Theses and Dissertations
This collection includes both ASU Theses and Dissertations, submitted by graduate students, and the Barrett, Honors College theses submitted by undergraduate students.
Displaying 1 - 3 of 3
Filtering by
- All Subjects: literacy
- Creators: Department of English
Description
This paper argues that the Anglo-Saxons were runic-literate. Although there is scant runic evidence, conclusions are based largely upon an initial learning paradigm (although it is unclear what this paradigm might have been), and the subsequent transmission of runic knowledge orally. Runic evidence includes Cynewulf's poem, the Old English Rune Poem, the Falstone Text, the Coffin of St. Cuthbert, and the Franks Casket. Missionary work and the syncretic approach of the Church is also examined in order to shed light on runic literacy, as well as how a reformation of the futhorc (if it did occur) impacted runic literacy. The state of runic knowledge across the entire Anglo-Saxon period is also considered, since there was, by no means, an overwhelming runic literacy for the entire 500 years under examination. Nevertheless, there is evidence of a consistent knowledge of the runes, which precludes any possibility that runic knowledge was completely lost during this period. The Ruthwell Cross is examined, since it raises an argument against a widespread runic literacy. With all of this evidence in one place, and in no particular order, we can see that it was very probable that the Anglo-Saxons, lay and elite alike, were runic-literate.
ContributorsPeters, Elijah David (Author) / Bjork, Robert (Thesis director) / Sturges, Robert (Committee member) / Department of English (Contributor) / School of International Letters and Cultures (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This project seeks to probe into an unexplored horizon of young adult literature studies: the empowering potential of Young Adult Fantasy (YAF) with queer Latinx representation for queer Latinx youth. The two theoretical frameworks of analysis used in this project are: Dr. Rudine Sims Bishop’s concept of “Mirrors, Windows, and Sliding Glass Doors” (1990) and Gloria E. Anzaldúa’s “Conocimiento” individuation journey.
ContributorsMartinez, Nora Grace (Author) / Justice, George (Thesis director) / Blasingame, James (Committee member) / Bebout, Lee (Committee member) / School of Human Evolution & Social Change (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12
Description
This study considers what it means to acquire a literacy, and in this case, a
literacy that is capable of transforming barriers into pathways through a rhetorical
approach to methods. The problem we are trying to solve is how exactly we as
rhetorical decision makers can acquire the type of literacy that can allow us to
approach a method as a way to transform barriers when we are stuck. This
problem space is especially challenging because it is one thing to master a literacy
of being part of a Discourse whose practices are well codified, but another thing
to learn to master a literacy that by definition employs methods to transform
barriers into pathways. This is what makes this problem space, so significant and
worthwhile to investigate as rhetorical decision makers.
literacy that is capable of transforming barriers into pathways through a rhetorical
approach to methods. The problem we are trying to solve is how exactly we as
rhetorical decision makers can acquire the type of literacy that can allow us to
approach a method as a way to transform barriers when we are stuck. This
problem space is especially challenging because it is one thing to master a literacy
of being part of a Discourse whose practices are well codified, but another thing
to learn to master a literacy that by definition employs methods to transform
barriers into pathways. This is what makes this problem space, so significant and
worthwhile to investigate as rhetorical decision makers.
ContributorsWelch, Kaylee Patricia (Author) / Long, Elenore (Thesis director) / Bennett, Kristin (Committee member) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12