Matching Items (6)
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- All Subjects: Writing
- All Subjects: Poetry--Authorship.
- Creators: Dubie, Norman
- Creators: James, Mark
- Member of: ASU Electronic Theses and Dissertations
- Resource Type: Text
Description
This manuscript of poetry examines the weird and the wonderful of the worlds of science and popular culture. The poems touch on such topics as varied as tabloid inventions, shipwrecks, wandering planets, and Davie Bowie. A focus on figurative language, intriguing vocabulary, and the interesting tidbits of life provide the foundation for the thesis both in individual poems and as a whole. This thesis draws from three years of work and revision as an MFA candidate. It contains sixty poems of varying forms and lengths.
ContributorsKeller, Kathrine (Author) / Ball, Sara (Committee member) / Dubie, Norman (Committee member) / Hummer, Terry R (Committee member) / Arizona State University (Publisher)
Created2014
Description
Increasing numbers of courses are offered online and increasing numbers of students are pursuing post-secondary studies. At broad-access institutions, such as land grant universities and community colleges, this presents a particular concern around student persistence--that is, the number of students who complete diploma, certificate, or degree requirements from an institution. Such increased access and increased enrollment also present unique challenges to first-year writing instructors, who are often the first professionals with whom first-year students are in contact. Here I explore the many reasons why student persistence should interest first-year writing instructors, in particular, those who are teaching online. Student persistence has important civic, economic, ethical, institutional, and disciplinary implications that first-year instructors cannot ignore. I propose a persistence-based pedagogy that involves six essential elements: designing learner-centered online writing courses, demonstrating mattering by valuing student writing, fostering self-efficacy by making assignments relevant, fostering student connections through collaboration and community, engaging virtual learners by fostering a sense of place and presence, and recognizing the challenges and minimizing the risks of teaching online. Such an undertaking is necessarily transdisciplinary and draws on scholarship in rhetoric and composition, instructional design, educational psychology, applied linguistics, and higher education administration. It connects pedagogical principles advanced nearly fifty years ago with digital pedagogies that are in their infancy and attempts to balance the social epistemic nature of writing instruction with the real-world demands of diverse student populations, increasing course sizes, and ever-changing technologies. Perhaps most importantly, this dissertation focuses on strategies that online writing instructors can adopt regardless of their theoretical leanings, academic training, or institutional requirements. While persistence-based instruction does not change the purpose or outcomes of first-year composition and does not replace proper placement measures or address early-term drop rates, it does provide a framework for facilitating online courses that is rooted in rhetorical theory and composition pedagogy and promotes informed teaching and lifelong learning.
ContributorsBergin, Jeffrey R (Author) / Roen, Duane (Thesis advisor) / Miller, Keith (Committee member) / James, Mark (Committee member) / Arizona State University (Publisher)
Created2012
Description
Raised on card-catalogues, then expected to save the world with microchips, there is a generation that was left straddling two millennia. Often lumped in with the X’ers or Millennials, this generation didn’t grow up with or without technology, technology grew up with them. The poems in The Aerodynamics of Hunger strike a balance between the easy-going materialism of the 90’s and our current culture of instant gratification, between the tendency to treat science like a God and prescribe God like science. These poems see straight through the world of hypersex and click-bait, yet they admit their complicity in its creation and distribution. They watch the world become connected on a new level, but testify to the resulting struggle of place one’s self in relation to something, anything. The burden is great, but journeying through it is an undeniable pleasure.
ContributorsBassett, Kyle (Author) / Rios, Alberto A (Thesis advisor) / Dubie, Norman (Committee member) / Bell, Matthew (Committee member) / Arizona State University (Publisher)
Created2016
Description
The generation following post-modernism has been left with little to the imagination. In a world defined by continual technological distraction, Millennials absorb their world primarily through visual media. Where, then, is there a place for poetry, and how do writers reconcile a narcissistic world monopolized by "selfies" and virtual communication? How does a poet use the "I" selflessly in order to achieve the universal? "Poetry as a Development of Human Empathy" attempts to bridge the divide between everyday society and poets that has been growing since experimental writing became more widely accepted after the atomic bomb, while exploring reasons as to how poetry has alienated itself as an art and ways in which poets might find a way back into being an important force in the world.
ContributorsAsdel, Bryan (Author) / Dubie, Norman (Thesis advisor) / Rios, Alberto (Committee member) / Goldberg, Beckian (Committee member) / Arizona State University (Publisher)
Created2016
Description
This project emphasizes a complex, holistic, and additive view of content knowledge in the Discipline of Writing, advocating for balanced and affirming scholarship and pedagogy rather than a competitive approach that leads to an epistemology of erasure. As a composite project, the introduction contextualizes three articles linked by their articulation of holistically and additively thinking for students and scholars in the discipline of writing, preparing the reader to see the rhetorical steps that I attempt to take in each article along these lines. Article 1, “The Collaborative Work of Composition,” uses Marxian language of production to highlight the complexities of collaborative writing in a social microcosm drawing focus to the difficulties some students have collaborating, particularly those of linguistic and cultural minority groups, because they or their collaborators struggle to adopt an additive valuing system to position themselves and one another as part of a team with varying strengths. In Article 2, “An Integrative Translingual Pedagogy of Affirmation,” I build on this valuing of writers by advocating for an affirming pedagogy that allows teachers to help students see the complexity and value of their shared languages and their individual (L)anguage as well as the identity connected to these. Article 3, “Familia Académica: Translingual History and the Epistemology of Erasure,” draws on a deep and overlooked history that provides a more complex holistic lens for the current socio-politics of the discipline of Writing’s interaction with the translingual approach, re-orienting to a more additive blend of the extreme perspectives that key scholars have taken between second language writing and translingual writing. Finally, the last section of the dissertation acts as a metaconstruction of the discipline of Writing, pointing to moments within the previous three articles that indicate a sustained effort to complicate binaries and then provide an alternate symbiosis of scholarly perspectives for disciplinary discourse and identity in Writing. Most importantly though, the final section of the dissertation synthesizes the partial approaches introduced in the previous three articles which inform my understanding of disciplinarity. Further, this final section attempts to find equity in the variety of partial approaches developed in the previous articles and which I have since matured into what I call the 8 Aspects of Writing. The 8 aspects and their components move beyond individual issues presented in each article and synthesize a more holistic, additive, and systematic model of defining the content knowledge for the discipline of Writing.
ContributorsFields, Gregory Dale (Author) / Rose, Shirley K. (Thesis advisor) / Hannah, Mark (Committee member) / James, Mark (Committee member) / Arizona State University (Publisher)
Created2019
Description
The following thesis document entitled, "A 'Reasonable Reader of Poetry's' Briefed Introduction: A Sam Harris Application on the Lack of Authorship in Poetry and Poems" explores the concept of writing itself applied to the world of poetry. This document uses Sam Harris' critique and redefinition of free will as an illusion applied to authorship and the concept of self within poetry. This thesis upholds Sam Harris' application of the illusion of free will against and within conventions of experimental poetry to do with the persona poem, deviated syntax, memory, Confessionalist poetry, and so on. The document pulls in examples from Modernist poetry, Confessionalist poetry, prose poetry, contemporary poetry, L=A=N=G=U=A=G=E poetry, and experimental poetry. This thesis ends with the conclusion that further research needs to be done with regard to how this lack of authorship applies to copyright law within the poetry field.
ContributorsBoca, Ana (Author) / Hummer, Terry (Thesis advisor) / Dubie, Norman (Committee member) / Savard, Jeannine (Committee member) / Arizona State University (Publisher)
Created2015