Dissertations / Theses: 'Rhetoric and Composition'

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Clayton, Kathleen. "A just rhetoric." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289911.

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This dissertation examines the pedagogical practices and written texts of The New York Association for Working Girls between 1890 and 1894 in order to identify elements that are useful in constructing a just rhetoric for teaching business communication today. The late 1890s were a period of economic pressure In the face of cultural, physical, and industrial expansion for the United States much like the late 1990s--early 2000s mark a time of economic pressure in the context of cultural, physical, and technological expansion for the university. The older New York women aimed to uplift the souls of the newly arrived immigrant working girls by defining and identifying for them appropriate ways of speaking, writing, dressing, and living. They were concerned with the exterior identity and conscious identifications among all females. However, an identification of the pedagogical unconscious, that is those sites of conflict, ambiguity, or contradiction in the works of the New York Association for Working Girls serves as a foundation for using the past to examine current definitions and identities in teaching business communications. Most research on business communications within a technological age identifies theoretical links between composition and computers, business communications and rhetoric, but few if any identify practical pedagogy within the context of links between electronic business, rhetoric, and composition within an integrated curriculum of a business college. In using the tools to uncover the unexamined differences within the New York Association for Working Girls, I define the pedagogical unconscious of a team-taught MBA course that integrates business communications. I use the elements I identify to construct a new pedagogy that I believe is just and inclusive to all when used to teach business communications in a technological age.

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Stevens, Sharon M. "The range of rhetoric: The rhetoric and politics of grazing in southern Arizona." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289908.

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Public debate about how, and whether, to graze southern Arizona's desert grasslands has been ongoing for decades. Increases in ecological knowledge and the creation of public discussion forums have failed to build consensus about grazing and related land policies. One major line of public argument takes the form of identity politics, with valued cultural and social movement identities, such as rancher or environmentalist, pitted against each other. Another site for contention is contrasting ecological claims about the effects of cattle on grass cover. In this ethnography-based dissertation, I analyze: (1) the rhetorical construction and representation of identities, and (2) the forms of evidence that provide epistemic support for scientific claims about ecology. Both reified identities and decontextualized scientific argument hinder consensus-building. A more open discussion of conflicting desires and explicit acknowledgment of human agency to affect both cultures and landscapes can shift public debate to more productive grounds for collaboration.

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Shepley, Nathan E. "Composition at the "Harvard on the Hocking": Rhetoricizing Place and History." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1272727187.

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Wallin, Jonathan Scott. "An ecology of place in composition studies." Thesis, Purdue University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10251919.

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My dissertation, An Ecology of Place in Composition Studies, proposes a place-based approach to teaching writing in community engagement. My project addresses contemporary criticisms of ecocomposition by uniting the ecological foundations of the movement with pedagogical strategies used in philosophy and geography to teach students about place. Why is this needed? Students going to college resituate themselves, and often find themselves needing to adjust their compasses to find their place at the university. This contributes to a longstanding question that has been answered via rhetorical situation in rhetoric. It offers a practice of inquiry that serves to engage our students not solely with community partners, but also with the places inhabited by both the students and the partners they work with. In undertaking an immersive reflection of these places, students stand to move beyond a superficial consideration of situation and context, gaining an understanding of the nuance and details that encompass these ecological relationships.

But it also has a practical origin in that students who are leaving their families and going to college must renegotiate their understanding of place in order to be successful in both the writing classroom, and as students and people.

I contend that infusing writing instruction with a study of place is a step towards helping our students establish an ecological mindset, a mindset which recognizes how our actions interact with the actions and reactions of others, ultimately leading to outcomes that we cannot easily foresee. An ecological mindset favors empathy, understanding, and an acceptance of our role as constructive members of the communities in which we live. My dissertation reflects on the importance of an understanding of place in developing these attitudes as a writer, as a student, and as a citizen.

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Orenstein, Abigail Heather. "Yogic Agency: The Yoga in Composition and Rhetoric." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/479327.

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English
Ph.D.
Eastern practices have an increasing presence in Western locations of human services, such as mental health, hospitals, non-profits, prisons, K-12 education, among others. This trend includes the university and pedagogies of first year writing. The application of Eastern contemplative practice helps some people in certain circumstances, but its use raises questions. In the university classroom, methods like mindfulness meditation and yoga may offer perspectives that inform pedagogy. But, these interventions often lack concrete applicability to course content, oversimplify theoretical foundation of the original Eastern practices, and seem disparate from, rather than integral to, standard curriculum. My dissertation analyzes how yogic practice is already embedded in the discipline of composition and rhetoric. By resignifying rhetorical scholarship as yogic, I shape a new and amalgamated conception of agency deploying yogic and Western perspectives. I call this yogic agency. By constructing, defining, and unraveling the function of yogic agency in the writing classroom, I extract, analyze, and refigure the yogic philosophy and practice as always and already underlying scholarship of composition and rhetoric. My dissertation integrates yogic and rhetorical perspectives into one. I aim to sharpen and clarify of the role of yoga, as well as other alternative Eastern frameworks, in the Western writing classroom. There is sometimes an assumption that yoga is a pedagogical intervention replacing less effective teaching methods. This operates on the notion that our field is in a position of deficit. Instead, I generate yogic agency to illustrate the feeling of having control of one’s worldview as a means to embody a way of perceiving that one already has everything within in order to become rhetorical agents of one’s own life. I am not presenting a new way of teaching and learning but rather, a pronounced vision of the discipline as yoga surfaces within its theories.
Temple University--Theses

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Johanek, Cynthia L. "A contextualist research paradigm for rhetoric and composition." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115713.

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The unresolved nineteenth-century debate--"is rhetoric an art or a science?"--hashindered our attempt to establish an inclusive research paradigm for rhetoric and composition. The newly dominant paradigm is quickly narrowing to prefer the qualitative designs that suit our literary ideals, relieve our math and statistics anxiety, and fulfill political ideologies. Such qualitative work has given us great insight into the mind of the researcher, a stronger voice to the individual, and a powerful tool for groups traditionally oppressed by our field.At the same time, however, our field needs quantitative research that examines the scope of certain issues or that tests the effectiveness of solutions to problems, and we should remain prepared to understand such research from other fields. But the quantitative/qualitative division in composition cannot be healed through "methodological pluralism" or by examining the epistemologies governing those methodological choices.A Contextualist Theory of Epistemic Justification (Annis, 1978) provides a new lens through which we may recontextualize the competing epistemologies our field has outlined, providing a new decision-making framework through which we may appreciate the intersection of research issues (issue/question, purpose, method, and publication) and rhetorical issues (writer, audience, and subject) that form the varied contexts for our work: contexts highlighted in a matrix of questions representing a Contextualist Research Paradigm for Rhetoric and Composition.To illustrate such a paradigm, Eileen Oliver's (1995) "The Writing Quality of Seventh, Ninth, and Eleventh Graders, and College Freshmen: Does Rhetorical Specification in Writing Prompts Make a Difference?" is reprinted with an interview with Oliver, in which she detailed the context for her study. To further demonstrate a Contextualist Paradigm at work, my own study--"Red Ink / Blue Ink: Does it Really Make a Difference?"--responds to the largely untested anecdotal evidence that discourages writing teachers' use of red pens.A Contextualist Research Paradigm is necessary for composition to heal the artificial divisions between qualitative and quantitative research, to direct our attention fully to context rather than politics, form, and numbers, and to conduct not only the research we like, but also the research we and our students need.
Department of English

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McKoski, Nancy Lacy. "Preconditions for the politics of rhetoric in composition." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287412498.

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Allan, Elizabeth G. "Composition, Rhetoric, and Literacies in Architecture Studio Classes." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/56764.

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English
Ph.D.
This qualitative ethnographic study investigates the multimodal literacy practices and rhetorical strategies of undergraduate architecture students and studio professors in the first-year, third-year, and fifth-year studio classes of a five-year B. Arch. program. As they assume the disciplinary identity of architects, students develop studio ethos, a network of discipline-specific practices and values shaped by studio culture. Data was gathered through field observations, interviews, collection of textual artifacts, and photographs documenting students' visual work and presentations. Using a constant comparative analysis approach, I identify similarities between the design studio pedagogy practiced by the studio professors in this study, sophistic rhetorical pedagogy, and the pedagogy of multiliteracies developed by the New London Group of multimodal literacy theorists. Analysis of the data reveals a shifting relationship between verbal and visual literacies across the arc of the program. First, verbal literacy practices scaffold the development of discipline-specific visual literacies as novice students produce, translate, and synthesize knowledge by working iteratively across multiple modes. Then, the visual displaces the verbal as students present design arguments to an architectural audience. At the same time, verbal peer critique and presentations to non-architects require an increased rhetorical awareness. Finally, the verbal and visual are realigned according to disciplinary values in the fifth-year students' formal design thesis papers and independent thesis projects. A rhetorical analysis of the architects' practices reveals a conceptual connection to three components of sophistic rhetorical pedagogy: melete, the belief in the transformative power of iterative practice through agonistic encounters; kairos, the sense of appropriate and timely response; and metis, a flexible, cunning intelligence. I theorize that the relationship between multimodal literacy and rhetoric hinges on the interplay of modal affordances(what a particular mode can and cannot convey) and the available means of persuasion(rhetorical exigencies determined by cultural values). I argue that understanding the academic multimodal and rhetorical practices of a visually-based discipline can enhance how new media texts are composed and deployed in composition and rhetoric and literacy studies.
Temple University--Theses

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Webster, Travis Allan. "Pray the Gay Away: Rhetorical Dilemmas of the American Ex-Gay Movement." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1217868518.

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Sarr, Carla. "Rhetorical Gardening: Greening Composition." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504795919562701.

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Griffin, Joseph. "Congruent Affinities: Reconsidering the Epideictic." Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22706.

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Aristotle's division of the "species" of rhetoric (deliberative, forensic, and epideictic) has served as a helpful taxonomy in historical accounts of rhetoric, but it has also produced undesirable effects. One such effect is that epideictic rhetoric has been interpreted historically as deficient, unimportant or merely ostentatious, while political or legal discourse retained a favored status in authentic civic life. This analysis argues that such an interpretation reduces contemporary attention to the crucial role that epideixis plays in modern discourse. As often interpreted, epideictic rhetoric contains at its heart a striving toward communal values and utopic ideals. Taking as its province the good/bad, the praiseworthy/derisible, it is a rhetorical form supremely attentive to what counts for audiences, cultures, and subcultures. As such, it has direct entailments for all forms of rhetorical practice, however categorized, for in its essence is not simply a suggestion of timeliness or appropriate context for its delivery, but also method: a focus on identification and affinity is at the heart of epideixis. Taking an expanded definition of epideixis, I argue that Aristotle's classification be read as provisional (that he allowed for and expected overlap with his divisions), and further, that criticism be seen as a form of contemporary epideixis. I claim that contemporary norms are more fractured than in classical times, and that as citizens no longer at the behest of formerly more unified cultural ideals it is through acts of criticism and aesthetic consensus that we often form emergent communities, gathering around objects of appraisal, around that which offers us pleasure (even the popular). I attempt to account for the mechanics of how, as Dave Hickey argues, “beautiful objects reorganize society, sometimes radically" (Invisible Dragon 81). The vectors through which this reorganization occurs are via popular discourse involving “comparisons, advocacy, analysis, and dissent” (Hickey Invisible Dragon 70), be it at the level of the interpersonal or in a more widely-sanctioned public forum such as professional criticism. I hope to show that epideixis is not a moribund rhetorical category, but a key discursive mode and way of forming community in our times.

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Murphy, Robin Marie Merrick. "Post-9/11 Rhetorical Theory and Composition Pedagogy: Fostering Trauma Rhetorics as Civic Space." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1180024360.

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Gelms, Bridget. "Volatile Visibility: The Effects of Online Harassment on Feminist Circulation and Public Discourse." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1524157800257721.

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Binkley, Roberta Ann. "A rhetoric of the sacred other from Enheduanna to the present: Composition, rhetoric, and consciousness." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289311.

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I examine particular characterizations of consciousness in the Western tradition of rhetoric that inform contemporary academic and professional discourse, characterizations built upon clearly gendered dichotomies. I begin by analyzing the metadiscourse of Enheduanna, (ca. 2350 B.C.E.), Marcus Tullius Cicero (d. 43 B.C.E.), and Carl Gustav Jung (d. 1961). Specifically, I examine the commentary concerning their composing processes as reflective of cultural conceptions of cognition. In all three cases they engender their creative process as sacred, other, and feminine. Focusing on Enheduanna, I analyze her works in terms of contemporary feminist theory. The contemporary rhetoric of feminist spirituality, particularly the discourse surrounding the concept of the goddess as an aspect of the feminine divine, I see as a growing phenomenon of popular culture and psychology. One way to investigate the rhetoric of this expanding popular interest is to examine it through the literary work of Enheduanna as the oldest known author. I compare her rhetoric and the modern discourse of the field of Assyriology which surrounds and interprets it. Within particular academic disciplines and their discourses, current perceptions of history effect theory and influence ideology with far reaching consequences. In rhetoric and composition, I analyze the work of three contemporary feminist rhetorical historiographers: Susan Jarratt, C. Jan Swearingen, and Kathleen Welch. I contend that their influence, as rhetorical Other, on the current perception of rhetorical historiography, influences composition theory. Their individual reinterpretations of classical rhetorical theory and history not only alter perceptions of the foundational past of rhetoric, but they exert an influence on current theories of the understanding and teaching of composition. Turning to popular culture, I then analyze how two modern psychoanalytic interpretations of the Other as feminine divine in contemporary Western society might also function to alter the teaching and understanding of rhetorical theory and composition. I look at two Jungian feminist psychoanalytic theorists (Sylvia Perera, and Marion Woodman) examining their theories in relation to the composing process. I conclude by proposing an expanded rhetoric, one that includes the Other as an aspect of the unconscious, a rhetoric also inclusive of a deepened, recursive, and reflective consciousness. This rhetoric, I postulate, might work itself out as a more comprehensive way to view composition: ethos expanded to a bicameral mind paradigm, pathos as body wisdom, and a logos of the sacred Other. I finish with a proposal titled, "Toward a Rhetoric of the Sacred Other."

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Acevedo, Diana Elva. "The importance of the affective dimension in composition." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/365.

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Smyth, Richard Edward. "Renaissance mnemonics, poststructuralism, and the rhetoric of hypertext composition." Gainesville, FL, 1994. http://www.archive.org/details/renaissancemnemo00smyt.

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Morey, Sean. "Ecosee toward a visual rhetoric and composition of nature /." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0010850.

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Evans, Ashley. "Expanding Composition Pedagogies| A New Rhetoric from Social Media." Thesis, The University of Wisconsin - Milwaukee, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690922.

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Traditionally, the field of rhetoric and composition has valued long-form essay writing, which requires students to engage patiently and at length with revision. In contrast, students today spend much time outside of school producing fast-paced and short posts for social media. This dissertation argues that students’ social media interactions provide them nuanced, dialogic, and complex rhetorical understandings about writing—but that students need help developing discursive processes to support transfer of their social media knowledge to other writing contexts, including long-form academic writing. Drawing from two semesters of in-class study, I construct for first-year composition classrooms a pedagogy that embraces and cultivates the rhetorical knowledge students gain from social media; I demonstrate how students can analyze, reflect on, and transfer this knowledge to academic contexts. Citing students’ social media and academic writing, I draw from students’ intuitive understandings of the rhetorical concepts medium, context, audience, ethos, and purpose to illustrate how these concepts can productively shift and expand in FYC instruction. To situate this pedagogy within contemporary practices, I analyze leading FYC textbooks and highlight how textbook pedagogies can acknowledge and foreground students’ expanded rhetorical understandings of social media for richer composing processes in all media and for all contexts, digital and non-digital.

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Hill, Amanda M. "We have another moment : "rhetoric and composition" + "web 2.0" /." Online version, 2008. http://content.wwu.edu/cdm4/item_viewer.php?CISOROOT=/theses&CISOPTR=290&CISOBOX=1&REC=8.

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Meyer, Craig A. "Infusing Dysfluency into Rhetoric and Composition: Overcoming the Stutter." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1374080750.

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Prasad`, Pritha. "Teaching Within and Against: Rhetoric and Composition After Ferguson." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1560030915886502.

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Harris-Ramsby, Fiona Jane. "The Habermas/Foucault debate: Implications for rhetoric and composition." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3277.

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This thesis sheds light on (1) the extent to which composition has fallen short in its efforts to examine Habermasian discourse in the public sphere/politicized classroom; and (2) whether, through a careful and explicit exploration of the Habermas/Foucault debate and the competing concepts of discourse contained therein, we might make use of those concepts in the politicized classroom to inform student writing in the public sphere.

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Gariepy, Thomas C. "Contemporary nativist rhetoric| Defining common characteristics." Thesis, Northern Arizona University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1543971.

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Nativist language, expressed as opposition to foreigners, has been a part of American history since the country's founding. At various times, often during periods of recession and economic pressure, nativist movements have arisen with remarkable fervor, at times affecting the course of the nation's history. Most recently, the twenty years from 1990-2010 saw a significant increase both in the number and power of anti-immigration organizations. During this period, the contemporary minutemen, organizations of nativists focused on border security, came to prominence. Anti-immigrant pressure groups, whose purpose was to focus on specific aspects of immigration, became powerful. Nativist politicians found that rhetoric could successfully elevated their cause to prominence on the national stage.

This study uses principles of generic criticism to analyze the rhetoric of two contemporary Minutemen organizations and their founders, as well as three prominent nativist leaders. It seeks to determine whether there are common characteristics in the chosen examples of nativist rhetoric. Under such circumstances, the rhetoric would be classified as belonging to a particular genre, or type. The analysis reports that there are five common characteristics shared by the five rhetors: Appeals to rationality and positioning within the mainstream; predictions of threats to economic security and political stability; paranoid language; patriotic and constitutional imagery and alignment with law enforcement; and appeals for sympathy for victims. It continues by comparing the five commonalities with common rhetorical forms and concludes that all five align with the rhetorical type known as the jeremiad. Named for the biblical prophet Jeremiah, this type of rhetoric is marked by a call for a return to traditional values, predictions of disasters to come if the audience does not heed the warnings, and reassurance that the audience and the nation will be rewarded for their righteous behavior. The study also finds that contemporary nativist rhetoric can be classified as exhibiting the paranoid style of rhetoric. The study concludes with an enumeration of issues relating to rhetorical studies of nativism that arose during the research. These issues would be useful avenues of inquiry for other researchers intrigued by the subject.

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Morris, William Alan. "A Rhetorical Approach to Examining Writing Assessment Validity Claims." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1619704495223314.

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Bollig, Chase Anthony. "“People Like Us”: Recognition, Identification, and the Production of Rhetorical Subjects in Enrollment Outreach." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1434105730.

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Bui, Kaydra. "(Dis)ability Borderlands, Embodied Rhetorical Agency, and ADHD Methods of Madness." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564680745970875.

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Grewell, Greg. "Rhetoric of Ridicule." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/312568.

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Ridicule is a means of affecting change. Issuing an interpretation of a subject's relation to an ideological formation or social norm as an argument to change behavior, language-use, belief, or the like, ridicule can be used both to affirm and to contest prevailing hierarchies. As a discursive function, this dissertation theorizes, ridicule can be either monological or dialogical. Monological ridicule often takes the form of a demand or directive and usually commands its subject to comply with some ideological formation or social norm. Used in this way, it is a norming tool. In contrast, dialogical ridicule generally invites or encourages negotiation or mediation. As such, it is often used to contest or challenge prevailing hierarchies, with the ultimate aim of creating conditions that can allow for transformation. In six chapters, this dissertation offers a theory of ridicule, traces conceptions of it through western history, examines both monological and dialogical applications of it, and, lastly, explores its use on the Internet, where it has flourished. If the aim of rhetoric is to please, to instruct, or to entertain, then ridicule may be the master rhetorical trope as it can achieve all three simultaneously.

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Burzynski, Joseph P. "Global Warming and Composition Studies: The Case for Intervention." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1469018207.

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Rutherford, Kevin J. "Pack Your Things and Go: Bringing Objects to the Fore in Rhetoric and Composition." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1436295241.

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Jung, Julie Marie. "Revisionary rhetoric and the teaching of writing." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288988.

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This dissertation theorizes and applies what I term revisionary rhetoric, a rhetoric that emerges at the intersection of feminism and revision. I define revisionary rhetoric as a rhetoric of relationship, thereby drawing attention to the fact that all human relationships, including those that exist between readers and writers, enjoy moments of intimacy, closeness, and connection, but they also involve inevitable separation, loss, disappointment, and pain. However, theories and practices of revision within the discipline have focused on a writer's attempts to revise in order to connect with her audience through achieved consensus. The assumption is that to be persuasive writers should revise in order to remove those textual moments that might offend or confuse potential readers. In privileging clarity and connection in our work on revision, I believe we've failed to theorize how readers/writers contend with the inevitable disconnections that permeate their experiences with texts. We can, of course, simply ignore that these moments exist; we can teach our students to delete them from their drafts all in the name of "effective" revision. But to do so sends a troubling message to our students: that when they can't relate to or connect with something they read, they can simply skip it, ignore it, forget about it, and move on. Revisionary rhetoric responds to the reality of disconnection by describing strategies writers can use to make themselves heard as they demonstrate their commitment to listening to others. Such a paradox demands a revisioning of silence as it deconstructs a voice/silence binary, for listening demands participatory silence. After revising silence through three disciplinary contexts, I identify key textual features of revisionary rhetoric--metadiscursivity and intertextuality--and, through an examination of sample texts, I describe how these features reveal the constructed nature of all texts and thereby create gaps, or silences, out of which readers can respond. I specifically analyze the ways in which multigenre texts enact revisionary rhetoric, and I argue for more of them, both in the field and in the classroom, for they demand the kind of rereading that is necessary to practice a relational rhetoric.

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Vinson, Jenna Elizabeth. "Teenage Mothers as Rhetors and Rhetoric: An Analysis of Embodied Exigence and Constrained Agency." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293424.

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This dissertation examines the rhetorical function and social implications of the "dominant narrative of teenage pregnancy"--that is, the popular depiction of young motherhood as the tragic downfall of a woman's life. I employ feminist poststructuralist and visual rhetorical critique to analyze historical and contemporary teenage pregnancy prevention materials as well as journalistic representations of young mothers. Building from this analysis, I argue that the dominant narrative pathologizes teenage mothers, prevents a focus on structures of inequality and poverty, sustains racialized gender ideologies, and encourages practices that perpetuate disparities for pregnant/mothering young women. In addition, this project explores strategies for resisting this discourse. Specifically, I review scholarship that has contested the dominant narrative and identify counter-rhetorical practices that some young mothers use in their published first-person narratives. Finally, drawing on focus groups I conducted with 27 young mothers, I illustrate that visibly young pregnant and parenting women are often publically confronted by strangers because they embody an urgent and much-debated social issue. I offer the concept of "embodied exigence" as a way to understand how discursive and material realities of the body may construct rhetorical situations and how the body may function as a site of constrained agency. Building from rhetorical theories of agency, exigence, and feminist work on the visibility of motherhood, I assert that in moments of embodied exigence, marginalized young mothers may seize the opportunity to resist dominant rhetoric and act as rhetors in their own right.

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Stuart, Jason Todd. "The Disciplinary Rhetoric of the 21st Century: The Emergence of Computers and Composition." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1269700232.

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McGuire, Vail H. "Unlikely Connections: The Intersection of Composition, Rhetoric, and Christian Theology." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1177944929.

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Conway, Joel Sidler Michelle. "Multigenre rhetoric where genre theory and feminist composition theory meet /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/CONWAY_TIMOTHY_23.pdf.

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Hurley, Meredith Graupner. "Remediating the Professionalization of Doctoral Students in Rhetoric and Composition." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1285888664.

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Skeffington, Jillian Kathryn. "LOOKING FOR RHETORIC IN COMPOSITION: A STUDY IN DISCIPLINARY IDENTITY." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194770.

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The author engages in a study of rhetoric and composition's disciplinary identity and representations as seen in various disciplinary locations. Despite individual preferences toward other titles, the discipline is commonly referred to as "rhetoric and composition," a title that embraces but does not categorize the field. In this dissertation the author examines the relationship between rhetoric and composition, arguing in the first section of the dissertation that the conjunction "and" is not sufficient to describe the many relationships between these two terms. The first section of the dissertation also examines the positioning of rhetoric and composition in historical texts as well as in journals published by the National Council of Teachers of English, concluding that the hierarchies often created between rhetoric and composition or theory and practice arehighly contextual.The second section of the dissertation examines the role of departmental and institutional structures in the development of doctoral programs in rhetoric and composition, and argues that the discipline needs to take a proactive role in addressing these influences. The author demonstrates this need through an historical examination of the formation of doctoral programs in rhetoric and composition and the disciplinary identity represented by TA training texts. The second section then argues that conscious and considered representations of disciplinary identity are important to the continued growth and development of rhetoric and composition. The dissertation concludes with an argument that rhetoric and composition needs to develop undergraduate majors and minors. The concluding chapter highlights the role of departments and undergraduate majors in the American university and urges scholars and administrators in the discipline to work toward the establishment of undergraduate curricula.

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Church, Elizabeth L. "Epideictic Without the Praise: A Heuristic Analysis for Rhetoric of Blame." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1277144363.

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Mkhaiel, Derek Tanios Imad. "BANKSY, RHETORIC, AND REVOLUTION." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/552.

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This thesis examines the projects outlined by the Situationist philosophers and their impact on revolutionizing consciousness. Alongside of this examination this thesis demonstrates how the appropriate rhetorical means in conjunction with street art—specifically the work of Banksy—may lead to the successful implementation and execution of the Situationist's projects. This thesis examines the concept of the spectacle as developed by the Situationists as its object of critique and the concepts of culture, unitary urbanism, psychogeography, détournement and dérive as the framework in which the spectacle can be successfully critiqued in order to foster a more critical consciousness. In addition to this framework my claim is that the aforementioned elements are accomplished by the work of Banksy and his ability to alter the material conditions of our reality through his rhetorical construction of material enactments by creating appropriate and kairotic works which provide life to the Situationist's projects and affords the potentiality of revolutionizing consciousness. In Figure 1. Banksy critiques the idea of spectacularization. There is a fear that technology will distract individuals’ from living and experiencing their lives to the fullest, that their desire to record moments will get in the way with actually living through experiences. In fact the concept of recording events, for many people, is bringing more life to those events than the event itself. We’re currently living in a society where the record of the thing itself is greater than the thing itself. Of course, whenever something is recorded it can be spectacularized--elevated to a greater degree of importance--and shared with many. At the same time, urban architectural achievements have become idols unto themselves. People visit the Eiffel Tower for the purposes of visiting the Eiffel Tower. Even in the act of being a tourist or a spectator we are being placed in positions of passivity. The goal is to absorb whatever man made phenomena has been constructed for the purposes of enjoying it intrinsically without understanding why. In their article "Rhetoric and Materiality in the Museum Park at the North Carolina Museum of Art" Kenneth Zagacki and Victoria Gallagher rhetorically analyze the complex and interwoven spaces of the North Carolina Museum of Art. Their research claims that "the move from symbolicity to materiality involves a shift from examining representations (what does a text mean/what are the persuader's goals) to examining enactments (what does a text or artifact do/what are the consequences beyond that of the persuader's goals) and, as Carole Blair suggests, to considering the significance a particular artifact or text's material existence: What does it do with or against other artifacts? And how does it act on persons?" (Zagacki and Gallagher 172). This move from the purely symbolic importance of a text or artifact to its materiality is exceptionally important when discussing how potential Situationist projects can be materialized into and implemented effectively in the real world. The Situationists were essentially radical realists—their critiques need to exist in the most material form possible in order to generate the conscious liberation that they desired. That being said Margaret LaWare and Victoria Gallagher "...suggest that material rhetorics contribute to discourses of public identity by inviting visitors to see and experience landscape (or physical context) around them in new, and very much embodied ways" (as cited in Zagacki and Gallagher 172). The recursive nature of material rhetorics allows us to analyze exactly how environment's are affecting individual's subjectivities and how they too can go about affecting their world in new ways. I turn to this article specifically for the methodology that Zagacki and Gallagher construct in order to discuss in a more concrete fashion the rhetorical complexity of these spaces and their potential affect on visitors: we argue, through two material enactments of the human/nature interface that we characterize as ‘‘inside/outside’’ and ‘‘regenerative/transformative.’’ By ‘‘inside/outside,’’ we refer to the experience of moving (1) between constructed spaces, such as a museum space or an urban landscape, to less constructed, more organic spaces such as the outdoor park or the rural landscape; and (2) between what we refer to as natural history and human history. By ‘‘regenerative/transformative,’’ we mean moving (1) from natural states to human-constructed states and back again to nature, and (2) from one state of understanding to another. The capacity to create spaces of attention that call forth particular experiences reveals the potential rhetorical impact and reach of the Museum Park’s material forms. (173) The framework established here is specifically most affective when discussing these specific spaces—not every material space will have an inside/outside which would lend itself to phenomenological observation. However, for the purposes of this project, I find it important to reflect on how the "static/dynamic" enactments produced by the space harboring Banksy's work functions as a method to produce the "concrete/utopia" enactment by détourning expectations of space via messages whose kairotic nature—its location in time and place—and content create a specific psychogeography which can revolutionize our expectations and engagement with the world.

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Cummings, Lance. "The Rhetoric of Comparison in the YMCA: Belletristic Rhetoric and the Native Speaker Ideal." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406038505.

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Salisbury, Lauren E. "The Role of Space and Place: A Case Study of Students' Experiences in Online First-Year Writing Courses (OFWYCs)." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1553249607260715.

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Zhu, Hua. "Forging Inter/connectivity: Enacting the Rhetoric of According-with." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1593716546006958.

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Beveridge, Aaron Kyle. "(Inter)Active Rhetoric: The Ethics of Agency and Praxis." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1208837955.

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Duncan, Travis. "SILENT OUTSIDERS: SEARCHING FOR QUEER IDENTITY IN COMPOSITION READERS." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3468.

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ABSTRACT This study searches twenty composition readers' table of contents for the degree of inclusivity of queer people and issues. Four means of erasure are labeled as possible erasing of queer identity: presuming heteronormativity, overt homophobia, perpetuating tokenism, and pathologizing queer identity. The presence of other differences are compared to the number of times that queer identity is referenced in the table of contents. The final portion of the analysis examines the two most inclusive composition readers to understand more clearly how the readers present queer individuals and issues. In a sense, I want to explore the question of how often queer people are discussed or addressed and in what forms within these composition readers. My hope is to develop a means for instructors and students to investigate whether or not, and in what ways a composition reader prescribes presence for the queer individual.
M.A.
Department of English
Arts and Humanities
English

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Hayes, Kenneth J. II. "Socializing First Year Composition: A Study of Social Networking Sites' Impact on First Year Students." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429104678.

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Harris, Christopher Sean. "FIRST-YEAR COMPOSITION HANDBOOKS: BUFFERING THE WINDS OF CHANGE." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1149087219.

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陳方華 and Fong-wah Florence Chan. "Literary and vernacular styles in Chinese rhetoric." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31208058.

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Kelley, Marion Louis. "Carnivalesque enculturation: Rhetoric, play, and "Wabbit Literacy"." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289105.

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This dissertation explores the processes that enable understanding of irony and parody, arguing that understanding of ironic and parodic discourse is grounded in socially-constructed knowledge, frequently through knowledge derived from mass media. Although parody and irony are often commodified products of mass culture, they can also help interpret and critique mass media. I also conceptualize a type of cultural knowledge for which I have coined the term "Wabbit Literacy" in recognition of the many parodies found in Bugs Bunny cartoons. Wabbit Literacy is a dialogic means of learning resulting when a reader encounters parodic references to a text before encountering the text being parodied. What is for the writer a parodic allusion to a given cultural artifact (text 1) becomes for the reader of the parodic text (text 2), the primary reference point for awareness of text 1. Wabbit Literacy offers a new perspective from which to consider the situatedness of dialogic interactions among readers, writers, and text(s). Wabbit Literacy examines the "temporal contexts" of discourse, the relations among a particular reader's earliest encounters with a text, later encounters with the text(s), and changes in the reader's interpretations over time. Wabbit Literacy begins with a moment that most conventional discussions of parody and irony might describe as a reader's "failure" to "get" an irony or parody. Such "failure" to interpret irony or parody is not always the terminus of the discursive event, and may often be the beginning of learning, a first step toward competence in particular socially constructed discourses. In addition, the dissertation examines similarities between the classical enthymeme and the process of understanding humor and parody. Humor and rhetorical enthymemes work because members of discursive communities make use of socially-constructed common knowledge; parody deploys enthymematic social and textual norms for humorous purposes. Because parodic frames involve deliberately playful perspectives, Wabbit Literacy can interrogate ideological underpinnings of knowledge systems. Parody can enable tactical, local resistance to corporate entertainment products. Fans' playful transformations of commodified entertainment can give them a measure of individual agency, constituting a form of "vernacular theory" that enables a critical approach to entertainment texts.

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Allen, Laura L. "Hospitable Literacies: The Writing and Rhetorical Practices of Black Family Reunions Online and Offline." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1588612065779209.

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Ridgeway, Andrew. "Digital Affect and the Rhetorical Situation After the Las Vegas Shooting." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1071.

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Scholars within and beyond the field of rhetoric have acknowledged how the advent of social media platforms like Twitter have restructured every aspect of communication theory, from notions of authorial intent to how we understand audience. While the rhetorical situations of social media have been widely studied, scholars of rhetoric have scarcely begun to theorize how Twitter radically changes how we think about affect and the rhetorical situation in the wake of a national tragedy like a mass shooting. The 2017 Las Vegas shooting illustrates how Twitter functions as a site where people come together to express feelings of shock, grief, and outrage, pray for victims, share stories of bravery, eulogize the dead, circulate outlandish conspiracy theories, assign blame, propagate calls for action, and come to terms with the implications of their own mortality. My research examines hundreds of tweets from October 1-7, 2017 (the week after the Las Vegas shooting) in the context of Lloyd F. Bitzer and Richard E. Vatz’s debate about the nature of the rhetorical situation to interrogate how Twitter users invoke affect and the idea of objectivity to identify and respond to exigencies, establish their emotional and political salience, and shape the rhetorical situations they inhabit.

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Dudding, Donald A. "Between Saints and Snakes: Explicating the Historical, Philosophical, and Theoretical Foundations of Rhetorical Authority." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1236376443.

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Dissertations / Theses on the topic 'Rhetoric and Composition'

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