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- All Subjects: Jefferson
- Creators: Historical, Philosophical & Religious Studies
- Creators: Bhowmik, Subrata Kumar
- Creators: Ericson, Rebecca Elaine
- Status: Published
Description
Using a sociocultural framework, this dissertation investigated the writing processes of 31 ESL learners in an EAP context at a large North American university. The qualitative case study involved one of the four major writing assignments in a required first-year composition course for ESL students. Data were collected from four different sources: (a) A semi-structured interview with each participant, (b) process logs kept by participants for the entire duration of the writing assignment, (c) classroom observation notes, and (d) class materials. Findings that emerged through analyses of activity systems, an analytical framework within Vygotskian activity theory, indicate that L2 writers used various context-specific, social, and cultural affordances to accomplish the writing tasks. The study arrived at these findings by creating taxonomies of the six activity system elements - subject, tools, goals, division of labor, community, and rules - as they were realized by L2 writers, and examining the influence that these elements had in the process of composing. The analysis of data helped create categories of each of the six activity system elements. To illustrate with an example, the categories that emerged within the element division of labor were as follows: (a) Instructor, (b) friends and classmates, (c) writing center tutors, (d) family members, and (e) people in the world. The emergent categories for each of the six activity system elements were then examined to determine if their effects on L2 writing were positive or negative. Overall, the findings of the present study validate arguments related to the post-process views that an explanation of L2 writing processes solely based on cognitive perspectives provides but only a partial picture of how second language writing takes place. In order for a more comprehensive understanding of L2 writing one must also account for the various social and cultural factors that play critical roles in the production of L2 texts.
ContributorsBhowmik, Subrata Kumar (Author) / Adams, Karen L (Thesis advisor) / James, Mark A (Committee member) / Major, Roy C (Committee member) / Arizona State University (Publisher)
Created2012
Description
The influence of John Locke’s political philosophy on Thomas Jefferson is well-documented, from their shared belief in natural rights to their similar theories of property to their shared support of religious freedom. As one of Jefferson’s “three greatest men,” Locke’s influence cannot be understated. The influence of Baron de Montesquieu is far more contested, but nonetheless Jefferson’s close study of Montesquieu and their shared belief in the character of republics and the necessity of education, among other things, provide clear evidence for Montesquieu’s influence. I propose that the dissonance between Montesquieu’s ideas and Jefferson’s adaptation and application of them result from Jefferson’s Lockean lens: a framework based on Locke’s ideas that so profoundly impacted Jefferson’s beliefs that he molded other philosopher’s ideas to conform to Locke. By analyzing the political writings of Locke, Montesquieu, and Jefferson, as well as some of Jefferson’s personal writing (in the form of letters and his Literary Commonplace Book) the influence of both philosophers and the framework Locke provides can be established. Understanding this framework helps us better understand the philosophical foundations of Thomas Jefferson’s politics, and by extension understand the philosophical foundations of American political thought.
ContributorsPeloquin, Kimberly Taylor (Author) / Voorhees, Matthew (Thesis director) / Simpson, Brooks (Committee member) / Historical, Philosophical & Religious Studies (Contributor) / School of International Letters and Cultures (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
While English language education has become increasingly prominent worldwide, countries have adopted various initiatives to increase English language development. One country making a push for English language development is Taiwan; however, current educational practices and values can prove to be challenges in implementing new methods. For example, although Communicative Language Teaching (CLT) methods gained popularity starting in the 1990s, they have been slow to take hold in Taiwan. Additionally, Taiwan’s Ministry of Education is pushing for bilingualism by the year 2030, introducing curricular reforms and new strategies to increase the prominence of English on a social level. In order to analyze current educational methods and practices in Taiwan, as well as predict the efficacy of new strategies, this study focused on gathering the perspectives and experiences of the students themselves. International students were specifically targeted, as they have had exposure to multiple educational environments, as well as firsthand experience applying their English language knowledge in an immersive environment. To gather student perspective, an online survey was made available to Taiwanese international students currently studying in a U.S. university. Respondents were asked multiple-choice questions on curricular focus, as well as short answer questions regarding their educational experiences. Overall, the respondents showed an agreement in regards to the heavy emphasis of reading, writing, and grammar in Taiwan, which they correlated directly with high-stakes exams, particularly the university entrance exam. They also noted the lack of speaking and listening practice, as well as a strong desire to apply English in a communicative sense. These observations hold significant implications for various stakeholders, including teachers, principals, curriculum developers, exam designers, and university admissions.
ContributorsEricson, Rebecca Elaine (Author) / Matsuda, Aya (Thesis director) / James, Mark (Committee member) / Historical, Philosophical & Religious Studies (Contributor, Contributor) / School of International Letters and Cultures (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
Description
If one were to go to Virginia today and visit Monticello, the former home of Thomas Jefferson, they would find a building that resembles a museum more so than a home. Inside are paintings, maps, sculptures and even the antlers of many great beasts. But the first thing that will come to a visitor's sight aren’t these wonders, but rather the busts of two men that glare at each other at the entrance of the home. One stands on a pedestal, large and draped in cloth, the other a simple marble statue of a younger man. The former statue depicts Monticello’s owner and the latter is of the first Secretary of the Treasury, Alexander Hamilton . One may find this curious, as the two didn’t have a friendship and were often thought of as the cause for the United States becoming a two-party system, due to their disagreements. For Thomas Jefferson the placement of these busts seemed natural as it put him into eternal combat with a man he considered his main political rival.
These two men could not have had more different upbringings; Thomas Jefferson was born to a wealthy family that owned land and slaves, whereas Alexander Hamilton was born on a Caribbean island in poverty, only to be orphaned early on in his life . Despite these differences both men found a common goal in fighting for independence for the American colonies. Jefferson would do so as a diplomat and author of the Declaration of Independence, Hamilton would be a patriot through being a soldier and assistant to General George Washington. Once the war was over, the two continued their service to the country and would find themselves as the first heads of the United States’ cabinet departments. By being in Washington’s cabinet, the two came in conflict with one another frequently on the policy of the time such as the country’s neutrality in foreign affairs. No issue put them more in conflict than their stances on the country’s economic state.
These two men could not have had more different upbringings; Thomas Jefferson was born to a wealthy family that owned land and slaves, whereas Alexander Hamilton was born on a Caribbean island in poverty, only to be orphaned early on in his life . Despite these differences both men found a common goal in fighting for independence for the American colonies. Jefferson would do so as a diplomat and author of the Declaration of Independence, Hamilton would be a patriot through being a soldier and assistant to General George Washington. Once the war was over, the two continued their service to the country and would find themselves as the first heads of the United States’ cabinet departments. By being in Washington’s cabinet, the two came in conflict with one another frequently on the policy of the time such as the country’s neutrality in foreign affairs. No issue put them more in conflict than their stances on the country’s economic state.
ContributorsSierra, Roman J (Author) / Lennon, Tara (Thesis director) / Pout, Daniel (Committee member) / Historical, Philosophical & Religious Studies (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
Description
America has been widely considered a great democratic experiment, which is a characterization attributed to Thomas Jefferson. An experiment can be designed to use trial-and-error methods to find a certain outcome. While not a conscious effort, the United States has experienced a trial-and-error experimental process in developing legislation that will restrict dangerous misinformation without violating the speech and press clauses of the First Amendment. In several of his personal writings and official speeches, Jefferson advised against additional government intervention with regard to filtering true and false information published by the press or distributed by citizens. His argument is a guiding theme throughout this thesis, which explores that experimental process and its relation to contemporary efforts to address and prevent future phenomena like the fake news outbreak of 2016.
This thesis utilizes an examination of examples of laws designed to control misinformation, past and present, then using those examples to provide context to both arguments in favor of and opposing new misinformation laws. Extensive archival research was conducted to ensure that accurate historical reflection could be included in offering information about historical examples, as well as through application of relevant literature. The possible effects on the electorate and the practices of the press by those laws of the past and potential proposals for new legislation are also discussed in an effort to provide further context to, and support for, the conclusions reached. Those conclusions include that additional regulation is necessary to discourage the creation and distribution of fake news and misinformation in order to protect the public from the violence or imminent unlawful action they may cause.
This thesis utilizes an examination of examples of laws designed to control misinformation, past and present, then using those examples to provide context to both arguments in favor of and opposing new misinformation laws. Extensive archival research was conducted to ensure that accurate historical reflection could be included in offering information about historical examples, as well as through application of relevant literature. The possible effects on the electorate and the practices of the press by those laws of the past and potential proposals for new legislation are also discussed in an effort to provide further context to, and support for, the conclusions reached. Those conclusions include that additional regulation is necessary to discourage the creation and distribution of fake news and misinformation in order to protect the public from the violence or imminent unlawful action they may cause.
ContributorsBundy, Austen (Author) / Russomanno, Joseph (Thesis director) / Russell, Dennis (Committee member) / Historical, Philosophical & Religious Studies (Contributor) / School of Social and Behavioral Sciences (Contributor) / Sandra Day O'Connor College of Law (Contributor) / Walter Cronkite School of Journalism & Mass Comm (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05