Matching Items (15)
Description
The topos of home is fraught with ideological baggage. This piece works alongside others that labor to rework home as a space for rhetorical topos. I spend the majority of my text analyzing three books from which I explicate the topos of "home." These books are Mike Rose's 1989 work Lives on the Boundary: A Moving Account of the Struggles and Achievements of American's Educational Underclass, Victor Villanueva's 1993 Bootstraps: From and American Academic of Color, and Ellen Cushman's 1998 The Struggle and the Tools: Oral and Literate Strategies in an Inner City Community. I've chosen these books for two interrelated reasons. First, these texts aided in establishing working-class rhetoric as a field of study within the paradigm of rhetoric and composition. And second, in their individual ways, each of these books is anchored in a profound sense of "home." Each of the texts also experiments and resists scholarly conventions to include some autobiographical passages. Central to these passages is the topos of home, a theme that both enriches the author's autobiographical account and informs his or her theory forwarded in that work. These features add fruitful theory building to both the authors' individual texts and the paradigm as a whole. I ground my work in working-class theory, analyzing the work of Steve Parks, Nick Pollard and Nancy Welch, alongside scholarship that analyzes those labeled as "other" in higher-level academia. The stories that Parks, Pollard and Welch quote, the works of Rose, Villanueva, Cushman and even myself, all work toward discussing and creating not only a "home" for working-class academics but also room for more working-class research and theory-building. As I argue in this project, through these very acts of rhetorical/scholarly experimentation, Rose, Villanueva, and Cushman defied conventional standards for what counts as "good scholarship" in order to initiate a scholarly trajectory for working-class rhetoric in the academy. These authors' discussions of the "home" -specifically personal and political references to working-class homes--were instrumental tools in creating a public homeplace and space for further working-class theory building for rhetoricians in our field.
ContributorsMunson, Margaret (Author) / Long, Elenore (Thesis advisor) / Roen, Duane (Committee member) / Rose, Shirley (Committee member) / Arizona State University (Publisher)
Created2012
Description
A simple passion for reading compels many to enter the university literature classroom. What happens once they arrive may fuel that passion, or possibly destroy it. A romanticized relationship with literature proves to be an obstacle that hinders a deeper and richer engagement with texts. Primary research consisting of personal interviews, observations, and surveys, form the source of data for this dissertation project which was designed to examine how literature teachers engage their students with texts, discussion, and assignments in the university setting. Traditionally text centered and resolute, literature courses will need refashioning if they are to advance beyond erstwhile conventions. The goal of this study is to create space for a dialogue about the need for a pedagogy of literature.
ContributorsSanchez, Shillana (Author) / Goggin, Maureen (Thesis advisor) / Tobin, Beth (Thesis advisor) / Rose, Shirley (Committee member) / Arizona State University (Publisher)
Created2013
Description
This yearlong project examines how multilingual undergraduate writers--including international visa students and U.S. permanent residents or citizens who are non-native English speakers--exercise agency in their first-year composition placement decisions. Agency is defined as the capacity to act or not to act contingent upon various conditions. The goal of the project is to demonstrate how student agency can inform the overall programmatic placement decisions, which can lead to more effective placement practices for multilingual writers. To explore the role of agency in students' placement decisions, I conducted a series of four in-depth interviews with eleven multilingual writers between Fall 2010 and Spring 2011 in the Writing Programs at Arizona State University. To triangulate these placement decisions, I interviewed some of the multilingual student participants' academic advisors and writing teachers as well as writing program administrators. Findings showed that when conditions for agency were appropriate, the multilingual student participants were able to negotiate placement, choose to accept or deny their original placement, self-assess their proficiency level as deciding to choose a writing course, plan on their placement, question about placement, and finally make decisions about a writing course they wanted to take. In the context of this study, conditions for agency include the freedom to choose writing courses and information about placement that is distributed by the following sources: advisors' recommendations, other students' past experience in taking first-year composition, the new student orientation, and other sources that provide placement related information such as an online freshman orientation and a major map. Other findings suggested that the academic advisor participants did not provide the multilingual students with complete placement information; and this affected the way the multilingual students chose which section of first-year composition to enroll in. Meanwhile, there was no formal communication about placement options and placement procedures between the Writing Programs and writing teachers. Building on these findings, I argue for improving conditions for agency by providing placement options, making placement information more readily available, and communicating placement information and options with academic advisors, writing teachers, and multilingual students.
ContributorsSaenkhum, Tanita, 1976- (Author) / Matsuda, Paul Kei (Thesis advisor) / Rose, Shirley (Committee member) / James, Mark (Committee member) / Arizona State University (Publisher)
Created2012
Description
This thesis explores how to read the American experimental novel VAS: An Opera inFlatland, a collaboration between Steve Tomasula and graphic designer Stephen Farrell.
VAS demonstrates how twenty-first-century tools and technology can construct a
narrative that resembles the human experience shaped by contemporary tools and
technology. VAS includes not only a conventional story line but also narrative elements
outside the story line, such as collage material and a multimodality, all of which
contribute to the novel’s emerging, posthuman narrative. The reading experience of the
conventional novel is immersive; experiments with the novel disrupt the immersion of
reading, and this disruption produces a presence: the reader becomes conscious of
reading, of narrative structure, of the broken conventions, and even of the novel itself.
Martin Heidegger’s analyses of tools and technology can elucidate how novels produce
presence by breaking conventions, for conventions are like tools, and broken tools, such
as a broken hammer, become present to the user that was a moment ago immersed in
their use. The reading of VAS that results is two-fold: (1) a stylistic comparison of VAS
and This Is Not a Novel by David Markson, two experimental novels that differ in the
technology used and represented and, ultimately, the presence made, and (2) a reading of
VAS that considers how the novel makes present its narrative dimensions, out of which
emerges the novel’s narrative.
ContributorsStewart, Nicholas J (Author) / Hope, Jonathan (Thesis advisor) / Broglio, Ron (Committee member) / Holbo, Christine (Committee member) / Arizona State University (Publisher)
Created2022
Description
The purpose of the study is to examine how a multimodal composition assignment can be configured to create opportunities for writing development among second language students. In the field of second language writing, where linguistic development has long been prioritized in research and pedagogy, there are concerns that engaging with modes other than language would take away the opportunity to development writing skills. This study intends to address this concern by investigating how second language students interact with language, employ writing strategies, and develop knowledge about writing during a multimodal and a traditional assignment. To this end, I designed two assignments, a traditional written proposal assignment and a video proposal assignment, that were taught by the same instructor in two parallel sections of first-year composition for multilingual students. Five participants were recruited from each section. The data were collected from students’ screen-recordings with think-aloud protocols, writings produced during the two assignments, class observation notes, and semi-structured interviews at the end of the assignments. The findings suggest that students in both groups have engaged in similar ways of translating their ideas into written English with appropriate grammatical, syntactical, and lexical choices. The participants also employed various writing strategies at different stages of the assignments. Students in both groups reported a growing understanding of rhetorical appeals and research-based writing. The video assignment, however, seems to create additional learning opportunities by mobilizing students’ problem-solving skills and a wider range of literacy experiences. At the same time, two students in the video group were observed borrowing online texts verbatim without making attribution, which could be a potentially risky act in the academic context. Based on the findings, I argue that multimodal writing pedagogy should be discussed in relation to the specific design features and learning outcomes. Future research could continue the investigation of students’ multimodal composing processes, with a special focus on the textual borrowing practices across contexts. There is also need for a systematic review that discusses how the concept of multimodal writing is embodied in different assignments, tasks, and genres.
ContributorsTan, Xiao (Author) / Matsuda, Paul Kei (Thesis advisor) / Rose, Shirley (Committee member) / Lauer, Claire (Committee member) / Arizona State University (Publisher)
Created2023
Description
In my thesis, I examine the character of Henry VI in Shakespeare's Henry VI cycle (1, 2, and 3 Henry VI) - who has been critically thought of as a feminine figure - in light of the Herculean Hero model and against other male characters in the Henry VI plays. By comparing Henry to the Herculean model, there are points of similarity regarding character inaction - a feminine attribute - allowing Henry to become a more masculine figure than he has otherwise been criticized as.
ContributorsSpielvogel, Lauren (Author) / Hope, Jonathan (Thesis director) / Bate, Jonathan (Committee member) / Barrett, The Honors College (Contributor) / School of Music, Dance and Theatre (Contributor) / Department of English (Contributor)
Created2022-05
Description
Until recently, second language writers were typically separated from their peers in mainstream composition courses. However, as the field considers the possibility of integrating second language writers into mainstream composition classrooms, important questions arise. For instance, how are teachers of First Year Composition (FYC) prepared for valuing and responding to the linguistic resources of students representing a range of linguistic backgrounds? Also, what would happen if teachers of FYC had a broader view of multilingualism in the mainstream composition classroom (one that includes fluent bilinguals, English-dominant bilinguals, and second language writers)? This study addresses interests and questions such as these by examining whether and how new Teaching Assistants/Associates (TAs) take up or respond to critical perspectives on language and race introduced during their first semester teaching. Specifically, I analyzed how a group of new TAs are thinking about language and race in relation to learning and writing. Through surveys, observations, and interviews, I documented and analyzed how they engaged in conversations about language, writing and race; made sense of readings and activities on the theoretical concepts of raciolinguistics and translanguaging; and responded to information presented during two workshops on these topics. I also explored what these TAs said about the relationship between their own critical perspectives on language and their teaching practices (current and future). Findings show that participants’ critical language awareness and their ability to envision a critical language pedagogy grew over the course of the semester. Findings also show that, even though they expressed uncertainty about the precise meaning of theoretical terms such as raciolinguistics and translanguaging, their stated beliefs align with the central claims of scholarship advocating such perspectives. The findings of this study shed light on ways to help new teachers of FYC support multilingual students from a range of backgrounds–especially those TAs who work in contexts where ideologies of race and language devalue multilingualism and nonstandard varieties of English and influence what counts as academic writing.
ContributorsGriego, Anjanette Rainelle (Author) / Warriner, Doris (Thesis advisor) / Matsuda, Paul (Committee member) / Rose, Shirley (Committee member) / Elder, Cristyn (Committee member) / Arizona State University (Publisher)
Created2022
Description
Familial Narratives & Personal Heritage is a collection of four short biographies featuring my and my husband’s parents’ growing up in the 1970s and emphasizing the importance of personal ancestry. The project was completed in three phases. First, I interviewed each primary source and secondary sources to collect the necessary data. Second, I created outlines and wrote initial drafts for each parent. Third, I edited, polished, and added photographs to the individual stories and tied together the overall product with an introduction and conclusion that discusses the personal heritage aspect of the project. The overall message relates to the importance that our ancestry has to our own existence.
ContributorsSedlak, Lilly (Author) / Hope, Jonathan (Thesis director) / Bate, Jonathan (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor)
Created2024-05
Description
The archive has always been a central piece to William S. Burroughs’ generative legacy. I argue that the William S. Burroughs Papers accentuate the cut-up/fold-in as contingent on perception and a product of being-in-the-world, as described in The Third Mind and in interview. These experimentalist forms are noticeably replicated throughout the W.S.B Papers, and are a heuristic to his literary oeuvre: specifically, the relationship between word and image, and entering the “image” within his word. The cut-up/fold in methods are more than a literary device. They are captured throughout the archive as a rhetorical tool. As curator Robert Sobieszek observes that Burroughs introduced a new dimension into the field of writing (1996), this paper displays the visual overture of this new dimension accentuated via an interdisciplinary approach: Burroughs utilizes the fields of visual culture (with collaborator Brion Gysin) and photography to apply a replication of the cut-up (a literary form) to the image, illuminating newfound, semiotic pathways of visual communication. Through evidence of cut daily news, plural grids, and pantropic street photography, Burroughs’ new dimension germinates visually, and is a reflection of how and what Burroughs, one of the most profound authors of the 20th century, keeps in his field of view. In the W.S.B Papers at Arizona State University, the cut-up pattern, if cut and shot appropriately, is applicable to both word and image.
ContributorsNiño, Alexa S. (Author) / Broglio, Ron (Thesis advisor) / Hope, Jonathan (Committee member) / Rose, Shirley (Committee member) / Arizona State University (Publisher)
Created2023
Description
The rapid development of the steamship, the railway, and everyday land vehicles in around 1900 in both Europe and the Malay world fueled the imagination of writers of British, Indonesian, and Malaysian fiction. With these vehicles incorporated into the narratives, characters experience mobilities that shape the discourse of self, empire, and nations. This dissertation considers such experience through a comparative study of British literature on one side, which consists of Joseph Conrad’s works and other adventure fiction, and Indonesian and Malaysian fiction on the other, which include first-generation novels, to gain a better understanding of their convergence and divergence. I argue that both British and Malay characters see the steamship as a tool to incorporate, to borrow from Edward Said, “abroad” into life at “home.” But while British characters use the steamship for the consolidation of the empire, Malay characters use it in the process of state formation that undermines the empire. Both British and Malay characters see the railway as an effective tool to modernize the Malay world especially through the discipline of time management. But while British characters move away from the railway tracks to push to the next frontier and expand the empire, Malay characters circulate, following railway routes to embrace, even though sometimes “mimic,” modernity and progress. Both British and Malay characters see everyday land transportation as a tool to measure civilizations through characters’ sense of speed. But while British characters use it to establish, to paraphrase from Homi Bhabha, “a fixity of identity” and separate European and Malay civilizations, Malay characters use it to imagine a hybrid world where different civilizations share a space. These converging and diverging ideas about mobilities in British, Indonesian, and Malaysian fiction are essentially the convergence and the divergence between colonial and postcolonial worlds.
ContributorsZamzami, Muhammad Irfan (Author) / Hope, Jonathan (Thesis advisor) / Rush, James (Committee member) / Free, Melissa (Committee member) / Arizona State University (Publisher)
Created2024