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This thesis argues for an intellectual history approach to understanding the Scottish constitutional debate as a process of political and ideological change, with implications for understanding the ideological basis of current Scottish politics. It justifies and outlines a methodological approach based on the insights of Quentin Skinner and the 'Cambridge School' in the 'history of ideas'; utilises this methodology to provide an intellectual history of the Scottish constitutional debate from the Scottish National Party (SNP) victory in the 1967 Hamilton by-election to the devolution referendum of 1979; and outlines the implications of this approach for the historiography of the debate, our understanding of contemporary Scottish politics, and the development of a more historically sensitive political science. It theorises and develops a concept unique to this thesis, that of the 'discourse community', traces the substantive creation of the Scottish discourse community in the 1967-1979 period, and argues for the methodological usefulness of this concept in examining the debate as a process of intellectual/ideological change. Overall, the thesis argues that a Skinnerian intellectual history approach to the Scottish constitutional debate contributes to a fuller, more historically sensitive historiography of the period, challenging current historiographical understanding of the constitutional debate and of Scottish political development; delineates the development of a Scottish discourse community between 1967-1979; and has implications for our understanding of current Scottish politics, in particular highlighting that the conceptualisation of 'left wing' Scotland is an ideological construction and suggesting a more critical approach to such perceptions of, and contemporary claims for, a post-devolution 'new politics'.

abstract: This longitudinal exploratory research study examines a Russian language online community of creative writers who refer to themselves as Real Padonki. Grounded theory was used as the method of data collection and analysis. Based on analysis of the texts published on udaff.com and interactions between the members of this community several conclusions were made. It is proposed that udaff.com should be viewed as an online resource for writers who have created a new form of literature: post-Soviet Russian literature. This new of form literature is characterized by several features that distinguish it from previous forms. This new form of literature is based on the cultural model of a Real Padonak - a new kind of person that embodies both the writer and the hero (a new archetype) created by this writer. In the same way as dissident writers made criminal argot a part of Russian literature, the writers of udaff.com rely on the use of Albanskij, a linguistic innovation, a variation of the Russian language that they have created. Finally, this new literature uses the Internet as its main medium of publication. As a new archetype, Real Padonak represents a continuum of characters (real life people as well as invented literary characters) created by udaff.com writers. From the perspective of Discourse analysis, the cultural model of Real Padonak is shown as multiglossia of Discourses that represent beliefs, attitudes, values, and practices that exist in contemporary Russian society. / Dissertation/Thesis / Doctoral Dissertation English 2015

This thesis explores the use of emotes in a synchronous environment where hundreds to thousands of people communicate with each other in different discourse communities. The thesis performs a study on emote use based on the frequencies they are used and their different CMC features in these communities to acquire knowledge on the contextual basis of emote use in synchronous environments. By using various corpus tools and implementing both a quantitative analysis and qualitative analysis, the results show that the frequency of messages that use emotes varies based on the discourse community that is involved in the use of the emotes. The different CMC features are covered by the basis of the discourse community’s behavior, where there is also some involvement based on the size of the different discourse communities on Twitch.

The new world of academic discourse is complex and necessitates that L1 and L2 graduate students learn a multiplicity of texts, master intertextuality, and actively participate in emerging literacies or genres of their disciplines (Molle & Prior, 2008; Swales, 2004; Warren, 2013). Challenges arise about how doctoral students produce, interpret, and learn texts and genres, and how they act and react around text production in particular multicultural institutional contexts (Hyland, 2000; Prior, 2004). Little is known about how students, particularly those in higher education, establish intertextual connections among different modes of texts (e.g., written, oral, visual) for actively engaging in literacy (Belcher & Hirvela, 2008; Seloni, 2012). The purpose of this study is to examine how L1 and L2 doctoral students use intertextual practices to create meaning and develop their academic literacies during the literacy events of Global Conversations and Literacy Research (GCLR) web seminars. Drawing upon microethnographic discourse analysis, more particularly the constructs of intertextuality (Bloome, & Carter, 2013), I investigate the following questions a) How are the L1 and L2 students engaged in intertextual practices in the literacy events of GCLR web seminars? b) How does the use of intertextuality contribute to L1 and L2 students’ academic literacies? The participants are two L1 and two L2 doctoral students, who are also multilinguals, had different first languages (i.e., Korean, English, Chinese), and actively engaged in the GCLR web seminars. Data drew upon interviews, chat transcriptions, video recordings of the web seminars, and visuals. Data collection and analyses began in September 2014, and continued through November 2015. Microethnographic discourse analysis showed how participants constructed intertextual connections during the literacy events of the GCLR web seminars. The findings show how L1 and L2 doctoral students used intertextuality to socialize into academic discourse, mediate discoursal identities, and develop cultural models. The study has implications for L1 and L2 pedagogy, multilingual’s learning, and research: Future research should investigate academic literacies with intertextual connections to oral, written, and online discourses. Educators and graduate students are encouraged to exploit the full potential of intertextuality through metacognition in emerging academic literacies and mediated discoursal identities.

Research shows that academic literacy is discipline specific. Students have to learning the ways of communication in order to gain access to the discourse community of the selected discipline through understanding and performing required genres and learning necessary disciplinary knowledge. Scaffolding is important in the process to help students internalize the disciplinary knowledge and improve students' performance on academic papers. Computer-mediated communication (CMC) provides good chances of scaffolding and mediation especially for non-native graduate students who may have lost many opportunities of class participation due to their limited language proficiency or other cultural issues. In this dissertation, the researcher investigated how a group of L2 students tried to acquire academic literacy in applied linguistics by completing a series of teacher preparation classes. CMC was built naturally into the classes where students kept online discussions on various components of applied linguistics and were engaged in some online peer review activity on draft papers. Data were gathered from 8 sources: observations, questionnaire, online discussion entries, online peer feedback, students' major assignments, source materials, interviews and discourse-based interviews. The various sources of data were analyzed both quantitatively and qualitatively using different methods and schemes to present how L2 graduate students negotiate their academic literacy in CMC environment in terms of language functions and focus; how CMC influences both the process and the product of student's academic writing; and how students perceive CMC in the academic literacy acquisition process. Analysis of data indicated that non-native English speaking students used various language functions in their negotiation of academic literacy with their peers in the online discussion. They tended to apply a wider range of language function as they became more familiar with the discourse community. Students in this study also applied multiple intertextual techniques in the online discussion, whereas only a few were used in face-to-face class discussions. Results also indicated that computer-mediated communication facilitated students' understanding of tasks, performance of writing activities and applying citation conventions correctly. The scaffolding among students enabled them to effectively learn disciplinary knowledge and develop their academic literacy. Analysis of the students draft and final papers in the online peer review activities indicated that students incorporated peers' feedback into their revisions and benefited from such activities although they claimed high quality feedback was still not enough. Finally, although the students considered that computer-mediated communication had some drawbacks, it did facilitate their acquisition of academic literacy in the field of applied linguistics.

In this dissertation I intend to apply postcolonial theory to primary pedagogical and administrative concerns of the writing program administrator. Writing Program Administrators, or WPAs, take their responsibilities seriously, remaining cognizant of both the negative and positive repercussions of the pedagogical decisions that take shape in the scores of composition classrooms they administer. This dissertation intends to infuse the WPA position with the ethos of scholarly praxis by historicizing and contextualizing the field of composition, and by placing the teaching of writing within the historical memory of slavery and colonialism. Sound WPA research is theoretically informed, systematic, principled inquiry that works toward producing strong writing programs. This dissertation provides such inquiry, drawing the field's attention to the reality of postcoloniality and presenting an understanding of the work of composition as informed by and complicit in the history of racialized forms of oppression. From this context, the dissertation analyzes three major issues faced by the WPA: the debate over standardized discourse, the influence of the job market on pedagogical decisions, and the (de)politicizing of the composition classroom. In the following sections, these issues will be related directly to critical theories from postcolonial and composition studies that assist in articulating the issues of identity politics, hegemonic struggle, interpellation and interpolation, subaltern voice, and hybridity that are so crucial to writing program pedagogy and administration in the postcolonial age, for it is my argument that the writing classroom is a crucial site of contention in which the politics of identity are manifested as students appropriate and are appropriated by discourse.

nÃo hà / In this research, the theoretical-methodological proposal from John M. Swales (1990; 1992; 1998) was used for the analysis of discourse communities, and the methodological perspectives of virtual ethnography (HINE, 2000) with the intention of understanding the communicative singularity of the booktube group. Hence, the theoretical approach chosen assumes that the production of a genre is intrinsically related to the social and historical conditions in which the users and producers are inserted. As for the notion of what a discourse community is, we rely, theoretically, on Swales (1990; 1992; 1998), the author who investigated the necessary criteria for a group to be classified as a discourse community. We also relied on the studies conducted by Biasi-Rodrigues (1998), Bernardino (2000), AraÃjo (2003), Gaede (2003), Catunda (2004) and Lima (2008) in order to understand how a community whose practices are born on the web is different from those studied by these authors. Concerning the methodology used, we applied the principles of the virtual ethnography from Hine (2000), which considers that the study of events that take place on the internet benefit the comprehension of individuals and their practices. Thus, we initially analysed one hundred (100) booktube channels and identified three (03): two (02) experienced booktubers and one (01) beginner, from whom we extracted the necessary netnographic materials to better understand the complexity of this virtual group, aim of this research. / Neste estudo, adotamos a proposta teÃrico-metodolÃgica de John M. Swales (1990; 1992; 1998) para anÃlise de comunidades discursivas e as perspectivas metodolÃgicas da etnografia virtual (HINE, 2000), no intuito de compreendermos a singularidade comunicativa do grupo BookTube. Neste sentido, o percurso teÃrico escolhido entende que a produÃÃo de um gÃnero està intrinsecamente relacionada com as condiÃÃes sociais e histÃricas nas quais os usuÃrios e produtores estÃo inseridos. No que tange à noÃÃo de comunidade discursiva, apoiamo-nos, teoricamente, em Swales (1990; 1992; 1998), autor que investigou os critÃrios necessÃrios para que um grupo possa ser entendido como uma comunidade discursiva. Pautamo-nos, ainda, nos estudos realizados por Biasi-Rodrigues (1998), Bernardino (2000), AraÃjo (2003), Gaede (2003), Catunda (2004) e Lima (2008) a fim de compreendermos de que modo uma comunidade cujas prÃticas florescem na web se diferencia daquelas estudadas por esses autores. No que concerne à metodologia empregada, utilizamo-nos dos princÃpios da etnografia virtual de Hine (2000), a qual entende que os estudos dos eventos espraiados na internet favorecem a compreensÃo dos indivÃduos e das prÃticas desenvolvidas por eles. Com isso, analisamos, de inÃcio, 100 (cem) canais de booktubers, os quais possibilitaram a identificaÃÃo de trÃs (03) canais: dois (02) de booktubers experientes e um (01) de booktuber iniciante, a partir dos quais extraÃmos os materiais netnogrÃficos necessÃrios para compreendermos a complexidade do grupo virtual objeto desta pesquisa. O estudo evidenciou as especificidades da comunidade BookTube e concluiu que, embora as atividades sejam realizadas na virtualidade, os critÃrios sÃo preenchidos.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Esta pesquisa tem como objetivo descrever a organizaÃÃo retÃrica do gÃnero jurÃdico acÃrdÃo, bem como descrever a comunidade discursiva jurÃdica. Para isso, foram analisados 30 (trinta) acÃrdÃos oriundos de dois tribunais. A fundamentaÃÃo teÃrica està apoiada na perspectiva sÃcio-retÃrica da AnÃlise de GÃneros, particularmente nas contribuiÃÃes teÃricas de Mikhail Bakhtin (2000) e John M. Swales (1990; 1992). A metodologia adotada foi pautada nos procedimentos metodolÃgicos postulados por Vijay Bathia (1993), que divididos em trÃs etapas proporcionou, primeiro, a coleta e a delimitaÃÃo do corpus; em segundo, o desenvolvimento propriamente dito da pesquisa, e por Ãltimo, a apresentaÃÃo dos resultados. Os resultados da anÃlise do corpus revelou que o gÃnero jurÃdico acÃrdÃo possui cinco unidades retÃricas bÃsicas constituÃdas de 18 (dezoito) subunidades. A saber, unidade retÃrica 1 â IdentificaÃÃo das partes; unidade retÃrica 2 â SumÃrio do conteÃdo; unidade retÃrica 3 â Relato dos motivos do autor; unidade retÃrica 4 â Justificativa da posiÃÃo do colegiado; unidade retÃrica 5 â Encerramento da sentenÃa. Da anÃlise da comunidade discursiva jurÃdica, concluiu-se que: a) os operadores do Direito sÃo verdadeiros membros constituintes da comunidade analisada; b) Que o gÃnero jurÃdico acÃrdÃo à elaborado por operadores especialista da comunidade. Conclui-se que a aplicaÃÃo de uma anÃlise baseada nos pressupostos da AnÃlise de GÃneros aqui citados, apresenta-se como uma abordagem bastante produtiva para estudos que versem sobre a interdisciplinaridade LingÃÃstica/ Direito. / This research aims at presenting a description of the rethorical organization of the juridic genre acÃrdÃo. It also aims at makig a description of the juridic discourse community. In order to accomplish such goals, 30 acÃrdÃos from two different courthouses were analysed. The theorical presuppositions of the Genre Analysis, especifically the theories of Mikhail Bakhtin (2000) and John M. Swales 1990/ 1992) gave the research the necessary support. To implement the analyses, the methodological procedings of Vijay Bathia (1993) were used. These were divided in three blocks. First, it was obseved the selection and delimitation of the corpus; second, development of the research, and finally the presentation of the results. The results of the aalyses performed on corpus shows that the juridic genre acÃrdÃo has five rethorical units and eighteen rethorical subunits. The rethorical units are: The identification of the parts â Unit 1; The summary of the subject â Unit 2; The reasons of the author â Unit 3; The position of the group â Unit 4; the end of the sentence â Unit 5. The evidence emerging from the analysis suggests that: a) the real members of the juridic community are the justice operators; b) the juridic genre acÃrdÃo is made by expert operators of the community. We conclude that the analysis based in the pressupositions of Genre Analysis may be quite productive in the studies which explore the interdisciplinarity between Linguistics and Law.

[pt] O presente estudo tem por objetivo identificar e analisar, a partir do modelo proposto por Swales (1990), os movimentos retóricos existentes nas comunicações em VHF em inglês e os propósitos comunicativos subjacentes, em chamadas entre navios da Marinha Mercante. Ainda, procura discriminar nestas comunicações os elementos lexicais mais recorrentes no gênero com base no estudo de Halliday e Hasan (1976; 1994), mais especificamente sobre repetição. Estas comunicações descrevem cinco tipos de procedimentos básicos: Troca, Aviso, Perigo, Urgência e Segurança. O estudo qualitativo foi feito através da análise de 33 textos simulados de comunicações em VHF, retirados de livros técnicos de Inglês Marítimo e apostilas de exercícios, utilizados nos Cursos de Marinha Mercante. Foram realizadas, também, cinco entrevistas com oficiaisalunos de Náutica para confirmar a análise das variações identificadas nas simulações e para esclarecer as práticas comunicativas da comunidade mercante, face as variações percebidas nos textos. Ademais, a análise dos textos revela elementos obrigatórios e opcionais nas chamadas simuladas e sugere que as mudanças em suas estruturas são principalmente lexicais. Os resultados mostram que cada movimento possui um conjunto de funções próprias, realizado pelas escolhas léxico-gramaticais específicas. / [en] This research identifies and analyzes the rhetorical structure of VHF communication in English on Merchant Marine ships and the communicative purposes underlying this communication, using SWALES (1990) model originally created for the analysis of introductions in research papers. The research also analyses the lexical choices for the genre, based on Halliday e Hasan (1976; 1994). VHF communication includes five types of basic procedures: Exchange, Broadcast, Pan Pan, Mayday, and Sécurité. The qualitative study was conducted by means of the textual analysis of 33 simulations of VHF communication, all taken from course books and practice materials for Maritime English, used at the Merchant Marine course in Rio de Janeiro. Interviews were also conducted with five student- officers from the Nautical area, so as to confirm the analysis of the variations identified in the simulations and to clarify the communicative practices of the merchant community, in light of the variations observed in the texts. The textual analysis shows obligatory and optional elements in the rhetorical structure of the simulated communications and indicates that the variations in the structure are primarily lexical. The results also show that each movement possesses its own set of functions that are realized by lexical and grammatical choices.