Matching Items (11)
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- All Subjects: Rhetoric
- Creators: Goggin, Peter
- Resource Type: Text
Description
This study analyzes syllabi for first-year college composition courses and interview responses to examine how the choices made by instructors affect online course design. Using the Syllabus Assessment Instrument designed by Madson, Melchert and Whipp (2004), this dissertation looks specifically at attendance and participation policies, course behavior policies, contact information, required material choices, course organization decisions and tool decisions to reveal how instructors do or do not accommodate online class pedagogies. This study finds that the choices instructors make in syllabus design provide significant information about the overall online course design itself. Using Selber's multiliteracies as a frame for understanding the choices made by instructors, this study finds that instructors focus primarily on functional literacies in their discourses and in the way they communicate their choices to students. Instructors vary in how they inform students of the mechanics of how to interact with tools, how often to interact with the online course, and how to use the tools within the online course. While these aspects of online courses are important, focusing on these aspects of the online course overshadows alternative perspectives on tool use that could encourage critical reflection by both instructors and students. To help instructors and departments design more effective syllabi and courses, this study raises questions and offers observations about how instructors communicate policies and how they understand these policies and pedagogies in online courses. In providing general guidelines for syllabus design and course design, this study will help writing instructors and composition programs better understand the significance of the choices they make in online course design.
ContributorsPfannenstiel, Amber Nicole (Author) / Goggin, Peter (Thesis advisor) / Daly Goggin, Maureen (Committee member) / Hayes, Elisabeth (Committee member) / Arizona State University (Publisher)
Created2013
Description
This research conducts two methods of rhetorical analysis of State of the Union Addresses: 1. Computational linguistic analysis of all State of the Union Addresses from 1790-2007, and 2. Close-readings and rhetorical analyses of two addresses: one by President Truman and one by President Reagan. This research shows the following key findings: 1. I am able to see general shifts in the authors' approaches to the State of the Union Address through historical computational analyses of the content of all speeches, and 2. Through close readings, I can understand the impact of the author's ethos and the historical context on the addresses, something that would not be readily revealed in a computational analysis. This study starts with a historical computational linguistic analysis of all State of the Union Addresses between 1790 and 2007. The study follows with close-readings of two State of the Union Addresses from the early and late Cold War period in-context: 1. Harry Truman's 1951 Address and 2. Ronald Reagan's 1986 Address. The main conclusions drawn from this research are that close-readings of State of the Union Addresses cannot be replaced by computational analyses, but can work in tandem with computerized text analysis to reveal shifts in rhetorical and topical features. This paper argues that there must be more close analyses in coordination with large-scale text analysis in order to understand the complexities of rhetorical situations.
ContributorsWegner, Peter (Author) / Goggin, Maureen (Thesis advisor) / Boyd, Patricia (Committee member) / Goggin, Peter (Committee member) / Arizona State University (Publisher)
Created2013
Description
This dissertation is a detailed rhetorical analysis of interviews with rice farmers in central Java, Indonesia and documents published by the global NGOs United Nations Food and Agriculture Organization (FAO) and CGIAR. Using theories of materiality, literacies, and environmental rhetorics, I examine how seemingly distinct and disparate humans, organizations, and inanimates are actually entangled agents in a dynamic conversation. I have termed that conversation the discourse of rice farming. Studying local and global together challenges conventional dichotomous thinking about farming and food. Looking at this conversation as an entanglement reveals what Karen Barad has defined in Meeting the Universe Halfway as the intra-relatedness of all agents. I focus on rice farming because rice is a food staple around the world and a major component of global agriculture initiatives by FAO and CGIAR. I argue that farmers construct their jobs in terms of production, food sovereignty, and community. The NGOs construct agriculture in terms of consumption, food security, and poverty alleviation. In my project I emphasize the need for global agents to better account for how farmers construct agriculture. Accounting for how all agents impact the discourse of rice farming is the only way to come to an objective understanding rice farming's impact on local and global scales. My argument adds to the field of environmental rhetorics because most published case studies are about the United States and thus are limited in their applicability. And it enriches global conversations about food security and food justice because it shares accounts from actual farmers who are often conspicuously absent from literature on those topics.
ContributorsCooney, Emily (Author) / Goggin, Peter (Thesis advisor) / Hannah, Mark (Committee member) / Chhetri, Netra (Committee member) / Arizona State University (Publisher)
Created2015
Description
Educators often struggle to effectively engage all students. Part of the reason for this is adherence to behavioral principles which curtail student autonomy and diminish student self-efficacy. Youth Participatory Action Research (YPAR) can counter this problem; it was designed to increase autonomy for minority youth in urban high schools. I conducted a study to add to the growing conversation about YPAR in settings beyond urban high schools and to look at how YPAR can influence students’ self-efficacy. Drawing on results from surveys, interviews, and field observation, I found that students who participated in a YPAR program showed improved self-efficacy in contexts closely related to their work in YPAR among peers and for a peer audience, but they did not show improved self-efficacy in their relationships with community adults or with their school. Students’ improved self-efficacy stemmed from their social learning experiences and their perception of the community relevance, or authenticity, of their work. Schools seeking to improve engagement among students of any background should consider adopting approaches like YPAR which increase student autonomy and foment self-efficacy with authentic community-linked research.
ContributorsCox, Timothy (Author) / Boyd, Patricia R (Thesis advisor) / Durand, Elizabeth S (Committee member) / Goggin, Peter (Committee member) / Arizona State University (Publisher)
Created2017
Description
This dissertation explores findings from a year-long investigation of the context-driven practices, strategies and beliefs of five multilingual Cultural Health Navigators (CHNs) working in a local pediatrics clinic serving large numbers of refugee families from a variety of cultural backgrounds who are experiencing a range of healthcare challenges. Grounded in a methodology of engagement (Grabill, 2010), this inquiry systematically documents and analyzes the range of ways in which the CHNs assist refugee families and their healthcare providers, their rationale for the decisions made and actions taken, and their concerns about the challenges they encounter. I show that while much of what the CHNs do to assist refugee families and their healthcare providers is routine and can be expected, CHNs also tend to manage complex work involved in mediating refugee families’ interactions with healthcare providers and the healthcare system in ways that cannot always be anticipated in advance. Through a close analysis of their practices and reflections, I show how their various interactions, actions and decisions are responsive to specifics of the situation at hand, informed by their lived experiences as CHNs and immigrants/refugees, and influenced by a dynamic, emergent and embodied notion of context. The findings of this study demonstrate how the CHNs’ collective and distributed knowledge production work shapes experiences with acquiring health literacy, and the material consequences of such efforts and practices.
Drawing on ethnographic research methods and critical-incident methodologies that involved the CHNs in the inquiry process, this study provides a nuanced analysis of the different kinds of work they do, the constraints they encounter, and how they creatively respond to such constraints in real time. The findings demonstrate that a collaborative engagement with critical incidents as a method of intercultural inquiry facilitates a more robust and dynamic understanding of the distributed nature of decision-making practices and ways of knowing. Embodying sensitivity to situated ways of knowing and dynamic practices in institutional settings, this study demonstrates the value of combining social science methodologies with rhetorical inquiry methods to conduct interdisciplinary and cross-institutional research to address pressing social problems in ways that benefit historically marginalized groups.
Drawing on ethnographic research methods and critical-incident methodologies that involved the CHNs in the inquiry process, this study provides a nuanced analysis of the different kinds of work they do, the constraints they encounter, and how they creatively respond to such constraints in real time. The findings demonstrate that a collaborative engagement with critical incidents as a method of intercultural inquiry facilitates a more robust and dynamic understanding of the distributed nature of decision-making practices and ways of knowing. Embodying sensitivity to situated ways of knowing and dynamic practices in institutional settings, this study demonstrates the value of combining social science methodologies with rhetorical inquiry methods to conduct interdisciplinary and cross-institutional research to address pressing social problems in ways that benefit historically marginalized groups.
ContributorsMorelli, Katherine Elizabeth (Author) / Warriner, Doris (Thesis advisor) / Long, Elenore (Committee member) / Goggin, Peter (Committee member) / Arizona State University (Publisher)
Created2018
Description
Social entrepreneurship has received a great deal of attention in recent years. Scholars constantly debate of the meaning of the term and the direction of the field. This paper explores literature written between the years 2010 \u2014 2015 in an effort to understand the current state of social entrepreneurship and gain insight as to the direction it is headed. This paper looks at definitions, characteristics, geographical differences, legal designations, and major themes such as social enterprise, social innovation, & social value as well as the implications for performance measures in an attempt to understand the broad concept that is social entrepreneurship.
ContributorsTalarico, Anthony (Author) / Shockley, Gordon (Thesis director) / Hayter, Christopher (Committee member) / Department of Management (Contributor) / School of Public Affairs (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This dissertation is about videogames. It is also about teaching, and the ways videogame design represents good teaching. However, this dissertation is not about videogames alone. It makes broad claims about teaching in- and out-of-schools in the 21st Century. Over the last few decades many scholars have been impressed by the rich forms of learning going on out-of-school. In particular, the emergence of digital and social media has fueled interest in informal learning while often ignoring or effacing the critical role of teaching. Indeed, the term “informal learning” is common while the term “informal teaching” barely exists. At the same time, the learning sciences have made progress on understanding how learning works based on empirical evidence of how the mind operates. While this research is not well implemented in many of our schools, it is well represented in much out-of-school learning (such as in videogames). This dissertation argues that there is a body of evidence germane to good teaching, that many learning principles celebrated today in out-of-school learning are actually teaching principles, and that good videogames can give us insights into how teaching can work as a form of design with or without games. The dissertation then develops a model of distributed teaching and learning systems which involve designed- and emergent organization of various teaching and learning “sites”. Finally, the dissertation looks at the rhetorical function of teaching in building a “deliberate learner,” one whose goal is not simply to know and do things, but to become a certain type of person committed to new ways with words, forms of interaction, and values. Rhetoric, teaching, learning, and design of all sorts have been set free from institutions and turned loose into a market place of ideas and sites. In the face of this market place we need to engage in discussions about who we want to be, who we want others to be, and what world we want all of us to live in. These discussions will center not just on “truth”, but on values as well—which is exactly where, in a high-risk imperiled world, they should be centered.
ContributorsHolmes, Jeffrey Brandon (Author) / Gee, James (Thesis advisor) / Gee, Elisabeth (Committee member) / Goggin, Peter (Committee member) / Arizona State University (Publisher)
Created2016
Description
In June 2013, United States (US) government contractor Edward Snowden arranged for journalists at The Guardian to release classified information detailing US government surveillance programs. While this release caused the public to decry the scope and privacy concerns of these surveillance systems, Snowden's actions also caused the US Congress to critique how Snowden got a security clearance allowing him access to sensitive information in the first place. Using Snowden's actions as a kairotic moment, this study examined congressional policy documents through a qualitative content analysis to identify what Congress suggested could “fix” in the background investigation (BI) process. The study then looked at the same documents to problematize these “solutions” through the terministic screen of surveillance studies.
By doing this interdisciplinary rhetorical analysis, the study showed that while Congress encouraged more oversight, standardization, and monitoring for selected steps of the BI process, these suggestions are not neutral solutions without larger implications; they are value-laden choices which have consequences for matters of both national security and social justice. Further, this study illustrates the value of incorporating surveillance as framework in rhetoric, composition, and professional/technical communication research.
By doing this interdisciplinary rhetorical analysis, the study showed that while Congress encouraged more oversight, standardization, and monitoring for selected steps of the BI process, these suggestions are not neutral solutions without larger implications; they are value-laden choices which have consequences for matters of both national security and social justice. Further, this study illustrates the value of incorporating surveillance as framework in rhetoric, composition, and professional/technical communication research.
ContributorsYoung, Sarah (Author) / Goggin, Peter (Thesis advisor) / Wise, J. MacGregor (Committee member) / Rose, Shirley (Committee member) / Arizona State University (Publisher)
Created2017
Description
An in depth look at the rhetoric behind the campus carry debate at the University of Texas at Austin. This thesis researched and examined primary sources from The Daily Texan and The Austin-American Statesman attempting to analyze what was at stake for both sides of the argument and what the most effective rhetorical tool was.
ContributorsBlumstein, Cory Joshua (Author) / Young, Alexander (Thesis director) / O'Flaherty, Katherine (Committee member) / School of Criminology and Criminal Justice (Contributor) / School of Public Affairs (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
In recent years, immigration, especially concerning those individuals immigrating from Central America and Mexico, has become increasingly controversial. Within the last five presidents, policies concerning immigration have shifted. Under President Bill Clinton in 1997, the Flores Settlement, an agreement between immigration activist organizations and the government that created standards for detaining accompanied and unaccompanied minors was made. Following 9/11, in 2005, President George W. Bush increased the amount of money spent on immigration enforcement in an effort to deport more immigrants. President Barack Obama increased the number of deportations from President Bush during his first term. However, in 2014, an already imperfect immigration system was disrupted by an influx of child immigrants. As a result, detention centers were at capacity and unable to accommodate the increasing numbers of immigrants. Child migrants were placed in caged-areas, immigration lawyers and courts quickly became overwhelmed with cases, and children were alone and could barely communicate. This thesis explores the various relationships between accompanied and unaccompanied minors from Central America, the American legal system, and the media and broadcast news outlets’ rhetoric concerning child migrants. Focusing on the ways in which immigrant minors are objectified by the legal system and the framing of immigrants in the media, it is evident that their complex interaction allows for the oppression of the child migrants. Since the American legal system and the media influence and respond to each other, the responsibility of the child migrants’ dehumanization is on both the legal system and the rhetoric of the media and broadcast news outlets.
ContributorsValli-Doherty, Francesca (Author) / Soares, Rebecca (Thesis director) / Agruss, David (Committee member) / School of Public Affairs (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05