recommendations are made for improving writing instruction in this set of schools based upon the results of the study. ^","Survey|Discourse or Text Analysis ~check","",0,0,1,0,0,0,0,0,0,0,0,0,0,1,0,0,2,0,1,0,0,0,1,"Education, Religious|Language, Rhetoric and Composition|Education, Higher","Writing instruction|Southern Baptist|Universities|Colleges|Composition|Private colleges","Adviser","Martha A. Townsend",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1660","3242374","","EDWARDS, MICHAEL R.","Writing class and value in the information economy: Toward a new understanding of economic activity in the composition classroom","University of Massachusetts Amherst","Ph.D.",2006,221,"As a discipline, composition today inadequately understands the ways digital technologies intersect with economic concerns and the effects of that intersection on the teaching of writing. Digital technologies produce and call attention to economic inequalities via the very same means by which they increase economic productivity---by substituting capital-intensive processes for labor-intensive processes---but composition has largely failed to address those inequalities in economic terms. Instead, composition's pedagogies have reduced economy to culture and student social class to pedagogical exigency. This dissertation offers a categorical analysis of the one way in which composition does explicitly address economic issues: by constructing them as class. However, even in its various engagements with class, composition's theoretical constructions of class habitually posit the remediation of inequality as a cultural rather than economic concern. The work of Raymond Williams, Pierre Bourdieu, and J. K. Gibson-Graham offers the foundations for an alternative theory of class that maintains a useful focus on economic concerns while not denying the cultural. After constructing this theory, this dissertation applies it to the composition classroom in order to examine the economic nature and value of student work, particularly in terms of the production and digital reproduction of student writing. The dissertation's final portion connects recent scholarship on the value of affect and immaterial labor to the ideas of legal scholar Lawrence Lessig and the open source movement today often associated with digital technologies of reproduction in order to posit an alternative theory of value for student writing, and the implications of such a theory for composition pedagogy in general. ^","Philosophical / Theoretical|Meta-Analysis / Discipliniography ~check","",0,0,0,0,0,0,0,1,0,1,0,0,0,0,0,0,2,0,1,0,1,0,2,"Education, Language and Literature|Language, Rhetoric and Composition","Composition classroom|Economic activity|Value|Information economy|Class","Adviser","Donna LeCourt",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1661","3242424","","CAVANAGH, THOMAS B.","The kiosk culture: Reconciling the performance support paradox in the postmodern age of machines","University of Central Florida","Ph.D.",2006,226,"Do you remember the first time you used an Automatic Teller Machine (ATM)? Or a pay-at-the-pump gas station? Or an airline e-ticket kiosk? How did you know what to do? Although you never received any formal instruction in how to interact with the self-service technology, you were likely able to accomplish your task (e.g., withdrawing or depositing money) as successfully as an experienced user. However, not so long ago, to accomplish that same task, you needed the direct mediation of a service professional who had been trained how to use the required complex technology. What has changed? In short, the technology is now able to compensate for the average consumer's lack of experience with the transactional system. ^ The technology itself bridges the performance gap, allowing a novice to accomplish the same task as an experienced professional. This shift to a self-service paradigm is completely changing the dynamics of the consumer relationship with the capitalist enterprise, resulting in what is rapidly becoming the default consumer interface of the postmodern era. The recognition that the entire performance support apparatus now revolves around the end user/consumer rather than the employee represents a tectonic shift in the workforce training industry. ^ What emerges is a homogenized consumer culture enabled by self-service technologies---a kiosk culture. No longer is the ability to interact with complex technology confined to a privileged workforce minority who has access to expensive and time-consuming training. The growth of the kiosk culture is being driven equally by business financial pressures, consumer demand for more efficient transactions, and the improved sophistication of compensatory technology that allows a novice to perform a task with the same competence as an expert. ^ ""The Kiosk Culture"" examines all aspects of self-service technology and its ascendancy. Beyond the milieu of business, the kiosk culture is also infiltrating all corners of society, including medicine, athletics, and the arts, forcing us to re-examine our definitions of knowledge, skills, performance, and even humanity. The current ubiquity of self-service technology has already impacted our society and will continue to do so as we ride the rising tide of the kiosk culture.^","Philosophical / Theoretical ~flag|Historical / Archival ~check","Cultural anthropology -- how to tag?",0,0,0,0,0,1,0,0,0,1,0,0,0,0,0,0,2,0,0,0,1,0,1,"American Studies|Anthropology, Cultural|Education, Adult and Continuing|Language, Rhetoric and Composition|Mass Communications","Kiosk culture|Age of machines|Postmodern|Performance support","Adviser","Karla Saari Kitalong",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1687","3248454","","BREEZE, WILLIAM","Teaching a critical culture: Raising our pedagogical consciousness in the writing classroom","Ohio University-Main Campus","Ph.D.",2006,350,"This dissertation examines the use of radical pedagogies in composition courses, specifically a junior-level composition course, Women and Writing. The project outlines a conceptual framework of cultural, critical, and pedagogical consciousness for radical teaching in composition. The project analyzes student responses to courses that ask students to discuss and write on topics that they may see as ""controversial"" or ""too political."" Through case studies, the project addresses whether or not student expectations for writing instruction, as illustrated in a Women and Writing course, can be reconciled with a teacher's desire to teach writing as a political and social act. To teach writing in such a way requires greater understanding of students' backgrounds, self-perceived identities, and educational desires. The author terms this understanding ""cultural consciousness.'' Cultural consciousness is complemented by pedagogical consciousness---a constant, self reflexive reevaluation of one's radical teaching practices. Faced with the possibility that radical teaching is incompatible with composition instruction, the study suggests that it need not be if radical composition teachers negotiate between the expectations of their practice and the practical writing concerns of their students. ^","Practitioner / Teacher Research|Clinical / Case Study|Cultural-Critical Studies ~check","",1,0,0,0,0,0,0,0,0,0,0,1,0,0,0,0,2,0,0,1,0,0,1,"Women's Studies|Language, Rhetoric and Composition","Pedagogical|Critical culture|Radical pedagogy|Consciousness|Writing|Feminist pedagogy","Adviser","Sherrie Gradin",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1723","3256493","","FERSTLE, THOMAS G.","Assessing visual rhetoric: Problems, practices and recommendations for the assessment of multimodal compositions","The University of Texas at Dallas","Ph.D.",2007,216,"This study examines the professed and actual practices of assessment of freshman year composition instructors. The aim of the study was to elicit the criteria and standards of assessment that guided the instructor's readings of the documents created by students for a visual rhetoric assignment. A set of interviews conducted at the beginning and end of the semester provided the data for analysis. A traditional grounded method of qualitative analysis was combined with a network textual analysis to understand the individual instructor accounts of their experience evaluating the student works. ^ The analysis of the instructor accounts reveals three kinds of closely related problems inherent in the assessment of multimodality. First, there is a problem associated with the use of conventional criteria of texts, such as clarity or coherence, when instructors attempt to apply those to visuals. Secondly, there is a problem associated with the instructors attempt to describe the inter-dynamic relationship between the textual mode and the visual mode. These problems are related by a term, ''linkage,'' which is defined as containing material, technical, and theoretical aspects. Finally, there is a problem in the actual assessment of the projects that seems to be a consequence of the multiplicity of meaning available in the complex compositions. The instructors seem to abandon a criterion motivated assessment in favor of a more holistic procedure that relies upon implicit standards of rhetorical affect or creative or aesthetic qualities. The study concludes with recommendations for improved assessment practice and suggestions for further research.^","Interview / Focus Group|Critical / Hermeneutical ~check|Discourse or Text Analysis ~check","",0,1,1,0,0,0,1,0,0,0,0,0,0,0,0,0,3,0,1,0,1,0,2,"Education, Language and Literature|Education, Tests and Measurements|Language, Rhetoric and Composition","College freshmen|Assessment|Rhetoric|Multimodal composition|Visual|Composition","Advisers","Cynthia Haynes; Marilyn Waligore",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1746","3259585","","CHRISTIAN, MARIA ELAINE","The write choice: Exploring how English composition instructors choose their teaching techniques","Oklahoma State University-Main Campus","Ed.D.",2007,142,"<italic>Scope and method of study.</italic> The purpose of this study was to use qualitative techniques to explore how instructors of English composition choose their teaching techniques. Participants in this study were nine English composition instructors from both a university and community college in the state of Oklahoma. Decision theory was used to analyze possible connections between internal and external factors related to the instructors' chosen teaching techniques. Analysis included the instructors as a group and a comparative analysis of the instructors from both research settings. ^ <italic>Findings and conclusion.</italic> Personal experiences related to academia were most influential to the instructors' chosen teaching techniques. These experiences included experiences as students and experiences as teachers. Some remembered experiences were more influential than others in the instructors' process of selecting a teaching technique. All of the instructors defined their chosen teaching techniques by how the techniques either benefit themselves and/or benefit their students. The instructors' influences on their chosen teaching techniques varied slightly, but not by type of institution. Bonded by the same discipline, the instructors appeared separated only by the institution themselves. While personal and professional experiences do influence how instructors choose their teaching techniques, no one experience or category of experiences is more important.^","Clinical / Case Study ~check|Interview / Focus Group ~check","",1,0,0,0,0,0,1,0,0,0,0,0,0,0,0,0,2,0,0,1,0,0,1,"Education, Language and Literature|Language, Rhetoric and Composition|Education, Higher","Teaching techniques|English|Composition instructors","Adviser","Judith Mathers",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1754","3260442","","DARDELLO, ANDREA DELIECE","Using a theory of emotional intelligence to teach basic writers at a two-year college","University of Maryland-College Park","Ph.D.",2007,257,"Emotional intelligence scholars such as Daniel Goleman, Reuven Bar-On, John Mayer, David Caruso, and Peter Salovey have all claimed that cognitive ability alone is insufficient to determine an individual's success. Each has pointed to emotional intelligence as a skill needed to obtain one's life goals. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), the only ability-based test of emotional intelligence developed by John Mayer, Peter Salovey, and David Caruso, was used to teach basic writers at Howard Community College to recognize, understand, use, and manage emotions to determine if being taught emotional intelligence skills in a fifteen-week semester would improve students' emotional intelligence skills and their success in the course. Students also kept emotional intelligence journals wherein they recorded their emotions during six stages of the writing process, including brainstorming, developing a thesis, developing an outline, writing the first draft, receiving feedback, and revision. Using Alice Brand's glossary of positive and negative emotional vocabulary for writers, students identified emotions that aided and stifled their writing process. Although this study did not find that teaching emotional intelligence skills in a fifteen-week semester significantly increased student's emotional intelligence as determined by the MSCEIT, it did find a relationship between students' emotional intelligence score, students' writing skills and their success in the course. Students' reported emotions throughout the course contribute to a success-oriented pedagogy for basic writers.^","Practitioner / Teacher Research ~check","",0,0,0,0,0,0,0,0,0,0,0,1,0,0,0,0,1,0,0,0,0,0,0,"Education, Community College|Language, Rhetoric and Composition","Emotional intelligence|Basic writers|Teach|Two-year college","Adviser","Shirley W. Logan",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1767","3262955","","DRYER, DYLAN B.","On possibilities of reading and writing: Genre uptake, discursive resources, and the composition of institutional texts","University of Wisconsin-Milwaukee","Ph.D.",2007,295,"Over the last quarter-century, genre studies has profited from and contributed to the widespread interest of critical social theorists in the production and maintenance and transformation of social structures. Much contemporary genre theory, however, is limited in its usefulness by persistent functionalist thinking about motive, intention, and constraint. In advancing theories of the social, many conversations about the circulation of textual forms conflate outcome with intention, or consequence with design, and thus over-attribute agency to writers and structure to genre. Drawing on recent work in spatial theory and composition studies' growing interest in what some compositionists call writers' ""discursive resources,"" I propose in this dissertation a way of talking about genre uptake that does justice to the complexity of genre-structure <italic>and</italic> to writers' agency in composing within such structures. I test the viability of this way of talking about genre in three case-studies of genre uptake: a writing classroom, an administrative reform, and part of a ""community outreach"" initiative of the Milwaukee Department of City Development. Based on my findings, I conclude by outlining a rhetorical methodology for institutional transformation through genre intervention. ^","Historical / Archival ~check|Rhetorical Analysis|Philosophical / Theoretical ~check","",0,0,0,0,0,1,0,0,0,1,0,0,1,0,0,0,3,0,0,0,1,0,1,"Education, Administration|Language, Rhetoric and Composition|Urban and Regional Planning","Reading|Community outreach|Writing|Discursive resources|Genre uptake|Institutional texts|Composition","Advisers","Alice Gillam; Bruce Horner",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1768","3262993","","CLAYTON, ERICA REYNOLDS","Self-efficacy, locus of control, and social attitudes: Generation media responds to teacher commentary","University of Arizona","Ph.D.",2007,198,"In an effort to understand the ways that students perceive teacher commentary on their papers, I constructed and employed a study in the fall of 2000, sponsored by both the Council of Writing Program Administrators and the National Council for Teachers of English The study involved four trained graduate instructors from The University of Arizona English Department and approximately twenty-five, first-year composition students from a section belonging to each instructor. Specifically, I was curious about the ways that formative evaluation, that is, teacher commentary provided during the drafting stage of the writing process, affected students during their writing processes from a cognitive, emotive, and behavioral perspective. In other words, I was asking if students: (1) understood teacher comments as they were intended; (2) whether certain comments evoked positive or negative emotion in students; (3) based on the comments provided did students choose to revise; and (4) if students did choose to revise, why did they do so and in what way? ^ Questions concerning the way teacher commentary affects students are important ones to ask because the ways that students are affected by feedback can also affect their perception of their abilities and their willingness to perform a task in the future. Equally of import is questioning the way a student comes to the teacher's text. Social psychologists suggest that one's state of mind upon receiving feedback inform the ways in which the feedback received. And finally, it is believed that isolated demographic populations, thanks to the stimuli and mores of their particular era and environment, may react to feedback from authority figures in surprising but similar ways. ^ My research uncovers that students' self-efficacy and perceived locus of control, both tenets of social and cognitive psychology, indeed influence the way that they perceive teacher commentary and the way that they respond behaviorally through revision practices. I also suggest that contemporary students, deluged by media and entertainment, may not be responsive to teacher commentary, especially when it is perceived as negative in ways that writing teachers might not anticipate.^","Clinical / Case Study ~check|Survey ~check","",1,0,0,0,0,0,0,0,0,0,0,0,0,1,0,0,2,0,1,1,0,0,2,"Language, Rhetoric and Composition","Self-efficacy|Social attitudes|Teacher commentary|Composition students|Locus of control","Adviser","Roxanne Mountford",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1782","3264591","","DOTY, TIMOTHY MARTIN","The spirit of the Patriot Act: A hermeneutic analysis of patriotism as argument during House Judiciary Committee debate","University of Oklahoma Norman Campus","Ph.D.",2007,494,"The purpose of this project is to explore the symbolic meaning of ''patriot'' by bracketing the way in which it is negotiated during the policymaking process utilized to authorize, oversight, and reauthorize the Patriot Act. Narrowing the purpose a bit further, I should specify that what I am looking for is the way in which participants in the deliberative process describe their own credibility as patriots, the credibility of other participants in the debate, the credibility of people outside the debate who have a bearing on the way in which the war on terror is engaged, and the way in which this discussion about patriotism speaks to the credibility of the deliberative process itself. In other words, to use Aristotelian terms, I am viewing the debate over patriotism as primarily a matter of ethos---as distinguished from logos (e.g. legal extrapolation of the law) and pathos (e.g. appeals to fear, anger, or sadness). This is not to say that appeals to ethos, logos and pathos can necessarily be separate from each other. In fact, it is nearly impossible to discuss the presence of ethos without also considering logos and pathos, but from my vantage point, I hone descriptive efforts toward the way in which all the various appeals converge to frame the meaning of what it means to be credible as a ''patriot.''^","Critical / Hermeneutical|Historical / Archival|Rhetorical Analysis ~check","",0,1,0,0,0,1,0,0,0,0,0,0,1,0,0,0,3,0,0,0,1,0,1,"Political Science, General|Language, Rhetoric and Composition","House Judiciary Committee|Patriot Act|Argument|Patriotism|Debate","Adviser","Eric Kramer",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1809","3268574","","ZHAO, JUN","Metaphors and gestures for abstract concepts in academic English writing","University of Arizona","Ph.D.",2007,236,"Gestures and metaphors are important mediational tools to materialize abstract conventions in the conceptual development process (Lantolf and Thorne, 2006): metaphors are used in the educational setting to simplify abstract knowledge for learners (Ungerer and Schmidt, 1996; Wee, 2005); gestures, through visual representation, can _æ_provide additional insights into how humans conceptualize abstract concepts via metaphors_æ (Mittelberg, in press, p. 23). ^ This study observed and videotaped four composition instructors and 54 ESL students at an American university to probe how their metaphorical expressions and gestures in a variety of naturally occurring settings, such as classroom teaching, student-teacher conferencing, peer reviewing and student presentations, represent the abstract rhetorical conventions of academic writing in English. By associating students_æ_ gestures with the instructors_æ_ metaphors and gestures, this study found evidence for the assistive roles of metaphors and gestures in the learning process. The final interviews elicited students_æ_ metaphors of academic writing in English and in their first languages. The interviewees were also asked to reflect upon the effectiveness of the metaphors and gestures they were exposed to. ^ This study confirmed the roles of gestures in reflecting the abstract mental representation of academic writing. Twelve patterns were extracted from the instructors_æ_ data, including the linearity, container, building, journey metaphors and others. Of these twelve patterns, six were materialized in the students_æ_ gestural usage. The similarity of gestures found in the instructors_æ_ and students_æ_ data provided proof of the occurrence of learning. In the elicited data, students created pyramid, book, and banquet metaphors, to highlight features of academic writing in English and in their first languages. These new metaphors demonstrate students_æ_ ability to synthesize simple metaphors they encountered for a more complex one, which is more significant in the learning process. The interviews suggest that metaphors are better-perceived and more effective in relating abstract knowledge to the students. Gestures were not judged by the students to be helpful. This could result from the fact that gestures, other than emblems, are often understood unconsciously and are naturally used to provide additional information to the verbal utterance rather than replacing speech, which is more prominent perceptually and conceptually.^","Discourse or Text Analysis|Rhetorical Analysis|Ethnographic ~check","",0,0,1,1,0,0,0,0,0,0,0,0,1,0,0,0,3,0,1,1,1,0,3,"Education, Bilingual and Multicultural|Language, Linguistics|Language, Rhetoric and Composition","Gesture|English as a second language|Academic writing|Metaphor|Abstract concepts","Adviser","Linda Waugh",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1817","3269704","","ATER KRANOV, ASHLEY","Challenges facing non -native English speaking sciences and engineering graduate assistants in fulfilling their writing responsibilities: A case study using the Delphi methodology","University of Idaho","Ph.D.",2007,142,"The purpose of this research was to determine current challenges faced by non-native English speaking University of Idaho graduate assistants in the Sciences and Engineering in fulfilling their writing responsibilities, and those challenges faced by faculty in helping them. This study provided a confidential on-line forum for these two populations to describe (a) their experiences and perceptions related to challenges in fulfilling or helping graduate students to fulfill writing assignments for academic programs and assistantships, as well as (b) to describe what range of university-provided services they perceived would best address the identified challenges. ^ The study's theoretical framework is based soundly in both progressive adult education philosophy (Darkenwald & Merriam, 1982; Elias & Merriam, 1995; Merriam & Caffarella, 1999) and the learning paradigm of human resource development (HRD) (Swanson & Holton, 2001). The Delphi methodology used in this study afforded panelists a confidential on-line arena to document their experiences and thoughts, to reflect on those of others in the expert panel and respond further if inclined, as well as to come to consensus on what challenges they collectively face and how to address them effectively. ^ This study's findings suggest that ESL graduate assistants are frustrated with the lack of effective guidance that they receive from their advisors/major professors on writing-related issues, which hinders their academic success as well as their working relationships. In addition, the lack of writing support directly correlates with not being adequately prepared to write in English about their research once they become researchers in either a university or industry setting in the US or abroad. Basic communication, writing for assistantships and advisor/major professor issues (including faculty lack of time and the tendency to ""take over"" and re-write student writing) were the most significant challenges identified by panelists when results were analyzed separately for the two key stakeholder groups. The university-provided potential solutions to the identified challenges most frequently cited were a graduate-level writing center, requiring graduate-level, credit-bearing writing courses, including those courses on the study plans, and requiring students to have a manuscript in the process of publication prior to graduation. ^","Interview / Focus Group ~check|Survey ~check","",0,0,0,0,0,0,1,0,0,0,0,0,0,1,0,0,2,0,1,0,0,0,1,"Language, Linguistics|Language, Rhetoric and Composition|Education, Higher","Sciences|Graduate assistants|Writing|English-speaking|Engineering students","Adviser","James G. Gregson",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1823","3270288","","FRISTROM, EDWARD C.","The turbulence of the living: Complexity theory and the writing classroom","SUNY at Albany","Ph.D.",2007,236,"This dissertation explores the idea of complexity and the role it plays in discussions of writing instruction. Most writing teachers recognize that both writing and teaching are ""complicated,"" but how does that knowledge inform our teaching? Drawing on complexity theory, cybernetics and composition, I argue that for the most part we have approached the issue in the wrong way. We seek, like business mangers, to treat complexity as a problem to be reduced. We isolate key features of writing and manage by exception. We divide up the work of writing in classes so that we can demonstrate students' coverage of skills and use outcome tests to discern how effecting our teaching has been. In Part I of my dissertation, ""The Writing Factory,"" I explain the origins of such an approach in technocratic rationality, as well as offering an explanation as to why some of our most rigorous efforts of this kind have failed us. Part II, ""The Writing Ecology"" focuses on an alternative way to understand writing via complexity theory. Here complexity refers to how multitudes of agents simultaneously act upon one another in order to create emergent phenomena. Neural networks, insect colonies, and ecosystems all operate in this fashion, and, as Margaret Syverson argues, so do writers. Like Syverson, I explore concepts of emergent, enactive, and distributed cognition and how they relate to writing. Where Syverson argues primarily for new directions in research, however, I look at how complexity theory builds upon prior debates in composition. I explore Syverson's own driving metaphor of an ""ecology of writing"" through prior works in composition, particularly those of Wendy Bishop, Marilyn Cooper and David Barton. I also look at classrooms designed by Derrick Owens, Michael Blitz and Mark Hurlbert that best represent how teachers and students have learned not only to cope with complexity, but to live with it creatively. ^","Philosophical / Theoretical|Meta-Analysis / Discipliniography ~check","",0,0,0,0,0,0,0,1,0,1,0,0,0,0,0,0,2,0,1,0,1,0,2,"Education, Language and Literature|Language, Rhetoric and Composition","Distributed cognition|Writing classroom|Enactive cognition|Emergent cognition|Complexity","","",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1825","3270566","","DICKSON, VERNON GUY","_æ_Emulation hath a thousand sons_æ: Emulation, rhetoric, and social decorum in Renaissance drama","Arizona State University","Ph.D.",2007,270,"While the Renaissance has long been considered a period with particular emphasis on mimetic patterns, and much work has been done on imitation and related practices in the period, the specific nuances of emulative praxis and theory in the period has received only marginal attention. This work uses the interactions of a range of English Renaissance tragedies and other texts with ancient and Renaissance rhetorics to analyze the conflicted uses of emulation in the period (including the theory and praxis of rhetorical <italic> imitation,</italic> humanist notions of exemplarity, and other related practices). Conflicts concerning emulation are crucial to understanding Renaissance culture, not only because rhetorical training (with its emphasis on imitation) was at the core of the current humanist education but also because questions about the imitation of exemplary precedents lies at the heart of key Renaissance debates about ethics, politics, rhetoric, psychology, drama, and history. The dramatic texts chosen, Shakespeare's <italic>Titus Andronicus</italic> and <italic>Hamlet,</italic> Jonson's <italic>Catiline,</italic> and Massinger's <italic> The Roman Actor</italic> (including its close relation to Jonson's <italic> Sejanus</italic>), each offer insight into the social implications of emulation within the period and, with their diverse and unique relations to Rome, also provide perspectives into the Renaissance's many appropriations and uses of Roman history and precedent, literary and rhetorical traditions and theories, and authority_æ”cultural and political. Exploring the ways that these dramatists enact, appropriate, and refigure rhetorical and social theory and practice on the English Renaissance stage, this study examines the diverse (and sometimes divisive) uses of rhetorical and social patterning in what is ultimately a culture of emulation. ^","Critical / Hermeneutical|Historical / Archival ~check","",0,1,0,0,0,1,0,0,0,0,0,0,0,0,0,0,2,0,0,0,1,0,1,"Theater|Literature, English|Language, Rhetoric and Composition","Shakespeare, William|Emulation|Ben Jonson|Philip Massinger|Renaissance|Social decorum|Rhetoric|Drama","","",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1832","3271903","","PARENTE, CASSANDRA","Manufacturing literacies","Texas Christian University","Ph.D.",2007,363,"As we shift from an industry to an information-based economy, headlines proclaiming a skilled worker shortage abound. In response, workplace literacy programs hastily sprouted up at community colleges and in the backrooms of corporations. In order to respond ethically to the literacy crisis at hand, however, this project argues that we must first understand the communities, the history of crises, and the contexts for which literate skills are to be applied. In that vein, this project looks back at history to see how people before responded to similar literacy crises and uses their responses to help us ethically proceed during this current climate of educational and economic crisis. ^ Through ethnography, this project tells the stories of Italian immigrants who sought entry into the United State_æ_s booming industrial economy and were falsely told that English-language literacy was a necessity for employment and cultural acceptance. By exploring Italy_æ_s history, educational structure, and the impact of WWII on the participants_æ_ literacy practices, the first part of the dissertation focuses on the education these immigrants brought with them, showing that literacy sponsorship is not always economically determined nor sought for social mobility. Analyzing popular rhetoric regarding the arrival of Italian immigrants, the second section focuses on the creation and perpetuation of the literacy myth and its ethnocentric underpinnings. The third section compares the adult education programs created for immigrants within Cleveland, OH with the participants_æ_ accounts of their development of literacy skills and strategies within the same city, revealing that most of the immigrants learning took place within their own community, rather than in the schools. Further, it illustrates that the participants limited use of the English language did not exempt them from social mobility nor stem from ignorance or false consciousness, but was an act of cultural resistance. The final section uses the conclusions drawn in previous chapters to call for composition and rhetoric scholars to engage in working class issues through activist ethnographic research, rhetorical analyses of claims of literacy crises and portrayals of the working class as illiterate, and the development of ethical pedagogical strategies for adult learners.^","Ethnographic|Cultural-Critical Studies|Historical / Archival ~check","",0,0,0,1,0,1,0,0,0,0,0,0,0,0,0,0,2,0,0,1,1,0,2,"Education, Language and Literature|Education, Bilingual and Multicultural|Education, Adult and Continuing|Sociology, Ethnic and Racial Studies|Language, Rhetoric and Composition","Immigrants|Italian-Americans|Working class|Literacies|War","Adviser","Charlotte Hogg",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1833","3271913","","ARBOR, JOY","Never again: Interventionist rhetoric and social justice for the other","University of Nebraska-Lincoln","Ph.D.",2007,224,"_æ_Never again_æ has become a rallying cry for Jews and human rights activists alike protesting the Holocaust and genocides of the twentieth and twenty-first centuries. Rhetorical theorists through the ages, such as Cicero, Bacon, and others, have claimed that rhetoric could serve as an alternative to violence and persuade people to engage in ethical action. This dissertation weds rhetoric_æ_s traditional civic and ethical foci with Rhetoric and Composition_æ_s and human rights activists_æ_ respective commitments to social justice in order to argue for interventionist rhetoric, a rhetorical theory promoting intervention in the sufferings of others. ^ Believing that the best way to prevent genocide and human rights atrocities is to understand them, I explore the social psychology of genocide perpetration and the passive bystander effect in order to develop principles for an interventionist rhetoric in Chapter 1. ^ In the second chapter, I focus on the Compassionate Listening citizen delegation in Israel/Palestine as an exemplar for promoting social justice for the other through activist listening across difference. The theories, practices, and goals of Compassionate Listening have much to offer Rhetoric and Composition_æ_s _æ_rhetorical listening_æ and _æ_intercultural inquiry._æ ^ The third chapter investigates the challenges of crafting artistic expression for social action. Here poems are crafted rhetorically in order to represent multiple perspectives on the Israeli-Palestinian conflict. I reflect on the challenges of writing to represent and encourage intervention in the sufferings of others in creative work. ^ Chapter Four focuses on interventionist rhetoric_æ_s potential for the writing and rhetoric classroom, whose capacity to be promote student agency and civic participation is contested in Rhetoric and Composition. Drawing parallels and distinctions to Rhetoric and Composition scholarship in pedagogy and teaching, I outline and complicate what interventionist rhetoric principles mean for promoting critical community awareness and individual responsibility for the other in the writing classroom. ^ The Epilogue explores possibilities across different sites of praxis and reflects on interventionist rhetoric_æ_s ramifications for the field of Rhetoric and Composition. ^","Philosophical / Theoretical|Historical / Archival ~check|Poetic / Fictive","",0,0,0,0,0,1,0,0,0,1,1,0,0,0,0,0,3,0,0,0,1,1,2,"Speech Communication|Language, Rhetoric and Composition","Interventionist|Israel/Palestine|Activism|Social justice|Rhetoric","Adviser","Deborah Minter",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1836","3272392","","FERREIRA, MARILIA MENDES","A concept-based approach to writing instruction: From the abstract concept to the concrete performance","Pennsylvania State University-Main Campus","Ph.D.",2005,439,"This dissertation investigates the development of theoretical thinking, writing improvement and the meaning-making process of ESL freshman composition students in a North-American university and reports an innovative ESL writing course which combined a systemic-functional linguistics view of genre and an activity-based pedagogy entitled _æ_the movement from the abstract to the concrete_æ. ^ The course designed for this dissertation aimed to develop students_æ_ theoretical thinking through a theoretical conceptualization of genre, to improve their writing and to promote their meaning-making processes. The course comprised of three units that taught the genres of announcements, cover letters and argumentative texts to 14 ESL students, who were mainly from Asia and from Central America. ^ To investigate their development of theoretical thinking, students_æ_ models of genre, their answers to problem-solving tasks, and their answers to the problem situation question of the course were analyzed. Out of the 14 students who had their theoretical thinking investigated, 6 students had their pre-tests and post-tests on cover letters and argumentative texts analyzed qualitatively and quantitatively. The qualitative analysis focused on the moves performed by the students while the quantitative analysis ran the Wilcoxon Ranks Test in the scores assigned by raters to the tests. The meaning-making process of the 14 students were grasped by the content analysis of the logs they kept during the course. The instructor asked them to comment about what they learned and their impressions about the course. ^ The analyses of the data indicate that: (a) students thought mainly empirically and occasionally revealed some signs of theoretical thinking; (b) the students significantly improved in writing cover letters but not argumentative texts; (c) overall students improved in some aspect or another in both genres but most of them did not abandon the five-paragraph format; (d) most of the students did not actively engage in making sense of the course and when they did so, their perceptions were highly affected by their past educational experiences. ^ This dissertation highlights the need for education to focus more on the development of theoretical thinking and to engage students in more meaningful meaning-making processes, where they could engage actively in dealing with the dialectical relationship of personal senses and external meanings. This study also offers insights to the following areas: genre-based instruction, the application of the _æ„movement from the abstract to the concrete_æ_, and to writing assessment. This study also suggests potential contributions of sociocultural/activity theories to Applied Linguistics. ^ <italic>Keywords.</italic> sociocultural theory _æ_ activity theory _æ_ the movement from the abstract to the concrete _æ_ theoretical thinking _æ_ empirical thinking _æ_ writing instruction _æ_ writing assessment _æ_ genre-based pedagogy _æ_ systemic functional linguistics _æ_ meaning-making process ^","Practitioner / Teacher Research ~keyword check|Experimental ~check","",0,0,0,0,1,0,0,0,0,0,0,1,0,0,0,0,2,0,1,0,0,0,1,"Education, Bilingual and Multicultural|Language, Linguistics|Language, Rhetoric and Composition|Education, Higher","Genre-based pedagogy|Writing instruction|English as a second language|Freshman composition|Concept-based","Adviser","James P. Lantolf",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1852","3273667","","EVANS, JANET LYNN","""We'll take care of the counting"": A cultural, rhetorical and critical analysis of electronic voting technology","University of Colorado at Boulder","Ph.D.",2007,218,"Throughout this study I will argue that voting is an act of communication and a potently symbolic cultural practice. Voting machines are one tool we currently use to vote, a technological artifact that some consider neutral or ambivalent and others consider dangerous and controlling. As a result, the development and use of electronic voting technology forms a symbolic site of struggle among different groups attempting to establish the legitimacy and authority of their preferred narratives regarding how that technology should be designed and used. As with any struggle, there are dominant and subordinate players. This particular cultural setting is postmodern; our world is increasingly destabilized and filled with the mutually neutralizing discourses of claim and counterclaim. In this study, I will explore related cultural narratives using three distinct analytic foci_æ”cultural, rhetorical and critical_æ”that provide insight into the means by which elite and subordinate groups construct, maintain and transform their interests, as well as exploring popular narratives about technology that establish its role in society. ^ *Attributed to Representative Peter King, Republican, New York, summer 2003. The full statement reads, _æ_It is already over. The election's over. We won. When King was subsequently asked how he knew Bush would win, he answered, _æ_It is all over but the counting. And we'll take care of the counting._æ [King later said he was kidding, (<italic> Harper's Magazine</italic>, August 2005, p. 46.)]^","Historical / Archival ~check|Critical / Hermeneutical ~check","",0,1,0,0,0,1,0,0,0,0,0,0,0,0,0,0,2,0,0,0,1,0,1,"Journalism|Political Science, General|Language, Rhetoric and Composition","Voting technology|Electronic voting|Cultural|Rhetorical","Adviser","Bryan C. Taylor",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1884","3280043","","CARTER, VICTORIA CHILLIK","An approach to authoring and publishing children's literature","Ohio University-Main Campus","Ph.D.",2007,234,"This dissertation research explores the process of authoring and publishing children's literature, in particular children's picture books. The dissertation offers an overview of what an author might expect to encounter between the inspirational moment an idea occurs to her to the day her manuscript arrives at a publishing house. The dissertation research is supported with examples of practical application. ^ The authoring process begins with market research. For this one needs to know her audience-the young child. The dissertation explains the importance of studying child psychology and understanding the developmental stages of childhood. Writing a board book for a one-year old is different from writing a poem for a four-year old. The young child is a keen observer and a vicious critic. If an author is ignorant as to the needs of her audience, no ideas will ever become books. Agents and publishers are professionals at spotting an author who has not done her homework, who is an amateur. ^ Another aspect of market research is to be aware of what is currently being published. Books you see in libraries and bookstores are manuscripts publishers have accepted. Not only does an author want to know what is currently on shelves, but to study the classics. Studying the classics provides a foundation for writing. Understanding what has been written for children in the past that has been considered the finest in writing and illustrating is a prerequisite for any serious author of children's literature. The classics reveal the finest in storytelling. ^ This dissertation examines the scholarly work of Joseph Campbell on the theme of the monomyth-the one story told by all humans through all the ages. Understanding the roots of storytelling offers the author a platform from which she may begin to weave her own creative stories for her young audience knowing that the elements of heroes and quests and happy returns are all integral to the child's life. In this manner this research examines how books may nurture childhood needs. ^ The dissertation provides a rationale of why aspiring authors need to stay abreast of contemporary cultural issues facing today's youth, and explains the necessity of embracing the diversity of today's multicultural audience. This aspect is both market research and a way to know ones audience. ^ Writing and networking go hand in hand. The authoring-publishing process involves authors realizing the benefits of seminars, conferences, writing groups, and making personal contacts in the book industry. Once an author has produced a manuscript there are specific rules and regulations for submitting work and every agent or publisher has their own way of doing business. The dissertation explains that it is the author's responsibility to know submission etiquette of each prospective publishing company. Within this dissertation, one could find direction as well as real-world examples of how to take an idea for a children's book, create a manuscript, and know how to approach the publishing world. ^","Practitioner / Teacher Research ~wait, what?|Model-Building ~check","",0,0,0,0,0,0,0,0,1,0,0,1,0,0,0,0,2,0,0,0,1,0,1,"Education, Early Childhood|Education, Elementary|Language, Rhetoric and Composition|Education, Curriculum and Instruction","Children's literature|Authoring|Publishing","Adviser","Joan Scanlon McMath",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1901","3282094","","EYMAN, DOUGLAS ANDREW","Digital rhetoric: Ecologies and economies of digital circulation","Michigan State University","Ph.D.",2007,235,"Digital networks, digital media, and digital production all carry their own affordances, practices, and economics, but to date there is a gap between the methods available for theorizing and analyzing digital works and the analytic tools that digital texts and networks themselves make possible. This dissertation project, situated in the field of digital rhetoric, aims to develop methodologies for research in digital rhetoric: these new methods are needed because current research methods are grounded in print-based literacies. Researching digital rhetorics and digital literacies requires an epistemological shift in focus that is not easily supported by current methods. For this project I have built a web-based tool that applies digital analytics to digital work, rather than relying on the application of analog (print-based) methods. One of the key affordances of networked communication is that work can circulate through increasingly widespread knowledge ecologies; the initial object of analysis for the digital methods I am developing is the role of circulation within the rhetorical practices of digital production, using a baseline case study that traces and visualizes the circulation, citation, and use of published online scholarship from <italic>Kairos</italic> and the <italic>Journal of Computer-Mediated Communication</italic>, followed by a series of case studies that evaluate how writers may deploy and apply these methods to their online portfolios of work. ^ The aim of this dissertation is twofold: to articulate a theory of digital rhetoric that features circulation as a foundational element that effects each of the five classical canons of rhetoric (invention, organization, style, memory, delivery) and to develop both methodology and methods for tracing the circulation of rhetorical objects across and through various knowledge domains and networks. This methodology is supported by a theoretical foundation that sees circulation as a rhetorical activity that takes place within and across multiple ecologies and that is driven by economic functions particular to digital production. A key element of this methodology is understanding how to build digital systems whose function is to make visible the connections described by the theoretical framework; additionally, I argue that creating and documenting such systems is itself part of the methodology and not simply a tool whose use supports the activities of inquiry. ^","Meta-Analysis / Discipliniography ~Read|Model-Building|Philosophical / Theoretical ~check|Survey ~check","",0,0,0,0,0,0,0,1,1,1,0,0,0,1,0,0,4,0,1,0,1,0,2,"Language, Rhetoric and Composition|Mass Communications","Circulation|Social capital|Internet research|Digital rhetorics|Knowledge economy","Adviser","James E. Porter",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1935","3286397","","PERRY, TONYA B.","Visible students /visible schools: A mixed methods study of effective writing practices for urban middle school students","University of Alabama at Birmingham","Ph.D.",2007,244,"The purpose of this study was to identify three urban middle schools that had increased seventh grade writing scores and explore the instructional strategies and the administrative factors that improved the results. ^ This study seeks to fill a research gap that exists in understanding the development of effective writing strategies for students in the urban middle school through multiple voices. (1) Which urban middle schools have increased seventh-grade writing scores in the last three years (2003-2004, 2004-2005, 2005-2006)? (2) What instructional strategies did the schools implement? (3) What role does instructional leadership play in increased student achievement? ^ The research design is a sequential explanatory mixed methods study, which identified three urban schools to research and explore through case studies. The researcher analyzed scores and collected data through interviews, document analysis, and field notes. Analysis consisted of theme development and cross-case analysis. ^","Survey ~data mining|Ethnographic|Interview / Focus Group ~check","",0,0,0,1,0,0,1,0,0,0,0,0,0,1,0,0,3,0,1,1,0,0,2,"Education, Secondary|Language, Rhetoric and Composition|Education, Curriculum and Instruction","Urban education|Writing|Adolescents|Middle school students","Adviser","William Boyd Rogan",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1940","3286730","","BRIMI, HUNTER M.","Preferred principles in writing instruction and the intrinsic motivation of high-achieving high school students","The University of Tennessee","Ph.D.",2007,264,"The purpose of this study was to determine what effect, if any, the use of ""preferred principles in writing instruction"" had on Advanced Placement (AP) secondary school students' intrinsic motivation to write. Qualitative and quantitative data were collected in a mixed methods, concurrent triangulation design. Prior to the study, ten research-based best practices in writing instruction were identified and implemented in two eleventh-grade high school English classes. Forty-one students participated in the study. The Biggs (1987) Learning Process Questionnaire was adapted to determine the motivation of these students in regard to writing. Treatment consisted of 66 class meetings in which the researcher employed ""preferred principles in writing instruction."" Data sources included a focus group session, documents, and observations of student responses to writing instruction. Based on the students' pre- and post-treatment questionnaire scores and their behaviors and comments, the researcher concluded that: (1) Teachers can improve the intrinsic motivation of students to write by using the ""preferred principles in writing instruction,"" (2) The most effective ""preferred principles in writing instruction"" are those that increase student autonomy and develop the students' sense of self efficacy, (3) Intrinsic motivation to write is a complex entity that depends on a variety of factors, and (4) Students already possessing significant intrinsic motivation to write do not lose this motivation due to the use of ""preferred principles in writing instruction."" ^","Experimental|Practitioner / Teacher Research|Interview / Focus Group ~check","",0,0,0,0,1,0,1,0,0,0,0,1,0,0,0,0,3,0,1,0,0,0,1,"Education, Educational Psychology|Education, Secondary|Language, Rhetoric and Composition|Education, Curriculum and Instruction","High school|Writing instruction|Intrinsic motivation|High-achieving","Adviser","Thomas N. Turner",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1967","3291837","","CARDONE, DINO ENRICO","Programming the Apocalypse: Recombinant narrative in cyberspace","University of Southern California","Ph.D.",2007,297,"This study analyses the impact of the World Wide Web and digital technologies on the practice of apocalyptic rhetoric in cyberspace at beginning of the 21<super>st</super> century. As a mass medium and subset of the Internet, whose qualities include data exchangeability, nonlinear hyperlinking, and a relative lack of gatekeepers, the Web, the author contends, lends itself not only to more networked reasoning styles, but to mytho-logics. The Web as both a virtual repository for human knowledge and a universal publishing platform provides apocalyptically-minded individuals with the discursive power and resources to reason mythologically, programming synthetic fusions of <italic> mythos</italic> and <italic>logos</italic> in the creation of apocalyptic narratives drawn from a variety of traditions. Such _æ_recombinant narratives,_æ the author finds, provide individuals with a sense of cosmic and personal meaning by acting as symbolic theodicies. Moreover, the author contends that the phenomena of data exchangeability, narrative programmability, and narrative syncretism are further evidenced in apocalyptically inflected neo-orthodoxies emerging on the Web which make apocalyptic scenarios intelligible in terms of digital technologies, even while denying or demonizing those same technologies. ^","Philosophical / Theoretical|Critical / Hermeneutical ~check","",0,1,0,0,0,0,0,0,0,1,0,0,0,0,0,0,2,0,0,0,1,0,1,"Language, Rhetoric and Composition|Mass Communications|Artificial Intelligence","Apocalyptic|Web|Recombinant narrative|Cyberspace|Rhetoric|Internet|Digital media|Mass media","Adviser","Stephen O'Leary",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1976","3293038","","ESTEP, JULIE D.","A sieve order: Weblog design, democracy and deliberative space","Michigan Technological University","Ph.D.",2008,165,"This cultural ethnography captures a temporal snapshot of a nationally prominent weblog in its developing medium, tracing its trajectory of growth as a deliberative writing space. This study specifically examines the tension perpetually attending this weblog, called <italic>DailyKos,</italic> as its members sought both to establish the site as a mainstream force for Democratic (party) politics offline, and to accommodate the influx of users who, at this historical moment in particular, hungered for a virtual reconstruction of a Habermasian (democratic, ""ideal"") community-space. ^ This endeavor also analyzes the specific design structure of <italic> DailyKos</italic> and its ""nodal networks""--specifically, how its ""media grammars,"" and the use-choices that activate them, worked to shape, facilitate, and constrain democratic communication, and how each recursively affected the circulation and character of felt-agency among users, especially those occupying more-subaltern subject positions.^ This study concludes that the distinctive many-to-many architecture of this particular blog served a Habermasian ideal of a ""deliberative democracy"" in its facilitation of rapid networking and collaborative research, as well as in its use as a ""magnifier,"" ""amplifier,"" and as an electronic ""repeater"" for subaltern voices and perspectives.^ This study concludes conversely that <italic>DailyKos</italic>' pursuit of success as a political agent in the offline world, enforced by the virtual use-choices its ""feudal"" leaders' made in developing and applying its unique economy of social capital, at times dramatically compromised the quality of its democratic exchange, its sometime pretense of collective ownership, and its consideration of vulnerable subalternaities. ^ However, this study also finds that the playing-out of novel forms of virtual resistance that many <italic>DailyKos</italic> participants exerted in favor of a more egalitarian free-speech zone acted to forge ideological and discursive territory that led to the creation of new kinds of community landscapes, and new uses of ""media languages"" that arguably came far closer than <italic>DailyKos</italic> to achieving the kind of ""ideal speech situation"" and ""deliberative democratic space"" towards which Habermas and other pedagogical thinkers continue to argue and reach.^","Ethnographic ~check|Rhetorical Analysis ~check","",0,0,0,1,0,0,0,0,0,0,0,0,1,0,0,0,2,0,0,1,1,0,2,"Language, Rhetoric and Composition|Mass Communications|Education, Technology of","Deliberative democracy|Weblogs|Sieve order|Democracy|Weblog (blog)|Internet|Civic|Design|Technology","Advisers","Marilyn Cooper; Cynthia Selfe",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1980","3293913","","BONE, JENNIFER EMERLING","When publics collide: The rhetorical strategies of Margaret Sanger's early arguments on birth control","University of Colorado at Boulder","Ph.D.",2007,176,"Margaret Sanger, a pioneer for women_æ_s reproductive rights during the twentieth century, fought to overturn the federal Comstock Act and, thus, provide women information on birth control. This project examines Sanger_æ_s rhetorical strategies from 1911-1918 to understand how she created an argument on birth control that eventually entered the discursive public sphere. Sanger_æ_s rhetoric illustrates that, as a rhetor in the early twentieth century, her rhetorical style is more complex than Campbell_æ_s notion of a feminine style. Analysis reveals that Sanger uses components of a feminine style, but often foregoes a personal tone as she directly challenges the dominant authorities of her time. Although Sanger_æ_s rhetorical tactics switch throughout her early advocacy years, she relies consistently on the use of narratives to appeal to both her working class and middle and upper-class audiences. Moreover, using public spheres theory provides a framework to understand how Sanger moves her argument between spheres, ultimately placing birth control at the center of the public sphere and influencing official public opinion on the topic of contraception. ^","Critical / Hermeneutical|Discourse or Text Analysis ~check","",0,1,1,0,0,0,0,0,0,0,0,0,0,0,0,0,2,0,1,0,1,0,2,"Biography|Women's Studies|Language, Rhetoric and Composition","Birth control|Sanger, Margaret|Counterpublic|Rhetoric|Narrative|Feminine style","Adviser","Gerard Hauser",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1982","3294302","","BASKIN, JAMES MICHAEL","Rhetorical questions: An analysis of persuasion in trial and appellate law","University of Illinois at Chicago","Ph.D.",2007,273,"Legal rhetoric is never merely a set of techniques or stylistic devices for the expression of ideas. Instead, it is an Aristotelian triangle which consists of <italic>logos</italic> (logic), <italic>ethos</italic> (credibility), and <italic>pathos</italic> (emotion). As the Legal Realists first noted, logic by itself often cannot determine the result of the proceedings because each party to a dispute finds rational arguments to support its position and thus the competing theories face a logical stalemate. Judges who adopt a dogmatic tone belie this indeterminacy. Instead, the factor which enables one party to prevail over another is the <italic>ethos</italic> of one or more of the speakers or writers in the matter. <italic>Ethos</italic> is established in many different ways, such as by providing consistent testimony at trial or by relying on precedent during the appeal. An example is seen in the lawsuit of <italic>Gaiman v. McFarlane,</italic> which involved a contract dispute between an author and a publisher. Analysis of the spoken and written aspects of both the trial and the appeal of this case demonstrates that trials produce an interpretation of events that is deemed ""true"" regardless of other plausible readings of the facts. This truth is a very specific one that applies retrospectively to the facts of the matter and affects only the parties involved in the dispute at hand. By contrast, appeals develop a generalized notion of the truth that is prospective and affects not just the original litigants but also future unrelated parties. Ultimately, rhetoric promotes the rule of law by enabling lawyers to mediate between the ""academic"" world of the law and the ""everyday"" world of the law and to reach audiences through their shared humanity. ^","Philosophical / Theoretical|Clinical / Case Study ~check","",1,0,0,0,0,0,0,0,0,1,0,0,0,0,0,0,2,0,0,1,1,0,2,"Law|Language, Rhetoric and Composition","Aristotle|Law|Ethos|Persuasion|Appellate law|Rhetoric|Trials","Adviser","Ralph Cintron",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1984","3294438","","CHILDERS, JAY PAUL","Cowboy citizenship: The rhetoric of civic identity among young Americans, 1965--2005","The University of Texas at Austin","Ph.D.",2006,292,"This study has been guided by a belief that everyone has a civic identity_æ”<italic> a sense of self emerging from one_æ_s response to community demands, to the processes of governance, and to the recognition of power relations</italic>_æ”and that a number of important societal changes occurring over the last fifty years have been affecting these identities. To get at how people have been responding to these social changes, this project has asked the following questions: (1) What unique role does civic identity play in an individual_æ_s life? (2) Given this role, are there multiple manifestations of civic identity within a given population? (3) Have the dominant rhetorical manifestations of civic identity changed over the course of late-modernity? (4) If changes are found, can these differences be reasonably connected to causal factors resulting from changes in society at large? To answer these questions, I chose to look at the language of young adults over the past forty years in seven high school newspapers from around the United States, using a set of critical probes to facilitate the message analysis conducted. ^ Four emergent trends were found. American youth have increasingly become (1) <italic>cosmopolitan flaneurs,</italic> losing connection with the local as they have come to locate community at the national and international level; (2) <italic>removed volunteers,</italic> finding a sense of civic engagement in the acts of donating and volunteering while eschewing traditional forms of political participation; (3) <italic>protective critics,</italic> taking a decidedly negative stance toward the mediated spectacle of politics; and (4) <italic>independent joiners,</italic> coming to see most political issues as private matters and only joining groups for self-interested reasons. Tying these trends together, I argue that today_æ_s young adults have adopted a kind of <underline>cowboy</underline> citizenship_æ”somewhat homeless, somewhat distrustful, and resolutely independent. In the end, I ask how this new form of civic identity may be affecting the health of the American democracy. ^","Rhetorical Analysis ~check|Historical / Archival","",0,0,0,0,0,1,0,0,0,0,0,0,1,0,0,0,2,0,0,0,1,0,1,"American Studies|Language, Rhetoric and Composition","Citizenship|Civic identity|High school newspapers|Rhetoric","Adviser","Roderick P. Hart",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1987","3295143","","BARRETT FERRIER, MICHELLE P.","Patchwork culture: Quilt tactics and digitextuality","University of Central Florida","Ph.D.",2007,237,"Embedded in the quilt top, the fabric patches are relays, time pathways to stories and memories of their former owners. Through the quilts, the voices of the past survive. The stories trace a path of connection between oral traditions, storytelling, the invention of meaning, and the preservation of cultural memory. ^ The theory and method described herein use the quilt patchwork metaphor as the basis for a web interface for designing and modeling knowledge-based graphical, narrative, and multimedia data. More specifically, the method comprises a digital storytelling and knowledge management tool that allows one or more users to create, save, store, and visually map or model digital stories. The method creates a digital network of a community's stories for digital ethnography work. Digital patches that represent the gateway to the stories of an individual are pieced together into a larger quilt design, creating a visual space that yields the voices of its creators at the click of a mouse. Through this narrative mapping, users are able to deal with complexity, ambiguity, density, and information overload. The method takes the traditional quilt use and appropriates it into a digital apparatus so that the user is connected to multiple points of view that can be dynamically tried out and compared. ^ The hypertextual quilting method fulfills the definition of a deconstructive hypertext and emancipatory social science research methodologies by creating a collaborative, polyvocal interface where users have access to the code, content and conduits to rewrite culture's history with subaltern voices. In this digital place of intertextuality, stories are juxtaposed with images in a montage that denies the authority of a single voice and refuses fixed meaning. In dialogue, contestation, and play, the digitextuality of the Digital Story Quilt provides a praxis for critical theory. The Digital Story Quilt method concerns itself with questions of identity, the processes through which these identities are developed, the mechanics of processes of privilege and marginalization and the possibility of political action through narrative performance against these processes. ^","Ethnographic ~multimedia|Poetic / Fictive ~check| ~Participatory Action Research","",0,0,0,1,0,0,0,0,0,0,1,0,0,0,0,0,2,0,0,1,0,1,2,"Design and Decorative Arts|Language, Rhetoric and Composition|Mass Communications|Information Science","Quilt tactics|Narrative mapping|Ethnography|Digital communities|Interface design|Social networking|Community journalism|Digitextuality","Adviser","Craig Saper",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1988","3295354","","BERG, HELEN","Bilingual children's written voices: Can we hear them?","University of Colorado Denver","Ph.D.",2007,188,"Assessing voice in writing, be it in one's native language or second language, is one of the most complex tasks English language learners must learn. The issue is that teachers may not distinguish between voice and other elements of writing. This exploratory mixed methods study investigated bilingual teachers' perceptions of voice in the writing of bilingual children, specifically when comparing teacher ratings of children's writing on an informal writing assessment. ^ Both qualitative and quantitative results showed similar findings. Quantitative findings suggest that native English bilingual teachers scored voice higher than native Spanish bilingual teachers. Native Spanish bilingual teachers scored Spanish writing samples more severely than native English teachers. These results inform us that the two groups of teachers see voice differently from each other. In addition, key findings in the qualitative section suggest that voice was: (a) an essential component of writing; (b) influenced by both teachers' and students' culture; and (c) influenced by <italic> who</italic> was the reader, among other factors. ^ The results of this research study add to the limited body of published literature on bilingual children's writing in first and second language, specifically on the trait of voice. It is hoped that results of this study will open a new window for researchers, practitioners, and administrators in the field of bilingual education and education in general to bring about positive changes in practices for assessing and teaching writing to bilingual children. This study may also help to change teachers' perspectives on writing from monolingual to bilingual and most importantly from literacy to biliteracy.^","Experimental|Ethnographic ~check|Interview / Focus Group ~check","",0,0,0,1,1,0,1,0,0,0,0,0,0,0,0,0,3,0,1,1,0,0,2,"Education, Bilingual and Multicultural|Language, Rhetoric and Composition","Biliteracy|Limited English proficient|Bilingual education|Writing|Bilingual","Advisers","Sally Nathenson-Mejia; Kathy Escamilla",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"1989","3295371","","FOREMAN, NANCY CHRISTINE","Negotiating meaning in context: How First Year Composition students make sense of writing assignments","Texas A & M University-Commerce","Ph.D.",2007,132,"In this study I explored the ways one group of First Year Composition students made sense of writing assignments. In particular, I investigated the relationship between the teaching and learning environment and the students' interpretations, the students' understanding of the composition program their assignments were a part of, and how their orientation toward the program evolved over time. This study was predicated on the belief that the way in which literacy is used within any classroom community is not given but is constructed by its members and continuously evolves. Each classroom represents a community of practice mediating the discourse of the class and the discourses of the students even while it is affected by the attitudes, beliefs, values, and experiences those students bring into the classroom with them. The results of this study show that as students work to make meaning from the writing assignments they encounter, they may call into play the repertoire (the resources for negotiating meaning) that exist as part and parcel of the classroom writing experience. The students involved in this study described what they saw as the overall theme of their English 102 course in terms of different literacies, and when asked to explain their writing assignments individually, they clearly understood them in terms of Street's ideological model of literacy, which views literacy as a social practice and not simply as a technical and neutral skill. While the writing assignment prompts did include references to literacy, they did not include information about literacy that could explain the depth of understanding the students exhibited. It should also be noted that the students were not asked to describe what they had learned about literacy, but what they thought the writing assignment was asking them to do and what they felt their instructors were looking for in their responses. This study gives evidence that students do make use of various discourses as they work to interpret and make sense of the writing assignments they encounter. This was evident both in the students' discussions of the individual writing assignments and in their discussions of the course as a whole.^","Practitioner / Teacher Research ~check","",0,0,0,0,0,0,0,0,0,0,0,1,0,0,0,0,1,0,0,0,0,0,0,"Language, Rhetoric and Composition","Communities of practice|Literacy|First-year composition|Writing assignments|Assignments","Adviser","Shannon Carter",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2017","3300991","","ALEXANDER, KARA POE","Implicit response: Instructor values and social class in the literacy narrative assignment","University of Louisville","Ph.D.",2006,202,"My dissertation examines instructor responses to a popular personal writing assignment, the literacy narrative. Previous studies have shown this assignment to be popular with instructors because of the reflection it is thought to generate; however, nobody has yet looked at what instructors really mean by <italic> reflection</italic>. This study investigates what features of student texts instructors recognize as reflection. I collected literacy narratives and demographic questionnaires from students and surveys, assignments, think-clouds, and follow-up interviews from instructors. ^ Personal writing, and the literacy narrative assignment in particular, can best be taught by highlighting the rhetorical capabilities of this genre. The results of the think-alouds show that instructors most often consider analytical moves, such as cause-effect and evaluation, as reflection. This emphasis on cause-effect and evaluation arguments demonstrates that the focus of instructor assignments on description and other narrative elements is perhaps misdirected. Two other features also carried cultural capital with instructors but to a lesser extent than argumentative moves: literary elements, including vivid description and metaphoric language, and appeals to shared values. Instructors were more likely to flesh out the connections for students when value-appeals were present, particularly ones that promote middle-class perspectives. This finding is problematic because students from more privileged socioeconomic and educational backgrounds seemed more able to invoke these shared values, which thus suggests that working-class students' texts were seen as less reflective, and hence, were less successful in fulfilling the goals of the assignment. These results lend some empirical support to claims that the literacy narrative assignment reinforces middle-class perspectives; as such, it may not be as beneficial for marginalized groups of students as advocates of personal writing have asserted. This research suggests educators should be more aware of class assumptions that may influence how they respond to student writing. ^ I conclude by presenting recommendations on how writing instructors can more effectively teach literacy narratives, including more clearly articulating their goals for the assignment and how they will assess these goals in student writing. By emphasizing what instructors really want, both high school and college writing instructors can make writing assignments more equitable and begin to defend against their own social-class biases in the classroom. ^","Clinical / Case Study|Survey|Experimental|Philosophical / Theoretical| ~check","",1,0,0,0,1,0,0,0,0,1,0,0,0,1,0,0,4,0,1,1,1,0,3,"Education, Language and Literature|Education, Teacher Training|Language, Rhetoric and Composition","Implicit response|Values|Writing|Social class|Response|Reflection|Literacy narratives","Adviser","Joanna Wolfe",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2033","3302701","","BREWSTER, CORI L.","Race, rhetoric, and the rural: Critical populism and community organizing","Washington State University","Ph.D.",2007,151,"This study examines the shifting rhetorical landscape on which progressive grassroots organizing is currently taking place in one majority white, agricultural community in the rural West. In particular, it focuses on the relationships between populist and white supremacist discourses, arguing that progressive social change depends on close analysis of commonplace constructions of race, economics, history, and community belonging. ^","Ethnographic ~check|Cultural-Critical Studies","",0,0,0,1,0,0,0,0,0,0,0,0,0,0,0,0,1,0,0,1,0,0,1,"American Studies|Language, Rhetoric and Composition","Racism|Populism|Rhetorical criticism|Race|Rural communities|Rhetoric|Rural|Community organizing","Adviser","Victor Villanueva, Jr.",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2043","3304057","","MCARTHUR, JOHN ALEXANDER, III","Instructional Proxemics: Creating a place for space in instructional communication discourse","Clemson University","Ph.D.",2008,165,"Changes in strategies of teaching and learning, changes in students, and changes in technology have necessitated contemporary changes in spaces of learning. Grounded in the general model of instructional communication (McCroskey, Valencic, & Richmond, 2004), this study proposes Instructional Proxemics as a conceptual framework for assessing the instructional environment through a blending of instructional communication and information/user-experience design. In a field-experiment involving five instructors teaching 15 sections of Public Speaking, students (n = 234) were invited to respond to a survey assessing measures of student learning, teacher behaviors, classroom practices, and classroom perceptions. ^ Results of this study indicate that learning spaces influence student perceptions across these measures, and that these perceptions are mitigated by the instructor. Instructor journals are used to provide context for these results. In sum, this dissertation advances the general model of instructional communication by promoting Instructional Proxemics as an impetus for the study of contemporary and innovative spaces of learning. ^","Model-Building|Survey|Practitioner / Teacher Research ~check","",0,0,0,0,0,0,0,0,1,0,0,1,0,1,0,0,3,0,1,0,1,0,2,"Speech Communication|Language, Rhetoric and Composition|Education, Curriculum and Instruction","Instructional communication|Proxemics|Classroom design|Instructional proxemics|Teaching and learning","Adviser","Andrew C. Billings",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2048","3304560","","ANDRUS, SONJA LANIECE","No longer just visiting the borderland: A case study of first-year composition instruction at a two-year college","Texas A & M University-Commerce","Ph.D.",2008,267,"Throughout the history of the two-year college, those teaching and studying within its classrooms have been marginalized. The term ""borderland"" has been used to describe this marginalization and to discuss the sense of living in two different worlds_æ”the public and the academic. This study reviews one such borderland, investigating through case study to determine whether or not the teachers within the borderland are out of date with their pedagogical and theoretical approaches to teaching first-year composition and to determine what can and should be done to alleviate the stress these borderland dwellers feel about crossing into more traditionally academic spaces through publications and professional presentations. ^ While the department investigated in the case study employs professors with both generalist (Master of Arts) and specialist (PhD) degrees, many instructors lack training in composition theory and practice, a vital area for teaching successfully in the two-year college. Because of this lack of training, some terminology and some theories have been misapplied in the department. Classroom teaching should be based upon relevant and current scholarship and research in the field. Encouraging two-year college English teachers to become teacher-scholars, or hybrid academics who focus on teaching that is based upon scholarly research and who report their own classroom experiences through presentations and publications, is the solution. ^","Clinical / Case Study|Philosophical / Theoretical ~check","",1,0,0,0,0,0,0,0,0,1,0,0,0,0,0,0,2,0,0,1,1,0,2,"Education, Community College|Education, Language and Literature|Language, Rhetoric and Composition|Education, Higher","Writing program|Teaching writing|Community college|First-year writing|First-year composition|Preparing college teachers|Two-year college","Adviser","Donna Dunbar-Odom",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2055","3305812","","WETZEL, DANIELLE ZAWODNY","A temporal approach to organizational rhetoric: A case study of Pittsburgh's citizen police review board","Carnegie Mellon University","Ph.D.",2005,197,"This dissertation is an observation-based study of the emergent rhetorical practices of a new organization. In the project, I use discourse analytical methods to explore how rhetorical practices are shaped by multiple constraints over time. Each chapter examines a critical rhetorical practice for the organization, including selecting a logo, interacting with the Pittsburgh public, reviewing citizen complaints, and drawing on procedural documents. The work suggests that because of the dynamic, shaping forces of multiple constraints, organizational rhetoric is both contingent and flexible. The project calls for a focus on temporality in rhetorical research, to see rhetorical practices as <italic> ad hoc</italic> rather than <italic>a priori</italic> or predetermined. A temporal perspective problematizes assumptions about what constitutes success for rhetorical practices in a new organization, since unfolding exigencies present individuals with continually new, unanticipated situations. This perspective suggests that pedagogically, we should design tasks and teach practices that enable student writers to identify constraints that shape rhetorical exigencies for writing, to meet the unfolding needs of an academic or other professional audience. ^","Discourse or Text Analysis|Rhetorical Analysis ~check","",0,0,1,0,0,0,0,0,0,0,0,0,1,0,0,0,2,0,1,0,1,0,2,"Language, Rhetoric and Composition|Sociology, Organizational","Organizational discourse|Discourse analysis|Temporal analysis|Civilian review|Pennsylvania|Police|Pittsburgh|Emergence|Rhetoric","","",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2086","3310935","","BORDOGNA-WEEKS, MELISSA A.","Justifying an attack on civil liberties: The 2006 USA Patriot Act Reauthorization Senate debates","University of Denver","Ph.D.",2008,171,"The current research examines the U.S. Senate transcripts of the 2006 USA PATRIOT Act Reauthorization debates. In particular, the study identifies how objections to reauthorization were raised and advance by opponents as well as the subsequent responses by advocates of the legislation. The arguments were analyzed from a pragmatic justificatory perspective which was augmented with three additional theories_æ”collective imagining, strategic maneuvering and political reasonableness. Three primary arguments emerged within the discourse of the opposition. The first concerned particular legal flaws within the Act and proposed amendments, the second involved the ideal of liberty, and the third dealt with the manipulation of Senate processes and procedures. It was discovered that both opponents and advocates drew upon notions of the reasonable when arguing their positions and maneuvered strategically to in order advance their agendas. The arguments which were deemed strongest, most closely adhered to the six principles of pragmatic justification. ^","Critical / Hermeneutical ~check|Discourse or Text Analysis ~check|Historical / Archival","",0,1,1,0,0,1,0,0,0,0,0,0,0,0,0,0,3,0,1,0,1,0,2,"Speech Communication|Political Science, General|Language, Rhetoric and Composition","Justification|Debates|Senate debates|Civil liberties|Argumentation|U.S. Senate|United States Senate|Rhetoric|Patriot Act Reauthorization","Adviser","Darrin Hicks",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2111","3314425","","KRALL-LANOUE, AIMEE R.","Workman's comp: Working-class discourses and pedagogies in composition","University of Wisconsin-Milwaukee","Ph.D.",2008,218,"Through my reading of the work on class in the field of composition over the past twenty-five years, I argue that two problems have emerged. The first is that because there has been no historical collection or archival work, and subsequent analysis, of the research on class in composition, there has been little opportunity to reflect critically on the ways class has been defined, understood, and theorized in composition. Instead of working from past theorizations in order to develop new and more complex notions of class, writers have produced a series of seemingly new claims about the directions composition should explore in relation to class in writing courses. The second problem I see in the scholarship on class has been in the production of simplistic and narrow working-class pedagogies and, consequently, romantic representations of the working class. Writings about working-class academics, working-class students, and working-class literature have dominated the discussion of class in composition and have stilted complex theorizations of class and writing. ^ This attention to working-class pedagogies, though, suggests a significant strategy for an analysis of class in composition: to draw out the ways conceptions of working class have led to particular writing pedagogies. Instead of defining and articulating a theory of class, researchers have instead linked class to language, identity, and culture and devised pedagogies that have focused on these aspects of writing. I use language, identity, and culture, then, to form the structure of this dissertation. In citing the disproportionate scholarship on class compared to other political issues, like race, gender, and sexuality, writers have linked class with processes of language, identity, and culture_æ”that is, by using the methodologies in work done, for example, on race or gender in composition as models, writers have focused on the social processes of language, identity, and culture. So writers have argued that class, like race or gender, is an issue of identity or culture and, as such, should be an important site of research. This dissertation identifies and analyzes representations of working class as a discourse, as identity, and as culture, then applies this analysis to a reading of the pedagogy of a basic writing course at the University of Wisconsin-Milwaukee. ^","Meta-Analysis / Discipliniography|Philosophical / Theoretical|Critical / Hermeneutical ~check|Historical / Archival","",0,1,0,0,0,1,0,1,0,1,0,0,0,0,0,0,4,0,1,0,1,0,2,"Language, Rhetoric and Composition|Education, Higher","Discourses|Working class|Pedagogies|Composition","Adviser","Alice Gillam",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2115","3314637","","CLEMENS FOX, REGINA","Teaching and learning, and their evaluation, made visible: Using theories of rhetoric to assess higher education","Arizona State University","Ph.D.",2008,203,"This study set out to reveal how the classroom is a rhetorical situation in order to accomplish two primary goals: first, to examine six study types of student evaluations of teaching: (1) multisection, (2) multitrait-multimethod, (3) bias, (4) laboratory, (5) conceptual structure, and (6) theoretical; and, second, to discover what they actually tell educators about teaching and learning in order to increase quality in, accessibility to, accountability for, and transparency of teaching and learning in higher education. Numerous studies have considered student evaluations of teaching, which produced contradictory results making it a challenge for anyone to determine what these important studies show. The results of this investigation, however, uncovered many reasons for the inherent contradictions in the data through the application of rhetorical theories of <italic>kairos</italic> and the rhetorical situation. Many researchers in the field of student evaluations of teaching have looked at these studies acknowledging the contradictions, and conjecturing the reasons. Yet, none has taken a rhetorical-theoretical approach that breaks down the more controversial studies into their elements. This study used rhetorical theories to reveal why one study, such as a bias study, might produce different and seeming contradictions to another, such as a multisection study. The findings in this research suggest that rhetorical theories enhance the understanding of student evaluations of teaching because they provide a lens through which researchers can view the classroom in its rich complexity, and its evaluation, allowing administrators, educators, and accreditation agencies to better understand the teaching and learning that takes place there. ^","Meta-Analysis / Discipliniography|Model-Building|Philosophical / Theoretical ~check","",0,0,0,0,0,0,0,1,1,1,0,0,0,0,0,0,3,0,1,0,1,0,2,"Language, Rhetoric and Composition|Education, Higher","Evaluation|Learning|Teaching|Student evaluations|Higher education|Rhetoric|Bias|Theory","","",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2120","3315155","","Donnelli, Emily","Mapping a post-process dialogics for the writing classroom as public","University of Kansas","Ph.D.",2008,221,"The broad goal of this study is to better understand the rhetorical tasks faced by student writers in composition studies' ""public turn."" Questioning the common assumption that publicness resides <italic> outside</italic> of the classroom and <italic>beyond</italic> academic discourses, I sought to understand the classroom as <italic>already and always</italic> public. My theory building is primarily influenced by work in public sphere theory to define publicness in rhetorical terms_æ”with a particular focus on the discourse negotiations that form publics and the rhetorical competence individuals need to maintain sustainable, deliberative publics. The Habermasean public sphere theory most often invoked in composition studies' discussion of public writing is appropriately complemented by these discursive understandings of publicness that help us address questions of individual rhetorical agency. The value of discourse-based investigations into public spheres_æ”including the classroom public_æ”is that this knowledge ""can be used to <italic> pursue a better</italic> public"" (Stob 27), characterized by access, active participation, and reciprocity with the discourses of other publics. ^ I integrate a range of theories including public sphere theory, post-process theory, and Bakhtinian dialogics to build this discursive understanding of the classroom as public. Investigating the rhetorical activities of an actual classroom public_æ”a public-oriented first-year composition course_æ”provides further insight into how the discursive realms of home, school, and public meet in these classrooms and how students uncover agency amidst these discourses. The resulting post-process dialogics for the writing classroom as public uncovers concepts potentially useful for fostering students' rhetorical agency in creating and navigating publics within and outside the academy. While the motivation for this project originated in a desire for greater facility in teaching public discourse, the end of my theory building is not a specific, desired model of public discourse for the classroom, but instead an argument for the centrality of discursive awareness to any well-functioning public. The provisional theory building I embark on in this dissertation attempts to bring into sharper relief some of the ways that we can build with our student writers a <italic>better </italic> classroom public. ^","Philosophical / Theoretical|Ethnographic ~check","",0,0,0,1,0,0,0,0,0,1,0,0,0,0,0,0,2,0,0,1,1,0,2,"Education, Language and Literature|Language, Rhetoric and Composition","Public discourse|Pedagogy|Post-process|Bakhtin, Mikhail|Classroom public|Writing classroom|First-year composition|Postprocess dialogics","Adviser","Frank Farmer",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2140","3316719","","DE WIND MATTINGLY, REBECCA","Arguing over a low wall: A hybrid first-year class transgressing boundaries between speech and writing","University of Illinois at Chicago","Ph.D.",2008,220,"A hybrid speech-and-writing first-year course that gives students opportunities to choose either speech-making or writing in response to classroom assignments can better prepare first-year-college students for crafting effective written arguments than typical current-traditional writing classes do. In this dissertation, the syllabus for just such a hybrid class is shared, and case studies of students who took the class are presented. Based on the experiences of students in the class, the claim that speeches and writing belong together in the same classroom for first-year students is put forth. ^ To contextualize the hybrid class, an account of the pedagogy of argument from the rhetoric of the ancient Greeks through the twentieth century, focusing on the hegemonic force of the current-traditional approach to the teaching of writing, is presented. The situated reality of the two departments responsible for the regular public speaking and composition classes at the University of Illinois at Chicago is detailed. Portions of the speeches and writing of five case-study students show the impact the hybrid class had on their ideas about speeches, writing and argument-making. The author's lived experiences with speaking, writing and developing this dissertation contextualize the presentation as a whole. ^ The hybrid course is offered as one model for how speech and/or writing programs might respond to the needs of students who struggle with the current-traditional approach to the teaching of writing and the similarly entrenched methods of teaching speech. Case-study details and a contextualized view of a hybrid class embedded in multiple historical, institutional and social contexts make a unique contribution to the fields of communication and rhetoric and composition. This dissertation opens an ages-old conversation about the role of spoken-and-written rhetoric in students' lives to the new lights of the twenty-first century CE in a way that is sensitive, practical and practicable. ^","Practitioner / Teacher Research ~wait, what?|Clinical / Case Study ~check","",1,0,0,0,0,0,0,0,0,0,0,1,0,0,0,0,2,0,0,1,0,0,1,"Speech Communication|Education, Teacher Training|Language, Rhetoric and Composition","Communication|Hybrid|Writing|Speech|Rhetoric|Composition","Adviser","Partricia Harkin",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2141","3316811","","ALMJELD, JENNIFER MARIE","The girls of MySpace: New media as gendered literacy practice and identity construction","Bowling Green State University-Main Campus","Ph.D.",2008,189,"While many composition scholars have eagerly embraced the promise of computers and other technologies in their pedagogical practices (C. Selfe, 1999, 2004; Wysocki, 2004; Sirc, 2002; Gee, 2003), not everyone views technology as a positive influence on writing instruction and production in this country. One particular genre under fire is social networking sites used by tech-savvy teens and others to post images, information, and diary-like blog entries. Latest estimates put the leading social networking site, MySpace, at 110 million active users with one in four Americans reported to have a MySpace profile (Owyang, 2008). The site is the fifth most visited site on the Web (Alexa, 2008) with millions logging on each day. It may, therefore, be negligent of those in composition studies to ignore a technological pastime taken up by so many of our students and based almost solely on users' composing practices involving both text and images. Although many have dismissed MySpace postings as nothing more than a teenage fad, the new medium's emphasis on multimodality, community building, and identity construction suggest this rhetorical practice is worth studying as one of the most prominent new media texts being utilized by young people. ^ This pilot study focuses on a sampling of profiles (the material ""text"" for MySpace) composed by females age 16-18 to interrogate the intersection of technology, gender performativity, and identity construction in this cyberspace. This pilot study is useful in classifying MySpace as the latest new media text being appropriated by women to build and expand their own notions of gender, specifically femininity, and also explores feminist research methodologies necessary for exploring such new media settings. Guided by the work of feminist researchers (Hill Collins, 2000; Naples, 2003; Sandoval, 2000) this study pays particular attention to an often marginalized group _æ_ teenage females _æ_ and the MySpace mode of communication that is so often marginalized within the academy. ^ Utilizing textual analysis, narrative, and some quantitative measures, the study considers rhetorical choices involving text, image, and design as well as ways such new media texts are influential in community building and performing modern feminine adolescence. With an emphasis on MySpace as a remediated new media text (Bolter & Grusin, 2000), this work explores the ways use of multiple media change both message and author (Manovich, 2001; Kress, 2003) and traces out this literacy practice as the latest used by women in constructing their on- and offline identities. A historical account of women's use of new media texts in recent centuries traces the lineage of women's appropriation of existing texts in the form of commonplace books, scrapbooks, autograph albums, note passing, and online texts. This study then utilizes a methodology steeped in both feminist and techno-feminist approaches with emphasis on textual analysis of a sample of 25 profiles interconnected by two primary profile creators. Relying on four guiding research questions, this work focuses mainly on the role MySpace plays in the performance of both womanhood and teenhood as well as ways utilizing the variety of media embedded within the MySpace application may shape users as rhetors and tech users as well as part of a larger community. The findings of this pilot study allow a better understanding of how teens are defining themselves and performing femininity within the MySpace community and may offer insight into future research and critical approaches to this and similar online communities and literacy practices. ^","Ethnographic ~check|Discourse or Text Analysis|Historical / Archival","",0,0,1,1,0,1,0,0,0,0,0,0,0,0,0,0,3,0,1,1,1,0,3,"Language, Rhetoric and Composition|Mass Communications","New media|Literacy practice|MySpace|Girls|Gender|Identity construction","Adviser","Kristine L. Blair",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2142","3316813","","BACABAC, FLORENCE ELIZABETH","From cyberspace to print: Re-examining the effects of collaborative online invention on first-year academic writing","Bowling Green State University-Main Campus","Ph.D.",2008,262,"This descriptive study re-examines two online practices, the use of synchronous Chat and asynchronous Discussion Board, as collaborative invention forums for composing a research-based essay. Basically, I looked at the transfer of invention ideas from each forum to student rough drafts in order to help substantiate the claim that the use of computer-mediated communication is an enabling practice for knowledge construction. Two first-year writing classes taught in a computer laboratory by the same instructor participated in the study; one class used Chat and the other used the Discussion Board for invention prior to drafting the essays. I analyzed the online transcripts, student rough drafts, and the teacher and student interview data to describe the effects of both synchronous and asynchronous platforms as collaborative invention strategies on academic writing. Throughout the investigation, two research questions were addressed: (RQ #1) How effective is each type of online invention in generating ideas for writing academic essays? and (RQ #2) What attitudes/perceptions do the teacher and students have toward the collaborative online invention process? The descriptive findings generally indicate that the transfer of invention ideas and language patterns from both online forums to the essays (RQ #1) is directly supported by the teacher and student interview patterns (RQ #2). Significant data patterns reveal the following effects of Chat and Discussion Board invention forums on student drafts: both show _æ_successful_æ transfer of ideas in terms of essay topic, purpose, and thesis statement; _æ_average_æ transfer of main ideas and supporting details; and _æ_minimal_æ transfer of source ideas. However, the transfer of counterargument ideas from each forum differs: the use of Chat indicates _æ_null_æ transfer of ideas while _æ_very minimal_æ transfer is attributed to the use of the Discussion Board. Interview data patterns reveal agreement between the teacher and students as regards the capacity of each online forum to promote collaboration and knowledge construction. However, to support the contrasting transfer rates of counterargument ideas from Chat and Discussion Board forums, participants similarly expressed that meaningful and reflective interactions in Chat seem deficient due to its fluid and immediate setting as opposed to the capacity of the Discussion Board to sustain focused interactions and critical reflection. To conclude this pilot study, implications for theory and practice based on descriptive analysis were discussed along with further suggestions for pedagogy and research on computers and writing. ^","Experimental|Practitioner / Teacher Research ~check|Ethnographic ~check","",0,0,0,1,1,0,0,0,0,0,0,1,0,0,0,0,3,0,1,1,0,0,2,"Language, Rhetoric and Composition","Online|Online composition|First-year writing|Academic writing|Collaborative online invention|Computers and writing","Adviser","Kristine L. Blair",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2154","3320078","","Douglas, Whitney","Becoming feminists: Emotional literacy and the shaping of identity in feminist communities","University of Nebraska-Lincoln","Ph.D.",2008,141,"This dissertation contributes to the areas of literacy studies, rhetoric, and composition pedagogy, by taking up four questions: How do women use literacy to construct and negotiate feminist identities? How can literacy studies and rhetorical theory add to an understanding of feminist activism in historical, contemporary, and pedagogical contexts? How is the concept of subaltern counterpublics useful for considering the rhetorical space of feminist communities and the literacy sponsored within those spaces? How does the activist work of feminist communities sponsor communal literacy, a form of literacy rooted in practices of sharing?^ To answer these questions, I examine historical and contemporary Nebraska women's experiences with identity negotiation, literacy practices, and activism in three sites: (1) the Nebraska woman's suffrage movement; (2) Voices of Hope, an advocacy agency for survivors of sexual assault and/or domestic violence; and (3) a college course on feminist activism with a service learning component. Studying these sites through the lens of literacy studies and feminist rhetorical theory, I trace common threads of women's experiences claiming feminist and activist identities. Drawing on archival research, ethnographic observation, interviews, personal experiences, and analysis of newsletters, agency documents, and student writing, I offer a rich portrait of the challenges women activists face, the identity negotiation they undertake to engage in activism, and the ways that attention to literacy practices offers a critical lens for understanding women's civic participation in a democratic society.^ Pulling from the work of theorists in feminist rhetoric (Hollis, Johnson, Kates, Ritchie and Ronald) and identity theory (Alcoff, Butler, Goncalves, and Fraser), combined with scholarship in literacy studies on community literacy and literacy as social practice (Barton and Hamilton, Brandt, Cushman, and Grabill), I argue that the efficacy of women's activism is sponsored by emotional literacy which shapes individual identities prior to or as part of the forming of a collective community, and that emotional literacy continues to sponsor their activist endeavors. Integrating theories of literacy as a social practice with relational theories of literacy, I propose a theory of communal literacy: community-based literacy practices rooted in interpersonal connections, cross-cultural engagement, and practices of sharing that benefit a larger cause.^","Historical / Archival|Ethnographic|Rhetorical Analysis|Critical / Hermeneutical ~check","",0,1,0,1,0,1,0,0,0,0,0,0,1,0,0,0,4,0,0,1,1,0,2,"Women's Studies|Language, Rhetoric and Composition","Activism|Feminism|Identity|Emotional literacy","Adviser","Amy M. Goodburn",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2167","3322512","","SEBASTIAN, RICHARD ALAN","Using personal weblogs to teach writing in the GED classroom","University of Virginia-Main Campus","Ph.D.",2008,167,"A significant number of adults without a high school diploma do not possess the minimum skills needed to pass the GED Language Arts Writing test. This study explored what happens when adult GED students are given opportunities to use blogs to help them improve their writing. The affordances of blogs_æ”specifically their publishing and commenting capabilities_æ”make them potentially powerful tools that support effective teaching methods for improving the writing abilities of adult GED students. The results of this study indicate that, among selected students, blog use fell into four typologies. Students used blogs as a form of technology training, social contact, and distance learning. Some students avoided using their blogs. ^ In addition, this study found an increase in the amount of writing produced in this class due to participants' enthusiasm for commenting informally to their classmates' blog posts, a type of writing behavior not present in previous classes. Also, some students in this class considered the act of writing to be a spontaneous exercise in exposition, similar to brainstorming, rather than a deliberative and iterative process. For these students, successful writing occurred when they produced the requisite number of words, paragraphs, or pages. ^","Practitioner / Teacher Research|Model-Building ~check","",0,0,0,0,0,0,0,0,1,0,0,1,0,0,0,0,2,0,0,0,1,0,1,"Education, Language and Literature|Education, Adult and Continuing|Language, Rhetoric and Composition|Education, Technology of","Blogs|Adults|Weblogs|Writing|Technology","Adviser","Mable Kinzie",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2170","3323313","","BEACH, DAVID R.","The effects of i-Claim, an instructional technology tutorial, on first-year college English composition students' argumentation skills: An exploratory study","George Mason University","Ph.D.",2008,248,"This dissertation describes the effectiveness of the use of <italic> i-Claim</italic>, an instructional technology tutorial for argumentation skill development. Because persuasion is a critical skill in college writing, argumentation is introduced in the first-year English composition course, and students practice writing arguments in that course and beyond. With an increased use of instructional technology in higher education, can instructional technology tutorials help students develop stronger and more effective argumentation skills in their writing? This study explores that question by investigating the relevance of developing argumentation skills, theoretical models of argumentation in modern composition pedagogy, empirical studies on argumentation skills, and technology-supported interventions to develop argumentation skills and student confidence in learning. ^ This study examines the use of <italic>i-Claim</italic> in six first-year English composition courses and its effect on students_æ„ argumentation skill development. The findings were inconclusive as to its effectiveness because of the small sample size and limited exposure to the intervention. However, the study concludes by exploring how instructional technology interventions can best be used in instruction of argumentation skills and how to encourage students to use technological tools to support their learning. ^","Experimental ~check|Practitioner / Teacher Research ~check","",0,0,0,0,1,0,0,0,0,0,0,1,0,0,0,0,2,0,1,0,0,0,1,"Education, Language and Literature|Language, Rhetoric and Composition|Education, Technology of","Instructional technology|Student confidence|English composition|Technology tutorials|Higher education|Argumentation|i-Claim","Adviser","Nada Dabbagh",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2171","3323405","","CHOI, AERAN","A study of student written argument using the Science Writing Heuristic approach in inquiry-based freshman general chemistry laboratory classes","University of Iowa","Ph.D.",2008,241,"This study was designed to investigate the quality of argument found in student science writing. The writing evaluated was produced by students enrolled in inquiry-based college general chemistry laboratory classes which used the Science Writing Heuristic (SWH) approach. Fourteen freshman students participated in the first year of the study, Year I (fall 2003) and nineteen freshman students participated in the second year of the study, Year II (fall 2006). A framework using two different types of scoring was devised to evaluate the arguments. The first matrix scored each argument component separately and allocated a Total Argument score while the second matrix evaluated the arguments holistically. Three hundred and sixty-eight samples from thirty-three students were evaluated. Results indicate that students were able to use the SWH framework to produce reasonably good quality arguments which were generated from and embedded in a scientific inquiry. Despite fluctuations, argument scores tended to improve over the course of the semester. The argument scores were higher for Year I student who had the original SWH template than for Year II students who had two additional sections on the original SWH template. In some laboratory investigations, students obtained a higher average Holistic Argument score than an average Total Argument score. The evidence and the claims-evidence relationship components were identified as the most important predictors of the argument scores. Both Year I and Year II student argument scores were significantly correlated with the grade for the general chemistry laboratory course. The findings of this study suggest that science teachers should help students understand the importance of generating strong evidence to support a claim in order to produce a high quality of argument which emerged from scientific inquiry. ^","Discourse or Text Analysis ~check|Critical / Hermeneutical|Experimental","",0,1,1,0,1,0,0,0,0,0,0,0,0,0,0,0,3,0,1,0,1,0,2,"Language, Rhetoric and Composition|Education, Sciences","Written argument|Science Writing Heuristic|Freshman|Chemistry laboratory","Advisers","Brian Hand; Robert E. Yager",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2176","3324141","","BRITT-SMITH, LAURIE ANN","American prophet: Christian literacy practices and rhetorics of social justice","Saint Louis University-Main Campus","Ph.D.",2008,176,"American public discourse (rhetoric), with its early roots in the sermonic style of the Puritans, has always been partially based on a vision of a continually improving society, often delivered to the people through the jeremiad, a political sermon with a prophetic emphasis. Whereas the European version of the jeremiad generally was intended to invoke social change as a secular virtue, the New England version melded spiritual and secular virtues together. It was not simply a matter of civic duty to create a new society, but a deeply spiritual one as well. According to literary scholar Sacvon Bercovitch, this particularly American jeremiad served as a basis for much of the national rhetoric that followed. ^ Focusing on two 20<super>th</super> century iconic _æ_prophets_æ of social change, Dorothy Day and Martin Luther King, Jr., and two individuals who continue to create new jeremiads, preacher and social activist Jim Wallis, and popular rock icon/activist Bono, this dissertation considers how the American jeremiad has been reshaped, re-imagined, and received during the last eighty years. It investigates if our culture still responds to prophetic rhetoric_æ”that which provides a spiritual basis for secular change? ^ Using a model of the prophetic orator developed by theologian Walter Brueggemann, which theorizes the complex relationship between speaker, community, and vision in social justice rhetoric, I analyze the rhetorical features of these exemplars' speech and writing that promote vision and prompt action. Additionally, applying sociocultural linguistic theory, which considers all aspects of communication_æ”visual and behavioral cues as well as spoken or written language_æ”to be forms of literacy, I examine the development of their rhetorical strategies. Each is a product of the literacy of their home community/culture. Each acquired a literacy of Christian belief. Each was/is able to use those literacies to break beyond the obstacles to cross-community dialogue in order to positively influence our culture. By focusing on the connective features of their Christian literacy and practice, this project demonstrates that discourse based on belief, so often cast as a divisive force in contemporary society, can be a catalyst for unification across community and energizes rhetorics of social justice. ^","Historical / Archival ~biographical|Critical / Hermeneutical ~check|Rhetorical Analysis","",0,1,0,0,0,1,0,0,0,0,0,0,1,0,0,0,3,0,0,0,1,0,1,"Religion, General|Speech Communication|Language, Rhetoric and Composition","Wallis, Jim|Social justice|Cultural literacy|King, Martin Luther, Jr.|American rhetoric|Literacy|Christian|Day, Dorothy","Adviser","Vincent G. Casaregola",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2181","3325879","","AMATO, JANELLE","Identifying CBM writing indices for eighth grade students","Pennsylvania State University-Main Campus","Ph.D.",2008,138,"Curriculum-based measurement (CBM) is an alternative to traditional assessment techniques. Initially CBM was developed so that teachers could monitor elementary students_æ_ growth in basic skill areas. Thus, most of the CBM research was conducted at the elementary school level. Recently, educators have become interested in applying CBM at the secondary level. Therefore, technical work has begun in order to identify CBM writing indices that are psychometrically sound for purposes of monitoring older students_æ_ growth. CBM is thought to be a valuable assessment tool in writing due to the ease with which educators can produce and score CBM probes. Additionally, CBM is a direct assessment of written expression. That is, CBM requires students to formulate a written product. This is in contrast to most traditional measures. The present study examined the predictive validity of the following CBM writing indices: total words written, words spelled correctly, percentage of words spelled correctly, number of correct word sequences, percentage of correct word sequences, number of correct minus incorrect word sequences, number of sentences, number of correct capitalization, total punctuation marks, and number of correct punctuation marks. Regression analyses revealed simple fluency measures are not sufficient for assessing secondary students_æ_ writing ability. Results indicated that a more complex fluency measure, the number of correct punctuation marks, and an accuracy-based measure, the percentage of correct word sequences, were the best predictors of a well-designed written expression test for eighth grade students. However, overall results of the current study did not lend strong support to the use of CBM to assess and monitor writing skill at the secondary level. ^","Discourse or Text Analysis| ~check","",0,0,1,0,0,0,0,0,0,0,0,0,0,0,0,0,1,0,1,0,0,0,1,"Education, Tests and Measurements|Education, Secondary|Language, Rhetoric and Composition|Education, Curriculum and Instruction","Eighth-grade|Written expression|Curriculum-based measurement|Multiple regression|Writing assessment|Writing","","",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2182","3326213","","ALVAREZ, ANA LILIA","Academic performance: A correlational study between a remedial writing course and college English I grades","University of Phoenix-Online Campus","Ed.D.",2008,161,"During the 2003-2004 school year, 46% of first-time-in-college students in the Florida Community College System required remediation in writing before enrolling in English Composition I (OPPAGA, 2007). The purpose of the current quantitative correlational study was to examine if relationships existed between each of the independent variables of successfully completing a required remedial writing course, age, gender, and ethnicity and the dependent variable of English Composition I grades. Also examined was if the combination of successfully completing a required remedial writing course, age, gender, and ethnicity could predict academic achievement in English Composition I. The population consisted of English Composition I students at Seminole Community College in Central Florida. No instrument was used to collect data. Results indicated that statistically significant relationships appear to exist between (a) not completing a required remedial writing course and more achievement in English Composition I, (b) student ages 25 years and older and better English Composition I grades, (c) female students and more success in English Composition I, and (d) non-minority students and better English Composition I grades. Results reflected that a combination of not completing a required remedial writing course, student ages 25 and older, female students, and non-minority students achieved statistical significance to predict more success in English Composition I. Results showed, however, that the effect size of each of the relationships and the combination of variables that predicted English Composition I grades was small. ^","Meta-Analysis / Discipliniography ~check|Experimental ~check|Survey ~check","",0,0,0,0,1,0,0,1,0,0,0,0,0,1,0,0,3,0,1,0,0,0,1,"Education, Community College|Language, Rhetoric and Composition|Education, Higher","Developmental writing|Developmental education|Community college writing|College preparatory courses|College preparation|Remedial writing|Academic performance|Remedial education|English I","","",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2185","3326709","","JONES, RAYMOND KYLE","The rhetorical strategies of pregnancy support centers including the visual rhetoric of fetal ultrasound technology","University of Southern Mississippi","Ph.D.",2008,275,"This study examined the rhetorical strategies, including verbal and visual rhetoric, of pregnancy support centers that provide clients with fetal ultrasounds to persuade those who may be considering abortion as a means of resolving their unplanned pregnancy to carry to term. Qualitative data were gathered from 12 interviews of directors and ultrasound personnel from 7 states as well as from television advertisements and printed material. Eighteen research questions investigating the rhetorical transactions between centers and clients were answered. Rhetorical analyses were performed on the verbal and visual messages used in client interactions. ^ The grounded theory approach of inquiry resulted in the discovery of 10 major themes. First, centers offer holistic Christian ministry to clients. Second, centers provide professional health services. Third, a quest for uncertainty reduction and information brings clients to the centers. Fourth, centers maintain safe supportive environments. Fifth, personnel are trained to demonstrate sensitivity in sharing information. Sixth, staff exercise care in their deliberate choice of terms. Seventh, members recognize the importance of interpersonal communication in building relationships with and mentoring clients. Eighth, centers use persuasive arguments and artifacts. Ninth, ultrasound serves to reify the pregnancy for clients. Tenth, empowering clients to make their own decisions is a center goal. ^ A rhetorical critique was performed using three approaches. First, the rhetorical functions communicated by the visual artifacts were explored. Second, the individual elements of the visuals were examined for persuasive potential. Third, the possibility that the visual of the ultrasound image fills the eye of the beholder with a single dominant meaning was considered. The conclusion is that the apparent persuasive success of the ultrasound can be partially explained by the client's recognition of baby schema characteristics present in the fetus, recognition of the fetal heartbeat, and recognition of the beating heart as a symbol of life. The persuasive potential of the fetal position and fetal movement were also discussed. The role of storytelling was examined. The possibility of client self-persuasion was also evaluated. ^","Interview / Focus Group ~flag|Rhetorical Analysis|Model-Building ~check","I'm putting a ""check"" on Model-Building because I don't see evidence of a model per se, despite the author's claim to be using a grounded theory approach. The ""themes"" are just claims, not relationships.",0,0,0,0,0,0,1,0,1,0,0,0,1,0,0,0,3,0,0,0,1,0,1,"Health Sciences, Obstetrics and Gynecology|Speech Communication|Language, Rhetoric and Composition","Fetus|Rhetorical strategies|Heartbeat|Persuasion|Pregnancy support center|Ultrasound|Visual rhetoric","Adviser","John C. Meyer",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2191","3327850","","DRURY, JEFFREY P.","Opinions that matter: Invocations of public opinion in modern presidential rhetoric","University of Wisconsin-Madison","Ph.D.",2008,288,"This study examines the way modern presidents from John F. Kennedy to George W. Bush invoke public opinion as an argumentative resource in their rhetoric. My analysis considers the <italic>topoi</italic>, or forms of argument, that emerge in these invocations. Specifically, I contend that presidents uphold the sovereignty of the people through three primary <italic> topoi</italic> that appeal to public opinion as an argumentative warrant: bandwagon arguments, identity arguments and <italic>contra populum</italic> arguments. Dedicating a chapter to each of these <italic>topoi</italic>, I consider how they function to support the president's perspectives and assign different roles to public opinion in America's representative democracy. Analyzing the contours of these invocations, I argue that they uphold American democracy by constituting and privileging the people at the same time they assert the president's authority on political topics by recognizing popular support of the president.^ The belief that the people are in charge of American government certainly pervades presidential invocations of public opinion, evident in the respectful manner in which presidents discuss the people and the presidential tendency to frame public opinion as a factor worth, in the very least, considering. This study discloses how presidential invocations of public opinion implicitly and explicitly afford public opinion various roles in the direction of the nation.^ This dissertation not only explores how presidential invocations empower public opinion in American democracy but also considers how they implicate modern presidential leadership in today's mediated landscape. I engage the literature surrounding the rhetorical presidency as I examine specific ways the bandwagon, identity and <italic>contra populum topoi</italic> symbolically charge the president as leader of the people in his effort to persuade the viewing audience and define standards of patriotic action and belief. Ultimately, this project provides a systematic analysis of the opinions that matter in the rhetoric of modern presidents. ^","Critical / Hermeneutical|Rhetorical Analysis|Discourse or Text Analysis ~check","",0,1,1,0,0,0,0,0,0,0,0,0,1,0,0,0,3,0,1,0,1,0,2,"Political Science, General|Language, Rhetoric and Composition","Public opinion|Presidential rhetoric|Topoi|Deliberation|Democracy|Rhetoric|Leadership","Adviser","Robert B. Asen",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2218","3331898","","DRISKILL, QWO-LI","Yelesalehe hiwayona dikanohogida naiwodusv/ God taught me this song, it is beautiful: Cherokee performance rhetorics as decolonization, healing, and continuance","Michigan State University","Ph.D.",2008,290,"This dissertation examines the importance of performed and embodied rhetorics to Cherokee survival and resistance and argues for performance as a primary site of Native cultural continuance and rhetorical production. Two historiographic studies are central to making this argument. The first, <italic>Indian In The Archive: Performance Historiography as Cherokee Ghost Dance</italic> (Chapter Three) looks to the Cherokee Ghost Dance and the Redbird Smith movement as models for radical, decolonial, performative historiography. With a particular focus on recovering a history of nineteenth century Cherokee theatre, this chapter focuses on how archives are and can be used by Cherokee people to re-establish dormant and/or obscured Cherokee performance traditions and histories. The second study, <italic>On The Wings Of Wadaduga: Towards the Performance of Two-Spirit Critiques</italic> (Chapter Four) focuses on revising both archived and embodied records through the development of an historiographic performance with Two-Spirit, Gay, Lesbian, Bisexual, Transgender, and Queer-identified Cherokees. This chapter examines performance as historiography and argues for performance as a means to revise both archival and embodied cultural memories. Both studies are grounded in the methodological concepts of [Special characters omitted] (<italic>duyuk'ta</italic>, ""balance"") and [Special characters omitted] (<italic>gadugi</italic>, ""cooperative labor"") as a way of conceiving decolonial scholarship, practice, and pedagogy within the field of rhetoric and composition. ^","Historical / Archival|Cultural-Critical Studies ~check","",0,0,0,0,0,1,0,0,0,0,0,0,0,0,0,0,1,0,0,0,1,0,1,"American Studies|Theater|Language, Rhetoric and Composition|Gender Studies|Native American Studies","Two-Spirit identities|Healing|Decolonization|Cherokee|Native GLBTQ people|Performance rhetorics|Performance studies|Cherokee studies|Cultural rhetorics","Adviser","Malea Powell",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2241","3334671","","CUCCIARRE, CHRISTINE PETERS","Audience matters: Exploring audience in undergraduate creative writing","Bowling Green State University-Main Campus","Ph.D.",2008,194,"This study explores undergraduate creative writing instruction with regard to the complex issue of audience in the three areas that converge in the creative writing classroom: rhetoric and writing theory, literary theory, and creative writing pedagogy. ^ After an overview of the project in Chapter One, Chapter Two reviews scholarship specific to creative writing pedagogy. The core of the study, Chapter Three explores the theoretical approaches to audience from both rhetorical theory and literary theory and creates a theoretical lens in which to examine audience in undergraduate creative writing. Chapter Four shows the methodological approach and the data analysis methods used in a pilot study of undergraduate creative writing syllabi and textbooks. Included in this chapter is a table listing terms that suggest audience developed from the theory built in Chapter Three. This table informs the pilot study. ^ Chapter Five provides the results of the pilot study, offering evidence of how audience manifests itself within twenty-seven syllabi and twenty-four currently used creative writing textbooks. By tabulating the references to audience and analyzing their contexts, I offer a look into how the reader is considered in undergraduate creative writing instruction. The distinct and interesting patterns that emerged are explained in Chapter Six. Besides revealing the ways and contexts in which audience surfaces in the teaching of creative writing, I offer suggestions on how this important concern to writers can be more transparent. This chapter uncovers the ways in which audience functions_æ”or perhaps can function_æ”within the creative writing classroom. ^ Given that some creative writing instructors are admittedly apprehensive about having a theoretical foundation for their instruction, this dissertation argues that taking on the single issue of audience may create a more critical approach to student writing, and may create avenues to examine other important writerly matters within introductory creative writing classes. ^","Discourse or Text Analysis|Philosophical / Theoretical ~check","",0,0,1,0,0,0,0,0,0,1,0,0,0,0,0,0,2,0,1,0,1,0,2,"Language, Rhetoric and Composition|Education, Higher","Writing|Teaching of writing|Audience|Rhetorical theory|Writing instruction|Creative writing|Composition theory|Creative writing pedagogy|Undergraduate","Adviser","Richard C. Gebhardt",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2249","3336558","","DEJARNETTE, NANCY K.","Effect of the 6+1 Trait Writing Model on student writing achievement","Liberty University","Ed.D.",2008,98,"<?Pub Inc> The focus of this study was to determine the difference between teaching the 6+1 Trait Writing Model to fifth graders and the traditional writing workshop method of teaching writing on overall student writing achievement according to the data supplied by a writing rubric. The study involved 8 classes of fifth graders in 2 different schools. One school provided instruction according to the 6+1 Trait Writing Model, and the other school provided instruction using the traditional writing workshop method of teaching writing. It was hypothesized that students receiving instruction using the 6+1 Trait Writing Model would exhibit greater gains in writing achievement and quality according to the data supplied by a writing rubric. Significant differences were found in two out of four component areas on the rubric used for scoring student papers. Results indicated that the type of method used to teach writing is not as significant as providing structured instruction as well as time for student writing. Suggestions for further research are also included. ^","Experimental|Practitioner / Teacher Research ~check","",0,0,0,0,1,0,0,0,0,0,0,1,0,0,0,0,2,0,1,0,0,0,1,"Education, Elementary|Language, Rhetoric and Composition|Education, Curriculum and Instruction","Six+1 Writing Model|Writing instruction|Elementary writing research|Fifth-grade|Achievement|Six trait writing","Adviser","Jill A. Jones",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2292","3344563","","BIGGS CHANEY, SARA","Rhetorics of resistance: Reading student publics in the writing classroom","Indiana University-Bloomington","Ph.D.",2008,220,"<?Pub Inc> This dissertation investigates the relationship between student performance in the college writing classroom and student participation in other writing publics within the university. Writing teachers can better understand how and why college writers resist the composition classroom by analyzing extracurricular forums in which they produce a public discourse about their educational experience. Drawing on cultural studies, public sphere theory, Bakhtinian formalism, and critical gender and race studies, this dissertation advances the scholarship of resistance in composition studies beyond its usual focus on classroom politics. In an initial textual analysis of resistance in critical pedagogy and curricular theory, this work shows how the pedagogical framing of most discussions about resistance in composition has limited our collective understanding of the term. Moving on to a rhetorical analysis of Dartmouth College's student newspaper in the early 1970s, I use the specifics of this case study to argue that the ""student public"" has the potential to become a repository for socially conservative, resistant strategies that take shape at the fault line between the University and the culture at large. Advancing this argument about the student public into the digital age, I use discourse analysis and literacy theory to argue that college rating sites have become a ""wild public sphere,"" in which students critique and resist their college experience. Finally, in a return to the classroom, I use a combination of case study analysis and cultural theory to argue that plagiarism is a type of student resistance that typifies the importantly public dimensions of the term. Arguing throughout for the value of a public lens in understanding resistance in the writing classroom, I call on teachers to devise new strategies of response to their students' resistant rhetorics.^","Philosophical / Theoretical|Critical / Hermeneutical|Clinical / Case Study ~check|Rhetorical Analysis","",1,1,0,0,0,0,0,0,0,1,0,0,1,0,0,0,4,0,0,1,1,0,2,"Education, Language and Literature|Language, Rhetoric and Composition|Education, Higher","Student journalism|Resistance|Pedagogy|Writing|Rhetoric|Composition","Adviser","Christine R. Farris",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2293","3345005","","CONCANNON MANNISE, KELLY A.","Who cares? Rendering care readable in the 21st century feminist writing classroom","Syracuse University","Ph.D.",2008,211,"My project analyzes how care can best circulate within economies of affect in writing classrooms to produce powerful and complex conditions for teaching and learning. I argue that writing teachers should create conditions of and for care to facilitate opportunities for global citizenship, where attentiveness, responsibility and connection are situated at the fore. I posit care is necessary to learning insofar as it creates opportunities for attentiveness, responsibility and connection; yet, <italic>desires</italic> to care (attach) and not care (detach) are historically significant and bound to our identities and experiences. I assess the limitations of multidisciplinary scholarship on care (as dispositions, moral theories, ways of composing, and labor). Further, I reread early scholarship in feminist composition theory that forges relationships amongst gender and care, and argue that these connections figure care in problematic ways. I utilize the postcolonial concept of encounter (Ahmed) in order to challenge this work, and to provide alternative methods through which to read classroom interactions. ^ My passion for this project emerges from the practical dimensions of teaching and learning. Thus, I explore what happens in a classroom when conditions of pain and suffering are evoked in order to bring about a kind of attachment to the other. I explore three different points of inquiry_æ”classrooms, readings, and emotional work_æ”to complicate the ways _æ_others_æ make their ways into classroom practices through work in affect, emotions, and psychoanalysis. Finally, I argue students_æ_ voices and perspectives should challenge, revise, and strengthen our theories and our practices, as engaged and committed teachers. Thus, I discuss ways students experienced WRT 105 through informal interviews, as their knowledges function as resources that trouble theories rather than serving as objects of inquiry (Kumisharo). ^ My project re-vitalizes conversations about care in feminist composition theory and practice by offering new ways to think about the role of experience, identity, difference, and history in imagining new ways to care as responsible global citizens. I challenge ways to think about the relationships between care, composition studies, and ethics on a pedagogical, practical, and disciplinary level. ^","Practitioner / Teacher Research ~check|Philosophical / Theoretical","",0,0,0,0,0,0,0,0,0,1,0,1,0,0,0,0,2,0,0,0,1,0,1,"Education, Language and Literature|Women's Studies|Language, Rhetoric and Composition","Feminism|Writing classroom|Social justice education|Twenty-first century|Feminism & composition|Care ethics","Adviser","Margaret R. Himley",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2329","3351391","","DICKERSON, FRANK C.","Writing the voice of philanthropy: How to raise money with words","Claremont Graduate University","Ph.D.",2009,350,"Fund raising is a poor cousin in the family of philanthropic studies, where the focus of serious scholars turns to more esoteric matters. Ignored is the CENTRAL TASK of nonprofit leadership: <italic>writing the voice of philanthropy</italic>_æ”writing discourse that becomes the voice of the needy, thus motivating people to care and to give. ^ Writing the voice of philanthropy is modeled in this recasting of gospel-writer Luke's story about a kind-hearted traveler from ancient Samaria: ""The Samaritan stood in the lobby of a roadside lodge in Jericho, supporting with his shoulder, a weak and badly-beaten man he'd rescued after bandits robbed and left him for dead. The innkeeper listened with wide-eyed, slack-jawed amazement as the Good Samaritan spun the tale of the stranger's brush with death. He then asked the proprietor. 'Please tend to him. I promise to repay anything beyond the 2-denari I'm leaving for expenses.'"" ^ This re-write tells a story, then asks. It reduces the dramatic elements of scene, actors, plot, tension, and resolution to words, then adds an appeal for help_æ”all without losing emotional impact. A difficult task. To measure how well philanthropic discourse accomplishes this task, I: (1) Analyze linguistic and rhetorical characteristics in a 1.5-million-word corpus of 2,412 online and paper-based fund-raising texts from 880 leading nonprofits across nine subsectors; (2) Survey those who write, or cause that discourse to be written, profiling their education, training, work challenges and joys, ambitions, and advice to newcomers in fund raising; (3) Measure the effect on response of hand-personalization, added as a paratextual variable of direct mail envelopes and content to enhance interpersonal involvement_æ”important, since nothing else matters in an appeal if the envelope it comes in doesn't get opened or its content doesn't get read. ^ The corpus analysis discovered that fund-raising discourse reads like academic prose, lacks interpersonal involvement, and contains virtually no narratives. The survey found the central task of equipping leaders to write the voice of philanthropy is relegated to oral tradition and job-shadowing at best. Six tests confirmed that the paratextual variable of hand-personalizing mail correlates with increased response and higher net income. ^","Discourse or Text Analysis|Survey|Experimental ~check","",0,0,1,0,1,0,0,0,0,0,0,0,0,1,0,0,3,0,1,0,0,0,1,"Language, Linguistics|Business Administration, Marketing|Language, Rhetoric and Composition","Discourse analysis|Philanthropy|Writing|Nonprofit|Fundraising|Direct mail|Corpus linguistics","","",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2342","3352606","","White, Nicholas","Acceding to war: Nationalism, popular entertainment and the Battle of Gettysburg","University of Arizona","Ph.D.",2009,223,"<?Pub Inc> I explore nationalism within popular United States' history and analyze the nationalistic rhetoric within a popular novel, film, television documentary, and computer game that use the Battle of Gettysburg as their subject. With these examples I argue that popular history and entertainment cultivate social conditions amenable to war. Rather than strictly focusing on overtly and officially sanctioned political arguments, I interrogate recurring defenses of United States' nationalism within popular history and entertainment using the concepts of sociological propaganda and collective memory to further my argument. By focusing on popular representations of a seminal event in United States' history, I contend that such an event has been used to affirm nationalistic hegemony in the present.^","Historical / Archival|Critical / Hermeneutical|Cultural-Critical Studies ~check","",0,1,0,0,0,1,0,0,0,0,0,0,0,0,0,0,2,0,0,0,1,0,1,"History, United States|Language, Rhetoric and Composition|Mass Communications","Civil War|Gettysburg|Pennsylvania|Nationalism|Popular culture|United States' Civil War|Rhetoric|Propaganda","Adviser","Ken S. McAllister",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2344","3352629","","BOWMAN, JIM","Narrated travel and rhetorical tropes: Producing _æ_the Turk_æ in the travel writing of Cyprus, 1955--2005","University of Arizona","Ph.D.",2009,180,"<?Pub Inc> Travelers_æ_ experiences in Cyprus and the texts they produce in light of these encounters function rhetorically, informing cultural relations among people of different societies. When the efforts of these travel writers are taken to be rhetorical, critics position themselves to identify how ethics, politics, and aesthetics of narration and self-representation create the tropes that fix other people in ideological space. This analysis examines the production of difference in selected travel narratives set in Cyprus in the later modern era, which coincides with the rise of anti-colonial politics, nationalism, and globalization (1955-2005). To further focus the analysis, I attend mostly to the representation of _æ_the Turk_æ in this textual genre. An introductory chapter examines the rhetorical situation of the travel text of Cyprus, exploring rhetorical and critical concepts such as ethos, rhetoric as popular culture, and tropology; it also surveys the landscape of Cyprus as a destination of travel and introduces some of the major texts to be considered. Subsequent chapters explore the rhetoric of narrated travel writing set in Cyprus according to its variations in style and historical epoch. The critique examines the ethics of narration and representation in memoirs, travelogues, political journalism, guide books, and ethnographies by a diverse range of writers including Lawrence Durrell, Colin Thubron, and Christopher Hitchens. A concluding chapter considers alternative, rhetorically self-conscious forms of travel and writing that suggest different possibilities for an ethical future of travel, travel narration, and cultural encounters. ^","Critical / Hermeneutical|Rhetorical Analysis ~check","",0,1,0,0,0,0,0,0,0,0,0,0,1,0,0,0,2,0,0,0,1,0,1,"Literature, Slavic and East European|Language, Rhetoric and Composition","Travel|Turk|Travel writing|Cyprus|Ethos|Tropes|Rhetoric","Adviser","Ken S. McAllister",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2348","3352775","","Buchanan, Joseph R.","The benefits of socio-rhetorical analysis for expository preaching","Liberty University","D.Min.",2009,190,"<?Pub Inc> Over the past twenty years, the field of Biblical studies has witnessed a marked increase in the interest devoted to the subject of socio-rhetorical analysis. Much of the work done one this subject reveals that it has great potential for shedding new light on the Biblical text. However, in order for this type of analysis to reach its maximum value for the church it must be integrated with the field of homiletics. Surprisingly, a review of the literature reveals that little attention has been given to showing how this type of analysis can be incorporated into the ministry expository preaching. The purpose of this project, therefore, is to propose a model for integrating socio-rhetorical analysis into the process of preparing expository sermons and demonstrating its effectiveness through a series of messages preached through the Pauline Prison Epistles at the First Baptist Church, Metropolis, IL.^","Practitioner / Teacher Research ~check","",0,0,0,0,0,0,0,0,0,0,0,1,0,0,0,0,1,0,0,0,0,0,0,"Religion, Clergy|Religion, Biblical Studies|Language, Rhetoric and Composition","Rhetoric|Social scientific|Socio-rhetorical|Expository preaching","Adviser","Leo Percer",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2361","3353945","","BIALOWAS, ANNE MARIE","Swinging from the ladies' tee: Gendered discourses of golf","University of Utah","Ph.D.",2009,280,"Sports are more than just entertainment in society, they constitute powerful discourses that reflect and shape culture. Sport is also an arena in which significant social change has been ventured and contested. For example, in February of 2003, Annika Sorenstam was invited to play in the Bank of America Colonial PGA event in the United States. It was the first time since 1945 that a woman played in a PGA (Professional Golf Association) golf event_æ”a tour reserved for male play. Also in 2003, Michelle Wie was invited, with an exemption, to play in the 2003 Boise Open on the male-only Nationwide Tour. Michelle Wie's continued attempts on the PGA Tour, in addition to other exclusively male tournaments, posed a sustained challenge to the conventionally gendered discourse of golf. The purpose of this dissertation is to investigate the gendered rhetorical construction of golf within U.S. public discourses to understand how challenges to and transgressions from the dominant sport narrative are negotiated, disciplined, and/or contained in the public discourse. In addition to understanding the gendered rhetorical construction of golf, this dissertation will investigate how race, class, gender, and sexuality intersect rhetorically in the public discourse.^","Historical / Archival ~check|Ethnographic ~check|Discourse or Text Analysis ~check","",0,0,1,1,0,1,0,0,0,0,0,0,0,0,0,0,3,0,1,1,1,0,3,"Women's Studies|Speech Communication|Language, Rhetoric and Composition|Mass Communications|Recreation","Gendered discourses|Sport|Golf|Media|Rhetoric|Gender","","",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2383","3356901","","ERSKINE, ROBERTSON S.","The sound of ink: A Bakhtinian analysis of expressive intonation in written feedback on essays of first and second language community college students of English composition","University of San Francisco","Ed.D.",2008,226,"Empirical research investigating how the intonation of written response is interpreted by L1 and L2 community college students is lacking. As a result, recent calls have been made for qualitative research that takes into consideration not only student reaction to feedback, but also the student's and instructor's prior experiences with writing, written feedback or other variables surrounding the classroom context (Ferris, 1995; 2003; Straub, 1999). ^ This study used a qualitative approach to examine two native speaking (L1) and two English Language Learner (L2) community college students' attitudes, expectations, and interpretations of the instructor's intended and deciphered expressive intonation in and use of written feedback on essays. Secondly, because two different populations of students were included (L1 and L2), this study also attempted to discern if there were a difference in how these two groups interpreted and utilized feedback. ^ The current study used several qualitative data collection instruments: informal participant screening instrument, classroom observations, semi-structured interviews, instructor think-aloud protocols, and stimulated elicitation interviews in tandem to collect some of the contextual data that had been lacking from the literature. ^ Michael Bakhtin's theory of the speech genre was used to discuss some of the neglected contextual elements surrounding written response. The findings were analyzed using Bakhtin's four elements of the speech genre: change of speakers, finalizability, expressive intonation, and addressivity. As examined through the lens of Bakhtinian theory, the students and the instructor were communicating in a speech genre. The distinction of being either L1 or L2 was not a significant factor in the findings. However, The teacher/student relationship established with three of the four students in a one-on-one conference became the key factor in the students' interpretation of the instructor's expressive intonation. The one-on-one conference was the greatest factor in the students' interpretation of the instructor's expressive intonation while the other student, lacking this relationship, reacted the same as in her past experiences with written response. ^","Clinical / Case Study|Ethnographic ~check","",1,0,0,1,0,0,0,0,0,0,0,0,0,0,0,0,2,0,0,1,0,0,1,"Education, Community College|Education, Language and Literature|Language, Rhetoric and Composition","Assessment|Conferencing|Expressive intonation|Second language|Essays|Bakhtin, Mikhail|Feedback|Written response|Composition","Adviser","Susan Roberta Katz",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2417","3363411","","ANDERSEN, REBEKKA","The diffusion of content management technologies in technical communication work groups: A qualitative study on the activity of technology transfer","University of Wisconsin-Milwaukee","Ph.D.",2009,255,"The field of technical communication (TC) is experiencing a radical transformation that is directly linked to the rapid diffusion of single-source content management (SSCM) in TC work groups. SSCM, a documentation methodology that is revolutionizing the practice of TC, requires technical communicators to adopt new technologies and to reconceptualize the business, communication, and information-development processes on which they have long relied. ^ To better understand why so many TC work groups struggle to achieve their goals for SSCM transition projects, I conducted as part of my dissertation project an eight-month qualitative study of a TC work group at a Fortune 100 manufacturing company. At the time of my study, the work group was in the process of transitioning from a traditional information-development environment that relied on desktop-publishing tools to one that relied on SSCM technologies. My dissertation draws on adoption and diffusion theory (ADT), cultural-historical activity theory (CHAT), and the theory of the social construction of technology (SCOT) to examine the technology transfer process_æ”the process by which the work group attempted to integrate a SSCM system into its work context and the process by which the system developer attempted to diffuse the SSCM system into the work group. ^ Extensive data analysis revealed that the technology transfer process was characterized by the work group not being able to evaluate the SSCM system apart from the activity system in which they were active participants, to the system developer's information transfer model of technology diffusion, and to the absence of a plan to guide the group's weekly transfer project activities. Rhetorical and sociotechnical factors shaped the technology transfer process at every stage, with the lack of appropriate regulative practices (mediating artifacts) having the most impact. ^ An increased understanding of how TC work groups attempt to integrate SSCM methodologies and tools into their activity systems helps TC scholars identify new opportunities for rhetorical action in SSCM environments and new knowledge and skill sets that TC practitioners need to ensure that people, not technology, are the end of TC work. I offer ""reciprocity"" as one way for TC scholars to identify such opportunities and to effect change through research. ^","Ethnographic|Model-Building ~check","",0,0,0,1,0,0,0,0,1,0,0,0,0,0,0,0,2,0,0,1,1,0,2,"Language, Rhetoric and Composition|Information Science","Content management|Communication|Information development|Technology transfer|Technology diffusion|Single sourcing|Technical communication","Adviser","Dave Clark",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2418","3363453","","BRADY, KATHY","Theorizing freelance writing in technical communication: Examining the presence or absence of contextualization and _æ_the social perspective_æ for writers external to organizations","University of Wisconsin-Milwaukee","Ph.D.",2009,261,"Faigley's social perspective theory (1985) explains the critical relationship between writing and the social environment in which that writing takes place_æ”the influence of corporate culture and interactions with supervisors and co-workers. Yet, despite the applicability of this theory to in-house technical writing, it does not explain the success of freelance technical writers who largely work removed from their clients' corporate cultures. To examine this relationship, this study seeks to identify adaptive techniques used by 21 respondents to successfully perform their work removed from their clients' organizations. The study also explores the concepts of professionalism and ethics as they relate to freelance technical writers. Data tools include email surveys, email interviews, and phone interviews. Respondents were categorized into two groups, according to their access to their clients' corporate culture information: the High Corporate Culture group and the Low Corporate Culture group. Although both groups are successful and do not believe they work from a disadvantage as they freelance, they work very differently. High Corporate Culture group members largely have previous in-house experience as full-time writers for at least one of their clients, and perhaps as a result, structure their freelance work very similarly to how they worked when employed as full-time permanent employees. Few Low Corporate Culture group members have worked in-house for their clients and prefer to do most, if not all, of their work via remote. Low Corporate Culture respondents rely on patterns to acquire information regarding new clients. They seek patterns based on clients they have already worked with. There were few differences discovered between the two groups in regard to their professionalism and ethics. Both believe they face greater or different demands on their professionalism as freelance technical writers as compared to their in-house counterparts. Both groups have also experienced few ethical dilemmas with their clients but have a high awareness of ethical issues related to technical writing. ^","Survey|Interview / Focus Group|Clinical / Case Study ~check","",1,0,0,0,0,0,1,0,0,0,0,0,0,1,0,0,3,0,1,1,0,0,2,"Language, Rhetoric and Composition","Social perspective|Writing|Ethics|Professionalism|Freelancing|Contextualization|Technical communication","Adviser","Rachel Spilka",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2421","3363852","","CHANSKY, RICIA ANNE","Language beyond words: Alternate discourse as rhetoric, metaphor, and pedagogy","Illinois State University","Ph.D.",2009,344,"This dissertation asserts that marginalized communities that are physically or metaphorically silenced by a dominant faction adapt the materials they have at hand to create alternate discourses. The specific example utilized is the adaptation of domestic visual craft into sociopolitical rhetorics by women in the United States. Situated predominantly in domestic textile production and growing from the purely American tradition of patchwork quilting, this dissertation builds from quilt making to investigate selected historically-rooted locations of alternate rhetorics. Subsequent chapters include analyses of <underline> The Dinner Party</underline> by Judy Chicago as Second Wave feminist personal and community narrative, Third Wave feminism and craftivism, and cancer journals as visual autobiography. ^ This project also introduces the term Philomela Syndrome signifying those peoples who have been physically or metaphorically silenced by a dominant group in society, utilizing the terms feminized and masculinized to denote disempowered and empowered groups. Further, this text establishes Reclamation Theory as the process by which a marginalized group discards an outward demarcation of difference to promote equality and later may reclaim it when a modicum of equality is established so as to celebrate diversity. ^ Ultimately, these considerations of alternate discourses lead to a discussion of visual pedagogies designed for undergraduates enrolled in general education English Studies courses. These alternate pedagogies are intended to undermine a real or perceived sense of silencing that non-English majors experience in required composition and literature classes by recognizing their diverse knowledges as participants in a visual media society and attempt to provided concrete explanations and examples for the ambiguous nature of writing and literary instruction. These visual pedagogies can lead to a greater level of student comprehension and retention, as well as eradicating some of the feelings of frustration that students may have with these courses while promoting a deeper stage of critical thinking and analysis. ^","Critical / Hermeneutical|Philosophical / Theoretical ~check","",0,1,0,0,0,0,0,0,0,1,0,0,0,0,0,0,2,0,0,0,1,0,1,"Education, Language and Literature|Literature, General|Women's Studies|Literature, American|Language, Rhetoric and Composition","Women's literature|Autobiography|Pedagogy|Women's studies|Visual pedagogies|Women writers|Visual studies|Alternate discourses","Adviser","Cynthia Huff",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2432","3366302","","APPLEGARTH, RISA","Other grounds: Popular genres and the rhetoric of anthropology, 1900--1940","University of North Carolina at Chapel Hill","Ph.D.",2009,307,"<?Pub Inc> <italic>Other Grounds: Popular Genres and the Rhetoric of Anthropology, 1900-1940</italic>, examines how gender, race, and genre interact in a discipline_æ_s bid for scientific status. As anthropology professionalized early in the twentieth century, the ethnographic monograph became the primary site for legitimate scientific knowledge, and many practitioners_æ”especially women and Native Americans_æ”found their concerns and knowledge practices marginalized. These marginalized professionals responded creatively to the monograph_æ_s ascendance by developing alternative genres flexible and capacious enough to accommodate their intellectual and rhetorical goals. This study recovers a proliferation of alternative genres, including field autobiographies, folklore collections, and ethnographic novels, that rhetors created in the early twentieth century to access rhetorical resources unavailable in the discipline_æ_s privileged forms. I demonstrate that marginalized practitioners, including Gladys Reichard, Ruth Underhill, Ann Axtell Morris, Frank Applegate, Luther Standing Bear, and others, used these hybrid genres to influence professional practice and to intervene in broader debates taking place outside professional boundaries_æ”debates, for instance, over indigenous land rights and federal Indian education policy. For scholars in rhetoric, this project offers a critical vocabulary for analyzing spatial-rhetorical practices, by (1) connecting contemporary genre theory with studies of spatial rhetorics, (2) analyzing a range of spatial tropes and topoi, and (3) introducing for critical use such terms as <italic> rhetorical scarcity, rhetorical trajectories</italic>, and <italic>rhetorical recruitment</italic>. Ultimately, this project critiques the power of spatial representations to naturalize relations of domination, and recovers inventive rhetorical strategies that use spatial representations to call for_æ”and create_æ”knowledge that demands ethical response and action.^","Historical / Archival|Rhetorical Analysis|Model-Building ~check","",0,0,0,0,0,1,0,0,1,0,0,0,1,0,0,0,3,0,0,0,1,0,1,"Anthropology, Cultural|Women's Studies|History of Science|Language, Rhetoric and Composition","Genre|Anthropology|Science|Rhetoric|Women scientists|Space","Adviser","Jane Danielewicz",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2441","3367838","","BERGER, MARY JANE","A rhetorical study of the relationship between one interpretive community and the psalter","Union Institute & University","Ph.D.",2009,177,"The purpose of this study is propelled by an overarching question: Why is an ancient text still being used by contemporary communities? The researcher, a participant observer, using the premises of feminist scholar, Sandra Harding, proposed that as a member of the community to be studied, exposing her agenda, and following the proponents of good research, she could uncover the answer to her overarching question. Claiming that her religious community, the Order of the Sisters of Saint Benedict, is an interpretive community (Stanley Fish), she designed a questionnaire of twenty-five attitudinal statements to which nearly three hundred of the four hundred member community of women responded using a Likert scale as well as additional written interpretations. The questionnaire's purpose was to elicit information about the psalm-users' beliefs, values, and reading habits, as well as basic demographic information. Quantifying and qualifying the data propelled the researcher to ""interpret the interpretations"" (Burke, Bertoff) of the interpretive community. ^ Thus, within the context of a large and diverse community reading and praying the common text, the <italic>Book of Psalms,</italic> it was likely that there would be some areas of disagreement regarding the way texts should be read and prayed. Because this particular interpretive community publicly commits to common rituals in its service to God, the community struggles with issues of disagreement and seeks harmonious solutions. My goal in this study was to persuade readers to consider that the source of rhetorical power in a sacred text transcends translations and that meaning remains within the minds and hearts of ordinary people. ^","Survey|Ethnographic ~check","",0,0,0,1,0,0,0,0,0,0,0,0,0,1,0,0,2,0,1,1,0,0,2,"Religion, Biblical Studies|Language, Rhetoric and Composition","Rhetorical study|Interpretive community|Book of Psalms|Psalter","Adviser","Stanford J. Searl, Jr.",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2449","3368776","","Carter, Temeka L.","The souls of good folk: Prophetic pragmatism as a pedagogy of humanity in the composition classroom","University of North Carolina at Greensboro","Ph.D.",2009,222,"<?Pub Inc> This dissertation pinpoints empathy deficit as a major social issue in the United States and it argues that schools could help address this root problem by offering humanity training. As an example of how humanity training could be implemented in higher education, _æ_The Souls of Good Folk_æ is offered as a pedagogy of humanity for the composition classroom. This pedagogy uses Cornel West_æ_s derivative philosophy of prophetic pragmatism as a lens of cultural criticism and community action. Furthermore, the pedagogy employs W.E.B. Du Bois_æ_s <italic>The Souls of Black Folk</italic> as an example of prophetic pragmatism enacted in the real world. It expands Du Bois_æ_s trajectory from a focus on Blacks to a generalized _æ_good folk._æ Du Bois_æ_s book is not used as a blueprint for social transformation, but analyzing it could inform ways of addressing social problems. ^ _æ_The Souls of Good Folk_æ critical pedagogy uses the word <italic> souls</italic> to represent people_æ_s actions and the phrase _æ_good folk_æ to represent anyone who shows society what needs improving and possibly offer ways of doing it. Good folk include marginalized people, cultural workers, grassroots activists, teachers, artists, musicians, and others that help America see itself in efforts to make appropriate changes. The work of good folk is reviewed in this classroom as literature and tangible examples of how to enhance society. The composition classroom is the site for this pedagogy due to its focus on critical literacy_æ”actively and questioningly engaging with the text to read underlying messages_æ”which is needed to help solve social problems. ^ Teaching through a prophetic pragmatist framework is critical academic work, for it helps produce responsible democratic citizens and it sustains local communities. The prophetic pragmatist classroom is an experiential learning laboratory that combines traditional teaching methods with progressive, hands-on approaches to make experience paramount to the learning process. The main objectives of this pedagogy are for students to understand social issues comprehensively and to find creative, empathetic ways of addressing these problems.^","Practitioner / Teacher Research|Philosophical / Theoretical ~check","",0,0,0,0,0,0,0,0,0,1,0,1,0,0,0,0,2,0,0,0,1,0,1,"American Studies|Language, Rhetoric and Composition|Education, Philosophy of","Prophetic pragmatism|The Souls of Black folk|West, Cornel|Pedagogy of humanity|Du Bois, W. E. B.|Composition Studies","Adviser","Hephzibah Roskelly",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2469","3370362","","CUMMINGS KLEIN, RACHEL","The teller's tale: The role of the storyteller in the life of the story","University of San Francisco","Ed.D.",2009,213,"Oral tradition has been a means to offer senior citizens the opportunity to share their stories and/or myths with future generations, and thus leaving a valued mark on society. There have been multiple studies highlighting the benefits of oral tradition in the preservation of history, but what remained to be studied were the specific stories that senior citizens passed down through oral tradition, the similarities and differences found among the stories, and the benefits to the community on a whole by utilizing intergenerational programs such as oral tradition. ^ The design of this study utilized narrative research, a qualitative methodology. For the purpose of this study, the researcher focused on data collection through interviews wherein the senior volunteers told their story or stories to the researcher as well as through written backgrounds. The study focused on 11 senior citizens who volunteered at a hospital in San Francisco. Two meetings were conducted to ensure the validity as intended by the participants. ^ Upon multiple reads and a thorough analysis of the 11 narratives, the researcher was able to isolate themes that occurred within the narratives. Four generative themes emerged including Community, Family, Human Rights and Immigration with 27 subthemes. In addition, eight types of oral tradition were present in the narratives alongside oral history. ^ Given that many of the stories told were oral history and revolved around personal experiences through historical atrocities, it was apparent that these seniors felt the need to share what they had experienced. Thus, oral history was a major component in all of the narratives. The researcher concluded that this inclusion of oral history highlighted the need for the storyteller to inject themselves and their relationship to the story into the telling. Therefore, it can be said that the storyteller became just as important as the story itself and this idea alone immortalizes the senior. ^","Model-Building ~check|Discourse or Text Analysis ~check","",0,0,1,0,0,0,0,0,1,0,0,0,0,0,0,0,2,0,1,0,1,0,2,"Gerontology|Education, Adult and Continuing|Language, Rhetoric and Composition","Oral history|Senior citizens|Storyteller|Oral tradition|Narrative|Qualitative","Adviser","Betty Taylor",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2484","3371733","","August, Anita","Rival radical feminists' Frances Willard and Ida B. Wells: The rhetorical slugfest of two nineteenth-century queen bees over lynching","The University of Texas at El Paso","Ph.D.",2009,214,"<?Pub Inc> <italic>Rival Radical Feminists</italic> considers the role of gender and race as master status determining traits and examines them as influential social markers of identity and representation within a nineteenth-century feminist social movement (FSM)_æ”the Woman_æ_s Christian Temperance Union (WCTU). <italic>Rival Radical Feminists</italic> examines how, within a FSM where gender issues understandably govern the political narrative that the philosophical core of the movement shifts into separate and competing spheres when gender issues intersect with racial prejudice? Specifically, <italic> Rival Radical Feminists</italic> argues that when both political actors are female, with one circumscribed politically by her gender, like Willard, and the other by both her race and her gender, like Wells, issues of power and conflict over these master status positions vie for rhetorical and ideological dominance within a FSM. Further inquiries are: Which identity representation dominates? Why? What are the historical, political, and social conditions that allow such transformation? How do they influence the geographical, political, economic, and social locations for women, both black and white, within the private and public sphere, then and now? Finally, what are the circumstances, which allow some marginal groups membership into the political culture while refusing other marginal groups access? ^ <italic>Rival Radical Feminists</italic> draws from several scholarly domains to examine a constellation of issues surrounding the rhetoric of Willard and Wells over lynching. For example, it explores the Reconstruction Era and the Reconstruction Amendments (13<super>th</super>, 14<super>th</super>, and 15<super>th</super>) to interconnect and situate the robust (re) representation of white women and free black women before, during, and after the Civil War to gain citizenship. <italic>Rival Radical Feminists</italic> evaluates theories of identity politics, critical race theory, geographies of space, feminist social movement rhetoric, and visual rhetoric to assess the perspective of gender and race. Finally, <italic>Rival Radical Feminists</italic> examines ethics, morality, religion, and nineteenth-century feminist activism to analyze and provide incisive rhetorical inquiry into the transformation of <italic> becoming</italic> for women as America shifted from slavery to a post-slavery nation.^","Historical / Archival|Cultural-Critical Studies ~check","",0,0,0,0,0,1,0,0,0,0,0,0,0,0,0,0,1,0,0,0,1,0,1,"History, United States|Women's Studies|Language, Rhetoric and Composition","Reconstruction era|Willard, Frances E.|Lynching|Nineteenth century|Wells-Barnett, Ida B.|Radical feminists|Rhetoric","Adviser","Elaine Fredericksen",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2494","3372414","","Hayenga, Erik A.","Ethics in illustruction: Safety cartoons in John Deere tractor and combine harvester operator's manuals 1945--2007","Michigan Technological University","Ph.D.",2009,212,"<?Pub Inc> Research in the development and deployment of operator_æ_s manuals suggests that if users do not have enough common sense to make sense of the manual, then no manual will facilitate the proper, safe use of the tool or technology. The question of safe use, amplified by dynamic environments of risk, but ignored in most research due to a focus on static-system manuals, becomes a central ethical concern in the composing of operator_æ_s manuals for farm workers. In my study of manuals for John Deere tractors and combines, I examine the use of safety cartoons to communicate risk and denaturalize users_æ_ common sense. I argue that the declining reliance on safety cartoons in agricultural manuals provides an example of dangers in certain technical communication practices, which leaves users unaware of life-threatening risks present in the operation of machinery.^","Critical / Hermeneutical|Philosophical / Theoretical ~check","",0,1,0,0,0,0,0,0,0,1,0,0,0,0,0,0,2,0,0,0,1,0,1,"Engineering, Agricultural|Language, Rhetoric and Composition","Agriculture|Risk|Safety|Communication|Technical|Cartoons|Technical communication","Adviser","Marilyn M. Cooper",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2520","3377263","","CROSBY, RICHARD BENJAMIN","Cathedral of kairos: The rhetoric of time, space, and politics in the _æ_national house of prayer_æ","University of Washington-Seattle Campus","Ph.D.",2009,220,"This dissertation enters the conversation about religion and politics at the crossing of two underexplored pathways in the field of rhetoric: kairos and revelation. While scholars of rhetoric have addressed these topics discretely, most have neglected their conceptual intersection, or, at least, they have passed through it rather quickly. This dissertation accepts the crossing as an opportunity for pause_æ”a juncture that, in and of itself, calls for examination. I argue that by drawing from the literature on both kairos and, to a lesser extent, revelatory discourse, we can better understand the way revelation works rhetorically in a political world. Kairos is often translated as _æ_right timing and due measure,_æ a broad definition that allows the concept to transcend disciplinary boundaries. But one adverse consequence of this broad interpretation is that kairos has become indistinctive. It seems to be almost synonymous with a wide variety of other terms in rhetorical theory. ^ I adopt and develop a lesser known definition of kairos as _æ_God's time._æ By applying this definition to religious rhetorical artifacts, I argue that we can come to a fuller understanding of the way religious rhetoric influences its audiences and frames the political world in terms of divine imperatives. I look at three texts: The National Cathedral in Washington D.C.; Martin Luther King Jr.'s last Sunday sermon, which was delivered from the pulpit of the National Cathedral; and George W. Bush's address to the nation on the September 14, 2001, which was also delivered from the cathedral pulpit. I situate my analysis within the cathedral, because it is uniquely well designed to illustrate the way religion appropriates political culture and history. The selected speeches echo this appropriation. Consequently, this dissertation shows that a theologically inflected definition of kairos adds substantial insight to the way we understand the political influence of religious discourse. Ultimately, I argue that kairic discourse can be a productive part of the political, public sphere without sacrificing its commitment to transcendent realities. ^","Critical / Hermeneutical|Philosophical / Theoretical ~check","",0,1,0,0,0,0,0,0,0,1,0,0,0,0,0,0,2,0,0,0,1,0,1,"Religion, General|Political Science, General|Language, Rhetoric and Composition","Kairos|National Cathedral|King, Martin Luther, Jr.|Politics|Bush, George W.|Washington, D.C.|Religion|Architecture|Rhetoric","Adviser","Leah Ceccarelli",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2558","3381137","","DAVIS, ANDREA DIANE","Media praxis: Reading cultural institutions","Michigan State University","Ph.D.",2009,126,"Media praxis is a useful interdisciplinary approach for reading and analyzing storytelling as a cultural institution in order to investigate <italic> how</italic> storytelling participates in the production of culture. The mechanisms and processes by which people and institutions negotiate discursive contexts and competing ideologies often remain invisible. And yet, it is these very mechanisms, processes, and negotiations that participate in the production of culture by shaping and influencing how culture is valued, taught, created, distributed, displayed, and so forth. ^ In this dissertation, I employ the media praxis approach to four storied sites involving the National Museum of the American Indian and its cornerstone collector Edward H. Davis. In each of the storied sites, I examine storytelling situated in the social, historical, and cultural discursive contexts in which it occurred in order to make visible the rhetorical processes that contribute to the production of culture. My purpose is not only to determine how storytelling participates in the production of culture in these storied sites, but also to test the effectiveness of the interdisciplinary approach. Ultimately, what my analysis shows is that the National Museum of the American Indian is a double-rhetorical space_æ”a place of ""both/and."" ^","Rhetorical Analysis|Historical / Archival ~check","",0,0,0,0,0,1,0,0,0,0,0,0,1,0,0,0,2,0,0,0,1,0,1,"Language, Rhetoric and Composition|Museology","National Museum of the American Indian|Cultural institutions|Media praxis","Adviser","Malea Powell",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2564","3381905","","COAPLEN-ANDERSON, CARRIE JO","How Katrina survivors write home: Writing, place, and identity","University of Louisville","Ph.D.",2009,169,"This dissertation is a qualitative investigation of Katrina survivors' writings about home. The dissertation begins by outlining the project's research questions, categories for analysis, sources from which Katrina survivors' writing are chosen to be analyzed, and my proposed theory of relocation. My work relies on concepts associated with New Literacy Studies (NLS), including social theories of literacy which support my contentions that literacy practices are contextualized, and that displaced Katrina survivors who write about home use the page as a new location from which to explore place. I also consult writing by Katrina survivors to tease apart the multiple approaches that Katrina survivors take to writing about home, ergo the kinds of homes created in writing. Further, I maintain that active, prolific communities exist as a result of online Katrina writing. Survey and interview responses drawn from in the latter part of the dissertation affirm, complicate, or contradict earlier analysis and conclusions.^ This dissertation is divided into five chapters. The first chapter, alluded to above, introduces the project, its significance within composition studies, and clarifies the project's definitions of literacy, place, and displacement. Chapter Two reviews NLS, ethnographic literacy studies and social theories of literacy as well as composition scholarship and narratives that are foundational to my work. Other writings that offer varying perspectives of literacy, place, identity, and displacement are reviewed in this chapter.^ Chapter Three discusses the project's participants, methodological foundations, including approaches from which surveys and interviews were created and implemented. This chapter also summarizes the sources I drew Katrina writing from, and finally acknowledges the complicated nature of ethnographic methods, including my position as researcher and participants as collaborators.^ Chapter Four analyzes Katrina writing, categorizing and highlighting key treatments of home, as well as passages about identity and displacement. Chapter Five concludes the dissertation, sharing survey and interview responses from participants that support my maintenance that writing creates a textual home, and that Katrina survivors benefit from writing about home, especially for its ability to create easily accessible communities.^","Critical / Hermeneutical|Survey|Interview / Focus Group ~check","",0,1,0,0,0,0,1,0,0,0,0,0,0,1,0,0,3,0,1,0,1,0,2,"Language, Rhetoric and Composition","Displacement|Hurricane Katrina|Place|Identity|Writing|Literacy|Rhetoric|Composition","","",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2570","3382973","","ANTHONY, JARED JUDD","Reflection and electronic portfolios","Washington State University","Ph.D.",2008,228,"Beginning with John Dewey's transfer-oriented definition of education as _æ_that reconstruction or reorganization of experience which adds to the meaning of experience, and which increases ability to direct the course of subsequent experience,_æ this dissertation interrogates arguments in favor of electronic portfolios that rely on the claim that ePortfolios support reflection. Literature on reflection from the fields of composition studies, neuropsychology, and professional education connects Dewey's definition to the use of portfolios for supporting learning transfer through reflection. Various claims in support of ePortfolios are analyzed, with the specific element of the hyperlink being singled out for further examination as it relates to reflective thinking and writing. That examination reveals the historical development of a blind spot with respect to seeing hypertext only for its instructional value as reading material, rather than its epistemic value as a writing environment. Sample student ePortfolios from one community college and two universities are analyzed to identify elements of the institutional contexts that could account for the quantity and quality of reflection displayed in the sample ePortfolios. The conclusion is reached that when ePortfolio projects include explicit instruction in reflective hyperlink composition and explicit prompts for identity integration, the digital environment can support reflective transfer of learning. ^","Philosophical / Theoretical|Discourse or Text Analysis ~check","",0,0,1,0,0,0,0,0,0,1,0,0,0,0,0,0,2,0,1,0,1,0,2,"Language, Rhetoric and Composition","Reflection|Electronic portfolios|E-portfolios|Reflective writing","Adviser","Patricia F. Ericsson",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2580","3384369","","FIORENZA, MARY ELIZABETH","Methods and models of writing and living: Composing Brenda Ueland's writing life","University of Wisconsin-Madison","Ph.D.",2009,256,"<italic>Methods and Models of Writing and Living: Composing Brenda Ueland's Writing Life</italic> is a character-driven researched inquiry into writing as lived experience. Relying on writing as both methodology and subject of inquiry, it explores models of practice in contrast to _æ_ideal_æ models as it investigates the complex ways in which writing works in human lives and life in writing_æ”particularly in relation to one life, that of author and essayist Brenda Ueland (1891_æ_1985). Ueland's book, <italic> If You Want to Write</italic> (1938) is used as an organizing device for examining life experiences in relation to writing, and writing experiences in relation to living. ^ This investigation, situated in the field of composition and rhetoric, aligns with a human science approach, as described by Max Van Manen and demonstrated in the work of Sondra Perl (see, especially, <italic>On Austrian Soil</italic>). Such an approach includes consideration of the researcher's own experience in developing understandings through writing and reflection. This investigation into Brenda Ueland's life and writing also calls on methods related to feminist biography, ethnographic life history, and the researcher's experience in journalism, women's history, and creative writing. Its goal is to provide a view of writing _æ_in the midst of life and over the course of a lifetime_æ that encourages researchers, teachers, and writers themselves to take into account the relationships between and among people who write, personal and public reasons for writing, the material and cultural circumstances that surround acts of writing, and the experience of writing at any particular moment, especially as it accumulates over a lifetime. ^ This dissertation aims to encourage writers, scholars, and students to think differently_æ”and with more acceptance_æ”about writing and what we are involved in when we sit down at a keyboard or pick up a pen. In addition to empowering individuals as writers, the goals of this dissertation align with the work of others in the field of writing studies who raise deep questions about educational enterprises that treat writing as a discrete set of skills without reference to context, consequences, or the human lives involved. ^","Poetic / Fictive ~check|Historical / Archival|Philosophical / Theoretical","",0,0,0,0,0,1,0,0,0,1,1,0,0,0,0,0,3,0,0,0,1,1,2,"Journalism|Education, Adult and Continuing|Language, Rhetoric and Composition","Experience|Creative writing|Daily life|Writing|Ueland, Brenda|Composition","Adviser","Deborah Brandt",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2582","3384460","","DIAB, RASHA K. H.","Rhetorical in(ter)vention and the dialectic of conflict and conflict resolution: Sulh and Sadat's peacemaking rhetoric","University of Wisconsin-Madison","Ph.D.",2009,287,"Rhetoric's suasory ability to counter violence and promote peace has inspired many rhetoric scholars. However, their disciplinary investment continues to be exclusively focused on western and Judeo-Christian conciliation traditions. This narrow focus mandates research on rhetorical dimensions of indigenous peacemaking practices in other cultural traditions. This dissertation directs attention to an enduring, fourteen-centuries-old, Arab-Islamic conciliation practice called sulh, and contends that conciliation participants are rhetorical agents <italic>par excellence</italic>, who rhetorically negotiate (divergent) conciliatory exigences and goals as well as deliberate peacemaking measures. To this end, I explicate how conciliators optimize rhetorical stances and moves to listen to subjects' grievances; balance incompatible restorative needs and interpellate peace pursuers who move forward to peacebuilding. ^ Drawing on ethnographic research, treatises and historical accounts of sulh, this study expounds symbolic and procedural sulh as two interdependent and rhetorically negotiated dimensions. Moreover, it explicates how sulh transcends a simple apology-forgiveness dynamic. Rather, sulh optimizes the power of promise and acknowledgment to initiate a peacemaking practice that problem-solves, transforms and constitutes. My rhetorical analysis of sulh leads to a culturally-situated study of former President Al-Sadat's 1977 peace initiative, demonstrating how his discourse, especially his Knesset Address, is an exemplary peacemaking rhetorical intervention. What's unique is that sulh was an effective, cultural resource whose expressive, functional and constitutive forces were enlisted to initiate peace deliberation and constitute peace pursuers, who would value peaceful Egyptian-Israeli relations. ^ To generate an eclectic, data-driven, analytical framework that captures the intricacies of peacemaking, this dissertation synthesizes critical rhetoric and critical discourse analysis (CR and CDA, respectively). Both perspectives are attentive to status quo (trans)formation and how discourses interpellate/constrain subjects. Because CR and CDA draw on different disciplines, my analysis makes use of analytical categories from linguistics, discourse analysis and rhetoric, including deliberative, epideictic and constitutive rhetoric; rhetorical listening; stock topics; speech and thought representation and clause relations. Synthesizing CR and CDA resulted in a nuanced, multidimensional study of a culturally-inflected peacemaking rhetoric. As such, this dissertation extends peace and composition and rhetoric studies, explicating how rhetoric is decisive in changing the dialectics of conflict and conflict-resolution on individual, communal and international levels. ^","Historical / Archival|Rhetorical Analysis|Discourse or Text Analysis ~check","",0,0,1,0,0,1,0,0,0,0,0,0,1,0,0,0,3,0,1,0,1,0,2,"Peace Studies|Language, Rhetoric and Composition","Sulh|Reconciliation|Peacemaking|Arab Islamic|Conciliation discourse|Egypt-Israel|Rhetoric|Sadat, Anwar","Adviser","Deborah Brandt",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2585","3385635","","BECHTEL, GABRIELE","Toward a rhetoric of participation: Monologue and dialogue in the context of an intercultural online board","Rensselaer Polytechnic Institute","Ph.D.",2009,195,"In both scholarly and mainstream discussions of new media practices, the term _æ_participation_æ has become synonymous with inclusiveness and democratization. However, critical investigations into the nature and limits of participation so far have remained on the fringes of new media scholarship. Using a dialogic approach based on Mikhail Bakhtin_æ_s philosophy of discourse, this dissertation complicates current views of participation from a rhetorical perspective by demonstrating both the constraints and possibilities of online debate within the context of <underline>auswanderer-forum.com</underline>, a well-established German-American discussion board. Building on Mikhail Bakhtin_æ_s concepts of utterance, monologue and dialogue, this dissertation offers an interpretive approach that places a speaker/writer_æ_s unique utterance within a context characterized by preexisting discursive and non-discursive contents both on the level of the website and on the level of cultural narratives, images, assumptions and beliefs. More precisely, the approach shows how a speaker/writer_æ_s utterance is determined by two spheres of meaning. On the one hand, the utterance attains meaning through its relationship to the hosting website_æ_s visual/textual bias (imagetext). On the other hand, an utterance is determined by the speaker_æ_s unique locatedness in heteroglossia, that is, the culturally and socially circulating languages and images which surround her, in which she partakes and which characterize her as a speaker belonging to a certain cultural context. By describing participants_æ_ communicative activities as dynamically situated between monologic (exclusive, unifying) and dialogic (inclusive, spontaneous) tendencies, the dialogic approach developed in this dissertation goes beyond the scope of traditional approaches to rhetorical analysis, which commonly focus on strategies of persuasion in mostly unidirectional communication situations. ^","Ethnographic ~check","",0,0,0,1,0,0,0,0,0,0,0,0,0,0,0,0,1,0,0,1,0,0,1,"Sociology, Ethnic and Racial Studies|Language, Rhetoric and Composition","Monologue|German-American|Intercultural|German-American immigration|Bakhtin, Mikhail|Online board|Online forum|Dialogue","Adviser","Ekaterina V. Haskins",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2587","3385849","","COSKAN-JOHNSON, GALE P.","Borders and bodies: Rhetoric(s) on the threshold of transnational (re)production","Syracuse University","Ph.D.",2009,185,"The core of this dissertation is a rhetorical analysis of Multilateral Treaties constructed between 1904 and 2003 and presently administered by the United Nations, seeking to protect the transnational migrant body. I explore the transnational implications of the written products of this international organization, and examine the ways that it writes and has written international borders and transnational migrants. I argue that the treaties protecting the mobile body articulate three ""periods"" during which the figuration of the mobile body is distinct: the first group emerges amidst the anti-vice rhetoric of the first part of the twentieth century; the second is marked by the production of the Universal Declaration of Human Rights in 1948; and the third is signaled by the 2000 International Treaty on the Protection of the Rights of All Migrant Workers and Members of their Families. I draw on critical rhetoric, transnational feminism, political philosophy, feminist geography and the stories told by transnational migrant writers in order to interrogate, historicize, and demystify this collection of texts. My dissertation recognizes that current international discourses project a rhetoric of crisis which circulates among discussions of sovereignty, human rights, and transnational migration. I establish that the Conventions occupy a paradoxical space in that they are embedded in and indebted to the very same discourses of globalization and the nation-state that they work rhetorically to mitigate. ^ In sum, I argue in this dissertation that treaty writing in the UN Assembly increasingly resists the hysterics of crisis with a precision that seeks to identify and (re)cover any body left unprotected by national law; however, as written products, the conventions also reify national borders and reduce the migrant body to an 'object of study,' an abject form in need of protection. I submit that little work in Rhetorical Studies has focused on the United Nations, even though the UN is the only institution in existence that claims to represent, literally, ""everyone,"" and, if for that reason only, it demands further study. With the UN Conventions as a starting point, this dissertation engages and extends ideas with which Rhetorical Studies might intervene and participate in more transnational conversations. ^","Rhetorical Analysis|Critical / Hermeneutical|Historical / Archival ~check","",0,1,0,0,0,1,0,0,0,0,0,0,1,0,0,0,3,0,0,0,1,0,1,"Geography|Women's Studies|Language, Rhetoric and Composition","Borders|Transnational feminism|United Nations|Rhetoric|Migration|Multilateral treaties|Mobile body","Adviser","Margaret Himley",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2591","3387432","","Bouman, Kurt William","A phenomenological investigation of college students' construction and representation of plagiarism","Indiana University of Pennsylvania-Main Campus","Ph.D.",2009,304,"<?Pub Inc> This dissertation describes an empirical research study of plagiarism at the college undergraduate level. In a series of semi-structured research sessions_æ”nine individual interviews and six focus group conversations_æ”the researcher met with 31 college students to ask questions and prompt discussion about plagiarism.^ Plagiarism has been of broad interest to the academy, and scholars from Composition Studies and other disciplines have examined it through theoretical and empirical lenses. Their research has revealed substantial disagreements in the ways that plagiarism has been constructed and represented within the academy. Some studies have explored how college students understand and negotiate the academic construction of plagiarism; few studies, however, have asked what college students see when they consider the topic.^ This dissertation employs a phenomenological research approach; it seeks to understand plagiarism as it is understood and experienced by college students themselves. The study addresses plagiarism both as a concept and as an act with significant ideological, ethical, institutional, and pragmatic aspects. In doing so, it considers some of the social, ethical, and textual implications of contemporary Western conventions and expectations regarding source use and citation, and it addresses the nature and function of source-based writing in college.^ Based on an analysis of the conversation from the study's interview and focus group sessions, the dissertation presents, describes, and analyzes the research participants' construction and representation of plagiarism. The students' voices, stories, and experiences reveal a series of alignments with and disconnections from many of the primary beliefs and assumptions we hold about plagiarism, authorship, and student writers. The teaching and policy implications of these alignments and disconnections are at times confirmatory, at times unsettling. In conclusion, this dissertation suggests that college students' perspectives on plagiarism can and should inform our disciplinary and institutional constructions and policies regarding plagiarism.^","Interview / Focus Group|Clinical / Case Study ~check|Philosophical / Theoretical","",1,0,0,0,0,0,1,0,0,1,0,0,0,0,0,0,3,0,0,1,1,0,2,"Intellectual Property|Language, Rhetoric and Composition|Education, Higher","Interview|Phenomenology|College students|Focus group|Undergraduate|Plagiarism","Adviser","Bennett A. Rafoth",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2597","3387880","","BRANTNER, MARK","The subject of voice: The object of rhetoric","University of South Carolina-Columbia","Ph.D.",2009,196,"<?Pub Inc> Rhetoric and Composition's turn away from <italic>voice</italic> as a critical term stems, in no small part, from its association with Expressivist pedagogies. Current questions and concerns about subjectivity, invention, materiality, and ideology, among others, have moved the discussions away from Expressivism and, therefore, from the writer's voice, as well. Treating the Expressivist voice as a single historical <italic>moment,</italic> I tease out a much broader conceptualization that follows an oscillation between an <italic> attachment to</italic> and a <italic>distrust of</italic> the voice. In doing so, the voice is heard not on the side of a speaking subject but on the side of an object that either guarantees or disrupts persuasion.^ Through a study of this oscillation, there emerges the voice's paradoxical aspect as a concept that speaks through the history of composition and rhetoric as an excluded real that is either a threat that disrupts the possibility of reasonable persuasion or as an origin we have lost sight of and need to return to. In both cases, voice is an <italic>affective</italic> object that either guarantees or disrupts persuasion. The voice, as an element that is at once included in and excluded from rhetoric, is not an accident of the way that persuasion is understood but acts as a constitutive force of its definition. This conceptualization of the included/excluded nature of the voice has a number of consequences for theories of identity, invention, writing, bodies, and beliefs. This dissertation engages these problems through Lacanian psychoanalytic readings of Plato, Aristotle, Quintilian, contemporary Compositionists, and religious rituals.^","Philosophical / Theoretical|Critical / Hermeneutical|Historical / Archival ~check","",0,1,0,0,0,1,0,0,0,1,0,0,0,0,0,0,3,0,0,0,1,0,1,"Classical Studies|Language, Rhetoric and Composition","Lacan, Jacques|Psychoanalysis|Aristotle|Rhetoric|Voice|Plato","Adviser","John Muckelbauer",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2598","3387883","","COOK, PAUL G.","The composition of crisis and the future of the university: Theory, pedagogy, and identity in rhetoric and composition studies","University of South Carolina-Columbia","Ph.D.",2009,242,"<?Pub Inc> Many scholars and teachers in rhetoric and composition studies have for some time been deeply invested in engaging questions of disciplinary identity. Posing questions such as ""What is rhet-comp?"" or ""What is English?"" or even ""What is writing?"" has become more than just a routine way of self-reflexively engaging the discipline. For some critics, it suggests that we are in a perpetual state of disciplinary crisis. Not content to read these phenomena as either expressions of professional anxiety or as unproductive, limiting conflicts, <italic> The Composition of Crisis</italic> diagnoses the complex of conditions that constitute crisis as central to not only rhetoric and composition studies, but also English, the humanities, and indeed the university itself, as it exists both as an idea and as a modern social institution.^ Taking seriously (and working within) rhet-comp's long commitment to doing work that is socially conscious, institutionally aware, and culturally expansive, this project historicizes the <italic>idea</italic> of crisis as a constructed, transient symptom of disciplinary demarcation and boundary-setting. Through an extended engagement with these practices of identity-formation, crisis emerges in this project as a key diagnostic framework through which to examine the ways in which academic disciplines, fields, and even individuals make sense of their ever-contingent identities and their embeddedness within increasingly market-driven institutions of higher learning. It is against this backdrop of the contemporary university that I explore the rise of a politico-economic rationality most often referred to as neoliberalism, and my analyses in these areas further contribute to our understanding of the status of the university vis-a-vis advanced capital and its complex relations with the state. Returning to more discipline-specific sites in Chapters 2 through 5, my dissertation traces the circulation of crisis through such familiar haunts as the Dartmouth Seminar and the space of ""the classroom"" (Chapter 3); the theory/practice ""split"" and the discourse on TA training (Chapter 4); and the crisis in academic labor (Chapter 5). I ultimately argue that not only is crisis a productive force, but that it is also a necessary one, because crisis is immanent to the dynamics of identity. Hence, any attempt to ""do away with crisis"" (a popular refrain in both rhet-comp and English studies), would be tantamount to saying that we should jettison (disciplinary) identity.^ Engaging head-on the crisis in academic labor, this project concludes by attempting to shift the focus of the so-called ""pedagogical imperative"" in rhetoric and composition studies, suggesting that we become differently attuned to teaching and pedagogy, and, specifically, that the diverse array of challenges posed by the neoliberal university demand that we learn to understand and <italic>respond</italic> differently to the question of what it means to teach or to ""do"" writing pedagogy in the contemporary academy. With this dissertation, I hope to make a contribution to our understanding of how scholars, teachers, and academic workers perform and negotiate our often contradictory roles in the twenty-first century university.^","Meta-Analysis / Discipliniography ~read ?|Historical / Archival|Cultural-Critical Studies ~check","",0,0,0,0,0,1,0,1,0,0,0,0,0,0,0,0,2,0,1,0,1,0,2,"Education, Pedagogy|Language, Rhetoric and Composition|Education, Higher|Education, Philosophy of","Rhetoric and composition studies|Neo-liberalism|Identity|Crisis|History of the university|Academic labor|Writing pedagogy|University","Adviser","Daniel Smith",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2602","3388382","","DAVIS, BONNIE J.","A qualitative study of how writing is used in Catholic secondary schools to foster students' metacognitive skill development","University of San Francisco","Ed.D.",2009,162,"This study addressed the problem of students lack of writing instruction, which the National Commission on Writing in American's Schools and Colleges brought to the public's attention in 2003. Research in composition studies, in addition, have emphasized that writing is a cognitive tool. Vygotsky (1978, 1986), whose theories provided the conceptual framework for this study, viewed writing as an important tool in developing higher order thinking skills. As a result, this qualitative study sought to discover whether teachers in Catholic secondary schools in a Northern California diocese used writing to help students think and learn. ^ The researcher interviewed eight teachers in the subject areas of English, history. mathematics. religion, and science. The three research questions driving the study focused on teachers' understanding of the term metacognition, teachers' use of writing to foster metacognitive skills, and the obstacles teachers faced when using writing to help students learn. Data were collected from participants' responses to an interview protocol. Responses were recorded digitally, transcribed, and then interpreted through a thematic analysis approach. Although two of the eight participants were unfamiliar with the term metacognition, all of the participants indicated that they had developed strategies for teaching subject-specific writing skills. In addition, they were sensitive to learning styles and aspired to foster their students' critical thinking skills. In fact, several of the participants taught their students metacognitive strategies. The types of writing the eight participants assigned were both expository and imaginative and ranged in frequency from once a week to once a year. Participants, though, faced four obstacles when using writing as a learning tool. These were teachers' clarity in articulating expectations and assessment criteria; the amount of time required to comment on and grade written assignments; students' lack of the critical thinking skills, and sometimes the basic skills, needed for academic writing; and students' resistance to challenging writing assignments and to those they considered irrelevant to the subject matter. In contrast to the Commission's 2003 report, this researcher found that her participants taught writing, valued it as a learning and thinking tool, and, to various degrees, used writing to foster students' metacognitive awareness. ^","Interview / Focus Group|Clinical / Case Study ~check","",1,0,0,0,0,0,1,0,0,0,0,0,0,0,0,0,2,0,0,1,0,0,1,"Education, Secondary|Language, Rhetoric and Composition|Education, Curriculum and Instruction","Catholic education|Secondary schools|Writing across the curriculum|Vygotsky, Lev|Metacognition","","",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2611","3390608","","Ammar, Taoufik Ben","The language of terrorism Al-Jazeera and the framing of terrorism discourse","Georgetown University","Ph.D.",2010,327,"<?Pub Inc> There is general consensus among U.S. scholars and policy makers that anti-Americanism in the Arab world is at its highest point to date. However, there is disagreement about the root causes of this sentiment. The claim has been made that, 'they [Arabs] hate our freedom' or, 'they hate our values,' while others blame U.S. foreign policy for causing the anti-Americanism. This study will examine whether Al-Jazeera does in fact contribute to this extreme anti-American sentiment that is reputedly so pervasive across the Arab and Muslim world. Further, it will examine the way Western discourses on terrorism are framed and how Al-Jazeera plays the role of a counter-ideology to these discourses. ^","Critical / Hermeneutical|Discourse or Text Analysis ~check","",0,1,1,0,0,0,0,0,0,0,0,0,0,0,0,0,2,0,1,0,1,0,2,"Journalism|Middle Eastern Studies|Language, General|Language, Rhetoric and Composition","Terrorism discourse|Language|Al-Jazeera|Arabic|Framing","Adviser","Karin Ryding",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2646","3398295","","BOERBOOM, SAMUEL ISAAC","Disciplined by democracy: Moral framing and the rhetoric of Red Letter Christians","University of Minnesota-Twin Cities","Ph.D.",2010,225,"<?Pub Inc> In this dissertation I study both the textual reception and rhetorical production strategies of the Red Letter Christians, a discourse community whose identity is linked to these very same strategies. I contend that the Red Letter Christians engage in biblical reading strategies that make them distinct from other politically liberal or progressive religious groups. The Red Letter Christians employ a moral frame based on their particular reading of the Bible. Embedded in the notion of ""conservative radicalism,"" such a moral frame asserts a dedication to timeless principles and truths authenticated by the gospel accounts of Jesus while it simultaneously upholds a passionate defense of social justice and the activist need to engage in political action in the present. Such a moral frame is biconceptual, expressing both conservative and progressive dimensions of moral social action. Due to the biconceptuality of the Red Letter Christian moral frame, Red Letter Christians often stress the importance of humility and non-partisan dialogue. Critics of the Red Letter Christians from both the political left and the right argue that such discourse is often incomprehensible and obfuscates the political positions the group defends in their rhetoric. I assert that in spite of their common reception as a religiously liberal group, the Red Letter Christians offer a model of discourse that at its best authenticates and otherwise justifies a model of post-partisan discourse that re-imagines religion's role in public political discourse. ^","Critical / Hermeneutical|Ethnographic ~check","",0,1,0,1,0,0,0,0,0,0,0,0,0,0,0,0,2,0,0,1,1,0,2,"Religion, General|Religion, Philosophy of|Language, Rhetoric and Composition","Interpretive persuasion|Red Letter Christians|Religion|Hermeneutics|Democracy|Moral framing|Rhetoric","Adviser","Kirt H. Wilson",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2677","3404720","","BOYD, SETH F.","Framing first year writing: The conceptual metaphor of journey and the Advanced Placement program","University of Nevada-Reno","Ph.D.",2010,287,"<?Pub Inc> Each year, over a tenth of the students entering an institution of higher education in the United States earn a score on an Advanced Placement English exam that could potentially exempt them from any FYW requirement. Despite the AP program_æ_s major role in introducing college students to the practice of academic writing, composition scholars largely ignore the topic. This study aims to fill this void by critically studying the AP English program and the way colleges and universities present the program to prospective students. The study begins with a review of scholarship concerning the AP English program, which is followed by an extended comparison of the objectives described in the AP English Program Goals with those listed in the WPA_æ_s Statement of Outcomes for First-Year Composition. With the difference between the objectives of the AP English Program and the WPA established, attention turns to the way colleges and universities present information regarding AP test scores to prospective students. Specifically, this study uses corpus-based discourse analysis methods and Lakoff and Johnson_æ_s theory of conceptual metaphor to examine patterns in the use of E<smcap>DUCATION IS A</smcap> J<smcap>OURNEY </smcap> metaphors in college and university policy statements regarding AP scores. The data shows that E<smcap>DUCATION IS A</smcap> J<smcap>OURNEY</smcap> metaphors are used in distinct forms that present introductory course-work, such as courses offered by FYW programs, as little more than obstacles to pass in pursuit of a degree. This data is then used to argue that in using such metaphorical language, colleges and universities promote this courses-as-obstacles perspective, and, in the process, embrace the objectives of the AP program while demeaning their own product, service, and mission.^","Discourse or Text Analysis|Philosophical / Theoretical ~check","",0,0,1,0,0,0,0,0,0,1,0,0,0,0,0,0,2,0,1,0,1,0,2,"Education, Language and Literature|Language, Rhetoric and Composition","Advanced Placement|First-year writing|Journey|Metaphor|Conceptual metaphor|First-year composition","Adviser","Mark Waldo",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2680","3405715","","COCHRAN, TANYA R.","Toward a rhetoric of scholar-fandom","Georgia State University","Ph.D.",2009,256,"Individuals who consider themselves both scholars and fans represent not only a subculture of fandom but also a subculture of academia. These liminal figures seem suspicious to many of their colleagues, yet they are particularly positioned not only to be conduits to engaged learning for students but also to transform the academy by chipping away at the stereotypes that support the symbolic walls of the Ivory Tower. Because they are growing in number and gaining influence in academia, the scholar-fans of the television series <italic> Buffy the Vampire Slayer</italic> (<italic>Buffy</italic>) and other texts by creator Joss Whedon are one focus of this dissertation. Though <italic> Buffy</italic> academics or Whedon scholars are not the only ones of their kind (e.g., academic-fan communities have cropped up around <italic>The Simpsons, The Matrix Trilogy,</italic> and the <italic>Harry Potter</italic> franchise), they have produced more literature and are more organized than any other academic-fan community. I approach all of my subjects_æ”fandom, academia, fan-scholars, and scholar-fans_æ”from a multidisciplinary perspective, employing various methodologies, including autoethnography and narrative inquiry. Taking several viewpoints and using mixed methods best allows me to begin identifying and articulating a rhetoric of scholar-fandom. Ultimately, I claim that Whedon academic-fans employ a discourse marked by intimacy, community, reciprocity, and transformation. In other words, the rhetoric of Whedon scholar-fandom promotes an epistemology_æ”a way of knowing_æ”that in Parker J. Palmer_æ_s paradigm is personal, communal, reciprocal, and transformational. ^ INDEX WORDS: Aca-fan, Academic-fan, <italic>Angel</italic> (television series), <italic>Astonishing X-Men</italic> (comic book series), Autoethnography, Browncoats, <italic>Buffy the Vampire Slayer</italic> (television series), Composition, Discourse, <italic>Dollhouse</italic> (television series), <italic> Dr. Horrible_æ_s Sing-a-long Blog</italic> (web series), English department, Fandom, Fans (persons), Fan-scholar, <italic>Firefly</italic> (television series), <italic>Fray</italic> (graphic novel), Gospel epistemology, Ivory Tower, Joss Whedon, Narrative inquiry, Parker J. Palmer, Popular culture, Rhetoric, Scholar-fan, Scholar-fandom, Scholardom, <italic>Serenity</italic> (motion picture), Writing centers. ^","Critical / Hermeneutical ~check","",0,1,0,0,0,0,0,0,0,0,0,0,0,0,0,0,1,0,0,0,1,0,1,"Language, Rhetoric and Composition|Mass Communications","Gospel epistemology|Scholar-fandom|Whedon, Joss|Television|Fandom","Adviser","Lynee Lewis Gaillet",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2700","3409750","","Duvall, Spring-Serenity","From walking the red carpet to saving the world: Global celebrity, media, and commodity activism","Indiana University-Bloomington","Ph.D.",2010,344,"<?Pub Inc> The purpose of my dissertation is to examine constructions of power, resistance, and gender in media framing of celebrity activism, including contrasting celebrity activists who are granted authority to speak with those who are marginalized by mainstream press. In so doing, I plan to map the institutional deployment of celebrities as activists and to analyze the ways in which celebrity activists_æ_ rhetorical strategies combine with media coverage to reinforce hegemonic gender norms, consumerism, and neocolonial political policies. In addition to textual media analysis, I also conducted an audience reception study to explore interpretations of celebrity activism. I argue that those celebrities who receive positive media coverage for their activism tend to work within institutions to address issues, such as aid to children, that do not trigger criticism. My participants_æ_ often contradictory statements show a post-generation X disillusionment with traditional forms of activism and favoring of hands-on volunteerism that feels more real (i.e. tangible) to them. They reject _æ_stereotypical_æ collective action and see their lives as ongoing performances of social engagement. They applaud the peaceful dissemination of information and praise personal enlightenment as an affective state of being that need not be based in facts but in emotions. They are skeptical of the authenticity and efficacy of celebrity activism, but believe that any potentially beneficial action is better than nothing. ^","Cultural-Critical Studies ~check|Survey ~check","",0,0,0,0,0,0,0,0,0,0,0,0,0,1,0,0,1,0,1,0,0,0,1,"Journalism|Political Science, General|Language, Rhetoric and Composition|Mass Communications|Gender Studies","Consumerism|Celebrity|Media|Commodity activism|Celebrity activism|Power|Global celebrity|Gender|Activism","Adviser","Radhika Parameswaran",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2714","3411908","","Koehn, Veronica Lynn","Ethical elitism: A Burkean analysis of the rhetorical construction of a moral persona in the first term of president George W. Bush","University of Denver","Ph.D.",2010,178,"<?Pub Inc> On November 4, 2004, President George W. Bush won re-election. According to exit polls, a majority of people who voted for Bush over his opponent, Senator John Kerry, did so because they believed that Bush was the _æ_moral values_æ candidate. In this dissertation, I assess the moral persona that the President rhetorically constructed during his first term in office. To do so, I utilize Kenneth Burke's cluster and pentad tools to analyze Bush's statements on embryonic stem cell research, 9/11 and the ensuing War on Terror, and same-sex marriage, three issues that the elite press explicitly identified as being _æ_moral values_æ during Bush's first term. ^ The analyses reveal that Bush's rhetoric frames the ethical struggle as being between himself and an elite/powerful few others. The majority of Americans are thus stripped of their agent status and the corresponding ability to act and left to feel the effects of a _æ_moral_æ decision that is made in their absence yet affects their very being. I term this sort of ethics _æ_elitist ethics_æ as ethics and morality are made to seem like a power struggle between an elite few. In the conclusion I assess the effects of elitist ethics in the public sphere.^","Rhetorical Analysis|Historical / Archival ~check|Philosophical / Theoretical ~check","",0,0,0,0,0,1,0,0,0,1,0,0,1,0,0,0,3,0,0,0,1,0,1,"Speech Communication|Political Science, General|Language, Rhetoric and Composition","Pentad analysis|Cluster analysis|Morality|Burke, Kenneth|Elitist ethics|Bush, George W.","Adviser","Christina Foust",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2721","3413159","","DEPOLO, JASON RICHARD","Discursive transformation and the reconstruction of identity: A critical discourse analysis of African American student texts","Indiana University of Pennsylvania-Main Campus","Ph.D.",2010,245,"<?Pub Inc> The focus of this dissertation is to determine the extent to which African American students at a Historically Black College and University (HBCU) resist or appropriate the discoursal identities of the academy as they advance through a freshman composition course. Four students and their compositions, sampled to meet specific socioeconomic and learner motivation criteria, are studied during a semester of ENGL 101, a freshman composition course.^ Fairclough_æ_s Critical Discourse Analysis (2003) and Halliday_æ_s Systemic Functional Linguistics (1994), are the analytic lens applied to the African American students_æ_ texts. CDA provides the discourse analysis tool, enabling me to identify the linguistic features of a written text and how those features represent the student writer_æ_s identity in relation to power and language.^ Finally, qualitative data collection procedures are employed because they provide me with a naturalistic inquiry into the students_æ_ cultural, social, and literacy histories in ways that CDA cannot. The specific data collection procedures include student interviews, document collection, and a critical research journal.^ The overarching finding is that context, task, and text play a significant role in the strength of authorial identity and grasp of academic discourses; however, learner investment is a clear factor in how, longitudinally, the student progresses. This study demonstrates the reflexive relationship between agency and social constraints. In addition, this study indicates there is much more agency exhibited by African American student writers than the traditional paradigm of opposition and appropriation suggests. Furthermore, this study adds to our understanding of the multiplicity of the African American experience by revealing the flexibility inherent in African American writer identity. ^ Overall, the recommendations for teaching writing comprise of an awareness that pedagogical decisions, types of assignments, and student nurturing play vital roles in how African American student writers perceive themselves and, in turn, determine their identities as writers. Therefore, it is imperative for African American students' multiple cultural identities to be expressed, studied, and critically examined in the classroom, not suppressed.^","Clinical / Case Study|Critical / Hermeneutical ~check|Cultural-Critical Studies","",1,1,0,0,0,0,0,0,0,0,0,0,0,0,0,0,2,0,0,1,1,0,2,"Language, Linguistics|Education, English as a Second Language|Language, Rhetoric and Composition","African-American|Writer identity|Composition|Critical discourse analysis","Adviser","Dan J. Tannacito",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2726","3413690","","GRAHAM, S. SCOTT","Rhetorics of pain: Agency and regulation in the medical-industrial complex","Iowa State University","Ph.D.",2010,198,"<?Pub Inc> This dissertation explores the rhetorical mechanisms of agency and regulation in the medical-industrial complex. It presents the results of over two years of ethnographic observation and interviews with a multidisciplinary pain management organization. Additionally, it interrogates two broader cases of agency and regulation in pain science: (1) the debate over the nature of the sinus headache and (2) the debate surrounding the legitimacy of the chronic pain condition fibromyalgia. Following recent theoretical work in rhetorical studies, this dissertation argues that the rhetoric of pain science corroborates recent theoretical suggestions that the exercise of both agency and regulation is predicated on structures of authority. Furthermore, the results of this study suggest that when clinicians seek change in medical science or healthcare regulation, they rely on authority provided to them by their disciplinary identity--an identity supported by the same structures they seek to change. Similarly, the exercise of regulation in the medical-industrial complex is often based on identical structures of authority. Finally, in exploring these issues, this dissertation also argues for more inquiry in the emerging subfield known as rhetoric of technoscience. The work of this dissertation demonstrates the methods and modes of inquiry for rhetoric of technoscience and reflects on how such modes of inquiry are different from rhetorics of science and technology, as traditionally conceived. Ultimately, this work argues for greater attention to issues of ontology and materiality as well as continued exploration into how those issues impact scientific and policy discourses. ^","Ethnographic|Rhetorical Analysis ~check","",0,0,0,1,0,0,0,0,0,0,0,0,1,0,0,0,2,0,0,1,1,0,2,"Speech Communication|Technical Communication|Language, Rhetoric and Composition","Discourse in health and medicine|Technoscience|Rhetoric of medicine|Medicine|Pain|Regulation|Rhetoric|Agency","Adviser","Carl G. Herndl",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2744","3417450","","BAGLEY, MEREDITH M.","Playing fair: The rhetorical limits of liberalism in women's sport at the University of Texas, 1927--1992","The University of Texas at Austin","Ph.D.",2010,260,"This dissertation situates the emergence of women_æ_s intercollegiate sport at the University of Texas from 1927_æ_1992 within the inherent tensions within liberal feminism regarding difference and equality. Specifically, it examines how the rhetoric of fair play functions as a resource for both resistance and social control. The rhetoric of fair play refers to a set of debates and discussions over the structure and meaning of competitive sport. The project proposes three tensions within fair play rhetoric: Discipline or Freedom, Rules as Control or Transformation, and the Universal or Political Athlete. Drawing upon the theoretical resources of liberal, radical and materialist feminism, as well as the cultural theory of Michel Foucault and Raymond Williams, the project argues that values of fairness and meritocracy within sport function dialectically to both empower demands for social change and to extend preexisting hierarchies. A number of questions guided this project: What social norms are at stake during sport competitions? How does fair play rhetoric uphold or challenge these norms? On what basis does fair play rhetoric challenge status quo social conditions? On what basis does it uphold them? And finally, how do the assumptions behind various usages of fair play rhetoric enable and limit their effects on society? Three case studies demonstrate how consecutive women_æ_s sport administrators at Texas used claims to fair play to negotiate the dialectic tension of transcendent claims to sport identity and particular attachments to gender within women_æ_s involvement in sport. Rhetorical tactics shifted from an invocation of sport_æ_s public welfare benefits to political activism on behalf of women_æ_s right to compete at sport. The project sets these varied tactics of sport advocacy within broader contexts of first wave feminism, interwar period Progressivism, social transformations of World War II, Civil Rights activism, and second wave feminism of the 1970s, culminating in the passage of Title IX. The dissertation concludes that the rhetoric of fair play exists within sport, and beyond, as a powerful form of discourse that can be wielded for social control or challenge. What is considered _æ_playing fair_æ may change with time and perspective but the stakes remain high and thus merit scholarly attention. ^","Historical / Archival|Rhetorical Analysis ~check","",0,0,0,0,0,1,0,0,0,0,0,0,1,0,0,0,2,0,0,0,1,0,1,"Women's Studies|Education, History of|Language, Rhetoric and Composition|Recreation","Liberalism|Fair play|Women athletes|University of Texas|Title IX|Texas|Sport|Rhetorical","Adviser","Dana L. Cloud",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2747","3417839","","DIETEL-MCLAUGHLIN, ERIN","Remediating democracy: YouTube and the vernacular rhetorics of Web2.0","Bowling Green State University-Main Campus","Ph.D.",2010,177,"<?Pub Inc> This dissertation examines the extent to which composing practices and rhetorical strategies common to _æ_Web 2.0_æ arenas may reinvigorate democracy. The project examines several digital composing practices as examples of what Gerard Hauser (1999) and others have dubbed _æ_vernacular rhetoric,_æ or common modes of communication that may resist or challenge more institutionalized forms of discourse. Using a cultural studies approach, this dissertation focuses on the popular video-sharing site, YouTube, and attempts to theorize several vernacular composing practices. First, this dissertation discusses the rhetorical trope of irreverence, with particular attention to the ways in which irreverent strategies such as new media parody transcend more traditional modes of public discourse. Second, this dissertation discusses three approaches to video remix (collection, Detournement, and mashing) as political strategies facilitated by Web 2.0 technologies, with particular attention to the ways in which these strategies challenge the construct of authorship and the power relationships inherent in that construct. This dissertation then considers the extent to which sites like YouTube remediate traditional rhetorical modes by focusing on the genre of <italic>epideictic</italic> rhetoric and the ways in which sites like YouTube encourage epideictic practice. Finally, in light of what these discussions reveal in terms of rhetorical practice and democracy in Web 2.0 arenas, this dissertation offers a concluding discussion of what our _æ_Web 2.0 world_æ might mean for composition studies in terms of theory, practice, and the teaching of writing.^","Cultural-Critical Studies|Philosophical / Theoretical ~check","",0,0,0,0,0,0,0,0,0,1,0,0,0,0,0,0,1,0,0,0,1,0,1,"Language, Rhetoric and Composition","YouTube|Web2.0|Democracy","Adviser","Kristine Blair",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2748","3417875","","FROYD, SEAN MELVIN","Wine, mead and ale: The rhetoric of alcohol in Greek and Germanic mythology","Pacifica Graduate Institute","Ph.D.",2009,228,"This dissertation focuses on how the Greek and Germanic cultures dealt with the krataphonic symbol of Alcohol. It examines the literature to understand how the alcohol of each culture (Wine, Mead or Ale) was handled. These two cultures were chosen because both exhibit a standard literary record as well as being relatively equivalent regarding technology and cultural influences in the centuries of study: roughly 800BC_æ_200BC for the Greeks and 700AD_æ_1300AD for the Germanics. ^ In order to contextually explore the literature this dissertation uses tools found in the field of Rhetoric. The specific tool used to explore alcohol in myth is the Rhetorical Situation, adjusted for the field of Mythological Studies. The Rhetorical Situation is used to study the interaction between the Audience, the Rhetor, and the Rhetoric. The interaction between the three highlights the choices made by each culture as they deal with the symbol and reality of alcohol. ^ In order to understand the Audience, Daniel Dubuiosson's idea of the Cosmographic Formation is adjusted. Rather than applying it to the entire culture, it focuses on the main elements which would affect alcohol usage: social structure, belief system, geography, technology, and economic system. These elements affected both the audience and the Rhetor, and would explain the choices made in the rhetoric.^ The Rhetoric _æ_ the myths themselves _æ_ is categorized with the Mythologic Schema. This schema categorizes a myth on a diagram representing three aspects of mythology: Supranormal, History and Ritual. By using the schema, the myths are compared as equally as possible between the cultures. This equality ensures that the conclusions reached through the study are contextually sound for each culture, and can be extrapolated to underline what is necessary to handle alcohol in myth and society.^ The context of each culture adjusted the choices made by the Rhetor, and affected the way that alcohol was portrayed in the myths. The results of this study showed that the power of alcohol was mitigated by the consequences suffered by the characters. Alcohol was controlled in both cultures by having a standard narrative which justified the cultural response to drinking. ^","Critical / Hermeneutical|Historical / Archival ~check","",0,1,0,0,0,1,0,0,0,0,0,0,0,0,0,0,2,0,0,0,1,0,1,"Literature, Classical|Literature, Comparative|Folklore|Language, Rhetoric and Composition","Alcohol rhetoric|Mead|Greek|Mythology|Germanic|Ale|Wine","Adviser","Evans Lansing-Smith",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2762","3420096","","AMUNDSON, NAJLA GHAZI","Prophet vs. profit: Perspective by incongruity and Mary Kay Ash's corporate religion","North Dakota State University-Main Campus","Ph.D.",2010,208,"Women are uniquely targeted to balance work-family because of longstanding gender role stereotypes that place women in the private sphere and men in the public sphere. One increasingly appealing employment option for women is direct sales, and in particular, Mary Kay Inc. Over the past 10 years, Mary Kay Inc. has grown into a multi-billion dollar corporation with close to 2 million consultants in 35 countries. The central philosophy of the company and its founder, Mary Kay Ash, is faith first, family second and career third. Walter Fisher's narrative rhetorical theory and Kenneth Burke's theories of dramatism and perspective by incongruity illustrate how Mary Kay Inc. and Mary Kay Ash redefine corporate rhetoric, which is traditionally based on earnings, profit margins and competition, by incorporating religious references to piety, sacrifice, faith, prophecy, and heaven. In so doing, Ash and her company transcend femininity and create an acceptable framework for women to pursue capitalism while continuing to maintain their socially mandated duties of caring for home and family. This study also investigates and extends scholarly understanding of the merits of autoethnographic research. The rationale for studying Ash and her company is based on the significance of work-family balance issues for individuals and corporations, the appeal of home-based businesses for women in today's economy, and the impact this female-dominated company has had within the direct selling industry. ^","Poetic / Fictive ~check|Historical / Archival|Philosophical / Theoretical","",0,0,0,0,0,1,0,0,0,1,1,0,0,0,0,0,3,0,0,0,1,1,2,"Business Administration, Marketing|Language, Rhetoric and Composition","Ash, Mary Kay|Work-family balance|Burke, Kenneth|Home business|Corporate religion|Perspective by incongruity","Adviser","Mark Meister",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2764","3420474","","DONNELLY, DIANNE J.","Establishing creative writing studies as an academic discipline","University of South Florida-Tampa","Ph.D.",2009,213,"<?Pub Inc> The discipline of creative writing is charged _æ_as the most untheorized, and in that respect, anachronistic area in the entire constellation of English studies (Haake <italic>What Our Speech Disrupts</italic> 49). We need only look at its historical precedents to understand these intimations. It is a discipline which is unaware of the histories that informs its practice. It relies on the tradition of the workshop model as its signature pedagogy, and it is part of a fractured community signaled by its long history of subordination to literary studies, its lack of status and sustaining lore, and its own resistance to reform. These factions keep creative writing from achieving any central core. ^ I argue for the advancement of <italic>creative writing studies.</italic> As a scholarly academic discipline, <italic>creative writing studies</italic> explores and challenges the pedagogy of creative writing. It not only supports, but welcomes intellectual analyses that may reveal new theories. Such theories have important teaching implications and insights into the ways creative writers read, write, and respond. My study explores the history of creative writing, its workshop model as its primary practice, and the discipline_æ_s major pedagogical practices. Through its pedagogical and historical inquiry of the field, this study has important implications to the development of creative writing studies. Its research includes a workshop survey of undergraduate creative writing teachers as well as scholarship in the field. My argument envisions a more robust, variable, and intelligent workshop model. It considers how an understanding of our pedagogical practices might influence our teaching strategies and classroom dynamics and how we might provide more meaning to the academy, our profession, and our diverse student body. ^ At a curricular level, my study offers course and program development, and it justifies the importance of including graduate level training for teacher preparation to further explore the field_æ_s history and pedagogy. Through my inquiries and research, I advance <italic>creative writing studies,</italic> define its academic home, and better position the discipline to stand alongside composition studies and literary studies as a separate-but-equal entity, fully prepared to claim it own identity and scholarship.^","Philosophical / Theoretical|Historical / Archival|Survey ~check","",0,0,0,0,0,1,0,0,0,1,0,0,0,1,0,0,3,0,1,0,1,0,2,"Education, Pedagogy|Language, Rhetoric and Composition|Education, Curriculum and Instruction|Education, Higher","Workshops|Creative writing|Pedagogy|History|Creative writing studies|Theory","Adviser","Joseph Moxley",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2781","3422644","","JOSE, LAURENCE","Technical communication in the global context: A heuristic approach to disciplinary identity and pedagogical practices","Michigan Technological University","Ph.D.",2010,199,"<?Pub Inc> There is nothing new or original in stating that the global economy directly impacts the profession of technical communicators. The globalization of the workplace requires that technical communicators be prepared to work in increasingly linguistically and culturally diverse contexts. These new exigencies have natural repercussions on the research and educational practices of the field. In this work, I draw on rhetoric, linguistics, and literacy theory to explore the definition, role and meaning of the global context for the disciplinary construction of professional and technical communication. By adopting an interdisciplinary and diachronic perspective, I assert that the global context is a heuristic means for sophisticating the disciplinary identity of the field and for reinforcing its place within the humanities. Consequently, I contend that the globalization of the workplace is a kairotic moment for underscoring the rhetorical dimension of professional and technical communication. ^","Philosophical / Theoretical|Meta-Analysis / Discipliniography ~check","",0,0,0,0,0,0,0,1,0,1,0,0,0,0,0,0,2,0,1,0,1,0,2,"Sociology, Sociolinguistics|Technical Communication|Language, Rhetoric and Composition","Multicultural|Globalization|Disciplinary identity|Linguistics|Literacy|Professional and technical communication|International|Technical communication","Advisers","Nancy M. Grimm; Robert R. Johnson",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2783","3422960","","KANE, ERIN","Making quality contact in the writing center: A collective case study of the connection between writing consultants' discourse community knowledge and genre knowledge","The University of Alabama","Ph.D.",2010,245,"<?Pub Inc> Since the first writing centers were established on college and university campuses, their directors have struggled to convince others of the writing center_æ_s role as more than a _æ_fix-it shop_æ for editing mistakes. Given that campus-wide writing centers are available for stakeholders from various disciplinary discourse communities to use, the consultants who work in these centers can expect to encounter different discipline-specific genres. Yet, many writing centers are staffed only with generalist consultants who have expertise in a specific disciplinary discourse community and who lack familiarity with other discipline-specific genres. Accordingly, these centers might not make a convincing argument that they can provide quality feedback on any writing task they encounter.^ This study documented two generalist writing center consultants_æ_ experiences working with business students on their discipline-specific writing tasks. It utilized a qualitative case study design to gain insight into the consultants_æ_ feedback both before and after they explored business discourse by either observing a business classroom or reading sample business documents for approximately one month. Data were collected through in-depth interviews with the consultants that elicited information about their academic and business genre knowledge, their experiences with academic and business discourse communities, their goals and objectives as writing center consultants, and their feelings of self-efficacy when working with unfamiliar genres and disciplinary discourse communities. Additional data came from consultant reflections in their consultation session write-ups and field notes one consultant made during classroom observations. Data were also collected through interviews with the business students_æ_ Professor. These interviews provided information about the quality of feedback in the consultation sessions from the perspective of a member of the business discourse community.^ Overall, the consultants_æ_ discourse community knowledge from either observing the business classroom or reading sample business documents did not enhance their business genre knowledge, as they did not make more connections in their final sessions between the form and content of the business students_æ_ writing tasks. Ultimately, this study provides an opportunity to discuss how re-envisioning the writing center as a _æ_discourse zone_æ is appropriate for socio-epistemic writing center pedagogy.^","Clinical / Case Study|Interview / Focus Group|Experimental ~check","",1,0,0,0,1,0,1,0,0,0,0,0,0,0,0,0,3,0,1,1,0,0,2,"Language, Rhetoric and Composition","Writing center|Case study|Contact zone|Genre knowledge|Discourse community","Adviser","Carolyn Handa",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2793","3424559","","CHURCH, ELIZABETH L.","Epideictic without the praise: A heuristic analysis for rhetoric of blame","Bowling Green State University-Main Campus","Ph.D.",2010,207,"<?Pub Inc> This dissertation is a historical and theoretical exploration of epideictic rhetoric of blame as it functions to build community and teach civic virtues. I have assembled a set of heuristics_æ”concentrating on three strategies of creating ethos, establishing place, and utilizing ekphrasis_æ”to examine the didactic nature of epideictic, especially in environments where social change is being demanded by the rhetor. The heuristic model encompasses 13 guiding questions, which then are applied to two case studies of rhetoric of blame: the writings of journalist Ida B. Wells to stop the lynchings of African-Americans during the 19<super>th</super> century, and a current website created by the Save Darfur Coalition to intervene in the genocide in Darfur, Africa. ^ While a significant amount of research has examined epideictic rhetoric of praise, existing scholarship on rhetoric of blame is minimal. Thus, this project helps to fill the gap both by furnishing evidence of historical and current instances of epideictic rhetoric of blame as it functions to build community and teach civic virtues, and by demonstrating a methodology to assess such discourse. At a time in our nation and neighborhoods when words of condemnation are often flung about too quickly and carelessly, a reliable methodology is needed for creating and analyzing rhetoric of blame_æ”and how it accomplishes a rhetorical purpose beyond that of a one-sided volley of insults. ^ This study breaks new ground by offering a methodology for analyzing how the epideictic rhetor using words of blame can be successful through an expression of ethos and ekphrasis in bringing readers together, and the places where this occurs. This project is grounded in the work of more than a dozen scholars ranging from Sullivan to Royster, Laurer to Hauser, and Agnew to Bolter, and it furthers work concerning ethos and the transformative nature of epideictic discourse. Because new media technologies often play a crucial role in today_æ_s epideictic rhetoric, I have designed the heuristics to be applied to a broad spectrum of epideictic pieces, such as essays, newspaper articles, speeches, videos and websites, which provides a richer understanding of rhetoric of blame from a 21<super>st</super> century perspective.^","Model-Building|Critical / Hermeneutical ~check|Philosophical / Theoretical ~check","",0,1,0,0,0,0,0,0,1,1,0,0,0,0,0,0,3,0,0,0,1,0,1,"History, Black|Sub Saharan Africa Studies|Language, Rhetoric and Composition","Sudan|Ida B. Wells|Rhetoric|Save Darfur Coalition|Blame|Epideictic","Adviser","Kristine L. Blair",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2797","3426022","","Anderson, Susan Carol","Gifted voices: A study of high school students' proficiency in persuasive writing and their perceptions of personal agency","University of Denver","Ph.D.",2010,194,"<?Pub Inc> Development of the talents and abilities of gifted children is not ordinarily provided by regular public school programs. Their need for accelerated, complex, and challenging curriculum and processes is often overlooked by educators focused on helping underperforming students to reach grade-level standards. Gifted high school students who are proficient in persuasive writing are able to clearly state a claim, support that claim with evidence and backing, recognize and rebut counterclaims, and draw a conclusion leading to action. If gifted students are proficient at writing persuasively, perhaps they are also able to advocate for learning experiences that are challenging, complex, and accelerated so that they are developing their gifted potential. Belief that one can produce desired outcomes by one's actions is the power of human agency. This study examined the following research question. What is the relationship between identified gifted high school students' proficiency in persuasive writing and those students' beliefs about their own powers of agency? The results shed light on the potential that proficiency in persuasive writing may have on gifted students' powers of agency to have their academic needs met. ^","Clinical / Case Study ~check|Survey ~check","",1,0,0,0,0,0,0,0,0,0,0,0,0,1,0,0,2,0,1,1,0,0,2,"Education, Language and Literature|Education, Gifted|Education, Special|Language, Rhetoric and Composition","Persuasive writing|Writing|Gifted children|Self-efficacy|Gifted|Persuasive|Phenomenology|Agency","Adviser","Linda Lucille Brookhart",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2801","3426844","","Daniels, Christie Lynn","Remapping evil: Locating, spatializing, and depicting morality","The University of Texas at El Paso","Ph.D.",2010,147,"<?Pub Inc> This dissertation expands upon critical studies of difference by exploring one particular ideological construct and how its use propagates, maintains, and exacerbates ubiquitously existent social inequalities. The concept of evil has been employed in a way that marginalizes and villainizes individuals, groups, and even entire communities. Moreover, when they are deployed in a visual medium, the ideas and concepts conveyed are often not interrogated as closely as a written work would be. As a result, the guiding question of inquiry for this project is: <italic>How have western notions of good and evil been deployed and employed as a mechanism of hegemony and marginalization </italic>? In order to answer this question, this dissertation is primarily concerned with the visual depiction of morality. That is, it seeks to examine how good and evil are depicted images and how those depictions are ideologically-based. As a starting point, I examine textual representations of evil and posit _æ_the text_æ as a hegemonic and established object of study and the visual as often dismissed as non-academic, trivial, or frivolous. Consequently, I argue that images and visuals in popular culture represent an important tool for imparting ideology.^ This project represents a marrying of many rhetorical areas of inquiry by examining a core but accessible object of study. The perceived good/evil dichotomy is one that plays itself out in a variety of societal arenas. Particularly, graphic novels, whose adaptations form one of the more recent trends in popular film, provide fertile ground for the interrogation of societal values and mores. As such, pop culture artifacts represent an important area of study due to their ready acceptance by the public often without resistance or critical engagement.^","Cultural-Critical Studies|Critical / Hermeneutical ~check","",0,1,0,0,0,0,0,0,0,0,0,0,0,0,0,0,1,0,0,0,1,0,1,"Language, Rhetoric and Composition","Evil|Morality|Mapping|Rhetoric|Visual|Composition","Adviser","Carlos Salinas",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2803","3426989","","BAIN BUTLER, DONNA","How L2 legal writers use strategies for scholarly writing: A mixed methods study","University of Maryland-College Park","Ph.D.",2010,356,"<?Pub Inc> This dissertation research fills existing gaps regarding the practices and processes of teaching second language (L2) writers at higher ranges of proficiency in law school context. It is a mixed methods, longitudinal, descriptive, writer-centered study. The research purpose was to explore strategic competence as a catalyst for professional proficiency in the scholarly (academic) writing of international Master of Laws (LL.M.) students who need to show analytical thinking and communicative precision in their research papers and law review articles. The theoretical framework views scholarly writing in a second language as developmental learning in two domains, language and law, and as socialized cultural practice.^ The study showed how scholarly legal writing was both a cognitive and a social-cultural process for participants (N=6) as they shifted from the writer-centered activity of drafting to the reader-centered activity of revising and constructing knowledge. A triangulated, multi-stage design was used to collect the quantitative and qualitative data at recursive stages of writing (that is, pre-writing, drafting, and revising). The instruments developed for collecting the data raised strategy awareness for participants in the study and can be used for teaching. The research contributes to our knowledge of scholarly writing in the professions, helps us understand challenges and strategies for L2 writers in graduate programs, provides a useful way to conduct a mixed-methods writing study, reveals the interface between L2 and L1 academic legal discourse, and offers tested tools for developing professional-level competence in academic writers.^ The study bridges the L1 research and L2 research literature by exploring how superior language learners used research-based strategies to build on their existing competences for professional-level research writing. This highly contextualized, learner-centered research contributes to several related fields by addressing L2 issues associated with plagiarism, the native-speaker standard, learner self-assessment and self-editing_æ”all of which are issues of cross-cultural literacy. The following six fields are involved in and affected by this study: Applied Linguistics, Content-Based English Teaching, Composition Pedagogy, International Legal Education, Teaching English for Specific Legal Purposes, and Professional Development.^","Clinical / Case Study|Discourse or Text Analysis|Practitioner / Teacher Research ~check","",1,0,1,0,0,0,0,0,0,0,0,1,0,0,0,0,3,0,1,1,0,0,2,"Education, English as a Second Language|Education, Teacher Training|Language, Rhetoric and Composition","Strategic competence|Second language|Second language (L2) composition pedagogy|Professional proficiency for writing|Scholarly (academic) writing|Scholarly writing|International graduate student writers|Mixed methods writing strategies research|Legal writers","Adviser","Rebecca L. Oxford",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2807","3428675","","FINNESTAD, CRAIG ADOLF","The use of humor in preaching and its relationship with ethos, relational solidarity, and affective learning","Asbury Theological Seminary","D.Min.",2010,140,"The purpose of this dissertation was to help preachers increase the affective learning of their congregations. The constructs of the study_æ”the preachers' perceived humor orientation, the preachers' perceived ethos, the relational solidarity between the preachers and the listeners, and the listeners' affective learning_æ”are all discussed in the review of literature and measured in the research project. Specific attention is given to humor. The review of literature discusses how the effective use of sacred humor can be used to build ethos, relational solidarity, and affective learning. The research project demonstrated what the review of literature suggests: Humor is potentially a very effective way to build a comfortable and unrestrained relationship of mutual confidence between preachers and congregations. The effective use of sacred humor also enables preachers to build ethos with their congregations and move the congregations to deeper levels of affective learning. Although the perceived humor orientation of the preachers and relational solidarity between the preachers and the listeners were important, the perceived ethos of the preachers demonstrated to be the highest predictor of affective learning. No substitute exists for the character, competence, caring, and compassion of the speaker. ^","Model-Building ~flag|Clinical / Case Study ~check|Interview / Focus Group ~check","I can't tell at all from this abstract what the researcher actually did",1,0,0,0,0,0,1,0,1,0,0,0,0,0,0,0,3,0,0,1,1,0,2,"Religion, Clergy|Language, Rhetoric and Composition","Affective learning|Ethos|Preaching|Humor|Relational solidarity","Adviser","Stacy Minger",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2825","3433081","","Lewis, Rachel Devorah","The rhetorical legacies of affirmative action: Bootstraps genres from college admissions through first-year composition","University of Arizona","Ph.D.",2010,171,"This project traces the ways universities articulate a desire for diversity through the gateway genres of college admissions, composition course placement, and first-year-composition (FYC). Together, these genres serve as points of access for a theoretical study that seeks to better understand the ideological function of writing programs to socialize borderline college applicants into the rhetorically constructed role of a Diverse College Student. I focus on what I call bootstraps genres_æ”reoccurring rhetorical situations that call for students to recount social hardships like racism and classism as personal hardships to be overcome through personal heroics. Despite being immersed in rhetorics of individualism, the college application essay, the directed self-placement guide, and the literacy narrative all call for the mimetic construction of disadvantage as an appeal to college-readiness. As new college students move through the initiation rituals of admissions, orientation, and FYC, they are presented with rhetorical tasks that are both raced and classed. Bootstraps genres ask students to first read the university_æ_s desire for diversity and then fulfill that desire through personal stories of difference and disadvantage. ^","Philosophical / Theoretical ~check","",0,0,0,0,0,0,0,0,0,1,0,0,0,0,0,0,1,0,0,0,1,0,1,"Education, Language and Literature|Language, Rhetoric and Composition","Affirmative action|Basic Writing|College application essay|Bootstraps genres|Rhetoric|First-year composition|Composition","Adviser","Thomas P. Miller",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2830","3433440","","FALLON, BRIAN J.","The perceived, conceived, and lived experiences of 21st century peer writing tutors","Indiana University of Pennsylvania-Main Campus","Ph.D.",2010,263,"<?Pub Inc> This study addresses the current state of peer tutoring in writing by considering the contributions that scholars and tutors have made to our understanding of the intellectual and pedagogical experiences of peer tutors. In order to explore this topic, the study examines the everyday interactions of tutors through three different lenses: the perceived, conceived, and lived experiences of peer tutors. This dissertation argues that the ways that tutoring is perceived and conceived have had the greatest influence in our understanding of peer tutors while the lived experiences of tutors are less likely to be represented in scholarly conversations on writing centers. This dissertation provides a space to bring the lived experiences of tutors into writing center scholarship and to argue for a renewed look at the state of peer tutoring at the college and university level.^ The study_æ_s contribution is in its call for writing center scholarship to incorporate the lived experiences of tutors. This project offers a model for accomplishing this task, and the participants in this study focus attention on the importance of relationships, how lived experiences of tutors provide rich opportunities to theorize writing center work, and how peer tutors influence epistemology, identity, and production. The major contribution of this dissertation is that it addresses how peer tutors can provide writing center scholars broader perspectives on theory, how peer tutors contribute to teaching and learning, and how they change relationships between students and teachers, and theory and practice. ^","Clinical / Case Study|Philosophical / Theoretical ~check","",1,0,0,0,0,0,0,0,0,1,0,0,0,0,0,0,2,0,0,1,1,0,2,"Education, Language and Literature|Epistemology|Education, Pedagogy|Language, Rhetoric and Composition","Writing centers|Peer tutoring in writing|Peer tutoring|Tutors","Adviser","Ben Rafoth",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2832","3433583","","Husseini, Rana T.","Questions of Belonging: The Rhetoric of Immigration and National Identity in Contemporary France","Northwestern University","Ph.D.",2010,155,"<?Pub Inc> This study examines the debate over immigration and national identity in contemporary France in order to understand how rhetorical practice affects the foundation and maintenance of national publics at a historical moment marked by increased diversity and multiculturalism around the globe. In other words, this study is concerned with how representations of inclusion and exclusion in public discourse determine who is considered part of a national community in ways that move beyond formal legal definitions of belonging. Contemporary France is an especially rich case for analysis because of the pervasive and lasting controversies over national identity that have occurred there in recent years. Through rhetorical analysis of numerous persuasive texts_æ”including government documents, public speeches, news and opinion journalism, first-person narratives, interviews, photographs, and artistic and archival displays at a museum_æ”this dissertation illuminates the boundaries of the public debate over what it means to be French today, who sets those boundaries, and what impact the discourse has on the political and social life of the polity. It advances the argument that notions of _æ_Frenchness_æ are more complex than legal matters of citizenship would suggest and, specifically, that personal and affective dimensions of belonging must be attended to if the country is going to maintain a sense of shared identity in the contemporary context of globalization. In addition to providing a rhetorical perspective on the debate over national identity in contemporary France, this study offers general insight into the ways that national publics are formed and maintained through the symbolic use of language, and so provides evidence for the continued relevance of national identity as a category of collective identification, even in the global era.^","Rhetorical Analysis|Historical / Archival ~check|Critical / Hermeneutical ~check","",0,1,0,0,0,1,0,0,0,0,0,0,1,0,0,0,3,0,0,0,1,0,1,"Language, Rhetoric and Composition|Sociology, Social Structure and Development","France|National identity|Culture|Immigration|Publics|Rhetoric","Adviser","Angela G. Ray",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2847","3436757","","AGUILAR, LIZ ANN BAEZ","Does culture matter? Understanding cultural representation in the writing of first to third generation Mexican American students in a transitional high school to college program","Texas A & M University","Ph.D.",2010,275,"<?Pub Inc> This doctoral dissertation intends to contribute to an understanding of the experiences of Mexican American students in a high school to college transitional program and how their culture influences their writing. The transitional program used for the study was located at a community college in the Southwest. This qualitative study incorporated the research instruments of interviews and writing samples using discourse analysis. From the results of this study, several themes emerged and demonstrated how both cultural and social capital are significant in these students_æ_ experiences as they participate in the transitional high school to college program. Research has asserted the high rates of Mexican American students dropping out of school and not completing higher education. This study will enable us to help reduce the current rate of attrition and help students complete their higher education. This study_æ_s findings have implications for the field of adult education because they provide a lens to understand the importance of cultural and social capital as they relate to adult students learning in the classroom.^","Ethnographic ~check|Discourse or Text Analysis|Clinical / Case Study ~check","",1,0,1,1,0,0,0,0,0,0,0,0,0,0,0,0,3,0,1,1,0,0,2,"Education, Sociology of|Education, Multilingual|Education, Adult and Continuing|Language, Rhetoric and Composition|Hispanic American Studies","Transition of high school to college|Culture|Mexican-American|Writing|College transition|Students|Transitional programs","Adviser","Mary V. Alfred; D. Edward Murguia",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2851","3437110","","BARNETT, RICHARD SCOT","Arts of concealment rhetoric and ethics in the age of wireless computing","University of Wisconsin-Madison","Ph.D.",2010,327,"This dissertation examines the function and importance of concealment in rhetoric and in communication more generally. Tracing various accounts of the concept across the history and theory of rhetoric, I show that concealment in rhetoric has been figured in at least two defining ways: the first more problematically as a form of purposeful dissembling or deception and the other more positively as a potentially useful tactic that speakers or writers may learn to employ in order to better persuade their audiences. While each of these accounts has been helpful at specific moments in rhetoric's history, I argue that both leave rhetoricians ill-equipped to address other ways concealment functions in communication. To reassess the problem of concealment in rhetoric and what it might mean to think concealment otherwise, I turn to two areas_æ”phenomenology and wireless computing_æ”where concealment has been figured differently than in the rhetorical tradition. In contrast to the largely ""instrumental"" conceptions of concealment scattered across the rhetorical tradition, researchers in phenomenology and wireless computing tend to conceive of concealment as a necessary and generative feature of human existence itself, one that shapes, in ways that cannot be directly known or controlled, how we eventually come to understand ourselves and communicate with others in the world. Through phenomenological examinations of handheld cellular phones, personal digital assistants (PDAs), and other digital devices embedded imperceptibly throughout the built environment, I propose in this project another, less instrumental or human-centric, way of understanding concealment that acknowledges its integral role in constituting the very possibilities of communication and, indeed, all lived experience. In so doing, I develop a more nuanced theoretical framework_æ”what I term a ""rhetorical phenomenology of human-technology relations""_æ” that enables rhetoricians to more productively address the various forms concealment takes in wireless computing culture and the bearing these forms have on how we learn to live and communicate with others today. ^","Philosophical / Theoretical ~flag|Model-Building|Critical / Hermeneutical ~check|Rhetorical Analysis","visual rhetorical analysis of objects",0,1,0,0,0,0,0,0,1,1,0,0,1,0,0,0,4,3,0,0,1,0,1,"Ethics|Language, Rhetoric and Composition","Phenomenology|Rhetoric|Concealment|Ethics|Wireless|Technology","Adviser","Michael Bernard-Donals",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2853","3437307","","HUNTER, RIK","A hypersocial-interactive model of Wiki-mediated writing: Collaborative writing in a fan & gamer community","University of Wisconsin-Madison","Ph.D.",2010,161,"In this dissertation I argue that writing is a technologically- and socially-inflected activity, and the particular patterns of collaborative writing found on the World of Warcraft Wiki (WoWWiki) are the result of the interactions between a MediaWiki's affordances and the social practices operating in this context. In other contexts, collaborative writing can more closely resemble the ""conventional ethos"" (Knobel and Lankshear, 2007) of more individualistic notions of authorship often tied to print. With writing projects such as WoWWiki, we can observe a dramatic shift in notions of textual ownership and production towards the communal and collaborative, and I suggest the patterns of collaboration found on WoWWki are evidence of a larger technocultural shift signaling new conditions for literacy. In the midst of this shift, the meaning of ""collaboration,"" ""authorship,"" and ""audience"" is redefined. ^ Following my introductory chapter, I use textual analysis of talk pages to examine the talk pages of several of WoWWiki featured articles for particular patterns of language use and identify what WoWWikians focus their attention on in the process of writing articles. I argue that collaboration on WoWWiki poses a challenge to models of face to face writing groups and offers unique patterns of collaboration. ^ I then contend that WoWWiki's writing practices are entering a society where the idea of the single author has been strong. Nevertheless, I find evidence of a shared model of text production and collaborative notion of authorship; further, collaboration is disrupted by those who hold author-centric perspectives. ^ Next, I argue that our previous models of audience and writing previously developed around print and, later, hypertext are inadequate because they cannot account for roles readers can take and how writers and readers interact on a wiki. With this new arrangement in collaborative writing evident on WoWWiki, I develop the hypersocial-interactive model of wiki-mediated writing. ^ I conclude by reviewing this dissertation's main arguments regarding wiki-mediated collaborative writing, after which I explore the implications of using wikis for writing instruction. Finally, I discuss the limitations of this study and consider directions for future research on voluntary collaborative wiki-mediated writing. ^","Discourse or Text Analysis|Philosophical / Theoretical ~check","",0,0,1,0,0,0,0,0,0,1,0,0,0,0,0,0,2,3,1,0,1,0,2,"Multimedia Communications|Language, Rhetoric and Composition","New media|Collaborative writing|Writing groups|Authorship|Audience|Wiki","Adviser","Deborah Brandt",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2865","3439124","","Hodges, Jill M.","Being-in-relation-to: Personal writing in nontraditional scholarship","Michigan Technological University","Ph.D.",2010,205,"<?Pub Inc> Scholars from underrepresented populations within the composition and rhetoric communities have suggested a need for transformation in theory and practice, which would encourage more productive dialogues across, within, and through difference. (Powell, Villanueva, Williams, Lu, Royster, Anzaldua). As writers, we always take ourselves with us into our writing and teaching, but complication comes into play when we assume that we need to leave the personal behind. This assumption is prevalent when writing and working from within stereotypical, traditional, academic paradigms. If one is working from a stereotypical mainstream view, the use of the personal is often seen to get in the way of objective scholarship. I respond to Victor Villanueva_æ_s call to include the personal as a necessary method of _æ_critique, not only of the world around [us], but of [ours]selves and [our] predispositions_æ by proposing a way of approaching scholarly work that I have termed <italic> being-in-relation-to.</italic> This concept flows from indigenous tradition(s) that assert everything is related and is of value. This approach raises questions, considerations, and conundrums that we can wrestle with, contemplate, and complicate, in order to facilitate entry of many voices, knowledges and experiences into the conversation to enable a fertile exchange across difference. The goal is to bring scholars to a recognition of the complexities, similarities, and differences among them with the intent of furthering understandings of each other.^ This dissertation is an introspective journey where I consider the dissonance between what I originally perceived as a chasm between personal beliefs, values, and worldviews and the professional world of academia. Through analysis of selected works of Victor Villanueva, Patricia Williams, and Min-Zhan Lu, I make the case that scholars from non-_æ_mainstream_æ backgrounds, who view the world through less individualistic and more communal lenses, can begin to reconcile their disparate worlds through the models that these scholars offer. These models embody the importance of witnessing from and being witness to the very complex perspectives they inhabit through locating themselves in their scholarly work, using parable, poetry, and parody, making connections between their psyches and our lived experiences and social perception, and offering implicit and/or explicit discussions of their challenges and struggles. Approaching scholarship and teaching through being-in-relation-to enables a gathering of multiple narratives, which facilitates productive exchanges across difference. ^","Philosophical / Theoretical|Critical / Hermeneutical|Poetic / Fictive ~check","",0,1,0,0,0,0,0,0,0,1,1,0,0,0,0,0,3,3,0,0,1,1,2,"Language, Rhetoric and Composition","Relationship|Personal writing|Productive dialogues|Being-in-relation-to|Nontraditional scholarship","Adviser","Marilyn M. Cooper",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2894","3447314","Communication","KENNERLY, MICHELE JEAN","Editorial bodies in ancient Roman rhetorical culture","University of Pittsburgh-Pittsburgh Campus","Ph.D.",2010,207,"The template of the body_æ”swollen or emaciated, weak or strong, gangly or graceful_æ”forms and informs rhetorical composition and criticism throughout antiquity. Driving this corporeal tendency is the papyrus book-roll, which makes fully palpable the size of a written discourse and allows for the careful scrutiny of its parts and their arrangement. This dissertation focuses on several key episodes when rhetoric_æ_s evaluative corporeal vocabulary becomes explicitly editorial, as demonstrated by representations of _æ_corpus care._æ In a bodily idiom, certain ancient writers purport to reveal the time and labor they have spent preparing a text for publication or to demean writers who do not bother with textual polish. These representations participate in larger stylistic debates of their respective days and pertain to the rhetorical negotiation of public standards of aesthetic accountability in the wide wake of the book-roll. ^ The study starts in fifth and fourth century Athens and by showcasing Isocrates' _æ_philoponic rhetoric,_æ a network of terms through which Isocrates draws attention to the exhaustive editorial efforts required to produce his political discourses. From there, the study moves to Rome. Catullus puts forth an _æ_abrasive poetics,_æ a harsh approach to his own poems and to the rough pages of others that he deems unfit for circulation. The next chapter transitions into the Octavian/Augustan era and to Horace, whose endorsement of the editing file is a statement of authorial principle to which he gives civic charge by appealing to Octavian_æ_s/Augustus_æ_ sensitivities about Roman supremacy in matters military and literary. Lastly, I turn to Ovid, relegated from Rome by Augustus to the outskirts of Roman influence. Across the miles, Ovid sends numerous book-rolls, all of which use dimensions of textuality_æ”most poignantly, editing_æ”to attempt to get their writer recalled to Rome. The study concludes by emphasizing the importance of understanding the papyrus book-roll as a rhetorical medium in and of itself and when represented in ancient writings. ^","Critical / Hermeneutical|Historical / Archival ~check","",0,1,0,0,0,1,0,0,0,0,0,0,0,0,0,0,2,0,0,0,1,0,1,"Literature, Classical|History, Ancient|Language, Rhetoric and Composition","Literary criticism|Horace|Catullus, Gaius Valerius|Textuality|Editing|Roman Empire|Ovid|Roman Republic","Adviser","John Poulakos",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2904","3451143","","KIERNAN, JULIA E.","Cultivating our mosaic: Understanding the language choices of Canadian immigrant students","University of Louisville","Ph.D.",2010,182,"This dissertation examines the competing views of multilingualism that shape U.S. and Canadian post-secondary literacy education. Drawing on education, English studies, globalization theory, applied linguistics, translation studies, multiculturalism, and second-language studies, this project engages in a study of multilingual students from writing courses at a Canadian university. The analysis focuses on the relationships between Canadian multilingualism and current U.S. scholarship surrounding English monolingualism in terms of eradicationism, language segregation, and language interaction. ^ The findings challenge previous research and popular opinion, as well as Canadian government policy, all of which tend to designate Canadian classrooms and society as definitively accepting of cultural and linguistic diversity. Instead, this project positions Canadian writing classrooms as aligned with eradicationist ideologies, which is a noteworthy contrast to growing calls by composition scholars for teaching translingual composition. The data collected situates Canadian students (like U.S. students) as extremely ethno-linguistically diverse; however, in Canada, this diversity continues to be confined to home communities. ^ This research offers a critical assessment of how U.S. and Canadian post-secondary institutions can employ multilingualism as a resource, suggesting ways in which linguistic diversity can position students to excel in cultural exchange and political dialogue. Through drawing upon the ways a selection of U.S. compositionists have been successful in their employment of student multilingualism as a pedagogical resource, this project responds to gaps in international multilingual scholarship and validates the introduction of multicultural-multilingual initiatives into Canadian writing classrooms. This work calls on composition researchers and instructors, particularly those in Canada, to redefine writing pedagogy and curricula in order to consider how institutions that boast high levels of cultural and linguistic diversity can proactively address and make use of multilingualism. ^","Survey ~check","",0,0,0,0,0,0,0,0,0,0,0,0,0,1,0,0,1,0,1,0,0,0,1,"Education, Bilingual and Multicultural|Language, Rhetoric and Composition|Education, Higher","Immigrants|Canada|Multilingual|Language choice|Allophone|Writing","","Bruce M. Horner",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2914","3470063","","ELDRIDGE, DAVID","A homiletical analysis of selected sermons of Franklin Dawes Pollard","New Orleans Baptist Theological Seminary","Ph.D.",2009,219,"The purpose of the dissertation was to answer the question, How does the preaching of Franklin Dawes Pollard reflect the various elements of Haddon Robinson's theory of expository preaching? A random sampling of Pollard's sermons from 1986 to 2001 were analyzed based on an analytical tool derived from Robinson's homiletical writings. The researcher then deduced pastoral and homiletical implications based upon the findings of the research. ^ This study revealed that Pollard reflected Robinson's theory in that the sermons communicated one central homiletical idea, reflected a connection with a text of Scripture interpreted according to Robinson's prescribed exegetical principles, and displayed a definite applicational intention. In addition, Pollard reflected Robinson's theory in the areas of sermon structure, prescribed style, and prescribed elements of introductions and conclusions.^ The study produced the following implications for preachers and homileticians. First, the presence of the central homiletical idea produces sermons that are more faithful to biblical revelation, informed by proper exegetical principles, and more rhetorically cohesive. Second, contemporary expository preaching should reflect a congruency with the literary genre of the text. The literary genre of the biblical text should inform the shape of the sermon. Third, stylistic elements such as an attention to transitions, a clear outline, short sentences, simple sentence structure, simple wording, vividness, and directness assist the expositor in communicating the biblical truth to a contemporary audience. Fourth, personal illustrations can be an effective tool in highlighting the central homiletical idea when tied closely to and subservient to the biblical text. ^ Fifth, the contemporary expositor should preach the whole counsel of God in his expository ministry in contrast to preaching an expository ""canon-within-a-canon."" An effective preaching plan gives attention to balancing the diversity of biblical genres. Sixth, expository theory is seen best as a philosophy rather than a morphological sermon form. Seventh, topical sermon structures possess inherent disadvantages and limitations for the contemporary expositor. Eighth, the contemporary expositor can employ extended quotations without losing the attention of a congregation if they are delivered from memory and movingly spoken from the heart. ^","Critical / Hermeneutical|Practitioner / Teacher Research ~check","",0,1,0,0,0,0,0,0,0,0,0,1,0,0,0,0,2,0,0,0,1,0,1,"Religion, Clergy|Theology|Language, Rhetoric and Composition","Pollard, Franklin Dawes|Robinson, Haddon|Sermons|Expository preaching","Adviser","Preston Nix",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2943","NQ78365","","BALL, SUSAN ELIZABETH","The relation between reading and writing development in English and ESL students","University of Toronto (Canada)","Ph.D.",2003,124,"Surprisingly little is known about similarities and differences in how reading and writing skills develop. Most attempts to examine the relation between reading and writing development have used few measures at a single point in time with small samples of children. The current study explored the relation between the lower (decoding and spelling) and higher levels (reading comprehension and story construction) of reading and writing development for students in Grades 3 and 5/6, and also explored many underlying cognitive and language processes that are predictive of reading and writing achievement. In addition, the present study addressed these issues as they relate to students for whom English is either their first (ENG) or second (ESL) language. A series of ANCOVAs revealed few significant differences between ENG and ESL students on reading, writing and cognitive measures; however, significant differences were found on oral language proficiency (OLP) measures in favor of ENG students. Multiple sequential regression was undertaken to investigate the underlying cognitive and language processes that predict reading and writing development. The cognitive ability composite predicted the most variance in lower-level decoding and spelling skills, and the OLP composite predicted the most variance in the higher-level reading comprehension and story construction skills. These results have significant implications for assessment and programming, particularly for ESL students. ^","Experimental ~check","",0,0,0,0,1,0,0,0,0,0,0,0,0,0,0,0,1,0,1,0,0,0,1,"Education, Language and Literature|Education, Educational Psychology|Language, Rhetoric and Composition","Writing|English|Reading","Adviser","Dale Willows",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2944","NQ78671","","DEBANNE, MARC JOSEPH","Enthymemes in the letters of Paul","McGill University (Canada)","Ph.D.",2002,576,"While Pauline studies today are grappling with the question of the core of Paul's thought, the investigation of the apostle's social world is also gaining interest among scholars. The study of Paul's argumentation offers a fundamental contribution to both endeavours. Enthymemes, defined by the rhetorical tradition as the basic building blocks of deductive argumentation, constitute an important part of Paul's argumentation which until now has been relatively unexploited. Study of the manner in which Paul constructs enthymemes gives us insight into his thought world. The premisses that he uses as argumentative proofs can be viewed as a reflection of the common _æ_social knowledge_æ of the Pauline milieu. ^ The object of this inquiry is to study Paul's use of enthymemes as a rhetorical and argumentative tool and to evaluate what this reveals about his thought, his teaching, and his social world. The study begins with a discussion of the problem of enthymeme definition, followed by a clarification of criteria for identifying enthymemes in texts. A method of analysis is proposed. The entire corpus of Paul's seven undisputed letters is then _æ_combed_æ for enthymemes, one epistle at a time. Enthymemes are identified and analysed, and their argumentative premisses are catalogued thematically. This exercise permits a serious consideration of Paul's modes of argumentation, rhetorical aims and social world in the context of each epistle. Results from different epistles are compared as a means to consider, in general, Paul's rhetorical habits. ^ This thesis argues that enthymeme analysis is a necessary first step in Pauline exegesis. It is also argued that more attention needs to be given to enthymeme study in the research into Paul's social world. The question of how enthymeme study can inform the study of Paul's theology and core convictions is also discussed. ^","Rhetorical Analysis|Discourse or Text Analysis|Historical / Archival ~check","",0,0,1,0,0,1,0,0,0,0,0,0,1,0,0,0,3,0,1,0,1,0,2,"Religion, Biblical Studies|Language, Rhetoric and Composition","Letters|Argumentation|Saint|Enthymemes|Saint Paul","Adviser","I. H. Henderson",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2949","NQ88475","","GENTIL, GUILLAUME","Academic biliteracy and identity construction: Case studies of francophone science writers","McGill University (Canada)","Ph.D.",2003,485,"This inquiry explores how eight young francophone scientists within anglophone and francophone postsecondary institutions in Montr©al and Paris developed academic literacies in English and French, and constructed identities as members of national, linguistic, academic, and socio-cultural groups. I define literacy development as an individual's development of writing competencies and appropriation of language and social practices in and around written texts within specific socio-cultural, interactional, and discursive contexts. I adopt a socio-cultural, hermeneutic approach to literacy and identity to propose an integrated model of academic biliteracy development and identity construction inspired by Bakhtin, Halliday, Riceur, Taylor, and Vygotsky. To understand how the participants engaged in academic literacy practices and constructed identities in their academic writing, I conducted 50 hours of autobiographical and text-based interviews about their writing, life plans and experiences, and sense of self as writers and learners, over three years. I also paid visits to the participants' homes and workplaces, and collected documents such as legal texts, university statutes, and national census data so as to situate the participants' texts and experiences within their autobiographical, institutional, historical, and societal contexts. Through selected excerpts from interviews, documents, and writing samples, I argue that the participants' academic biliteracy development and identity construction was shaped by their individual evaluative responses to social forces. I suggest the shared individual and collective responsibilities of scientists, language specialists, academic gate keepers, universities, and governments for the advancement of academic literacies in more than one language. I draw implications of this inquiry for academic biliteracy, instruction and research in bilingual academic writing, and the theoretization of writers' identities. ^","Clinical / Case Study|Model-Building ~check","",1,0,0,0,0,0,0,0,1,0,0,0,0,0,0,0,2,0,0,1,1,0,2,"Education, Bilingual and Multicultural|Language, Rhetoric and Composition","Francophone|Academic biliteracy|Science writers|Identity construction","Adviser","Mary Maguire",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2957","NR03010","","CREELMAN, VALERIE","Household words: The rhetoricity of fifteenth-century gentlewomen's household letters","University of Waterloo (Canada)","Ph.D.",2005,283,"Within medieval studies, the fifteenth-century household letters of Margaret Paston, Elizabeth Stonor, and Isabel and Agnes Plumpton have largely been treated as historical documents mined for the social, cultural, and economic details they provide about medieval gentlewomen's lives. This dissertation looks beyond the historical and philological interests of these letters to discover what these rhetorical artifacts teach us about the rhetoricity of women's everyday household writings and the literate and social discourse practices of fifteenth-century gentlewomen. In doing so, this study examines the language of women's household letters to trace the rhetorical effects of women's letter-writing in maintaining the socioeconomic stability of family and household and in cultivating women's socio-political agency within their households and localities. ^ Using the social discourse theories of Mikhail Bakhtin, Pierre Bourdieu, and Norman Fairclough along with more recent discourse analysis and politeness theory as its theoretical framework, this study examines the linguistic effects of social relations on human utterances to show how relations of power shape women's discursive practices. To this end, my dissertation considers the intersubjectivity of women's letters to demonstrate how the routine social exchanges enacted in gentlewomen's letter-writing contribute to women's social agency and the formation of empowering social identities for women within their households and communities. ^ By way of introduction, chapter 1 examines the socioeconomic motives for women's letter-writing to bring into sharper focus the critical linkage between their letter-writing and their effective management of the household's internal and external economies. Chapter 2 examines women's role in epistolary production and how women could achieve a level of competency in epistolary discourse by relying on their own literate resources and through repeated exposure to the epistolary genre, its discourse conventions, and the participants (secretary, messenger, and recipient) involved in this literacy event. Chapters 3, 4, and 5 focus on how relations of power between gentlewomen and their male addressees are reflected, maintained, and subverted in the style and content of their letters. Chapter 3 examines how the language of women's letters both reflects women's subordinate accountancy to their husbands and helps women establish empowering subject positions for themselves. Chapter 4 demonstrates how women creatively expand their household letters by using their household narratives as a space of opportunity for self-promotion, self-fashioning, and, to a limited extent, self-publication. By examining a sample of petitionary letters men address to gentlewomen within these family archives, chapter 5 shows how the forms of address and rhetorical strategies men use to mitigate their requests contribute to a durable, textual image of these women as influential and forceful entities. ^","Rhetorical Analysis|Historical / Archival ~check","",0,0,0,0,0,1,0,0,0,0,0,0,1,0,0,0,2,0,0,0,1,0,1,"Biography|History, European|Women's Studies|Language, Rhetoric and Composition","Fifteenth century|Household letters|Agnes Plumpton|Margaret Paston|England|Rhetoricity|Elizabeth Stonor|Isabel Plumpton|Gentlewomen","","",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2958","NR04219","","BHATIA, VANDNA","Political discourse and policy change: Health reform in Canada and Germany","McMaster University (Canada)","Ph.D.",2005,190,"Political debates about the reform of health care systems have been ubiquitous in developed nations around the world for well over two decades. However, the extent to which these debates have been translated into substantive policy change is much smaller than their frequency and intensity would suggest. Using matched case studies drawn from health reform initiatives in two countries, Canada and Germany, political discourse is demonstrated to be an important factor in the policy change process. Discourse, defined as the combination of policy ideas and the way in which they are framed within particular policy networks, can serve to reinforce a policy framework or to persuade various publics of the need for significant policy change, even in the absence of changes in institutions and interests. Two types of discourse, namely _æ„challenging_æ_ and _æ„truth-seeking_æ_, are hypothesized to be more conducive to significant policy change than are _æ„rhetorical_æ_ or _æ„instrumental_æ_ discourses. Drawing on the case studies, the research shows that a _æ„challenging_æ_ discourse emerged in both countries, but led to significant policy change only in Germany. Based on the comparison of the two cases, it is argued that a number of factors are relevant for whether a challenging discourse is successful or not, including: degree of consensus on the gravity of the policy problem; the consistency of the discourse with broadly held normative values; and the persuasiveness of the _æ„social facts_æ_ brought to bear in support of proposed new solutions. ^","Historical / Archival|Philosophical / Theoretical ~check|Model-Building ~check","",0,0,0,0,0,1,0,0,1,1,0,0,0,0,0,0,3,0,0,0,1,0,1,"Political Science, General|Language, Rhetoric and Composition|Health Sciences, Health Care Management","Political discourse|Policy change|Germany|Canada|Health reform","","",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2962","NR11665","","CLOUTIER, FRANCINE","La redaction-revision: Une activite de communication guidee par le principe communicatif de pertinence","Universite Laval (Canada)","Ph.D.",2005,331,"L'objectif principal de ma recherche ©tait de v©rifier si le principe communicatif de pertinence d©crit par Sperber et Wilson dans <italic>Relevance: Communication and cognition</italic> (1995: 260) sous-tend l'©valuation qualitative de la coh©rence et de l'intelligibilit© au cours de la r©vision d'un texte explicatif-expositif destin© o la publication, ainsi que le choix des modifications autres que normatives, conventionnelles ou arbitraires qui y sont apport©es. Pour ce faire, j'ai analys© les modifications effectu©es dans trois extraits d'un projet de r©©dition de manuel scolaire dont la r©vision de fond et la pr©paration de copie avaient ©t© faites. J'ai cherch© o d©couvrir la raison d'__tre de ces modifications pour v©rifier si elles avaient un lien avec une des cat©gories visant la recherche de l'optimalisation de la pertinence que j'ai ©tablies. J'ai ensuite v©rifi© si les raisons pour lesquelles ces modifications avaient ©t© faites ©taient aussi li©es o un jugement de coh©rence ou o un des facteurs d'intelligibilit© retenus. Les r©sultats obtenus d©montrent que la majorit© des modifications effectu©es dans cet ©chantillon sont li©es o la recherche de l'optimalisation de la pertinence, soit directement, soit du fait d'avoir ©t© engendr©es par une modification pertinente. Les modifications visant la r©duction des efforts de traitement apparaissent en proportion au moins trois fois plus ©lev©e que celles visant la production d'effets cognitifs. Les possibilit©s d'intervention semblent donc plus grandes du c_¢t© de la r©duction des efforts de traitement, ce qui ©tait un r©sultat attendu. Pour ce qui est des modifications li©es o un jugement de coh©rence, elles rejoignent toutes une cat©gorie de pertinence; ce qui corrobore, une fois encore, que la coh©rence est bien un effet de la recherche de la pertinence. Quant aux modifications li©es aux facteurs d'intelligibilit© retenus, elles rejoignent ©galement toutes une cat©gorie de pertinence. Toutefois, elles ne correspondent qu'o des cat©gories de pertinence visant la r©duction des efforts de traitement. Les r©sultats obtenus o partir de l'©chantillon analys© montrent par cons©quent que le choix des modifications autres que normatives, conventionnelles ou arbitraires est vraisemblablement guid© par le principe communicatif de pertinence, de m__me que l'©valuation qualitative de la coh©rence et de l'intelligibilit©. ^","Discourse or Text Analysis ~replication|Critical / Hermeneutical ~Non-English language|Rhetorical Analysis ~check","",0,1,1,0,0,0,0,0,0,0,0,0,1,0,0,0,3,0,1,0,1,0,2,"Language, Rhetoric and Composition","Communication|Redaction|Revision|Pertinence|French text","","",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2964","NR12843","","FOURNIER, HELENE","The nature of task representation by novice multimedia authors","McGill University (Canada)","Ph.D.",2005,194,"The continuing importance of literacy and the emergence of electronic text forms have incited interest in the use of technology in a number of domains, among them writing and multimedia authoring. The expectation is that technology will facilitate the writing process by supporting cognitive processes and align school instruction with real-world tasks by providing more meaningful learning environments. This study tracked middle school students' task representation as they participated in protracted multimedia design and writing tasks. Students were engaged in the creation of a literary magazine over several weeks, with both written and media products linked to a particular theme. Cognitive strategies and behaviours associated with problem solving and communication are described through joint design activities. Students' working activities and their competencies in English Language Arts and Computer Science were identified, and cognitive processes tracked in negotiating and defining the boundaries of the task. Teachers' task representations were also examined in terms of their ability to address student variability; strengths and weaknesses between members of a group as well as their inherent dynamics are brought to the fore. Results point to the need for a better understanding of complex cognitive activities in developing new and more sophisticated repertoires of practice to realize the vision of children 'constructing' their own knowledge. Consequently, educators will gain new insights into what students can achieve when given the opportunities and the tools to do so. The role of educators is seen as instrumental in providing structure and mechanisms for supporting students' engagement in complex tasks. Findings underscore the importance of adopting a broader framework for thinking about the impact of students' participation in literacy projects. Limitations of the study are addressed as well as the key variables in the research on written composition and media literacy. This research also points to future directions for studies on complex cognitive activity by novice problem solvers and composers that include the potential uses that educators see in exploiting new pedagogical practices with technology within and beyond the walls of the classroom. ^","Ethnographic ~check|Discourse or Text Analysis","",0,0,1,1,0,0,0,0,0,0,0,0,0,0,0,0,2,0,1,1,0,0,2,"Education, Educational Psychology|Education, Secondary|Psychology, Cognitive|Language, Rhetoric and Composition|Education, Technology of","Task representation|Authors|Electronic texts|Multimedia|Writing|Middle school","","",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2967","NR22084","","BELLAMY, PATTY-JO","Cross-cultural differences in preferences for visual information in technical documentation","University of Manitoba (Canada)","Ph.D.",2006,219,"An important communication tool that impacts customers is the technological documentation that accompanies a purchased product. Whether in the form of an owner's manual, assembly instructions, operating instructions, or repair and maintenance information, this information may influence consumers' perceptions of the product. This technical information is often critical to the proper and safe use of the product. Technical documentation can make product usage easier and problem solving possible. Although cross-cultural research has examined differences in advertising communication, research examining cultural preferences in technical documentation is relatively unexplored. The little that has been conducted has focused on the written technical communication, or verbal content of such documentation. The visual elements that enhance and set the context for the written information have been relatively unexplored. ^ This research proposes using the cultural dimensions of Individualism and Uncertainty Avoidance to examine the impact of cultural differences on preferences for visual information in technical documentation. Two critical aspects of visual information in technical communications that will be explored include: (1) the amount of visual information; and (2) the way in which the visual information is organized. This research posits that cross-cultural differences in the amount and organization of visual information within the technical documentation are important factors in consumers' determining the quality and value of such documentation. ^","Survey ~check","",0,0,0,0,0,0,0,0,0,0,0,0,0,1,0,0,1,0,1,0,0,0,1,"Business Administration, Marketing|Language, Rhetoric and Composition","Technical documentation|Cross-cultural differences|Visual information","","",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2978","NR30117","","FAWCETT, LINNET","Evoking affect, becoming movement: From writing that skates to the swaggering midlife female trick skater","Concordia University (Canada)","Ph.D.",2007,231,"This thesis questions how bodies in movement might be written into academic scholarship in a more vital and thought-provoking way. Taking as its central figure the swaggering midlife female trick skater and focusing in on dynamics characterising the public recreational ice skating scene at Montr©al's <italic>Atrium le 1000</italic>, it draws on informal conversations conducted with skaters to create writing that skates, and develop an understanding of where communicating (through language) and skating (as and beyond writing) intersect. Adopting a visceral and sentient approach to researching, analysing and writing up the body, this thesis challenges the paradoxical absence of 'the corporeal' in the scholarly corpus, and embraces a researcher positioning which, while investigating the felt intensities of passion and pleasure, makes no apologies for its own excessiveness. Informed by poststructuralist thinking around affect and by feminist explorations of the gendered body, this thesis points to how the introduction of a truly 'alternative' sporting body into a 'disorganised' sporting environment can significantly impact how moments of self-actualisation as realised through participating in an activity like skating unfold, and how the communicatory relationships that come of joining the rink's communal flow materialise and evolve. In drawing attention to the liberatory potential opened up by this new conception of 'alternative,' this thesis raises our awareness both of the limitations inherent in those scholarly approaches that try to 'capture' moving bodies and motile activities within meaning and representation, and in those sporting and communicatory regimes that seek to 'pin down' aging female bodies. ^","Philosophical / Theoretical ~check|Ethnographic ~check","",0,0,0,1,0,0,0,0,0,1,0,0,0,0,0,0,2,0,0,1,1,0,2,"Women's Studies|Language, Rhetoric and Composition","Writing|Women athletes|Affect|Skates|Midlife|Trick skater|Movement","","",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"2995","NR52513","","COMAY, JULIE","Individual differences in narrative perspective-taking and theory of mind","University of Toronto (Canada)","Ph.D.",2009,256,"This study examines the development of children's ability to represent perspective in narrative production. Conceptualizing three distinct aspects of narrative perspective-taking _æ_ the representation of character perspective within the story, the representation of the communicative needs of an audience, and the representation of the narrative text as an autonomous product _æ_ I collected four narrative samples from sixty-six 4- to 7-year olds. Each child retold two fables and dictated two original fictional stories to a scribe. To determine what cognitive factors might contribute to the development of narrative skill, children also completed two language tests (sentence repetition, receptive vocabulary), a working memory measure (backward digit span), and social-reasoning tasks, which included tests of understanding first- and second-order false belief as well as interpretive diversity. ^ The findings show significant development with age in all three areas of narrative perspective-taking, as the bulk of children's stories shifted from the depiction of simple action sequences at the age of 4 to multilayered tales integrating both character and audience perspective into complex plots by 6 or 7 years. Further, individual differences within age groups were as pronounced as developmental ones; a child's ability or inclination to represent perspective showed marked consistency across the four narrative samples. The three aspects of narrative perspective were highly intercorrelated; controlling for age, both the ability to accommodate an audience and children's text awareness were significantly related to the tendency to portray the inner worlds of story characters. ^ Correlational and regression analyses show social-reasoning ability to make a significant and independent contribution to all three aspects of narrative perspective-taking beyond the effects of age, working memory, and language. These results suggest that storytelling is more than simply a linguistic endeavour, and that children's stories may provide a window on their developing understanding of mind. The study concludes with a discussion of the developmental relationships among narrative, language, and theory of mind. ^","Experimental|Discourse or Text Analysis ~check","",0,0,1,0,1,0,0,0,0,0,0,0,0,0,0,0,2,0,1,0,0,0,1,"Psychology, Developmental|Language, Rhetoric and Composition","Children|Social reasoning|Perspective","","",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA
"3003","NR64895","","CAROZZA, LINDA","The emotional mode of argumentation: Descriptive, people-centered, and process-oriented","York University (Canada)","Ph.D.",2010,333,"<?Pub Inc> Emotional arguments present serious challenges to the tradition of Argumentation Theory. In essence, this dissertation expands on the emotional mode proposed by Michael A. Gilbert (1997), providing a more thorough understanding of what is entailed in emotional argumentation, as a means to enhancing its acknowledgment. The notion of argument subscribed to defines an argument as <italic>some sort of interaction where there is disagreement between parties. The disagreement can be quite innocuous, an aggressive and personally attacking episode, or anything in between these extremes. An emotional argument occurs when the dissent between interlocutors is of an emotional nature</italic>. ^ A detailed critical picture of Argumentation Theory, through the lens of feminism and post colonialism, is provided. These critiques demonstrate significant shortcomings of prominent argumentation theories, by pointing to criteria that get omitted from most models of argumentation analysis: culture, tradition, class, gender, age, sex, religion, among others, all of which tend to amalgamate with emotional arguments. The critique espoused argues that the tradition of argumentation can afford to be more inclusive of different modes of communicating dissent _æ_ specifically so that emotional-type arguments have a place in the field.^ Selected theory behind emotions, arguments, and emotional arguments is provided, and five different types of emotional arguments are derived. In order to demonstrate the practicality of emotional arguments, they are then discussed alongside Walton's six dialogues (1998), demonstrating how they meet a particular dialogue's argumentative goals. ^ The ""Amenable Argumentation Approach"" is established as a broader framework that can accommodate more than just the traditional view of arguments. It encompasses traditional argumentation theories, plus it is open to adding new epistemological discoveries, observations, and practices that might remain outside the span of current argumentation theories. It is the conceptual framework and ideologies that sustain the Amenable Argumentation Approach that accommodate and acknowledge emotional arguments. ^ In conclusion, different tools stemming from Personality Theory, Conflict Resolution, and the practice of mediation are introduced as practical means for dealing with emotional arguments as theorists, analysts, lay people, professionals _æ_ argument practitioners at large. ^","Philosophical / Theoretical|Model-Building|Critical / Hermeneutical ~check","",0,1,0,0,0,0,0,0,1,1,0,0,0,0,0,0,3,0,0,0,1,0,1,"Philosophy|Psychology, General|Language, Rhetoric and Composition","Process-oriented|Argumentation|People-centered","","",NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA,NA