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Writing For Strangers: Structural Transformations Of The Public Letter, 1640-1790, Shang-Yu Sheng
Writing For Strangers: Structural Transformations Of The Public Letter, 1640-1790, Shang-Yu Sheng
Dissertations, Theses, and Capstone Projects
This dissertation examines public letters in England during the period spanning the English Civil War to the French Revolution, showing how authors employed the printed epistolary form to imagine different relations with the “stranger readers” who constituted the nascent reading public. I employ a formalist approach to analyze the various rhetorics made possible through the public letter’s framed structure, focusing on the assemblages of the narrative positions of letter writer, addressee, and reader. Each chapter describes a mode of the public letter in socio-spatial terms: spectacle, network, community, and public. Building on studies in book history and print culture, this …
Hamilton: Publics Theory, The Rhetorical Impact Of Theater And Reimagining The American Founding, Anna Sanford Low
Hamilton: Publics Theory, The Rhetorical Impact Of Theater And Reimagining The American Founding, Anna Sanford Low
Theses and Dissertations
In a time when our nation is particularly divided and confused about its identity, Hamilton, the Broadway musical created by Lin-Manuel Miranda has become an example of art's ability to unify disparate ideological, socio-economic and racial groups. The play's reception deserves study to understand how both liberals and conservatives can agree upon an interpretation of a musical that celebrates diversity in race and representation. Celebration and interpretation of the play has been so widespread that a public has emerged, furthering the influence of the play's ideas. This public is unique in a time when most people cocoon themselves in …
Color-Blind Stancetaking In Racialized Discourse, Abigail Christine Tobias-Lauerman
Color-Blind Stancetaking In Racialized Discourse, Abigail Christine Tobias-Lauerman
Masters Theses
In this thesis, I examine how language constructs and constrains racialized discourse in post-Jim Crow contemporary America. Drawing on rhetorical and sociolinguistic work set forth by Booth, Shotwell, Bonilla-Silva, Omi and Winant, and others, it is apparent that racial organization— and racial identities and categorization— in the US is reliant upon specific markers that signify racial meaning. Such markers are assimilated into wider, unconscious discourse through what Shotwell and Booth describe as seemingly inherent— yet ultimately constructed— matters of “common sense,” and are expressed through evaluative stance acts. I explore the origins and construction of these markers and the relationship …
Literary Pedagogies At Umsl: Combining Case Study With Personal Narrative, Elizabeth Miller
Literary Pedagogies At Umsl: Combining Case Study With Personal Narrative, Elizabeth Miller
Theses
Through traditional scholarship and an analysis of survey data collected from undergraduate literature students at the university, I investigate the ways in which pedagogies of composition and disability studies can be incorporated into the teaching of literature. Historically, literary scholarship has not focused on issues of pedagogy to the degree that other divisions within English Studies have done, and it is therefore necessary to determine what gaps exist, if any, and how they might be bridged. For example, composition pedagogies often emphasize active, student-based teaching paradigms that are rooted in students’ personal experiences and the kind of writing that interests …
Feminist Pedagogies In The Creative Writing Classroom: Possibilities And Reflections, Angela Lagrotteria
Feminist Pedagogies In The Creative Writing Classroom: Possibilities And Reflections, Angela Lagrotteria
ETD Archive
As a first-time student in a creative writing course and a long-time instructor of Women’s, Gender, and Sexuality Studies, I see possible paths that instructors in both fields could take in order to integrate creative writing and feminist pedagogy in ways that might increase students’ desire to write and to share their writing while at the same time helping students undertake feminist analyses. In the creative nonfiction writing class I took with Professor Lardner in the fall of 2015, I saw how many students (myself included) were writing about transformative personal experiences, but in this class, we never discussed these …