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Articles 1 - 30 of 53
Full-Text Articles in English Language and Literature
Definitions And Depictions Of Rhetorical Practice In Medieval English Fürstenspiegel., Joseph Ethan Blaine Sharp
Definitions And Depictions Of Rhetorical Practice In Medieval English Fürstenspiegel., Joseph Ethan Blaine Sharp
Electronic Theses and Dissertations
This dissertation examines how medieval authors defined rhetoric and depicted rhetorical practice in medieval English Fürstenspiegel. It begins by analyzing how the field of medieval rhetorical historiography has overlooked the Fürstenspiegel as a rhetorical genre due to its overt reliance on meta-rhetorical handbook genres as the objects of its analysis. This dissertation challenges traditional narratives that positions medieval rhetoric as a primarily academic discipline divorced from political practice by engaging in horizontal reading practices that examine the broader culture of medieval rhetorical practice alongside the definitions of rhetoric found in medieval English Fürstenspiegel. In so doing, this dissertation …
Nonprofit Social Media Internships: A Handbook, Allison M. Laroy
Nonprofit Social Media Internships: A Handbook, Allison M. Laroy
The Cardinal Edge
This brief research report provides details on a study that examines how nonprofits can best prepare their interns and how interns can best prepare themselves for a role in engaging audiences through social media. Through a literature review on nonprofit social media and internships, a series of qualitative interviews with interns and supervisors, and the researcher’s lived experiences as a social media intern, a handbook was developed for nonprofit social media internships. This guide is relevant to the specific experiences of nonprofit social media internships, includes advice on training, mentorship, and best practices, and finally, it incorporates further resources on …
Nonprofit Social Media Internships: A Handbook, Allison Laroy
Nonprofit Social Media Internships: A Handbook, Allison Laroy
College of Arts & Sciences Senior Honors Theses
This thesis examines how nonprofits can best prepare their interns and how interns can best prepare themselves for a role in engaging audiences through social media. Through a literature review on nonprofit social media and internships, a series of qualitative interviews with interns and supervisors, and my own lived experiences as a social media intern, I develop a handbook for nonprofit social media internships. This guide is relevant to the specific experiences of nonprofit social media internships, includes advice on training, mentorship, and best practices, and finally, it incorporates further resources on nonprofit social media that interns and supervisors can …
Self-Contradiction In Faculty's Talk About Writing: Making And Unmaking Autonomous Models Of Literacy, Andrea R. Olinger
Self-Contradiction In Faculty's Talk About Writing: Making And Unmaking Autonomous Models Of Literacy, Andrea R. Olinger
Faculty Scholarship
In Writing Across the Curriculum/Writing in the Disciplines and Academic Literacies, researchers have produced compelling evidence of the disjunction between faculty members’ assertions that good writing is universal—i.e., the autonomous model of literacy—and faculty’s own tacit practice of discipline-specific conventions. In studies of race and language in education, scholars have identified disconnections between what teachers profess to value—e.g., students’ right to their own language—and how they actually grade. Contradictions are a natural part of any ideology, and these are commonly understood to demonstrate the resilience of the autonomous model. In this article, however, I introduce a set of theoretical tools …
Chapter 13: Preparing Graduate Students And Contingent Faculty For Online Writing Instruction: A Responsive And Strategic Approach To Designing Professional Development Opportunities, N. Claire Jackson, Andrea R. Olinger
Chapter 13: Preparing Graduate Students And Contingent Faculty For Online Writing Instruction: A Responsive And Strategic Approach To Designing Professional Development Opportunities, N. Claire Jackson, Andrea R. Olinger
Faculty Scholarship
This chapter describes a responsive and strategic approach to the development of an asynchronous online mini-course in online writing instruction (OWI) for both graduate TAs and contingent faculty in the University of Louisville’s Composition Program. Demonstrating the importance of responding to local contexts, the authors reflect on the conditions shaping their own course design and, based on their experience, provide suggestions for WPAs who are in similar positions. This reflection is organized around seven key questions for WPAs to consider as they design their own professional development in OWI.
“It Doesn’T Feel Like A Conversation”: Digital Field Experiences And Preservice Teachers’ Conceptions Of Writing Response, Alison Heron-Hruby, James S. Chisholm, Andrea R. Olinger
“It Doesn’T Feel Like A Conversation”: Digital Field Experiences And Preservice Teachers’ Conceptions Of Writing Response, Alison Heron-Hruby, James S. Chisholm, Andrea R. Olinger
Faculty Scholarship
Research shows that preservice English teachers (PSETs) lack opportunities to respond to student writing and that they may view student writing through a deficit lens. To address this need, the authors developed the Writing Mentors (WM) program, a digital field placement that gave PSETs experience providing feedback to high school writers. In this analysis, we examine how PSETs’ views of response were shaped by their digital interactions with high school writers. The challenges of interacting asynchronously created opportunities for PSETs to identify limitations in the mode of communication, propose approaches to providing feedback, and reflect on how teacher feedback can …
Introduction: On Connection, Diversity, And Resilience In Writing Across The Curriculum, Lesley Erin Bartlett, Sandra L. Tarabochia, Andrea R. Olinger, Margaret J. Marshall
Introduction: On Connection, Diversity, And Resilience In Writing Across The Curriculum, Lesley Erin Bartlett, Sandra L. Tarabochia, Andrea R. Olinger, Margaret J. Marshall
Faculty Scholarship
Developed from presentations at the 2018 International Writing Across the Curriculum conference, this collection documents a key moment in the history of WAC, foregrounding connection and diversity as keys to the sustainability of the WAC movement in the face of new and long-standing challenges. Contributors reflect on the history and ongoing evolution of WAC, honoring grassroots efforts while establishing a more unified structure of collaborative leadership and mentorship. The chapters in this collection offer a rich variety of practices, pedagogies, mindsets, and methodologies for readers who are invested in using writing in a wide range of institutional and disciplinary contexts. …
Defining Translinguality, Bruce Horner, Sara P. Alvarez
Defining Translinguality, Bruce Horner, Sara P. Alvarez
Faculty Scholarship
This article reviews the history of conflicting meanings for translinguality in composition studies, locating that history in the context of other competing terms for language difference with which translinguality is sometimes affiliated and competes, and conflicting definitions of these, and in the context of perceived changes to global communication technologies and migration patterns. It argues for approaching translinguality and the confusion surrounding it as evidence of an epistemological break and explains confusions as a response to the challenges such a break poses. It demonstrates the residual operation of monolingualist notions of language in arguments for “code-meshing,” “plurilinguality,” and “translanguaging” and …
Remaking Identities, Reworking Graduate Study : Stories From First-Generation-To-College Rhetoric And Composition Phd Students On Navigating The Doctorate., Ashanka Kumari
Electronic Theses and Dissertations
This dissertation responds to the decreasing number of first-generation-to-college doctorates in the humanities and the limited scholarship on graduate students in Rhetoric and Composition. Scholars in Rhetoric and Composition have long been invested in discussions of academic and/or disciplinary enculturation, yet these discussions primarily focus on undergraduate students, with few studies on graduate students and far fewer on the doctoral students training to become the next wave of a profession. In this dissertation, I argue that if we engage intersectional identities as assets in the design of doctoral programs, access to higher education and academic enculturation can become more manageable …
“I Didn’T Want To Make Them Feel Wrong In Any Way”: Preservice Teachers Craft Digital Feedback On Sociopolitical Perspectives In Student Texts, James S. Chisholm, Alison Heron-Hruby, Andrea R. Olinger
“I Didn’T Want To Make Them Feel Wrong In Any Way”: Preservice Teachers Craft Digital Feedback On Sociopolitical Perspectives In Student Texts, James S. Chisholm, Alison Heron-Hruby, Andrea R. Olinger
Faculty Scholarship
This qualitative multicase analysis investigated the role of “educational niceness” and “neutrality” (e.g., Baptiste, 2008; Bissonnette, 2016) in preservice English teacher feedback on sociopolitical issues in student writing. As part of the field experiences for several ELA methods courses at two universities, one urban and one rural, the teacher-researchers used Google Docs and other technologies (e.g., screencasts and Google Community) to connect preservice teachers (PSTs) with high school writers at a geographical distance so that urban-situated PSTs could mentor rural-situated writers and vice versa. Five methods courses over two semesters served as cases, and 12 PSTs from those courses participated …
Delivery, Facilitas, And Copia : Job Market Preparation And The Revival Of The Fifth Canon., Joseph Turner
Delivery, Facilitas, And Copia : Job Market Preparation And The Revival Of The Fifth Canon., Joseph Turner
Faculty Scholarship
This essay argues that English Studies departments should implement training programs in oral delivery strategies for graduate students seeking tenure track employment. A sample a 13-week training program, modeled on elements of classical rhetorical pedagogy, can help students develop and refine stills in oral delivery necessary for academic job interviews.
'Where History Meets The Future' : A Historiographic Exploration Of Mississippi : The View From Tougaloo., Khirsten L. Echols
'Where History Meets The Future' : A Historiographic Exploration Of Mississippi : The View From Tougaloo., Khirsten L. Echols
Electronic Theses and Dissertations
“Where History Meets the Future”: A Historiographic Exploration of Mississippi: The View from Tougaloo explores the historical narratives of Historically Black Colleges and Universities, with a special emphasis on Tougaloo College in Tougaloo, Mississippi. In particular, this dissertation examines the ways in which Tougaloo’s official history omits the voices of its student populations. It offers, then, a revisionist reading of the school’s history, constructing a narrative from the perspective of students. Based on hours of archival research and examination of the school’s student newspaper, this dissertation constructs a method that incorporates student voices into the historical narrative. The collection of …
Afterword., Bruce Horner
Translinguality And Disciplinary Reinvention, Bruce Horner
Translinguality And Disciplinary Reinvention, Bruce Horner
Faculty Scholarship
Dominant narratives of disciplinarity that WAC/WID confronts conflate disciplines with departments and material institutional structures, such as departments and professional organizations—what is here called “departmentality.” The relative autonomy of disciplinarity from departmentality means that challenges to foundational concepts of disciplines are in fact normal to disciplinary work and do not threaten the material institutional structures associated with those disciplines, as illustrated by the history of challenges to foundational disciplinary concepts of basic writing and second language acquisition carried out in disciplinary writing. The relative autonomy of disciplinarity enables us to accept the legitimacy of the challenges translingual theory poses to …
Writing Language : Composition, The Academy, And Work., Bruce Horner
Writing Language : Composition, The Academy, And Work., Bruce Horner
Faculty Scholarship
This paper argues that while college composition courses are commonly charged with remediating students by providing them with the literacy skills they lack, they may instead be redefined as providing the occasion for rewriting language and knowledge. By bringing to the fore the dependence of language and knowledge on the labor of writing, a pedagogy of recursion, mediation, and translation of knowledge through writing and revision counters neoliberalism’s commodification of knowledge and language, and offers an alternative justification for continuing education as the occasion for students to remediate language and knowledge through writing.
Rhetoric And Performing Anger : Proserpina's Gift And Chaucer's Merchant's Tale., Joseph Turner
Rhetoric And Performing Anger : Proserpina's Gift And Chaucer's Merchant's Tale., Joseph Turner
Faculty Scholarship
Although scholars have historically minimized the relationship between medieval grammatical and rhetorical traditions and Chaucer's poetics, Proserpina's angry speech in the Merchant's Tale represents the intersection of medieval classroom grammar exercises, Geoffrey of Vinsauf's theory of delivery, and poetics. Proserpina's angry speech reveals that her rhetoric is calculated to subvert the masculine power structures that surround her. Such a focus on Chaucer's depiction of women's persuasive tactics helps to highlight Chaucer's deep engagement with rhetoric beginning in the 1380's. Moreover, this investigation asks for increased attention to the overlap between classroom grammatical traditions, rhetorical theory, and medieval poetics.
Stories Of Single Mothers : Narrating The Sociomaterial Mechanisms Of Community Literacy., Kathryn Elizabeth Perry
Stories Of Single Mothers : Narrating The Sociomaterial Mechanisms Of Community Literacy., Kathryn Elizabeth Perry
Electronic Theses and Dissertations
In light of the increasing significance of community activist scholarship in Rhetoric and Composition and given the overwhelming nature of institutional educational inequity, this dissertation takes a close look at specific literacy practices and the corresponding networks that shape these literacy practices at a community literacy organization. Based on interviews with participants and staff at a local nonprofit called Family Scholar House (FSH), this project paints a complex picture of each stakeholder’s perspective on successful literacy. First, I employ Actor-Network Theory (ANT) to analyze three specific literacy moments at FSH: an application for government assistance, a financial aid appeal letter, …
Introduction : Translingual Work., Min-Zhan Lu, Bruce Horner
Introduction : Translingual Work., Min-Zhan Lu, Bruce Horner
Faculty Scholarship
This issue both reflects and builds on the efforts prompted by the 2011 College English essay “Language Difference in Writing: Toward a Translingual Approach,” by Bruce Horner, Min-Zhan Lu, Jacqueline Jones Royster, and John Trimbur. Contributions to this symposium contextualize the emergence of a translingual approach, explore the tension and interconnections between a translingual approach and a variety of fields, and explore the viability of a translingual approach in light of existing academic structures.
Translation As (Global) Writing, Bruce Horner, Laura Tetreault
Translation As (Global) Writing, Bruce Horner, Laura Tetreault
Faculty Scholarship
This article explores translation as a useful point of departure and frame- work for taking a translingual approach to writing engaging globalization. Globalization and the knowledge economy are putting renewed emphasis on translation as a key site of contest between a dominant language ideology of monolingualism aligned with fast capitalist neoliberalism and an emerging language ideology variously identified as translingualism, plurilingualism, translanguaging, and transcultural literacy. We first distinguish between theories of translation aligned with neoliberalism, on the one hand, and, on the other hand, a critical approach to translation focused on the difference that a translingual approach insists translation makes …
A Few Good Men And Women : The Rhetorical Constitution Of Military Personnel Identity., Ashly Bender Smith
A Few Good Men And Women : The Rhetorical Constitution Of Military Personnel Identity., Ashly Bender Smith
Electronic Theses and Dissertations
In this dissertation, I examine the public negotiation of service member identity by multiple stakeholders as a way to better understand the available rhetorical strategies for affecting ideological constructions of identity. While current Rhetoric and Composition research attends mostly to student-veterans, I draw on cultural and rhetorical theorists, such as Louis Althusser, Kenneth Burke, Maurice Charland, to identify the rhetorical approaches used to construct military personnel identity, particularly in the post-9/11 era. Through analysis of films, recruiting materials, and the publicly-shared stories of personnel, I extend current understandings of constitutive rhetoric and rhetorical identification—which tend to focus on the work …
“A Polished, A Practical, Or A Profound Education” : (Gendered) Rhetorical Literacies And Higher Learning In Louisville’S First Free Public High Schools, 1856-1896., Amy Jean Lueck
Electronic Theses and Dissertations
This archival project investigates the first public high schools in Louisville as they negotiated the means and ends of providing higher education to an increasingly diverse and expanding body of learners. Drawing on primary documents from the schools’ first four decades of operation—particularly school board reports, newspapers, and student writing—I foreground the interplay and overlap between regional and institutional identities and histories, which contribute to a rich and complex picture of “higher education” in the nineteenth-century US. Each chapter of the dissertation explores a distinct but overlapping aspect of the curriculum—including “practical” education, women’s education, and manual or industrial education—that …
Rewriting Composition : Moving Beyond A Discourse Of Need., Bruce Horner
Rewriting Composition : Moving Beyond A Discourse Of Need., Bruce Horner
Faculty Scholarship
This essay argues that calls to end, move beyond, or expand composition participate in a discourse of need that accepts and reinforces the legitimacy of dominant, and restricted, definitions of not only composition but also alternatives to it: what we are led to believe is “new,” “different,” and therefore “better” than composition as conventionally defined. I analyze the operation of this discourse in David Smit’s The End of Composition Studies, Sidney Dobrin’s Postcomposition, and calls to make up for composition’s ostensible lacks by supplementing it with rhetoric or multimodal composition or by renaming it “writing studies.” Drawing on …
Translinguality, Transmodality, And Difference : Exploring Dispositions And Change In Language And Learning., Bruce Horner, Cynthia Selfe, Tim Lockridge
Translinguality, Transmodality, And Difference : Exploring Dispositions And Change In Language And Learning., Bruce Horner, Cynthia Selfe, Tim Lockridge
Faculty Scholarship
This collaborative piece explores the potential synergy arising from the confluence of two growing areas of research, teaching, and practice in composition (broadly defined): multi- (or trans-)modality, and trans- (or multi-) linguality.
On The Instability Of Disciplinary Style: Common And Conflicting Metaphors And Practices In Text, Talk, And Gesture, Andrea R. Olinger
On The Instability Of Disciplinary Style: Common And Conflicting Metaphors And Practices In Text, Talk, And Gesture, Andrea R. Olinger
Faculty Scholarship
This article explores how three writers in ecology understand and enact a disciplinary writing style. To accomplish this, it draws on theoretical approaches to style from sociolinguistics and linguistic anthropology, as well as analyses of drafts of coauthored texts and video-recorded literacy history and discourse-based interviews. This study finds that metaphor and embodied actions such as gestures are valuable sites for comparing writers’ stylistic understandings and practices. The three writers expressed broad agreement when describing the qualities of good scientific writing, using similar verbal and gestural metaphors, such as Communication as Journey and entailments of the Conduit Metaphor. Yet in …
Translingual Literacy, Language Difference, And Matters Of Agency., Min-Zhan Lu, Bruce Horner
Translingual Literacy, Language Difference, And Matters Of Agency., Min-Zhan Lu, Bruce Horner
Faculty Scholarship
We argue that composition scholarship’s defenses of language differences in student writing reinforce dominant ideology’s spatial framework conceiving language difference as deviation from a norm of sameness. We argue instead for adopting a temporal-spatial framework defining difference as the norm of utterances, and defining languages, literacy practices, conventions, and contexts as always emergent, ongoing products of iterations, and thus manifestations of writer agency. Using the “White Shoes” essay from David Bartholomae’s “Inventing the University,” we show how such a framework addresses the writer’s agency iterating the “same,” and how it resolves concerns to meet students’ need and right to learn …
Translingualism In Post-Secondary Writing And Language Instruction : Negotiating Language Ideologies In Policies And Pedagogical Practices., Nancy Bou Ayash
Translingualism In Post-Secondary Writing And Language Instruction : Negotiating Language Ideologies In Policies And Pedagogical Practices., Nancy Bou Ayash
Electronic Theses and Dissertations
Drawing on text-oriented data from the American University of Beirut, Lebanon, this study examines how writing teachers and students constantly negotiate tensions between translingual sociolinguistic realities on one hand and monolingualist assumptions about language and language relations on another that dominate curricular and pedagogical designs in first year writing courses. The study involves a multiplicity of data sources, such as official institutional documents, individual instructional materials, classroom observations, structured interviews, and a method of "talk around texts." Writing teachers in this study sensitively grappled with tensions between the constant political pressures of generating the status quo and their ideological orientations …
Ideologies Of Literacy, "Academic Literacies," And Composition Studies., Bruce Horner
Ideologies Of Literacy, "Academic Literacies," And Composition Studies., Bruce Horner
Faculty Scholarship
In my contribution to this symposium, I take up the call of this journal in its mission statement for “new interactions between Literacy and Composition Studies.” From the framework of competing ideologies of literacy, I explore points of intersection as well as divergence between strands of what’s known as “composition studies” and what has come to be identified as the “academic literacies” approach to academic literacy. My focus on “academic literacies” rather than the broader area of literacy studies signals at least three of my biases: first, I wish to counter the tendency to allow the cultural norm for academic …
Sir Gawain And The Green Knight And The History Of Medieval Rhetoric., Joseph Turner
Sir Gawain And The Green Knight And The History Of Medieval Rhetoric., Joseph Turner
Faculty Scholarship
During the Middle Ages, rhetoric and literature were thoroughly intertwined, whereas current notions of disciplinarity, in which literature and rhetoric are constructed as separate traditions, muddy our understanding of medieval practice. This essay reads Sir Gawain and the Green Knight, an anonymous fourteenth-century poem, as engaged in a Ciceronian debate over the ramifications of legislative rhetoric on civic decision-making. Because of the paucity of information on medieval rhetorical practice, it concludes, literature is a resource that illuminates this neglected and misunderstood historical period.
Toward A Multilingual Composition Scholarship : From English Only To A Translingual Norm., Bruce Horner, Samantha Necamp, Christiane Donahue
Toward A Multilingual Composition Scholarship : From English Only To A Translingual Norm., Bruce Horner, Samantha Necamp, Christiane Donahue
Faculty Scholarship
Against the limitations English monolingualism imposes on composition scholarship, as evident in journal submission requirements, frequency of references to non-English medium writing, bibliographical resources, and our own past work, we argue for adopting a translingual approach to languages, disciplines, localities, and research traditions in our scholarship, and propose ways individuals, journals, conferences, and graduate programs might advance composition scholarship toward a translingual norm.
Relocating Basic Writing., Bruce Horner
Relocating Basic Writing., Bruce Horner
Faculty Scholarship
I frame the continuing value of basic writing as part of a long tradition in composition studies challenging dominant beliefs about literacy and language abilities, and I link basic writing to emerging--e.g."translingual"--approaches to language. I identify basic writing as vital to the field of composition in its rejection of simplistic notions of English, language, and literacy; its insistence on searching out the different in what might appear to be the same and the familiar; and its commitment to work with students consigned by dominant ideologies to the social periphery as in fact central, leading edge. These positions enable basic writing …