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ABSTRACT As referenced in Navajo ceremonial prayers and songs, "Saad bee hahoozhood jini," it began harmoniously with language. This dissertation examines and celebrates in new ways the meaning of language in Navajo literature. The first chapter is an introduction of this dissertation. I share my personal experiences with language, both

ABSTRACT As referenced in Navajo ceremonial prayers and songs, "Saad bee hahoozhood jini," it began harmoniously with language. This dissertation examines and celebrates in new ways the meaning of language in Navajo literature. The first chapter is an introduction of this dissertation. I share my personal experiences with language, both English and Navajo, and how it has shaped me to be the person I am today as a Navajo speaker, student, educator, and professional. The second chapter contains an analysis and review of Western ideology of feminism and its place in Navajo society and a comparative study of several works written by Navajo authors, including Laura Tohe, Luci Tapahonso, and Nia Francisco, and how their creative works reflect the foundation of Navajo culture, Asdzaa Nadleehe, Changing Woman. The third chapter presents my own short fiction of Navajo characters living in today's society, a society that entails both positive and negative issues of Navajo life. These stories present realistic twenty-first century environments on the Navajo reservation. The fourth chapter consists of a short fiction written originally in the Navajo language. The story also represents the celebration of Navajo language as it thrives in today's time of tribal and cultural struggles. The sense of it being told in Navajo celebrates and preserves Navajo culture and language. The final chapter is the beginning of an oral narrative presented in written form, that of my grandmother's life story. This introduction of her story also is in itself a commemoration of language, oral Navajo language.
ContributorsWheeler, Jennifer L (Author) / Ortiz, Simon (Thesis advisor) / Tohe, Laura (Committee member) / Blasingame, James (Committee member) / Arizona State University (Publisher)
Created2011
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In this essay, I set out to explore and analyze how Shirley Jackson’s The Haunting of Hill House, and the character of Eleanor Vance in particular, disrupts and redefines the traditional conventions of the Female Gothic within the context of the 20th century. I utilize Tania Modleski's gendering of Freud's

In this essay, I set out to explore and analyze how Shirley Jackson’s The Haunting of Hill House, and the character of Eleanor Vance in particular, disrupts and redefines the traditional conventions of the Female Gothic within the context of the 20th century. I utilize Tania Modleski's gendering of Freud's theory of psychoanalysis in her exploration of the ‘Female Uncanny,’ arguing that the source of the Uncanny in the Female Gothic can be found in the "fear of being lost in the mother." I argue that Jackson's complex personal life, including her fraught relationship with her mother and her difficult marriage with literary critic Edgar Hyman, color her fiction and the primary motivations of her protagonist, Eleanor Vance. I also outline the traditional structure of the Gothic novel and the heroine's journey. With the necessary context provided, I then explain how Eleanor Vance’s character rejects these Gothic traditions and ushers in a new era of Female Gothic fiction.

ContributorsAlcantar, Sarah (Author) / Fette, Donald (Thesis director) / Zarka, Emily (Committee member) / Department of Management and Entrepreneurship (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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ABSTRACT This study describes student interactions in the academic social network site Edmodo versus student interactions in Facebook. This qualitative case study relies upon four high school juniors enrolled in Advanced Placement Language and Composition who use Edmodo to complete assignments for their English class. Their experiences were gathered in

ABSTRACT This study describes student interactions in the academic social network site Edmodo versus student interactions in Facebook. This qualitative case study relies upon four high school juniors enrolled in Advanced Placement Language and Composition who use Edmodo to complete assignments for their English class. Their experiences were gathered in an attempt to describe specific experiences in a complex system. Students were selected using an Internet Connectedness Index survey. Using a Virtual Community of Practice framework, students were asked about their experiences in Edmodo. This study concludes that Edmodo and Facebook can be compared in three categories: accessibility, functionality, and environment. Unlike Facebook, which students access regularly, students access Edmodo only to fulfill the teacher's participation expectations for the specific grade they wish to receive. Additionally, students appreciated the convenience of using Edmodo to complete assignments. The functionality of Edmodo is quite similar in layout and appearance to Facebook, yet students were unaware of the media sharing capability, wished for private messaging options, and desired the ability to tag peers for direct comment using the @ sign, all options that are available in Facebook. Students felt the environment in Edmodo could best be characterized as intellectual and academic, which some mentioned might best be used with honors or AP students. A surprising benefit of Edmodo is the lack of social cues enable students to feel free of judgment when composing writing. Some felt this allowed students to know their classmates better and share their true personae free from judgment of classmates. As a result of the case studies of four students, this study seeks to illustrate how students interact in Edmodo versus Facebook to provide a robust image of the academic social network site for teachers seeking to implement educational technology in their classes.
ContributorsCurran-Sejkora, Elizabeth (Author) / Blasingame, James (Thesis advisor) / Nilsen, Alleen (Committee member) / Rodrigo, Rochelle (Committee member) / Turchi, Laura (Committee member) / Arizona State University (Publisher)
Created2013
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Roald Dahl's books for children have often been characterized as deviating from "normal" plots in books for children because they feature elements and themes (e.g., violence, crude/rude behavior and humor, inversions of authority) that make representatives of the dominant culture (parents, school officials, teachers, librarians, etcetera) uncomfortable. Rather than view

Roald Dahl's books for children have often been characterized as deviating from "normal" plots in books for children because they feature elements and themes (e.g., violence, crude/rude behavior and humor, inversions of authority) that make representatives of the dominant culture (parents, school officials, teachers, librarians, etcetera) uncomfortable. Rather than view the stories holistically, challengers are quick to latch on to the specific incidents within these texts that cause discomfort, and use the particular as grounds to object to the whole. A deeper, and more critical, look reveals that instead of straying from established elements and themes in children's stories, Dahl's works have much in common with fairy tales--narratives that have endured in multiple iterations and over millennia. As with fairy tales, Dahl's stories for children offer readers ways to interpret--to make sense of and derive meaning from--their lives, while reflecting and reinforcing the ideological structures (family, appropriate behavior, capitalism) within which we find ourselves.
ContributorsRoy, Sohinee (Author) / Blasingame, James (Thesis advisor) / Goggin, Maureen Daly (Committee member) / Moulton, Ian F. (Committee member) / Arizona State University (Publisher)
Created2013
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ABSTRACT This research studies the effects of a writing community on three novice, middle school, Title I language arts teachers' perceptions of themselves as educators and as writers. The participants wrote on topics of their selection, on a bi-monthly basis, for one semester, to explore their teaching and learning. The

ABSTRACT This research studies the effects of a writing community on three novice, middle school, Title I language arts teachers' perceptions of themselves as educators and as writers. The participants wrote on topics of their selection, on a bi-monthly basis, for one semester, to explore their teaching and learning. The teachers are in their first five years of instruction and work in Title I, urban schools with ethnically diverse students. All participants are National Writing Project fellows. The researcher analyzed teachers' journals, narratives, conversations, interviews and pre-surveys to collapse and code the research into themes. Findings suggest that teachers need time and support to write during the school day if they are going to write. They also need a supportive, honest, and friendly audience, the writing community, to feel like writers. Findings generated have implications for teacher preparation programs. The participant, who was not an education major, in her undergraduate program, is the only teacher who feels confident in her writing abilities which she connects to her experience in writing and presenting her work as an English and women's studies major. More teacher education programs should offer more writing courses so that preservice teachers become comfortable with the art of composition. Universities and colleges must foster the identities of both instructor and writer in preservice language arts teachers so that they become more confident in their writing and, in turn, their writing instruction. It may be implausible for novice teachers to be effective writing instructors, and educate their students on effective writing strategies, if they do not feel confident in their writing abilities. Although writing researchers may posit that English teachers act as gatekeepers by withholding writing practices from their students (Early and DeCosta-Smith, 2011), this study suggests that English teachers may not have these writing skills because they do not write and or participate in a writing community. When preservice English teachers are not afforded authentic writing opportunities, they graduate from their teacher education programs without confidence as writers. Once ELA teachers transition into their careers they are, again, not afforded the opportunity to write. In turn, it is difficult for them to teach writing to their students, particularly low-income, minority students who may need additional support from their teachers with composition. K-12 teachers need the time and space to write for themselves, on topics of their selection, during the school day, and then, must be trained on how to use their writing as a model to coach their students.
ContributorsPowell, Mary G (Author) / Roen, Duane (Thesis advisor) / Blasingame, James (Committee member) / Turchi, Laura (Committee member) / Arizona State University (Publisher)
Created2012
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No Child Left Behind (NCLB) (2001) was a tipping point for the requirement of academic and English language proficiency standards. Yet, there continue to be variations among English language proficiency standards linked and aligned to academic content standards across states, districts, and schools (Golden, 2011). The purpose of this research

No Child Left Behind (NCLB) (2001) was a tipping point for the requirement of academic and English language proficiency standards. Yet, there continue to be variations among English language proficiency standards linked and aligned to academic content standards across states, districts, and schools (Golden, 2011). The purpose of this research was to examine how the requirement of only linking language proficiency standards to academic content standards has impacted the quality of Arizona English Language Proficiency Standards with the Common Core English Language Arts State Standards and WIDA Standards at grades 2, 7, and 9. A modified version of Cook's (2007) method was used to determine the standards alignment as well as common and uncommon knowledge between the sets of standard. Results indicate no alignment and limited linkage. Findings also showed absence of grade-level academic content and academic language.
ContributorsNguyen, Tracy Robin (Author) / Arias, M. Beatriz (Thesis advisor) / Blasingame, James (Committee member) / Garcia, Eugene (Committee member) / Arizona State University (Publisher)
Created2012
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My thesis, titled Female Agency in the Canterbury Tales and Telling Tales, compares Geoffrey Chaucer’s fourteenth century work and Patience Agbabi’s modern adaptation in regards to their portrayal of female agency. While each work contained a whole selection of tales, I focus on four tales, which were The Miller’s

My thesis, titled Female Agency in the Canterbury Tales and Telling Tales, compares Geoffrey Chaucer’s fourteenth century work and Patience Agbabi’s modern adaptation in regards to their portrayal of female agency. While each work contained a whole selection of tales, I focus on four tales, which were The Miller’s Tale, The Clerk’s Tale, The Physician’s Tale, and The Wife of Bath’s Tale. I also include relevant historical information to support and assist in the analysis of the literary texts, and secondary sources were also used supplementarily to enhance the analysis. I argue that female agency is irrationally believed to be dangerous, and the consequent attempts at protection manifest as limitations, which are themselves damaging. The paper is divided into two main sections, which are themselves separated into three smaller categories. The first of the two main sections concerns what actions and options are available to women influenced by a distinction of gender; this section is divided into female gender ideals, marriage, and occupation. The second of the two main sections addresses the entities or individuals enacting the limitations upon female agency, and its three subsections are society, men, and women. I ultimately conclude that not only is it irrational to believe that female agency is dangerous, but also that making gender-based judgment on the capacity of a group of people or an individual is inherently flawed.

ContributorsStemmons, Zaydee (Author) / Newhauser, Richard G (Thesis director) / Maring, Heather (Committee member) / Historical, Philosophical & Religious Studies (Contributor) / Department of English (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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This thesis examines contemporary cinematic adaptations of the Ovidian Pygmalion story. The films Blade Runner (1981), Lars and the Real Girl (2007), Ruby Sparks (2012), and Her (2013) are analyzed. This thesis seeks to understand why this particular myth is so resonant in today's popular culture and what this relevance

This thesis examines contemporary cinematic adaptations of the Ovidian Pygmalion story. The films Blade Runner (1981), Lars and the Real Girl (2007), Ruby Sparks (2012), and Her (2013) are analyzed. This thesis seeks to understand why this particular myth is so resonant in today's popular culture and what this relevance reveals about modern society. The roles of female subjugation, sexualization, and relationship with technology will be major areas of concern. Research includes film criticism, Ovidian scholarship, and new advances in computer technology.
ContributorsStory, Sara Katherine (Author) / Corse, Taylor (Thesis director) / Ellis, Lawrence (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor)
Created2015-05
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Medical Humanities is a growing field and much scholarship focuses on the promotion of empathy in professionals. I argue incorporation of literature is crucial as it develops critical thinking skills that guard against the dangers of collective thought. A Foucauldian analysis of three literary works, my own creative non-fiction short

Medical Humanities is a growing field and much scholarship focuses on the promotion of empathy in professionals. I argue incorporation of literature is crucial as it develops critical thinking skills that guard against the dangers of collective thought. A Foucauldian analysis of three literary works, my own creative non-fiction short story, William Carlos Williams' "The Use of Force," and Alexander Solzhenitsyn's Cancer Ward offer the student perspective, the doctor perspective and the institutional perspective, respectively, and subversive undertones offer an example of the analytical thought developed in humanities education by challenging assumptions and elucidating implicit power relations in the medical institution.
ContributorsBlock, Courtney Samantha (Author) / Lussier, Mark (Thesis director) / Fox, Cora (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor)
Created2015-05
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CourseKarma is a web application that engages students in their own learning through peer-driven social networking. The influence of technology on students is advancing faster than the school system, and a major gap still lingers between traditional learning techniques and the fast-paced, online culture of today's generation. CourseKarma enriches the

CourseKarma is a web application that engages students in their own learning through peer-driven social networking. The influence of technology on students is advancing faster than the school system, and a major gap still lingers between traditional learning techniques and the fast-paced, online culture of today's generation. CourseKarma enriches the educational experience of today's student by creating a space for collaborative inquiry as well as illuminating the opportunities of self and group learning through online collaboration. The features of CourseKarma foster this student-driven environment. The main focus is on a news-feed and Question and Answer component that provides a space for students to share instant updates as well ask and answer questions of the community. The community can be as broad as the entire ASU student body, as specific as students in BIO155, or even more targeted via specific subjects and or skills. CourseKarma also provides reputation points, which are the sum of all of their votes received, identifying the individual's level and or ranking in each subject or class. This not only gamifies the usual day-to-day learning environment, but it also provides an in-depth analysis of the individual's skills, accomplishments, and knowledge. The community is also able to input and utilize course and professor descriptions/feedback. This will be in a review format providing the students an opportunity to share and give feedback on their experience as well as providing incoming students the opportunity to be prepared for their future classes. All of the student's contributions and collaborative activity within CourseKarma is displayed on their personal profile creating a timeline of their academic achievements. The application was created using modern web programming technologies such as AngualrJS, Javascript, jQuery, Bootstrap, HTML5, CSS3 for the styling and front-end development, Mustache.js for client side templating, and Firebase AngularFire as the back-end and NoSQL database. Other technologies such as Pivitol Tracker was used for project management and user story generation, as well as, Github for version control management and repository creation. Object-oreinted programming concepts were heavily present in the creation of the various data structures, as well as, a voting algorithm was used to manage voting of specific posts. Down the road, CourseKarma could even be a necessary add-on within LinkedIn or Facebook that provides a quick yet extremely in-depth look at an individuals' education, skills, and potential to learn \u2014 based all on their actual contribution to their academic community rather than just a text they wrote up.
ContributorsCho, Sungjae (Author) / Mayron, Liam (Thesis director) / Lobock, Alan (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor) / School of Arts, Media and Engineering (Contributor)
Created2015-05