Cette thèse souhaite cerner la formation de la critique littéraire française, dans la seconde moitié du XIXe siècle, comme discours autonome et légitimé, en la restituant dans le riche dialogue qu’elle noue avec les sciences exactes, humaines et sociales de son époque. Notre intérêt se porte plus précisément sur l’étude des savoirs en circulation, des transferts lexicaux, notionnels et structurels, des emprunts de modèles et des influences au travers desquels la critique littéraire sonde son propre champ. Ces questionnements ne permettent pas seulement d’introduire la science et la littérature au sein d’un même système culturel en identifiant leurs interactions, mais mettent également en avant l’émergence d’une nouvelle idée de littérature autour de la logique du vivant. Pour ce faire, nous nous appuyons sur les apports méthodologiques du numérique. Le recours à un ensemble d’outils informatiques offre, d’une part, la possibilité d’échapper au cloisonnement disciplinaire, et, d’autre part, de traiter des corpus textuels de taille considérable en synchronie. / In this work we aim at defining the formation of the French literary criticism, during the second half of the 19th century, becoming an autonomous and legitimate discourse. To do so, we shall take into consideration the rich dialogue held between the French literary criticism and natural, human and social sciences of the time. We will especially concentrate on the circulation of knowledge, notional and structural lexical transfers, model reproductions and imitations, and influences that help the literary criticism build its own field of knowledge. These questions allow us to locate both science and literature in the same cultural field by identifying their interactions, but also to establish the emergence of a new perception of literature, seen through the logic of the living. Thus we will rely, for most of our results, on digital methods of investigation. By using digital tools, we shall not be confined to a determined disciplinary field, and may be able to work synchronically on large corpora.

abstract: Understanding changes and trends in biomedical knowledge is crucial for individuals, groups, and institutions as biomedicine improves people’s lives, supports national economies, and facilitates innovation. However, as knowledge changes what evidence illustrates knowledge changes? In the case of microbiome, a multi-dimensional concept from biomedicine, there are significant increases in publications, citations, funding, collaborations, and other explanatory variables or contextual factors. What is observed in the microbiome, or any historical evolution of a scientific field or scientific knowledge, is that these changes are related to changes in knowledge, but what is not understood is how to measure and track changes in knowledge. This investigation highlights how contextual factors from the language and social context of the microbiome are related to changes in the usage, meaning, and scientific knowledge on the microbiome. Two interconnected studies integrating qualitative and quantitative evidence examine the variation and change of the microbiome evidence are presented. First, the concepts microbiome, metagenome, and metabolome are compared to determine the boundaries of the microbiome concept in relation to other concepts where the conceptual boundaries have been cited as overlapping. A collection of publications for each concept or corpus is presented, with a focus on how to create, collect, curate, and analyze large data collections. This study concludes with suggestions on how to analyze biomedical concepts using a hybrid approach that combines results from the larger language context and individual words. Second, the results of a systematic review that describes the variation and change of microbiome research, funding, and knowledge are examined. A corpus of approximately 28,000 articles on the microbiome are characterized, and a spectrum of microbiome interpretations are suggested based on differences related to context. The collective results suggest the microbiome is a separate concept from the metagenome and metabolome, and the variation and change to the microbiome concept was influenced by contextual factors. These results provide insight into how concepts with extensive resources behave within biomedicine and suggest the microbiome is possibly representative of conceptual change or a preview of new dynamics within science that are expected in the future. / Dissertation/Thesis / Doctoral Dissertation Biology 2018

Through the filters of postcolonial theory, environmental humanities, and digital humanities, this project considers the capabilities and limitations of novels to galvanize action in response to environmental crises. My findings suggest that novels are well equipped to engage in environmental education, although some of the form’s conventions must be disrupted to fully capitalize upon its strengths. The modern novel is conventionally limited in scope, often resorts to apocalyptic narratives that can breed hopelessness, is dedicated to a form of realism that belies the dramatic weather events exacerbated by climate change, defers authority to a single voice, and is logocentric. By supplementing conventional novels with a variety of paratexts, including digital tools, scientific findings, non-fiction accounts of past, present, and future activism, and authorial biography, it is my contention that the novel’s potency as a pedagogical tool increases. After addressing this project’s stakes and contexts in my Introduction, Chapter II assesses three South Asian novels in English that are concerned with sustainable development: Bhabani Bhattacharya’s Shadow from Ladakh, Bharati Mukherjee’s Jasmine, and Aravind Adiga’s The White Tiger. I conclude by considering how StoryMaps might further disrupt pro-sustainable development propaganda alongside more traditional novels. Chapter III examines how explicitly activist South Asian novelists construct authorial personae that propose additional solutions to the environmental problems identified in their novels, focusing on Amitav Ghosh’s The Hungry Tide and Indra Sinha’s Animal’s People. Chapter IV coins the term “locus-colonial novel,” a novel that decenters the human, situating place at the fulcrum of a work of historical fiction, using Hari Kunzru’s Gods without Men as one exemplar. I examine Kunzru’s novel alongside promotional materials for planned Mars missions to consider how narratives of colonialism on Earth might lead to a more socially and environmentally sustainable colonial model for Mars. Chapter V introduces the concept of a digital locus-colonial novel that allows users to develop informed, environmentally focused scenarios for colonial Mars. Through these chapters, this dissertation identifies specific rhetorical techniques that allow conscientious novels to create imaginative spaces where readers might explore solutions to the social, economic, and increasingly environmental problems facing human populations worldwide.

In a field as old as Classics, it difficult to find truly innovative approaches to literary works that have been studied for millennia, and it only becomes more difficult to find something new to explore in works as fundamental to the field as Marcus Tullius Cicero’s. However, in the burgeoning field of Digital Humanities, new avenues for textual exploration arise even among the over-picked rubble that is the Classical World. Through the use of computer software, we can search through and statistically analyze corpora of massive sizes. This project uses such techniques to perform a mesoanalysis of Cicero’s corpus. Through the use of R and Gephi, I will “read” Cicero’s works from a distance and see a much broader view of his character than I could through a traditional close reading of a few texts. This mesoanalysis includes a stylometric analysis of Cicero’s entire corpus, a sentiment analysis of his orations, and a network analysis of his letters. The sentiment analysis will explore Cicero as a literary figure. Through a hierarchical cluster analysis in R, I will assess not only how his style changes from genre to genre but within a genre (orations) as well. That analysis will close with an exploration of the lexical richness of his works, how it varies from genre to genre and over his lifetime. For the sentiment analysis, I built a lexicon based on Stoic theory, primarily as it is explained in the Tusculunae Disputationes, and Robert Kaster’s work with emotional scripts. After the lexicon was built, I applied it to Cicero’s orations in a method similar to Matthew Jockers’ syuzhet package for R, and I traced his use of sentiment across the speech. I then compared those trajectories to Latin rhetorical theory, especially the theories included in Cicero’s own treatises, in order to see if Cicero had put into effect his own advice or if he had a few techniques that he kept hidden. The mesoanalysis closes with a network analysis of the Epistulae ad Familiares. I merged Cicero’s social network with a sentiment analysis in order to assess how Cicero felt about and interacted with his peers. From this analysis, one could gather an idea of Cicero as a person. At the end of the mesoanalysis, we can attain a much broader sense of Cicero’s character. This project also has a second aim, and that is to explain how these techniques could be applied to other literary corpora, outside of Cicero’s and Latin. I have carefully detailed my process and provide more instruction in my appendices so that readers could attempt these analyses and be successful in them.

This project is composed of two video games that look at multiple facets of the company Amazon through a critical lens. Fulfillment explores the working conditions of Amazon Fulfillment Centers through play. Amazon Invazion provides a critical look at the company from a consumer perspective, showcasing some of the many acquisitions made by Amazon from 1994-2018. Both games prompt the player to consider their own participation in the company’s growth.

This work presents an analysis of punctuation use in computer-mediated communication (CMC); in particular, the present study aims to describe the pragmatic functions of nonstandard punctuation on Twitter, providing a corpus-driven overview of the distribution and frequency of nonstandard punctuation use, and an analysis of sampled tweets at the individual tweet level to estimate noise levels in the overall corpus. A survey was also conducted which aimed to identify user understanding of the affective content of nonstandard punctuation strings and to identify any possible effects of character repetition. Survey results indicate that linguistic content was the strongest indicator of affective understanding, type of punctuation (i.e., ?, !, and combinations thereof) was a weaker indicator of some affective content, and repetition was not found to be significant. The study argues that certain string types, possibly defined by punctuation type and not count, have large indexical fields of pragmatic meaning available to them, which are bounded by context. In light of these observations, the study also proposes distinctions/categories of punctuation strings and their associated pragmatic meanings.

VS is a poetic exercise in rhyme and rhythm. An exercise attempting to camouflage ideas in humor, in song, in lyrical overtures, and in social media pop culture lingo to highlight the damaging effects technology and social media have on the human relationship with the earth. VS is a mirror, is an attempt to selfie the world we have lost touch with by contemplating where our role as caretakers for our planet lies. Through varying poetic forms, VS displays and critiques the limited perspective forced upon us when we socialize and experience life solely through phones and screens. In this manuscript, the speaker is fluid and mainly seen in the first person plural, or the collective, “we.” This voice includes the average media-driven American, as well as one who is considering how social media impacts their current lifestyles. In VS, the speaker represents various voices of faceless social media users who are separated from the physical world by the screens themselves and by digital avatars disguising further what is real. And yet, the speaker also represents a voiceless natural world—such as if it had the ability to forbid our modern ways of life from diminishing the world’s natural resources and curb further global pollution—while always questioning how these ways of life are being preserved on the physical land we live on and alongside.

ABSTRACT This article explores the nature of narrative in video games, and how it can be applied to the contemporary classroom to help teach literature and composition. Specifically, it is concerned with the idea of embodiment in video games. First proposed by theorist James Gee, embodiment is a word describing the phenomenon wherein a player inhabits the character that s/he plays. This article takes the idea of embodiment a step further, by introducing the idea of the embodied narrative, the idea that players do not only embody their characters, but those characters’ stories as well, and are composing unique, personal stories as they play. This article also explores the importance of narrative in teaching writing, as narrative and stories are fundamental to the ways in which we think and learn. It proposes that, because video games are a literary medium in which composition is actively taking place, they have the potential to be used in literature and composition classrooms alongside, or even in place of, more traditional methods of teaching. In addition, they can serve as an excellent way of integrating the study of narrative into the composition classroom.

Recent baseball scholarship has drawn attention to U.S. professional baseball’s complex twentieth century labor dynamics and expanding global presence. From debates around desegregation to discussions about the sport’s increasingly multicultural identity and global presence, the cultural politics of U.S. professional baseball is connected to the problem of baseball labor. However, most scholars address these topics by focusing on Major League Baseball (MLB), ignoring other teams and leagues—Minor League Baseball (MiLB)—that develop players for Major League teams. Considering Minor League Baseball is critical to understanding the professional game in the United States, since players who populate Major League rosters constitute a fraction of U.S. professional baseball’s entire labor force. As a digital humanities dissertation on baseball labor and globalization, this project uses digital humanities approaches and tools to analyze and visualize a quantitative data set, exploring how Minor League Baseball relates to and complicates MLB-dominated narratives around globalization and diversity in U.S. professional baseball labor. This project addresses how MiLB demographics and global dimensions shifted over time, as well as how the timeline and movement of foreign-born players through the Minor Leagues differs from their U.S.-born counterparts. This project emphasizes the centrality and necessity of including MiLB data in studies of baseball’s labor and ideological significance or cultural meaning, making that argument by drawing on data analysis, visualization, and mapping to address how MiLB labor complicates or supplements existing understandings of the relationship between U.S. professional baseball’s global reach and “national pastime” claims.

Multimodal writing refers to texts that use more than one communicative mode to convey information. While there is much scholarship that examines the history of alphabetic writing instruction and the alphabetic composing processes of students, little research explores the historical origins of multimodal composition and the processes in which students engage as they compose multimodal texts. This two-part project takes a fresh approach to studying multimodal writing by exploring the multimodal pedagogies of ancient Greek and Roman rhetoric and writing teachers, analyzing the role of mental and physical images in modern writers’ composing practices, and investigating contemporary students’ processes for composing multimodal texts. In Part I, I re-imagine the history of multimodal writing by exploring the multimodal pedagogies that instructors of rhetoric and writing developed during Greek and Roman Antiquity, and I show how contemporary students use an array of multimodal composing processes that rely on both mental and physical images to write alphabetic text. In Part II, I share the results of a case study in which I investigate the processes students use to compose audio- and video-essays while enrolled in a multimodal writing course. This study explores what students know about multimodal writing before beginning the course, how they learn the software needed to compose these projects, the challenges students experience as they compose, and the similarities and differences students perceive between their own processes for composing alphabetic and multimodal texts. Ultimately, I argue that composition teachers must acknowledge our long history of teaching with multimodal pedagogies and our experience composing alphabetic text through multimodal processes. Recognizing this lengthy history will decrease the anxiety that many composition teachers experience when tasked with teaching multimodal writing because, while typically only time and experience can grow confidence, in this case, a recognition of how much we already know will allow us to teach with the self-assurance we have earned.