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This thesis reports on a rhetorical study of endorsement editorials published in Canadian newspapers during the spring 2011 federal election. These editorials, intended to encourage readers to support or vote for a candidate or party, draw their persuasive power from a combination of rhetorical genres and appeals. An endorsement editorial expresses a newspaper’s backing of a party or candidate; it may also urge readers to support and vote in a similar manner. Endorsement editorials are a significant area of study because they are usually published only during election campaigns and respond to a perceived exigence or need to address pressing issues. My sample set includes editorials published in English-language daily newspapers: the Globe and Mail, National Post, Toronto Star, and Toronto Sun. The Toronto Star published two endorsement editorials, one of which I describe as a “dis-endorsement” to reflect the message to not support a specific political party. This study examines three elements I deem important for successful argumentation: arrangement, argumentative strategy, and audience. I identify seven elements of an endorsement editorial: thesis, endorsement, call-to-action, kairos or time-to-act, evidence, refutation, and context. My study draws on the theoretical frameworks of Chaim Perelman and Lucie Olbrechts-Tyteca and Stephen Toulmin as well as Kenneth Burke’s concepts of identification and expectation. I illustrate that endorsement editorials reveal the underlying values and beliefs of a newspaper, both reflecting and constructing power relations within society. This dissertation theorizes that endorsement editorials create persuasive arguments by combining deliberative discourse with forensic and epideictic rhetoric. Endorsement editorials debate the expediency of a course of action, in particular electing a party or leader to govern, exemplifying deliberative discourse. But they also employ forensic discourse to justify their decisions on the basis of the past actions of the parties or candidates. In addition, epideictic rhetoric is used to praise or blame political participants. Although logos might be anticipated to predominate in a text dealing with the future of the country, endorsement editorials incorporate all three appeals, with pathos and ethos often the strongest, to produce compelling arguments.

This thesis reports on a rhetorical study of endorsement editorials published in Canadian newspapers during the spring 2011 federal election. These editorials, intended to encourage readers to support or vote for a candidate or party, draw their persuasive power from a combination of rhetorical genres and appeals. An endorsement editorial expresses a newspaper’s backing of a party or candidate; it may also urge readers to support and vote in a similar manner. Endorsement editorials are a significant area of study because they are usually published only during election campaigns and respond to a perceived exigence or need to address pressing issues. My sample set includes editorials published in English-language daily newspapers: the Globe and Mail, National Post, Toronto Star, and Toronto Sun. The Toronto Star published two endorsement editorials, one of which I describe as a “dis-endorsement” to reflect the message to not support a specific political party. This study examines three elements I deem important for successful argumentation: arrangement, argumentative strategy, and audience. I identify seven elements of an endorsement editorial: thesis, endorsement, call-to-action, kairos or time-to-act, evidence, refutation, and context. My study draws on the theoretical frameworks of Chaim Perelman and Lucie Olbrechts-Tyteca and Stephen Toulmin as well as Kenneth Burke’s concepts of identification and expectation. I illustrate that endorsement editorials reveal the underlying values and beliefs of a newspaper, both reflecting and constructing power relations within society. This dissertation theorizes that endorsement editorials create persuasive arguments by combining deliberative discourse with forensic and epideictic rhetoric. Endorsement editorials debate the expediency of a course of action, in particular electing a party or leader to govern, exemplifying deliberative discourse. But they also employ forensic discourse to justify their decisions on the basis of the past actions of the parties or candidates. In addition, epideictic rhetoric is used to praise or blame political participants. Although logos might be anticipated to predominate in a text dealing with the future of the country, endorsement editorials incorporate all three appeals, with pathos and ethos often the strongest, to produce compelling arguments.

The research aims to propose a narrative of the experience of listening and to provide some first examples of its possible application. This is done in three parts. Part One, “Words”, aims to methodologically frame the narrative by discussing the limits and requirements of a theory of listening. After discussing the difficulties of building an objective characterization of the listening experience, the research proposes that any theorization on listening can only express a point of view that is implied by descriptions of listening both in linguistic terms and in the data they involve. The analysis of theories about listening is therefore conducted through a grammatical path that unfolds by following the syntactic roles of the words involved in theoretical claims about listening. Starting from the problem of synonymy, the analysis moves around the subject, the object, adjectives and adverbs to finally discuss the status of the references of the discourses on listening. The Part One ends by claiming the need to reintroduce the subject in theories about listening and proposes to attribute the epistemological status of the narrative to any discourse about the listening experience. This implies that any proposed narrative must substitute its truth-value with the instrumental value that is expressed by the idea of “viability”. The Part Two, “Patterns”, is devoted to introducing a narrative of listening. This is first informally introduced in terms of the experience of a distinction within the sonic flow. After an intermission dedicated to connecting the idea of distinction to Gaston Bachelard’s metaphysics of time, the narrative is finally presented as a dialectics among three ways of organizing perceptive distinctions. Three perceptive modes of distinctions are presented as a basic mechanism that is responsible for articulating the sonic continuum in a complex structure of expectations and reactions, in terms of patterns, that is constantly renewed under the direction of statistical learning. The final chapter of the Part Two aims to briefly apply the narrative of pattern structures to dealing with the experience of noise. Part Three aims to show the “viability” of the proposed narrative of listening. First, a method for analysing music by listening is discussed. Then, a second chapter puts the idea of pattern structures in contact with music composition, as a framework that can be applied to data sonification, installations, music production and to the didactics of composition. Finally, the last chapter is devoted to the discussion of the idea of “soundscape” and “identity formation”, in order to show the potential of applying the proposed narrative to the context of cultural and social studies.

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This thesis attempts to reclaim the imagination, defined by Ann Berthoff as the "name for the active mind," by looking at brain biology as it relates to teaching and learning. The section titled "Keeping Biology in Mind: The Brain as Speculative Instrument" demonstrates how biological naturalism, a philosophy developed by John Searle, validates the concept of an ontologically subjective "I" and hence the creation of course materials based on David Kolb's experiential-learning model. In addition, it discusses how biologist James Zull maps the actual structure of the brain onto Kolb's model. Adding to this bottom-up theory of learning that emphasizes brain biology and subjective experience, this thesis discusses how the mind, through mental force, works in a top-down fashion to change the brain, and suggests that students can learn to take control of their own learning by applying mental force. The section titled "Keeping Affect in Mind: The Biology of Intuition" presents the aspect of affect known as intuition and how it fits into the discussion. The main premise of this thesis is that we can employ concepts of the brain and learning in the composition classroom to facilitate the teaching and learning of writing. The last section titled "Keeping Composition in Mind: Theory into Practice" is devoted to this premise on a practical level.

This thesis features a qualitative study of student source use and speech representation in two corpora of review essays that acknowledges the complexity of classroom writing contexts and the rhetorical nature of school genres. It asks how students engage with the texts they review, for what reasons, and in response to what aspects of the writing context. When considered as a distinct genre of student assignment, review essays make for a particularly interesting study of source engagement because they challenge students to maintain an authoritative voice as novices evaluating the work of an expert. In addition, citation issues in the review assignment might not be as obvious to students or their instructors as they would be, for instance, in a research paper for which multiple sources are consulted and synthesized. The review essays interrogated in this study were collected with appropriate ethics clearance from two undergraduate history courses. The analysis is extended to a small corpus of published reviews assigned as model texts in one of these courses. The study features a robust method that combined applied linguistics and discourse analysis to tease out connections between the grammatical structures of speech reports and their argumentative roles. This method involved a recursive process of classifying speech reports using Swales’ (1990) concepts of integral and non-integral citation, Thompson and Yiyun’s (1991) classifications of speech act verbs, and Vološinov (1929/1973) and Semino and Short’s (2004) models of speech reporting forms. In addition, the analysis considered the influence of the writing context on the students’ citation practices and took into account theories of rhetorical genre and student identity. The results show connections between assignment instructions and the effective and problematic ways students engaged with the texts they reviewed, such as a correlation between a directive to reduce redundancy and the absence of in-text attributions. Most notably, this study offers a fluid set of descriptors of the forms and functions of speech reports in student coursework that can be used by students, educators, plagiarism adjudicators, as well as scholars of rhetoric and composition, to illuminate some of the methods and motives of student source use.

This thesis features a qualitative study of student source use and speech representation in two corpora of review essays that acknowledges the complexity of classroom writing contexts and the rhetorical nature of school genres. It asks how students engage with the texts they review, for what reasons, and in response to what aspects of the writing context. When considered as a distinct genre of student assignment, review essays make for a particularly interesting study of source engagement because they challenge students to maintain an authoritative voice as novices evaluating the work of an expert. In addition, citation issues in the review assignment might not be as obvious to students or their instructors as they would be, for instance, in a research paper for which multiple sources are consulted and synthesized. The review essays interrogated in this study were collected with appropriate ethics clearance from two undergraduate history courses. The analysis is extended to a small corpus of published reviews assigned as model texts in one of these courses. The study features a robust method that combined applied linguistics and discourse analysis to tease out connections between the grammatical structures of speech reports and their argumentative roles. This method involved a recursive process of classifying speech reports using Swales’ (1990) concepts of integral and non-integral citation, Thompson and Yiyun’s (1991) classifications of speech act verbs, and Vološinov (1929/1973) and Semino and Short’s (2004) models of speech reporting forms. In addition, the analysis considered the influence of the writing context on the students’ citation practices and took into account theories of rhetorical genre and student identity. The results show connections between assignment instructions and the effective and problematic ways students engaged with the texts they reviewed, such as a correlation between a directive to reduce redundancy and the absence of in-text attributions. Most notably, this study offers a fluid set of descriptors of the forms and functions of speech reports in student coursework that can be used by students, educators, plagiarism adjudicators, as well as scholars of rhetoric and composition, to illuminate some of the methods and motives of student source use.

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Students in required writing courses often fail to see the purpose of their writing and invest themselves in their writing. Many composition pedagogues have noticed that one solution to this problem is to help students publish their writing, and have reported the positive outcomes of their publication-focused courses. However, this practice has not been grounded in theory. My project connects the practice of publishing student writing to theory. I draw on Kenneth Burke's and other's ideas of text as action and show how the ancient cannon of delivery is a necessary means of experiencing and understanding text as action with consequence. I then argue that publishing is one of the most effective methods of delivery that can help students understand the implications of enacted texts. I then couch this theory in practice by presenting a variety of sources that report on the impact of publishing student texts; I include my own data collected while teaching two publication-focused, first-year writing courses at Brigham Young University during Fall 2012 and Winter 2013 semesters. This data suggests that in most cases, publishing student writing positively impacts student identity, motivation, process, and product. I explain the results of my own observations and those of various composition pedagogues with the theory of text as action being powerfully experienced by students as they work toward delivering their texts to public audiences via publication.