Department: English (Rhetoric and Writing) ![[clear]](close-x.png "Remove this limiter")
14 matches in the database.
These are records: 1 - 14.
1.
Aiken, Suzan E.
Silence as a Rhetor's Tool: Rhetorical Choices for and uses of Silence.
Degree: PhD, English (Rhetoric and Writing), 2011, Bowling Green State University
► Historically, the field of Rhetoric and Composition has participated in little or…
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▼ Historically, the field of Rhetoric and Composition has participated in little or no investigation of rhetorical silence. Previous scholarship suggests silence as a form of oppressed or suppressed voices and silence as a negative action; however, this dissertation investigates the positive, productive aspects of silence. The study posits that silence can be intentionally utilized as a rhetorical tool, and investigates possible connections between rhetorical silence and rhetorical amplification. The dissertation first reviews available scholarship and organizes a heuristic with which rhetorical silence may be analyzed; and, second, applies the heuristic to two case studies of historic women rhetors who employ silence. Three heuristic categories of invention, delivery, and audience are developed as a means of organizing the focus and direction of the study. The heuristics are applied to two case studies, historical figures Anne Askew and Sor Juana Inés de la Cruz, as a means of contributing theory and evidence to emerging field-wide discussions of rhetorical silence. Findings suggest that silence was intentionally used by both case studies; however, each rhetor used silence in unique ways. This study is anchored in the scholarship of scholars such as Lauer, Ede, Lundsford, Saville-Troike, Bruneau, and Burke, and extends the contemporary study of rhetorical silence by scholars such as Cheryl Glenn. Conclusions of the research confirm that silence can be intentionally used by a rhetor, and can be positive and productive. The study contributes new findings to the field by revealing the connections between rhetorical silence and rhetorical amplification, especially when the rhetor relies on the audience to supply their own meaning. Similarly, this study contributes a methodology for analyzing rhetorical silences. Implications demonstrate the usefulness of feminist methodologies and methods, that silence can be positive and productive, and that silence can be wielded as a rhetorical strategy; additional research will develop ongoing concepts and analysis with regard to rhetorical silence. The heuristics I designed can be applied to study rhetorical silences in other contexts in contemporary settings. Further, silence relies on a dynamic interplay between rhetor, audience, and context for delivery, reception, interpretation, and meaning.
Advisors/Committee Members: Carter Wood, Sue.
Subjects: Rhetoric
Keywords: rhetoric; silence; amplification; audience; delivery; invention
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2.
Anderson Quinn, Stephanie M.
Preparing Doctoral Students in Rhetoric and Composition for Faculty Careers that Contribute to the Public Good.
Degree: PhD, English (Rhetoric and Writing), 2010, Bowling Green State University
► This descriptive study re-examines the graduate education of doctoral students in rhetoric…
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▼ This descriptive study re-examines the graduate education of doctoral students in rhetoric and composition in light of the field’s civic tradition. This project explores the current preparation of rhetoric and composition students in Ph.D. programs and then focuses primarily on how doctoral programs are preparing aspiring new faculty members to learn about and engage in work that serves the public good. At the beginning of this project, I hypothesized that civic engagement activities are taking place within doctoral programs in rhetoric and composition, but the question then became how. Seven research questions were developed in order to establish exigency for the study and to make a case for how engagement can be better incorporated into rhetoric and composition graduate education. Guided by the National Association of State Universities and Land-Grant Colleges’ (NASULGC) Kellogg Commission’s definition of civic engagement, the empirical part of this study consisted of two modes of inquiry. Data collection in the first mode involved textual scholarship by examining the curricula offerings as reported in the 2007 Rhetoric Review Survey of the 67 Doctoral Programs in Rhetoric and Composition in the United States. In the second mode, data was collected from a pilot study questionnaire, which was electronically distributed to the directors of 70 rhetoric and composition doctoral programs in the United States as listed in the website of the Doctoral Consortium in Rhetoric and Composition. For both modes, manifestations of civic engagement were identified in specific categories based on themes that emerged from participants’ (i.e. directors of Doctoral Rhetoric and Composition Programs) responses. These categories pointed to specific opportunities where programs may become more fully engaged. In addition to this qualitative data, selective, carefully chosen quantitative data also supported the discussion. In the third mode of this project, then, I based my recommendations on these opportunities/approaches, both qualitative and quantitative data from directors’ plans for future civic engagement initiatives, and the larger body of work on engagement. To conclude this project, I made the case that bringing engagement more fully into rhetoric and composition graduate education can better prepare graduates for their future faculty work, and I argued that engaged preparation changes the nature of graduate education, from the way we discuss graduate student work and preparation to how faculty and graduate students collaborate in research.
Advisors/Committee Members: Gebhardt, Dr. Richard.
Subjects: Composition; Rhetoric
Keywords: engagement; graduate student preparation, rhetoric and composition; doctoral education
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3.
Beard, Emily Jordan.
First-Generation College Students Transitioning to Graduate Teachers of Writing: A Proposed First-Generation Pedagogy.
Degree: PhD, English (Rhetoric and Writing), 2011, Bowling Green State University
► Existing research on first-generation college students has focused on the student and…
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▼ Existing research on first-generation college students has focused on the student and their paths from high school to college, experiences attending college, and expectations of the middle-class academy. Such student populations are not situated within similar positions that conventional students are often faced with. When differences in literacy practices are not brought into consideration, other voices are lost and denied. Based on these conversations, the dissertation focuses on shifting the way we look at first-year writing instructors who identify as first generation graduate students and how such identifiers may influence their philosophies of teaching. With its focus on first-generation graduate teachers of writing, the dissertation seeks to determine how these identifiers influence participants’ personal philosophy of teaching and pedagogy. Based on the existing, yet lacking research, in the field of Rhetoric and Composition about first-generation college students, this study focuses on the underrepresented (frequently misrepresented) population of first-generation students who are in graduate school and teach writing. This research provides an additional insight into they identifier, of first-generation at the graduate level, an insight that can benefit undergraduate students with similar identifiers as well as those who provide their writing instruction. Employing focus group, observation, interview, and textual analysis, this study looks at the practices of seven participants (five identifying as first-generation, one traditional, and one Writing Program Administrator) and how their experiences may have influenced their philosophies of teaching. The dissertation proposes the need for a first generation pedagogy as a way to help undergraduates, first-generation and traditional, among others, ease their transition into the academy. Asking first-generation students to share their experiences and make connections to their knowledge-making can place an emphasis on otherwise silenced voices, thereby validating their presence in the academy.
Advisors/Committee Members: Blair, Kristine.
Subjects: Composition; Literacy; Rhetoric; Teacher Education; Teaching
Keywords: First-Generation; first generation; literacy; pedagogy; teaching philosophy; composition; writing; teaching
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4.
Coley, Toby F.
DIGITAL MEDIA ETHICS IN THE WRITING CLASSROOM.
Degree: PhD, English (Rhetoric and Writing), 2011, Bowling Green State University
► With increasing awareness, digital media initiatives on a national level have permeated…
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▼ With increasing awareness, digital media initiatives on a national level have permeated higher education. The permeation continues into the first year writing classroom. Neal Postman (1996) has argued that no one has taken up the call to implement new technologies with greater enthusiasm than the educator. Many writing educators believe that preparing students for the 21st century requires teaching students multiple technological literacies (Selber, 2004; New London Group, 2000) and bringing digital media into the classroom is one way to accomplish course goals while working with these literacies. In addition, research supports the use of digital media in the writing classroom and argues for capitalizing on student’s native literacies, but little scholarship explores the ethical implications of digital media implementation. Simultaneously, the ethical turn in Writing Studies has developed a plethora of articles, books, and presentations on participant treatment, research ethics, and even ethical pedagogies, but again, little has attempted to bring together how we use digital media in our pedagogies with an explicitly ethical focus. One aspect of understanding these pedagogies is exploring how teachers and administrators come to view concerns as ethical, something that requires an investigation of worldview. This research seeks to merge these areas through case study methods, drawing on an activity theory framework that uses grounded theory to analyze the data. By interviewing an instructor and writing program administrator at a public university and a private, faith-based college, this work expands on two ethical approaches to digital media from two very important sites in higher education. The implications of the data provide important additions to our understanding of ethical pedagogies of digital media use. The goal of this study is to discern what the instructors and administrators view as ethical concerns when implementing digital media and to learn how differing approaches impact outlook and outcomes. By drawing on these approaches, a more consistent ethical awareness develops that positions those involved with writing courses to better prepare their students for the ethical needs of the 21st century. The results of the study examine the areas of audience awareness and academic honesty (chapter five) as well as teaching the rhetorical principles of writing, underscoring digital literacy and information awareness, developing students’ ethical literacy, and providing the support structures needed to effectively implement digital media (chapter six). This study concludes by offering a set of implications and heuristics (chapter seven) that can be used in decisions to implement digital media in the writing classroom.
Advisors/Committee Members: Blair, Kristine.
Subjects: Composition
Keywords: ethics; digital media; first-year writing; composition; writing; pedagogy; worldview; Christian; secular
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5.
Cottrill, Brittany Barger.
Transitioning to E-Portfolios in a First-Year Writing Program.
Degree: PhD, English (Rhetoric and Writing), 2010, Bowling Green State University
► Building off the scholarship of paper-based portfolio systems, electronic portfolios have been…
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▼ Building off the scholarship of paper-based portfolio systems, electronic portfolios have been a topic of scholarly conversation across the university, particularly in writing studies, education, and distance education. Much of current portfolio scholarship focuses on one of three areas. First, there is increased attention being paid to how instructors can use electronic portfolios in their professional development. Second, there is a focus on reflection of the use of electronic portfolios. And finally, research is being conducted about how electronic portfolios may lead to life-long learning for students. What seems to be missing, however, is a clear discussion of how programs are using electronic portfolios and how the use of such portfolios in a specific program may help other institutions implement new assessment standards. Guided by ethnographically-informed research, and through a combination of observations, interviews, and textual analyses, this dissertation examined a small, private liberal arts university as it transitioned to digital portfolios in their first-year writing program. Working with multiple stakeholders, including the Writing Program Administrator, instructors, students, and portfolio evaluators, this study generates a rich picture of the transition as a way to generate suggestions and implications for others to follow in a similar transition.
Advisors/Committee Members: Blair, Kristine.
Subjects: Composition; Rhetoric
Keywords: Eportfolios; Multimodal Assessment; Transitioning to Eportfolios; Digital Portfolios; First-Year Writing; Communal Portfolio Review
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6.
Cozza, Vanessa Michelle.
Latino/as in Higher Education: Modes of Accommodation in First-Year Writing Programs.
Degree: PhD, English (Rhetoric and Writing), 2011, Bowling Green State University
► This pilot study investigates the current state of Latino/a students in higher…
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▼ This pilot study investigates the current state of Latino/a students in higher education and first-year writing (FYW) programs in the United States. This project explores if and how FYW programs address the literacy skills of second generation Latino/as who speak either Spanish or variations of Spanish and English, or who speak only English. I hypothesized in the beginning of this project that the contributing factors to Latino/as' poor academic performance may stem from some educators, policy makers, and political leaders overlooking students' cultural differences. This hypothesis led me to explore the following research questions: (RQ #1) How and why are Latino/as struggling in higher education? (RQ #2) How do Latino/as confront the problems that they encounter in higher education? (RQ #3) What happens to Latino/as' identities when they realize that their family or home culture differs from the academic or school culture? (RQ #4) Do writing programs show awareness of diverse populations? For instance, do they emphasize language diversity in their curricula and policies? (RQ #5) Do writing programs address the needs of minorities and Latino/a students? For instance, do they offer a support group for minorities and/or Latino/a students? (RQ #6) Do WPAs know how successful their writing programs are for minorities and Latino/a students? For instance, do they know if minorities and Latino/a students are doing well in their writing courses? An examination of published research focusing on academic, linguistic, and cultural issues in higher education and FYW helped identify specific problems that Latino/a students encounter in U.S. colleges/universities. Additionally, I developed 13 survey questions for Writing Program Administrators (WPA) intended to provide evidence of Research Questions 4, 5, and 6. The final chapter of this project details conclusions from the study, discusses implications for FYW programs based on the scholarship and data gathered, and provides recommendations for future research. The findings suggest that a high percentage of FYW programs show awareness of diverse student populations, although there is room for improvement in specifically addressing Latino/a students' needs by taking an “accommodation without assimilation” approach.
Advisors/Committee Members: Gebhardt, Richard.
Subjects: Bilingual Education; Education; Hispanic Americans; Literacy; Multicultural Education; Multilingual Education; Teacher Education; Teaching
Keywords: higher education; pedagogy; composition studies; first-year writing; Latino education; Latino/a education; accommodation
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7.
Erickson, Joey Jason.
Composing Rhetoric and Composition Program Websites: A Situated Study and a Heuristic Model.
Degree: PhD, English (Rhetoric and Writing), 2011, Bowling Green State University
► This dissertation reports my study of the institutionally situated challenges involved in…
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▼ This dissertation reports my study of the institutionally situated challenges involved in designing and maintaining Rhetoric and Composition doctoral program websites via two primary research methods. First, I conduct content analyses of nine methodically selected doctoral program websites in order to develop a detailed set of site characteristics. Then I synthesize these characteristics with data collected via interviews with students and faculty from Bowling Green State University regarding their involvement in using, developing, or maintaining the Rhetoric and Composition program’s website. My use of these research methods draws upon aspects of grounded theory and qualitative research methodologies as they are represented by Bob Broad in his book on writing assessment entitled What We Really Value: Beyond Rubrics in Teaching and Assessing Writing. Similar to what Broad does in his book in relation to writing program assessment processes, I develop a set of heuristics from my research findings that other disciplinary programs can use to help facilitate their own situated inquiries into the complex institutional dynamics that impact the ways in which they represent their programmatic work and cultures on their websites. I argue that conducting inquiries like this can help programs discover ways to more authentically and powerfully express their programmatic identities within the multiply-influenced digital context of their university websites.
Advisors/Committee Members: Blair, Kristine.
Subjects: Composition; Design; Rhetoric; Web Studies
Keywords: Websites; Heuristics; Grounded Theory; Activity Theory; Web Design; Rhetoric and Composition
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8.
Fredlund, Katherine Helene.
"Among Ourselves:" The Collaborative Rhetorics of Nineteenth Century Ladies' Literary Societies.
Degree: PhD, English (Rhetoric and Writing), 2012, Bowling Green State University
► As traditional conceptions of authorship have been problematized (Barthe; Foucault; Moi), collaborative…
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▼ As traditional conceptions of authorship have been problematized (Barthe; Foucault; Moi), collaborative composition has gained the interest of scholars, particularly those within the field of rhetoric and writing. Much of the resultant research has focused on student learning and academic or job-related productions of texts. Yet a large area of the field, historical rhetoric, has not yet reevaluated the assumptions concerning authors and production. For these reasons, this dissertation seeks to further understand historical, collaborative rhetorics, specifically those of large groups such as Ladies Literary Societies. Utilizing heuristics, I approach the discovery and understanding of historical collaborations by conducting research in the archives of three carefully selected and purposefully diverse Women’s Clubs from the nineteenth century: Boston’s Gleaning Circle (1805), Oberlin’s Young Ladies’ Literary Society (1835), and Boston’s Woman’s Era Club (1894). These societies focused on the improvement of their members’ intellects with regard to rhetoric, literature, and religion. Yet while these groups have been researched in detail by other scholars (Anne Ruggles Gere, Mary Kelley, Elizabeth McHenry, Shirley Wilson Logan), the dynamism of their collaborations has not been the focus of scholarly inquiry. Consequently, this dissertation investigates the ways these societies collaborated by looking at both their products and practices. This dissertation concludes with a multimodal theory of collaboration that recognizes a number of key factors as the determinants of the characteristics (and success) of any given collaboration. While Ede and Lunsford and Lindal Buchanan outline the modes of collaboration that were utilized in my heuristics, the case studies revealed that nineteenth century women were utilizing a variety of these modes simultaneously dependent upon a variety of determining features. Recognizing context and stakeholders as the two primary determining features, this theory outlines six other factors that impact the characteristics of collaboration: need, purpose, process, time, size, and power. These factors all influence, then, the ways people collaborate with a variety of purposes (in contrast to most theories of collaboration which focus on collaborative writing). Consequently, when scholars look to study a collaboration or teachers look to develop collaborations in their classroom, they should consider all of these factors.
Advisors/Committee Members: Carter Wood, Sue.
Subjects: Rhetoric
Keywords: Women's Rhetoric, Ladies' Literary Societies, Collaboration, Rhetoric, Composition
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9.
Hoy, Cheryl A.
The Adult Learner in the Online Writing Course.
Degree: PhD, English (Rhetoric and Writing), 2010, Bowling Green State University
► Because a gap in scholarly literature exists concerning the adult learner in…
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▼ Because a gap in scholarly literature exists concerning the adult learner in the online writing course, I researched the effects of the online learning environment on adult learners in an online intermediate writing course offered through the Adult Learner Services Program at Bowling Green State University. This dissertation argues that online writing courses would better serve adult learners with a learner-centered, community-based online learning course format with educators trained in effective online writing and adult learner pedagogies. Findings in this dissertation are based on qualitative and quantitative data collected from adult learners in three online English 207 Intermediate Writing courses and from my and a subsequent instructor’s observations of our online English 207 Intermediate Writing courses. In my analysis, I examine the issues for instructors teaching online writing courses for adult learners, which includes the lack of educational preparation for online and adult learning, the implications of previous experiences teaching face-to-face and online courses, the challenges of responsibilities and roles as instructors and as administrators, the expectations of adult learners, and the pedagogy of online course design, online discussions, time constraints, and retention of students. Further analysis of these findings addresses the challenges confronting those adult learners in the online writing course including issues arising from previous educational and technological experiences, course design, pedagogy, interactions, time commitments, and the online learning environment. I propose that online writing courses seek a quality designation through a collegiate-based peer review process. Furthermore, online course design and pedagogy for writing courses should ascribe to professional and organizational guidelines for best practices. Similarly, online instructors need to seek educational preparation through their universities and professional organizations in the use of current technologies and technological tools and in the use of an effective online pedagogy with regard to those technologies and tools. This dissertation calls for further quantitative research, longitudinal in nature, into the adult learner in the online writing course, into the effects and implications of specific technological and online tools such as wikis, social networking sites, and blogs, and into best practices for adult learners and online writing courses regarding these current and emerging technologies.
Advisors/Committee Members: Blair, Kristine.
Subjects: Adult education; Composition; Continuing education; Education; Teacher education; Teaching
Keywords: English composition; college writing; adult learners; adult learning; online education; distance education; intermediate writing courses; quality in higher education
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10.
Kuechenmeister, Bobby James.
Answering the Call of Duty: Composition Pedagogy Problems, Multimodal Solutions, and Gaming Literacies.
Degree: PhD, English (Rhetoric and Writing), 2011, Bowling Green State University
► Acknowledging calls for future research involving video games and rhetoric and composition,…
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▼ Acknowledging calls for future research involving video games and rhetoric and composition, this dissertation project answers those calls and furthers our understanding about playing video games as rhetorical action, but more importantly, this dissertation shows how a writing pedagogy based on gaming helps students better understand traditional and multimodal composition processes if the playing experience and the writing experience are considered together. The dissertation situates video games within multimodal composition and as a result shows how multimodal principles are being demonstrated through an analysis of a variety of video games as case study examples. The dissertation reveals how students might realize connections between traditional and multimodal literacies easier and how instructors might solve common composition pedagogy problems through analyzing and adapting gaming literacy practices. The dissertation concludes with theorizing about how writing pedagogy based on gaming practices influences writing assessment with special attention toward student selfassessment and motivation. As a collection of five chapters, this dissertation will help rhetoric and composition scholars understand video games as a form of multimodal composition. The dissertation will also help scholars approach playing video games as a rhetorical action and explore how contemporary composition pedagogy benefits from understanding how players work through video games using a variety of resources in print and electronic media.
Advisors/Committee Members: Blair, Kris.
Subjects: Pedagogy; Rhetoric; Teaching; Technology
Keywords: english; rhetoric; composition; pedagogy; multimodal; new media; writing; teaching; call of duty; god of war; fallout; handbook; strategy; guide; assessment; gaming; video game; game; problem; solution; literacy
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11.
Li, Jie.
Process and PostProcess in China's Educational Context.
Degree: PhD, English (Rhetoric and Writing), 2012, Bowling Green State University
► This dissertation investigated China's college-level composition instruction for English majors through the…
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▼ This dissertation investigated China's college-level composition instruction for English majors through the lenses of Western rhetoric and American composition theories. Historically, the teaching of writing in China belongs to the field of applied linguistics, and its classroom assessment followed EFL testing theories. However, viewed from the perspective of rhetoric and composition, China's teaching methods fall into the category of current-traditional rhetoric, a product-oriented methodology. The limitations of the approach lie in an excessive emphasis on structure and accuracy but insufficient attention to rhetorical strategies. This teaching method conforms to the literate tradition of the Chinese language, its competitive society, and its test-driven educational system. However, effective communication skills are neglected. To solve these problems, I proposed Chinese writing instructors implement some effective mainstream writing pedagogies but adapt them to China's educational context. Chinese instructors could consider a “community-based socio-cognitive instruction approach” that stresses revision skills with reference to assessment criteria. With the process- and postprocess-based framework created by employing cognitive theories and Bruce McComiskey's postprocess theories, instructors could partially integrate Asao B. Inoue's community-based assessment pedagogy, tailoring it to a specific site. McComiskey's theory advocates three levels of composing-”“textual,” “rhetorical,” and “discursive”-”which ensure improvement of writers' linguistic, rhetorical, and social skills. Inoue's pedagogy involves students in creating assessment criteria, assessing, and assigning grades. This pedagogy empowers students, encourages collaborative learning, and connects assessment to teaching and learning, all of which gives students the opportunity to practice social and rhetorical skills. This study utilized two major research methods: 1) a textual analysis of scholarly publications in English and Chinese, and 2) a teacher research method related to my own teaching and learning experiences in both Chinese and American universities. This project exemplified a community-based teaching approach. Additionally, I also suggested professional development for Chinese instructors so that their updated epistemology can aid in their research and curriculum reform. This research can broaden Chinese instructors' academic visions and enable ESL instructors to know about the Chinese culture, literate tradition, and educational systems, which promotes cooperation, exchange and business between the East and the West.
Advisors/Committee Members: Blair, Kristine L.
Subjects: Rhetoric
Keywords: rhetoric; invention; cutlures and composition instruction; process and postprocess pedagogies; writing assessment; ESL writing instruction
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12.
Ramsey, Shawn D.
Deliberative Rhetoric in the Twelfth Century: The Case for Eleanor of Aquitaine, Noblewomen, and the Ars Dictaminis.
Degree: PhD, English (Rhetoric and Writing), 2012, Bowling Green State University
► Medieval rhetoric has been negatively cast in traditional histories of rhetoric, and…
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▼ Medieval rhetoric has been negatively cast in traditional histories of rhetoric, and the role of women in the history of rhetoric and literate practice has been significantly underplayed and has been remiss in historicizing medieval women's activities from the early and High Middle Ages. Deliberative rhetoric, too, has been significantly neglected as a division, a practice, and a genre of the medieval rhetorical tradition. This dissertation demonstrates that rhetoric in the twelfth century as practiced by women, was, in fact, highly public, civic, agonistic, designed for oral delivery, and concerned with civic matters at the highest levels of medieval culture and politics. It does so by examining letters from and to medieval women that relate to political matters in futuro, examining the roles created for women and the appeals used by women in their letters. It focuses special attention on the rhetoric of Eleanor of Aquitaine, but also many other female rhetors in the ars dictaminis tradition in the long twelfth century. In so doing, it shows that the earliest roots of rhetoric and writing instruction in fact pervaded a large number of political and diplomatic practices that were fundamentally civic and deliberative in nature. Noble women, and Eleanor of Aquitaine in particular, were actively engaged in prospective decision making at the highest levels of society, their deliberative and hortatory rhetoric mediated by the genre of the letter and the technology of writing. Issues in the historiography of rhetoric that have vexed the field for decades, such as the role of excluded or marginalized groups and their rhetorical traditions, or significant disciplinary lacunae on periods such as the Middle Ages, are addressed with a new analytical framework with heuristic applications, using cultural-historic activity theory iv modified from the work of Paul Prior. By using this analytic, the rhetorical traditions of women that have been lost to us can be identified, analyzed and contextualized in the historical milieu they operated in. I show evidence of significant connections to the classical rhetorical tradition are evidenced in letters from and to noble women, and Eleanor's appeals to Celestine III fall squarely in traditional appeals deriving from deliberative topoi in the Rhetorica Ad Herrennium and De Inventione relating to the four primary virtues, and theoretically square with ideas about deliberative rhetoric in the twelfth century which medieval thinkers described as consilium. Eleanor's letters show how these appeals related to the virtues operated in the medieval rhetorical tradition and pervaded medieval thinking, beginning with Alcuin. The significance and relevance of Eleanor of Aquitaine and noble women in the twelfth century in deliberative rhetoric enriches and explains the women's roles in the beginnings of composition and its relationship to civic engagement, international diplomacy before 1300, and the idea of deliberative rhetoric itself. Eleanor's rhetorical appeals are also significant evidence of the history of women and the largely uncharted waters of deliberative processes and hortatory persuasion in the Middle Ages
Advisors/Committee Members: Wood, Sue.
Subjects: Rhetoric
Keywords: Deliberative rhetoric, women's rhetoric, ars dictaminis, international relations, medieval rhetoric, history, Eleanor of Aquitaine, writing, literacy, research methodology, consilium, rhetorical theory
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13.
Schultz, Yvonne R.
Remediating Rhetorical Room at the 1893 Chicago World's Fair: Lucy Stone, Mary Cassatt, and Ida B. Wells.
Degree: PhD, English (Rhetoric and Writing), 2010, Bowling Green State University
► This dissertation examines the slice of history that is the 1893 World's…
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▼ This dissertation examines the slice of history that is the 1893 World's Columbian Exhibition (Chicago World's Fair) and the rhetorical strategies employed there by Lucy Stone, Mary Cassatt, and Ida B. Wells. Each of these women actively worked for the freedom of women to reach their full potential as citizens and human beings. They each made rhetorical statements using the means available to them, negotiating and remediating their boundaries and the spaces allocated to them in order to challenge and transform the power hierarchy. I argue using Lucy Stone's speech, “The Progress of Fifty Years”; Mary Cassatt's mural, Modern Woman; and Ida B. Wells's The Reason Why the Colored American Is Not in the World's Columbian Exposition: The Afro-American's Contribution to Columbian Literature to show how these boundaries restricted but also enabled these rhetoricians' acts to be effective. The dissertation shows how these women rhetoricians remediated accepted genres and exploited space and time to make their voices heard and to remap the rhetorical record. Each of the biographical chapters uses Lindal Buchanan's topoi that create sites from which to discuss regendering rhetorical delivery. The six topoi—education, access, space, genre, body, and career—form a heuristic by which each woman's path to the World's Fair is studied. Of special concern are space and genre, but also provided are historical and social context for each of the individuals, followed by analysis of the particular artifact: a speech, a painting, a pamphlet.
Advisors/Committee Members: Carter Wood, Dr. Sue.
Subjects: Womens Studies
Keywords: 1893 Chicago World's Fair; Lucy Stone; Mary Cassatt; Ida B. Wells; rhetoric; remediation; nineteenth-century feminist
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14.
Zhao, Ruijie.
Weaving Web 2.0 and the Writing Process with Feminist Pedagogy.
Degree: PhD, English (Rhetoric and Writing), 2010, Bowling Green State University
► This dissertation, as a theoretical study, focused on how Web 2.0 technology…
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▼ This dissertation, as a theoretical study, focused on how Web 2.0 technology potentially helps students gain power, knowledge, and agency in the networked learning environment and how feminist pedagogy conceivably facilitates the implementation of Web 2.0 technology to produce an opportune learning environment. Primarily, this study used feminist pedagogy as the theoretical framework to examine the extent to which Web 2.0 tools decenters authority and enhances collaboration, helping composition instructors to create a collaborative, democratic, and interactive learning space for students to achieve positive learning outcomes in first-year and intermediate college writing classes. Such a study benefits writing programs and teachers that use the writing process and recognize the significance of multimodal composition. To achieve the above goals, I presented the origins and objectives of feminist pedagogy to lay the theoretical foundation to manifest how it correlates with Web 2.0 technology and the writing process and to illustrate how Web 2.0 technology has potentially provided feminist educators in the composition field new tools to innovate teaching methodology. I used YouTube, Google Docs, and blogs to exemplify the benefits and constraints of Web 2.0 tools and showcase how they can be integrated in the writing class based on feminist pedagogy principles to create networked classrooms at different stages of the writing process. In addition, this study addressed the acceptance, resistance, and complexities of employing Web 2.0 in the teaching of writing from theoretical perspectives and my actual experience as a writing instructor. The dissertation concluded with the importance of professional development so that instructors have sufficient knowledge to use these free, open source tools in their classrooms and understand the advantages of creating and maintaining a feminist classroom. This discussion helps both writing instructors and writing program administrators understand the value of embracing Web 2.0 technology, and promote the application of new technology and feminist pedagogy in college writing classes.
Advisors/Committee Members: Blair, Kristine.
Subjects: Rhetoric
Keywords: feminist pedagogy; the writing process; Web 2.0; collaborative learning; democrative learning
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