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Title: The Rhetoric of Camp: Adam Lambert's Identification and Division Strategies in His American Idol Performances.
Creator: Lanthier, Isabelle, Rounsaville, Angela, Stanfill, Mel, Wheeler, Stephanie, University of Central Florida
Abstract / Description: This study analyzes camp style as a rhetorical strategy for Burkean rhetorical identification. Through a case study of Adam Lambert's use of this style on American Idol in 2009, this study produced a rhetorical theory of camp that challenges the typically dialectical relationship between identification and its opposite: division. This study responds both to Susan Sontag's seminal essay on camp style and to other conversations surrounding identification, which revolve around how rhetors avoid...
Show moreThis study analyzes camp style as a rhetorical strategy for Burkean rhetorical identification. Through a case study of Adam Lambert's use of this style on American Idol in 2009, this study produced a rhetorical theory of camp that challenges the typically dialectical relationship between identification and its opposite: division. This study responds both to Susan Sontag's seminal essay on camp style and to other conversations surrounding identification, which revolve around how rhetors avoid division (Borrowman and Kmetz; Jones and Rowland), how rhetors appeal to conflicting audiences (DeGenaro; Helmbrecht and Love), how rhetors create new narratives as a means of identification (Wilz; Stob; DeGenaro; Jones and Rowland), how rhetors might use identification for a greater good (Stob; Wilz), and how rhetors achieve partial consubstantiality (Fernheimer). It analyzes how camp can be used in this way via Adam Lambert's performances on American Idol in two different rhetorical situations(-)his performances for America's votes at the end of the competition, and his performance with KISS during the Season Eight finale after his fate had already been determined. These performances were cross-referenced with Lambert's similar performances on and off the show, as well as with numerical data about the show's viewership. Ultimately, this study found that camp style can be used to identify with conflicting audiences and be used to gain rhetorical agency, and that division can be a means of identification, or even an intentional rhetorical strategy. In Lambert's case, although division is what allowed him to stand out from his American Idol competitors, he had to do so carefully in order to also appeal to the show's producers and audience.
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Date Issued: 2019
Identifier: CFE0007482, ucf:52689
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007482

Title: Noise Thinks the Anthropocene: An Experiment in Noise Poetics.
Creator: Zwintscher, Aaron, Mauer, Barry, Grajeda, Anthony, Rounsaville, Angela, Schafer, Mark, University of Central Florida
Abstract / Description: This dissertation is a textual experiment in noise poetics. It is an experiment in that it results from indeterminate means, alternative grammar, and experimental thinking. The outcome was not predetermined. Noise poetics is the use of noise to explain, elucidate, and evoke (akin to other poetic forms) within the textual milieu in a manner that seeks to be less determinate and more improvisational than conventional writing. This text argues that noise poetics is a necessary form for...
Show moreThis dissertation is a textual experiment in noise poetics. It is an experiment in that it results from indeterminate means, alternative grammar, and experimental thinking. The outcome was not predetermined. Noise poetics is the use of noise to explain, elucidate, and evoke (akin to other poetic forms) within the textual milieu in a manner that seeks to be less determinate and more improvisational than conventional writing. This text argues that noise poetics is a necessary form for addressing political inequality, coexistence with the (nonhuman) other, the ecological crisis, and sustainability because it approaches these issues as system of interconnected fragments and excesses and thus has the potential to reach or envision solutions in novel ways. The experiment draws quotations and fragments from a diverse collection of noise theory texts, arranged and assembled via indeterminate cut-up methods based on the work of several prominent artists and theorists (John Cage and William Burroughs among them). The experimental text (contained in full in Appendix B) was then edited and added to in order to craft the textual project into an argument for noise poetics that followed the juxtaposed lines of thought towards possible conclusions and practical applications. This project coincided with and was supplemented by bruit jouissance, a multimedia audiovisual noise project (contained and explicated in Appendix A). The two projects together are two applications of thoryvology (an articulation of noise theory created and presented within the text) and as complementary methods of viewing and understanding each other.
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Date Issued: 2017
Identifier: CFE0006679, ucf:51911
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006679

Title: Rewriting Patriarchal Norms in Academia: Invitational Rhetoric in a Crowdsourced Survey.
Creator: Molko, Rachel, Wheeler, Stephanie, Rounsaville, Angela, Jones, Natasha, University of Central Florida
Abstract / Description: This thesis seeks to understand the how texts are constructed to forward feminist communicative objectives through a case study of Dr. Karen Kelsky's "A Crowdsourced Survey of Sexual Harassment in the Academy.(") In this research, sexual harassment is understood as(&)nbsp;an act of power, sexual in nature, enacted by faculty or staff (employed or contracted in different capacities) in their relations with other faculty or staff, who are often lower ranking.(&)nbsp;By adopting invitational...
Show moreThis thesis seeks to understand the how texts are constructed to forward feminist communicative objectives through a case study of Dr. Karen Kelsky's "A Crowdsourced Survey of Sexual Harassment in the Academy.(") In this research, sexual harassment is understood as(&)nbsp;an act of power, sexual in nature, enacted by faculty or staff (employed or contracted in different capacities) in their relations with other faculty or staff, who are often lower ranking.(&)nbsp;By adopting invitational rhetoric as a theoretical framework, this thesis examines the way(&)nbsp;Dr. Karen Kelsky's crowdsourced survey creates the space to articulate and elevate often(&)nbsp;suppressed(&)nbsp;personal testimony regarding sexual harassment.(&)nbsp;By welcoming, and then displaying, narratives that have been deliberately silenced over the course of history, Kelsky's spreadsheet showcases a collective consciousness surrounding sexual harassment in academia. The current scholarship surrounding feminist communicative praxis highlights the importance of the written personal narrative as meaning-making and as a reflective practice, especially through the medium of journaling. However, this research examines how texts can employ personal testimony to co-create meaning as a mode of resistance. In particular, Kelsky's artifacts create a space that privileges and displays situated knowledge about sexual harassment that has been otherwise obfuscated. By conducting a feminist(&)nbsp;rhetorical analysis, this thesis argues that Kelsky's artifacts perform invitational rhetoric that mediates situated knowledge surrounding sexual harassment in the academic workplace.(&)nbsp;Reflection and dialogue shape the nature of storytelling as evoked by the survey, which are approached by this thesis as feminist communicative praxes that are activated throughout engagement with the artifacts.
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Date Issued: 2018
Identifier: CFE0007228, ucf:52229
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007228

Title: Meeting Student, Instructor, and Institutional Expectations in Online Writing Courses.
Creator: Proulx, Emily, Vie, Stephanie, Rounsaville, Angela, Hall, Mark, University of Central Florida
Abstract / Description: Research in online writing instruction often focuses on student perceptions of learning and best practices of online pedagogy (Boyd, 2008; Dziuban, Moska, Kramer, (&) Thompson, 2013; Hewett (&) Warnock, 2015; Pigg (&) Morrison, 2016; Roby, Ashe, Singh, (&) Clark, 2013; Warnock, 2009). At the University of Central Florida, online learning research is especially important due to the increasing volume of both online and hybrid courses across the university (which is itself in response to...
Show moreResearch in online writing instruction often focuses on student perceptions of learning and best practices of online pedagogy (Boyd, 2008; Dziuban, Moska, Kramer, (&) Thompson, 2013; Hewett (&) Warnock, 2015; Pigg (&) Morrison, 2016; Roby, Ashe, Singh, (&) Clark, 2013; Warnock, 2009). At the University of Central Florida, online learning research is especially important due to the increasing volume of both online and hybrid courses across the university (which is itself in response to increasing numbers of students enrolling but limited classroom space with which to teach). The current push from many university administrators for increased enrollment in online classes focuses on access and convenience; however, there is not as much of a conversation asking if the learning in the class is affected by the online course, or the different avenues for learning that these courses present. In this study, I noted that while scholarship discussed students', teachers', and institutions' roles in online courses, there was a lack of alignment in those areas.To investigate this lack of alignment, I interviewed four students enrolled in online courses and three instructors currently teaching online courses through the Department of Writing and Rhetoric at the University of Central Florida. Through a grounded theory analysis (Charmaz, 2006; Strauss (&) Corbin, 1998), I identified areas of agreement and dissonance in both the creation of and implementation of online courses. Overall, students and instructors seemed to focus both their positive and negative perceptions and expectations around discussions as sites of learning, expectations of time/effort, feedback, and classroom community. These are common sites of benefits and disadvantages of online writing courses, which make this investigation important to the continuing conversation of how we better align our perceptions and expectations to improve student learning in online writing courses.The conclusions from this study address the importance and difficulty of transparency in online courses and the need for consistency across the institution, the instructors, and the students. This research provides suggestions for implementing the findings of this research at the classroom and department levels.
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Date Issued: 2017
Identifier: CFE0006644, ucf:51255
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006644

Title: Nam June Paik and Avant-Garde as Pedagogy: Promoting Student Engagement and Interdisciplinary Thinking in the Undergraduate Humanities Classroom.
Creator: Mazzarotto, Marcia, Mauer, Barry, Applen, John, Rounsaville, Angela, Taylor, Robert, University of Central Florida
Abstract / Description: This dissertation demonstrates how avant-garde methods can be employed as pedagogical methods in the undergraduate Humanities classroom to promote student engagement and interdisciplinary thinking. The study first addresses pedagogy and avant-garde art within their historical contexts as separate, but related disciplines. Subsequently the study fuses pedagogy and avant-garde art and provides examples of in-class activities and out-of-class assignments that illustrate the ways in which avant...
Show moreThis dissertation demonstrates how avant-garde methods can be employed as pedagogical methods in the undergraduate Humanities classroom to promote student engagement and interdisciplinary thinking. The study first addresses pedagogy and avant-garde art within their historical contexts as separate, but related disciplines. Subsequently the study fuses pedagogy and avant-garde art and provides examples of in-class activities and out-of-class assignments that illustrate the ways in which avant-garde methods function as practical teaching and learning methods. Further, the study presents artist Nam June Paik, whose work exemplifies the theoretical and practical underpinnings of avant-garde art as pedagogy. The dissertation champions the pedagogy of John Dewey, who called for a progressive educational system. It also argues for Paulo Freire's critical pedagogy and the Jesuits' Ignatian pedagogical paradigm, both of which serve as necessary complements in achieving Dewey's goal of an experiential educational environment. Dewey believed education should co-exist with life and should not be treated as a preparation for it, and thus his theories on aesthetics, in particular, argued that art is not severed from life, an idea shared by four avant-garde movements discussed in this study: Futurism, Dada, Surrealism, and Fluxus. Each of these movements sought to change the political and cultural environment, while maintaining that art and life are on equal ground. These pedagogies, aided by avant-garde methods, encourage and challenge students to engage with and think critically about the world around them.
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Date Issued: 2017
Identifier: CFE0006623, ucf:51282
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006623

Title: Understanding the Dynamics of Peer Review and Its Impact on Revision.
Creator: Kopp, Julie, Roozen, Kevin, Rounsaville, Angela, Hall, Mark, University of Central Florida
Abstract / Description: Research in writing studies has focused on what happens as students, and often their teachers, talk about student writing. This line of inquiry has identified several strategies for productive peer interactions, including spontaneous talk (Danis; Dipardo and Freedman; Johnson, The New Frontier; Bruffee; Lam), a flexible environment (Dipardo (&) Freedman; Johnson, (")Friendly Persuasion(")), positive rapport (Rish; Thompson; Wolfe), feedback and support (Barron; Covill; Flynn; Grimm; Lam;...
Show moreResearch in writing studies has focused on what happens as students, and often their teachers, talk about student writing. This line of inquiry has identified several strategies for productive peer interactions, including spontaneous talk (Danis; Dipardo and Freedman; Johnson, The New Frontier; Bruffee; Lam), a flexible environment (Dipardo (&) Freedman; Johnson, (")Friendly Persuasion(")), positive rapport (Rish; Thompson; Wolfe), feedback and support (Barron; Covill; Flynn; Grimm; Lam; Yucel, Bird, Young, and Blanksby; Zhu), and reflection (Yucel, Bird, Young, and Blanksby). However, research invested in understanding the extent to which such interactions result in better revisions or make students better writers has been slower to emerge. To address this gap in the existing scholarship, this thesis involved case studies of two first-year undergraduates as they navigated multiple peer review interactions throughout one semester of ENC 1101. Data collection for this inquiry included observations of three peer review sessions, retrospective interviews with each participant, and participants' end of semester e-portfolios. Using conversation analysis as a lens (Black; Ford and Thompson; Kerschbaum), this project explores the extent to which peer interactions inform students' revision of their writing. The analysis of the data suggests that the amount of interruptions and control during peer interactions influences the amount of comments a student takes up in the revision process. The results of conversation analysis identify a power structure within peer interactions that are developed and constantly changing. Those power structures also show the relationship between social interaction and revision. Teachers can use this study to motivate students to use the comments given during peer review toward revising their papers. Also, with the development of more diverse case studies, researchers would be able to identify if these phenomena show up more consistently.
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Date Issued: 2017
Identifier: CFE0006613, ucf:51284
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006613

Title: Analysis of Dialog Surrounding Animal Testing in Vaccine Research.
Creator: Johnson, Natalie, Scott, Blake, Rounsaville, Angela, Wheeler, Stephanie, University of Central Florida
Abstract / Description: This study analyzed the scholarly discussions surrounding the topic of animal testing for vaccine potency and safety in humans. The primary stakeholders in this discussion are the scientists, medical professionals, and researchers who are involved in animal models and alternative testing methods, specifically related to vaccine development. The debate among these professionals regarding alternative methods, which encompasses any testing approach that does not involve animals, has been...
Show moreThis study analyzed the scholarly discussions surrounding the topic of animal testing for vaccine potency and safety in humans. The primary stakeholders in this discussion are the scientists, medical professionals, and researchers who are involved in animal models and alternative testing methods, specifically related to vaccine development. The debate among these professionals regarding alternative methods, which encompasses any testing approach that does not involve animals, has been analyzed. This project looks at the argument from a historical perspective, which provides background context for the current debate and an understanding of how the current arguments originated. The changing mindset over time of using animals has been explored, as well as conversations and arguments about alternative methods.Research questions and prior questions consider the conversation's historical influences on this present day debate and are answered in this analysis. Persuasive language has been looked at, with a consideration of how it is used both within and outside the research community, as well as the influences the various stakeholders have on one another. The burgeoning field of the rhetoric of health and medicine provides a forum and a community of scholars for a rhetorical analysis such as this one to be discussed and the findings considered for other rhetorical studies. This research design project provides a comprehensive rhetorical analysis that uses the topoi theory and a textual-intertextual analysis as a framework, along with detailed coding of the texts. This project shows the advantages of a combined rhetorical approach that leads to understanding a debate through identifying multiple layers of argument. The findings and its implications for those within rhetoric, the scholarly community, as well as the scientific field are discussed in the final chapter.
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Date Issued: 2017
Identifier: CFE0006609, ucf:51288
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006609

Title: Tracing Literacy Practices of Multilingual Writing Tutors.
Creator: Nieves, Somaily, Rounsaville, Angela, Hall, Mark, Pinkert, Laurie, University of Central Florida
Abstract / Description: Research in writing studies has focused on multilingual writers and the rhetorical affinity they gain from shuttling between multiple languages (Lorimer Leonard, 2014; Guerra, 2004) Writing center studies have focused on multilingual writing tutors and have argued the need to use more tutors who are literate in more than one language because they possess skills that can be useful in writing centers (Lape, 2013; Thonus, 2014). However, not much research has been conducted to better understand...
Show moreResearch in writing studies has focused on multilingual writers and the rhetorical affinity they gain from shuttling between multiple languages (Lorimer Leonard, 2014; Guerra, 2004) Writing center studies have focused on multilingual writing tutors and have argued the need to use more tutors who are literate in more than one language because they possess skills that can be useful in writing centers (Lape, 2013; Thonus, 2014). However, not much research has been conducted to better understand what literacy practices these multilingual writing tutors develop that make them better equipped in writing center tutoring sessions. This thesis focuses on a case study of a multilingual writing tutor and traces her literacy practices through the collection of a literacy history interview, three video-recordings of tutoring sessions, and a stimulated recall interview in which segments from the sessions are the focus of the interview. The thesis employs New Literacy Studies (Barton and Hamilton, 1998; Heath, 2001) and Canagarajah's (2013) translingualism as a lens to identify literacy practices that stem from a multilingual upbringing and the ways they manifest in tutoring sessions. The findings of this study reveal two main literacy practices that are prevalent in the tutor's tutoring strategies, empathy and rhetorical attunement. More importantly, the study reveals the complexities of tracing literacy practices across time. Through data analysis, I claim that the participant's rhetorical attunement may have derived from her multilingual upbringing as many researchers suggest (Lorimer Leonard, 2014; Guerra, 2004). Ultimately, my research also argues that these practices were amplified by other factors in her life that helped foster her rhetorical learning and led to a metacognitive practice. I assert that through her exposure to rhetorical education in the tutor training course, the Writing and Rhetoric major, and the continual training and practice of tutoring, her rhetorical affinity is developed into a metacognitive practice in which she thinks critically about the moves she is making in her tutoring session, rather than simply reacting to changes in the session; she thinks of the various effects her decisions may have on the learning occurring in the session. The results of this study demonstrate the complexities of tracing literacy practices over time and argue for a less linear approach to tracing literacy practices. By understanding the ways informal and formal education affect the development of those practices, we can better trace those practices from its origin through its progression in order to understand how those practices are enhanced through various domains. Although this study begins to address the literacy practices that are distinct to multilingual writing tutors, it is limited due to the number of participants that took part in this study. More research needs to be conducted to study the literacy practices of multilingual writing tutors.
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Date Issued: 2017
Identifier: CFE0006631, ucf:51285
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006631

Title: Good Works: The Topoi of Corporate Social Responsibility in the Travel and Tourism Industry.
Creator: Culler, Connie, Scott, Blake, Jones, Dan, Rounsaville, Angela, Dingo, Rebecca, University of Central Florida
Abstract / Description: This dissertation focuses on the identification and analysis of Corporate Social Responsibility (CSR) topoi in the travel and tourism industry. A sample set of six companies was selected for the study due to their size and prominence in the industry -- namely Disney, Hilton, Intercontinental, Marriott, Starwood, and Wyndham. Topoi were identified through a blended method of research that employed rhetorical analysis, modified grounded theory, and NVIVO content analysis software. The research...
Show moreThis dissertation focuses on the identification and analysis of Corporate Social Responsibility (CSR) topoi in the travel and tourism industry. A sample set of six companies was selected for the study due to their size and prominence in the industry -- namely Disney, Hilton, Intercontinental, Marriott, Starwood, and Wyndham. Topoi were identified through a blended method of research that employed rhetorical analysis, modified grounded theory, and NVIVO content analysis software. The research followed three guiding principles to recognize textual cues and drive analysis: common and special topoi; topoi as heuristic; topoi for association and amplification; and topoi as fluid and movable. The common CSR topoi, triple bottom line and shared value, were also used as overarching categories for coding the texts. The results of the method yielded six unique topoi that were specific to each company; these included Inspiration, Higher Purpose, Collaborative Innovation, Leadership, The Age of Great Change, and Green. Results also included a set of seven special industry topoi that were common across all of the sample companies; these included Commitment, Management, Alignment, Environment, Engagement, Achievement, and Sustainability. The rhetorical synergy and topological levels identified through this research can inform other studies of CSR about the generative potential of topoi and its fluidity when viewed from different conceptual vantage points.
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Date Issued: 2015
Identifier: CFE0005936, ucf:50851
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005936

Title: "A Memorial and a Name": Construction of Public Memory Through Chronotopic Arrangement of Antecedent Genre at Yad Vashem.
Creator: Brennan, Emily, Rounsaville, Angela, Scott, Blake, Walls, Douglas, University of Central Florida
Abstract / Description: This spring marked the 70th anniversary of the defeat of the Nazis and the end of the Holocaust in Europe. Memory of this genocide has occupied a central place in Israeli identity since the establishment of the state. This thesis explores the history of Holocaust memory in Israel and examines how public memory is constructed in the present, as the era of the survivor draws to a close and commemorative efforts linked to survivors take on a sense of urgency. The contemporary memorial places...
Show moreThis spring marked the 70th anniversary of the defeat of the Nazis and the end of the Holocaust in Europe. Memory of this genocide has occupied a central place in Israeli identity since the establishment of the state. This thesis explores the history of Holocaust memory in Israel and examines how public memory is constructed in the present, as the era of the survivor draws to a close and commemorative efforts linked to survivors take on a sense of urgency. The contemporary memorial places examined in this study are part of Yad Vashem, Israel's premier institution for Holocaust commemoration. The thesis focuses on the museum's Hall of Names and its analogous web space, the Central Database of Shoah Victims' Names. Specifically, I draw on two concepts from Rhetorical Genre Studies(-)the chronotope (Bakhtin) and antecedent genre (Jamieson)(-)to examine the relationship between genre and the making of public memory. The findings of this analysis point to the importance of the antecedent genre of Holocaust testimony in the construction of public memory at Yad Vashem. Through a chronotopic analysis of the Hall of Names and the Central Database, I found that the genre of testimony changed across these spaces to ideologically construct memory in different ways. It is in the Hall of Names and Central Database's repurposing of the testimonial genre, and the expression of this genre through chronotopic arrangement in each of these locations, that a legacy of social concerns coalesces into the memorial expression of the contemporary moment. This study contributes to scholarship on the rhetorical construction of public memory and Rhetorical Genre Studies. First, it suggests the importance of genre and genre change in considerations of the rhetorical construction of public memory. Second, it suggests additionalconsiderations in determining how context affects genre and vice versa when features of time and space are especially salient for meaning-making. Specifically, these findings suggest additional complexity in the relationship between genre and the chronotope: genre change across contexts may result from a genre's integration into places with different space/time arrangements.
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Date Issued: 2015
Identifier: CFE0005913, ucf:50836
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005913

Title: Consequences of Skipping First Year Composition: Mapping Student Writing from High School to the Academic Disciplines.
Creator: Bell, Craig, Roozen, Kevin, Bryan, Matthew, Rounsaville, Angela, University of Central Florida
Abstract / Description: Research in writing studies has focused on students who make the traditional transition from high school to first year composition, to the entry level discipline specific courses in their chosen majors (Wardle, 2007, 2009; Sommers and Saltz, 2004; Beaufort, 2007; Carroll, 2002). Very little scholarship addresses those students who (")skip(") first year composition and find themselves in entry level discipline specific courses classrooms. With three former students, I conduct a case study over...
Show moreResearch in writing studies has focused on students who make the traditional transition from high school to first year composition, to the entry level discipline specific courses in their chosen majors (Wardle, 2007, 2009; Sommers and Saltz, 2004; Beaufort, 2007; Carroll, 2002). Very little scholarship addresses those students who (")skip(") first year composition and find themselves in entry level discipline specific courses classrooms. With three former students, I conduct a case study over the course of eight months via a series of face to face, facetime, skype and email interviews. Each of these students, through earning high test scores in high school, forego first year composition and move directly to entry level discipline specific courses. Using third generation activity theory as a lens (Engestr(&)#246;m, 1996, 1999, 2001; Roth and Lee, 2007; Russell, 1995, 1997; Kain and Wardle, 2002), I examine these students' understanding of what they have experienced in high school writing(-)specifically high school English class(-)what they think college writing will demand, and finally what, in fact, they find the college writing demands to be. Not only do I find that each of the students felt very prepared for the demands they will encounter, but they remained confident. The study does, however, illuminate unforeseen challenges for both students and those who teach them: student literate lives are incredibly complex, and there is a real potential for a writing gap between formal writing instruction and when students will engage in intensive discipline writing tasks.
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Date Issued: 2017
Identifier: CFE0006933, ucf:51636
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006933

Title: At the Intersection of Feminism and Fast Capitalism: A Study of Women's Literacies During a Time of Change.
Creator: Gauss, Melanie, Rounsaville, Angela, Roozen, Kevin, Hall, Mark, University of Central Florida
Abstract / Description: ABSTRACTResearch in socio-historical studies of literacy have focused on the social and historical aspects of literacy. While these prior studies have illuminated how we think about the social and historical context surrounding literacy, we have not studied women's literacies in relation to the economy as much. In response, this study focuses particularly on women's literacies during a specific time period, that of the 1960s to the 1990s, which ushered in second wave feminism's fight for...
Show moreABSTRACTResearch in socio-historical studies of literacy have focused on the social and historical aspects of literacy. While these prior studies have illuminated how we think about the social and historical context surrounding literacy, we have not studied women's literacies in relation to the economy as much. In response, this study focuses particularly on women's literacies during a specific time period, that of the 1960s to the 1990s, which ushered in second wave feminism's fight for equality in the workplace and the change from traditional capitalism to (")fast(") or (")new(") capitalism. To develop this inquiry, and find out about women's literacies during this historic intersection, I drew from Brandt and Berteaux's life history interview method paired with Charmaz's grounded theory to conduct literacy history interviews with seven women of varying occupations. All the participants started their working lives between 1960 and 1966 and continued to work at least through the 1990s. Findings show that women used their literacies to document in our society, which demanded increasing documentation, in order to get and keep positions of authority. Some women used a keen sense of audience awareness and ethos to gain the authority to write their own work beyond documentation. These women are the boundary breakers who succeeded in occupations previously dominated by men. The participants' literacies are complicated, however, and it was interesting to find that their education levels did not always match their economic levels. Two of the participants achieved upper echelon positions and earned more than most of the others despite not having degrees. Graff's, (")The Literacy Myth("), helps explain this paradox, but my research adds an additional contour to his theory by looking at how women used literacies gathered from various sources to gain authority in a documentary workplace. While researchers like Brandt and Graff have done global literacy studies, this study hones in on the complications and particularities of women's literacies during the convergence of two socio-historic trends, feminism and fast capitalism. This study highlights how women used their literacies in a documentary society to gain authority in the workplace. This research also sheds light on the part literacy played in women's ability to succeed in professions previously dominated by men. Understanding the results of this study could help us better understand the paradoxes of women's literacies and work as well as how women have managed these paradoxes when possible. Most importantly, this research sheds light on literacies in our fast capitalist, documentary society, which is a defining feature of our contemporary moment.
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Date Issued: 2016
Identifier: CFE0006308, ucf:51583
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006308

Title: Wounded Warrior or War Hero? Or Maybe, Neither?: Resisting Common Tropes of the Veteran and Developing Digital Literacy Practices via Narrative Building and Identity Presentation in Social Networking Spaces.
Creator: Branham, Cassandra, Vie, Stephanie, Rounsaville, Angela, Salter, Anastasia, Grohowski, Mariana, University of Central Florida
Abstract / Description: This project reports on the results of a study that investigated the social networking use of student and non-student veterans, with a particular focus on the narrative building and identity presentation practices involved in this use. In this dissertation, I argue that stereotypical and exclusionary tropes of the veteran, such as the veteran as war hero and the veteran as wounded warrior, are damaging to our veterans and to others, in both the society and the classroom. However, through the...
Show moreThis project reports on the results of a study that investigated the social networking use of student and non-student veterans, with a particular focus on the narrative building and identity presentation practices involved in this use. In this dissertation, I argue that stereotypical and exclusionary tropes of the veteran, such as the veteran as war hero and the veteran as wounded warrior, are damaging to our veterans and to others, in both the society and the classroom. However, through the detailed analysis of survey data and data collected from an interview and social networking profile tour with one student veteran participant, I highlight the exclusionary nature of these tropes and argue that the complex digital narratives crafted in social networking spaces can offer resistance to popular tropes of the veteran. The complexity of my participants' digital narratives also offers support for the argument that elements of one's social networking profiles, when viewed independently and decontextualized, can lead to invalid and unfair assumptions about the users' identity. Additionally, I argue that, for my participants, many of whom demonstrated a nuanced and critical understanding of audience, decisions to self-identify as military personnel in social networking spaces are intertwined with perceptions of privacy. Finally, this project culminates in the identification of a number of digital literacy practices present in my participants' social networking use, as well as a set of pedagogical and programmatic recommendations for writing teachers and writing program administrators interested in aiding student veterans in the process of transition and reintegration.
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Date Issued: 2016
Identifier: CFE0006268, ucf:51030
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006268

Title: Exploring Repurposing Across Contexts: How Adolescents' New Literacies Practices Can Inform Understandings about Writing-Related Transfer.
Creator: Mitchell, Cynthia, Wardle, Elizabeth, Rounsaville, Angela, Vie, Stephanie, Scanlon, Elizabeth, University of Central Florida
Abstract / Description: This project examines how middle school students engage in new literacies practices and how they repurpose across contexts. With the use of screencast software and interviews, this project analyzes six case study participants' new literacies practices and the way they use and change ideas and strategies across physical and digital contexts.Drawing from transfer methodology, this project looks at how broadening conceptions of transfer and contexts to include repurposing increases the...
Show moreThis project examines how middle school students engage in new literacies practices and how they repurpose across contexts. With the use of screencast software and interviews, this project analyzes six case study participants' new literacies practices and the way they use and change ideas and strategies across physical and digital contexts.Drawing from transfer methodology, this project looks at how broadening conceptions of transfer and contexts to include repurposing increases the possibilities for finding transfer in literacies practices. Applying new literacies theory, this project explores how literacies practices that are chronologically and ontologically new (Lankshear (&) Knobel, 2006) are often repurposed across contexts. In addition, employing rhetorical invention and arrangement theories, this project examines how contemporary invention is repurposing and how arrangement aids in meaning making in new literacies practices. It also explores concerns over increased repurposing across collapsed contexts for literacies.
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Date Issued: 2016
Identifier: CFE0006145, ucf:51160
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006145

Title: Crimean Rhetorical Sovereignty: Resisting a Deportation of Identity.
Creator: Berry, Christian, Pigg, Stacey, Zemlyanskiy, Pavlo, Rounsaville, Angela, University of Central Florida
Abstract / Description: On a small contested part of the world, the peninsula of Crimea, once a part of the former Soviet Union, lives a people who have endured genocide and who have struggled to etch out an identity in a land once their own. They are the Crimean Tatar. Even their name, an exonym promoting the Crimeans' (")peripheral status(") (Powell) and their ensuing (")cultural schizophrenia(") (Vizenor), bears witness to the otherization they have withstood throughout centuries. However, despite attempts to...
Show moreOn a small contested part of the world, the peninsula of Crimea, once a part of the former Soviet Union, lives a people who have endured genocide and who have struggled to etch out an identity in a land once their own. They are the Crimean Tatar. Even their name, an exonym promoting the Crimeans' (")peripheral status(") (Powell) and their ensuing (")cultural schizophrenia(") (Vizenor), bears witness to the otherization they have withstood throughout centuries. However, despite attempts to relegate them to the history books, Crimeans are alive and well in the (")motherland,(") but not without some difficulty. Having been forced to reframe their identities because of numerous imperialistic, colonialist, and soviet behavior and policies, there have been many who have resisted, first and foremost through rhetorical sovereignty, the ability to reframe Crimean Tatar identity through Crimean Tatar rhetoric. This negotiation of identity through rhetoric has included a fierce defense of their language and culture in what Malea Powell calls a (")war with homogeneity,(") a struggle for identification based on resistance. This thesis seeks to understand the rhetorical function of naming practices as acts that inscribe material meaning and perform marginalization or resistance within the context of Crimea-L, a Yahoo! Group listserv as well as immediate and remote Crimean history. To analyze the rhetoric of marginalization and resistance in naming practices, I use the Discourse Historical Approach (DHA) to Critical Discourse Analysis (CDA) within recently archived discourses. Ruth Wodak's DHA strategies will be reappropriated as Naming Practice Strategies, depicting efforts in otherization or rhetorical sovereignty.
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Date Issued: 2013
Identifier: CFE0004816, ucf:49749
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004816

Title: "I'm Not Talking to Myself, I'm Having a Parent-Teacher Conference!": A Study of Literacy Practices and Mediation within Homeschooling Families.
Creator: Corlew, Joshua, Rounsaville, Angela, Roozen, Kevin, Pigg, Stacey, University of Central Florida
Abstract / Description: Homeschooling is a dynamic learning and living community producing a growing percentage of our nation's college-ready students. Serious academic studies of homeschooling remain scarce, and those that exist tend to come out of sociology and anthropology. Through an analysis of the literacy practices that constitute the work of homeschooling, this study offers findings and conclusions relevant to current discourses in the fields of literacy studies and rhetoric and composition. These include...
Show moreHomeschooling is a dynamic learning and living community producing a growing percentage of our nation's college-ready students. Serious academic studies of homeschooling remain scarce, and those that exist tend to come out of sociology and anthropology. Through an analysis of the literacy practices that constitute the work of homeschooling, this study offers findings and conclusions relevant to current discourses in the fields of literacy studies and rhetoric and composition. These include discussions on the ways technology is reshaping and individualizing traditional models of literacy learning and composing, as well as the growing research on the specific actions taken by literacy brokers when mediating mainstream literacy practices to novices.This study borrows theoretical and methodological concepts provided by the New Literacy Studies in order to understand the ways in which two homeschool families with high school students learn and practice various literacies. Data collection methods included interviews, observations, and participant-produced literacy logs. I took an ecological approach to data analysis that required identifying the specific literacy practices and events of the participants and attempting to situate them within the context of the homeschooling movement and culture at large.A primary finding of the study is that homeschool mothers' role in their students' literacy practices often resembles the work of what scholars term literacy brokers. These mothers actively mediate a wide variety of mainstream or institutional practices and values to their children. While current discussions of literacy brokers detail their actions of advocacy,guidance, and assistance, this study contributes to our understanding of literacy brokers by highlighting homeschool mothers' actions of delegation and customization within the mediation process.
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Date Issued: 2015
Identifier: CFE0005774, ucf:50053
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005774

Title: Tractors and Genres: Knowledge-Making and Identity Formation in an Agricultural Community.
Creator: Galbreath, Marcy, Scott, Blake, Murphy, Patrick, Rounsaville, Angela, Lester, Connie, University of Central Florida
Abstract / Description: This research examines the history of a small Florida agricultural community over the course of the twentieth century from a rhetorical perspective in order to understand the technological and communicative transitions that governed the development of American agricultural production. By examining archival and oral histories, this research will add to our understandings of how written and oral communications temper the relationships and social situations of an agricultural community,...
Show moreThis research examines the history of a small Florida agricultural community over the course of the twentieth century from a rhetorical perspective in order to understand the technological and communicative transitions that governed the development of American agricultural production. By examining archival and oral histories, this research will add to our understandings of how written and oral communications temper the relationships and social situations of an agricultural community, including the knowledge-making and technological adaptation resulting from communications within the community and with outside institutions and entities. Agricultural villages are not isolated entities, but rather sites of multiple rhetorical situations, and farmers do not farm alone, but inside an ecosystem of networked knowledges, practices, and traditions. Thus, the history of a singular farming community may serve as a rhetorical microcosm of modern American agriculture's evolution over the course of the twentieth century, and provide some mindfulness concerning the social, technological, and natural ecologies that act and interact within modern farming communities. This dissertation will use rhetorical genre theory and ideas of local literacies to examine the written and oral discourses that run through these ecologies for the purpose of tracing the relationships between the sponsors of agricultural ideas and technologies and the local farmers who interpreted, employed, and modified them. In addition, this project purports to add to digital history-making research through the construction of an historical archival website to which community members can add their voices. The Samsula Historical Archive creates an online nexus where community members can document, organize, and preserve the history of the community, offering a portal supporting multiple narratives and perspectives. Each family has its own stories and perspectives on historical happenings; by bringing these together in one databased location, the layers and interconnections will become clearer and perhaps stimulate further memories and insights. A discussion of the rhetorical choices faced in constructing such an artifact may also help future researchers embarking on such a project.
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Date Issued: 2014
Identifier: CFE0005495, ucf:50347
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005495

Title: Arrangement of Google Search Results and Imperial Ideology: Searching for Benghazi, Libya.
Creator: Stewart, Jacob, Pigg, Stacey, Rounsaville, Angela, Walls, Douglas, University of Central Florida
Abstract / Description: This project responds to an ongoing discussion in scholarship that identifies and analyzes the ideological functions of computer interfaces. In 1994, Cynthia Selfe and Richard Selfe claimed that interfaces are maps of cultural information and are therefore ideological (485). For Selfe and Selfe and other scholars, these interfaces carried a colonial ideology that resulted in Western dominance over other cultures. Since this early scholarship, our perspectives on interface have shifted with...
Show moreThis project responds to an ongoing discussion in scholarship that identifies and analyzes the ideological functions of computer interfaces. In 1994, Cynthia Selfe and Richard Selfe claimed that interfaces are maps of cultural information and are therefore ideological (485). For Selfe and Selfe and other scholars, these interfaces carried a colonial ideology that resulted in Western dominance over other cultures. Since this early scholarship, our perspectives on interface have shifted with changing technology; interfaces can no longer be treated as having persistent and predictable characteristics like texts. I argue that interfaces are interactions among dynamic information that is constantly being updated online. One of the most prominent ways users interact with information online is through the use of search engines such as Google. Interfaces like Google assist users in navigating dynamic cultural information. How this information is arranged in a Google search event has a profound impact on what meaning we make surrounding the search term.In this project, I argue that colonial ideologies are upheld in several Google search events for the term (")Benghazi, Libya.(") I claim that networked connection during Google search events leads to the creation and sustainment of a colonial ideology through patterns of arrangement. Finally, I offer a methodology for understanding how ideologies are created when search events occur. This methodology searches for patterns in connected information in order to understand how they create an ideological lens.
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Date Issued: 2014
Identifier: CFE0005267, ucf:50559
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005267

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