This study is a rhetorical analysis of strategic communication in the Amalga Barrens wetlands controversy during the 1990s. The Bridgerland Audubon Society (BAS) in Cache Valley, Utah, was able to influence a change in public policy that removed the unique wetlands from consideration as a possible reservoir site for water taken from the Bear River. BAS led a successful grassroots effort by being civil, targeting specific individuals who had influence with the Utah legislature, focusing less on the environment and more on cost arguments that mattered to decision-makers, creating a portfolio of arguments grounded in scientific and economic data, and educating the community. BAS’s experience may be helpful to other environmental groups that are trying to lead efforts in their own communities. Although the strategies presented cannot be generalized to fit all groups and situations, they may serve as a starting point.

Inspired by the lack of Congressional compromise during the 2013 federal shutdown, I explore how compromise works in large groups and representative bodies. An on-line survey, personal interviews, and a discourse analysis of the Congressional Record yield a diverse collection of data, including personal and public stories of compromise. I examine the stories and other data through an eclectic mix of contemporary scholarship, borrowing literary theory from the Russian critic Mikhail Bakhtin, socio-linguistic concepts from American linguist James Paul Gee, and moral philosophy from Israeli thinker Avishai Margalit. I also incorporate the work of political scientists Amy Gutmann and Dennis Thompson, as well as the political campaign coverage of writer and essayist Joan Didion. My examination shows that differences in Discourse, Gee’s expansive model of the discourse community, underpin the uncompromising mindset that dominated the 2013 shutdown. I show that public and personal compromise have obvious differences in terms of scope and complexity, but that all successful compromises, of any size, rest on a bedrock of trust. My research uncovered more effective ways of brokering legislative compromise in the future. I also learned that public opinion polls do not influence legislative decisions. Instead, regular, personal contact, whether by phone, fax, or e-mail, is the best way to engage and influence legislators. Finally, I consider the challenges and limitations of my research, including the difficulty of collecting a large, diverse survey sample, and scheduling personal interviews with public officials.

In this thesis, I examine the rhetorical strategies in Jenn Schiffer’s satirical conference talks in which she comments upon her own tech community. In part, I consider her arguments under the theoretical lenses of Burke, Epicurus, and Camus, theories placed alongside the reflective writing of Ullman as a queer woman in that selfsame community. I also discuss the pedagogical opportunities of such an analysis–of tech conference talks in general–to the modern student in our technologically-connected age. Finally, in the long term, I plan to connect the outcomes of this project to a larger project in partial fulfillment of a doctorate degree in Information Science, a project which will investigate the feedback loops between policy, software development, users of information and communications technology (ICT), and humanistic self-expression.

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.

This thesis examines the projects outlined by the Situationist philosophers and their impact on revolutionizing consciousness. Alongside of this examination this thesis demonstrates how the appropriate rhetorical means in conjunction with street art—specifically the work of Banksy—may lead to the successful implementation and execution of the Situationist's projects. This thesis examines the concept of the spectacle as developed by the Situationists as its object of critique and the concepts of culture, unitary urbanism, psychogeography, détournement and dérive as the framework in which the spectacle can be successfully critiqued in order to foster a more critical consciousness. In addition to this framework my claim is that the aforementioned elements are accomplished by the work of Banksy and his ability to alter the material conditions of our reality through his rhetorical construction of material enactments by creating appropriate and kairotic works which provide life to the Situationist's projects and affords the potentiality of revolutionizing consciousness. In Figure 1. Banksy critiques the idea of spectacularization. There is a fear that technology will distract individuals’ from living and experiencing their lives to the fullest, that their desire to record moments will get in the way with actually living through experiences. In fact the concept of recording events, for many people, is bringing more life to those events than the event itself. We’re currently living in a society where the record of the thing itself is greater than the thing itself. Of course, whenever something is recorded it can be spectacularized--elevated to a greater degree of importance--and shared with many. At the same time, urban architectural achievements have become idols unto themselves. People visit the Eiffel Tower for the purposes of visiting the Eiffel Tower. Even in the act of being a tourist or a spectator we are being placed in positions of passivity. The goal is to absorb whatever man made phenomena has been constructed for the purposes of enjoying it intrinsically without understanding why. In their article "Rhetoric and Materiality in the Museum Park at the North Carolina Museum of Art" Kenneth Zagacki and Victoria Gallagher rhetorically analyze the complex and interwoven spaces of the North Carolina Museum of Art. Their research claims that "the move from symbolicity to materiality involves a shift from examining representations (what does a text mean/what are the persuader's goals) to examining enactments (what does a text or artifact do/what are the consequences beyond that of the persuader's goals) and, as Carole Blair suggests, to considering the significance a particular artifact or text's material existence: What does it do with or against other artifacts? And how does it act on persons?" (Zagacki and Gallagher 172). This move from the purely symbolic importance of a text or artifact to its materiality is exceptionally important when discussing how potential Situationist projects can be materialized into and implemented effectively in the real world. The Situationists were essentially radical realists—their critiques need to exist in the most material form possible in order to generate the conscious liberation that they desired. That being said Margaret LaWare and Victoria Gallagher "...suggest that material rhetorics contribute to discourses of public identity by inviting visitors to see and experience landscape (or physical context) around them in new, and very much embodied ways" (as cited in Zagacki and Gallagher 172). The recursive nature of material rhetorics allows us to analyze exactly how environment's are affecting individual's subjectivities and how they too can go about affecting their world in new ways. I turn to this article specifically for the methodology that Zagacki and Gallagher construct in order to discuss in a more concrete fashion the rhetorical complexity of these spaces and their potential affect on visitors: we argue, through two material enactments of the human/nature interface that we characterize as ‘‘inside/outside’’ and ‘‘regenerative/transformative.’’ By ‘‘inside/outside,’’ we refer to the experience of moving (1) between constructed spaces, such as a museum space or an urban landscape, to less constructed, more organic spaces such as the outdoor park or the rural landscape; and (2) between what we refer to as natural history and human history. By ‘‘regenerative/transformative,’’ we mean moving (1) from natural states to human-constructed states and back again to nature, and (2) from one state of understanding to another. The capacity to create spaces of attention that call forth particular experiences reveals the potential rhetorical impact and reach of the Museum Park’s material forms. (173) The framework established here is specifically most affective when discussing these specific spaces—not every material space will have an inside/outside which would lend itself to phenomenological observation. However, for the purposes of this project, I find it important to reflect on how the "static/dynamic" enactments produced by the space harboring Banksy's work functions as a method to produce the "concrete/utopia" enactment by détourning expectations of space via messages whose kairotic nature—its location in time and place—and content create a specific psychogeography which can revolutionize our expectations and engagement with the world.

This dissertation presents an analysis of the material practice of hospitality in the Catholic Worker movement during the 1930s. Dorothy Day (1897-1980), a radical Catholic social activist, co-founded the Catholic Worker movement in 1932, and one of the movement’s goals was to provide hospitality to poor and unemployed people. Day’s understanding of hospitality, and consequently the practice of hospitality at Catholic Worker houses, was shaped by Day’s experiences as a radical during the 1910s and 1920s, her conversion to Roman Catholicism, and her notions of gender; each of these factors led Day to understand hospitality as consisting primarily in materially grounded practices that lead to the mutual identification of host and guest. Of particular importance to Catholic Worker hospitality were the materials of space and food, which, in addition to promoting the mutual identification of individual hosts and guests, also shaped the identity of the movement itself, the content of the Catholic Worker newspaper, and Day’s and her followers’ critique of bureaucratic, state-sponsored responses to social injustices. Furthermore, the practice of hospitality also provided members of the movement with an epistemological grounding for their critiques of social injustices by allowing them to encounter real presences—subjective, transcendent realities that members of the movement understood in theological language as encounters with Christ. As Day and her followers practiced hospitality, they had to contend with a number of forces of institutionalization that would place conditions on their hospitality and limit its transformative potential. Finally, this analysis contributes to ongoing discussions about the place of hospitality in the teaching of composition by noting that the teaching of writing is subject to similar forces of institutionalization; the ways that Day and her followers responded to such forces—especially through an emphasis on domesticity and religious faith—are important to consider because they suggest that writing teachers need to consider the spiritual roots of transformative hospitality.

During the Italic Wars, the Italian peninsula experienced foreign invasions and internal discord between rivaling duchies and city-states. Florence and Venice both faced internal and external discord due to the constant wars and political in fighting. Venetian Pietro Bembo wrote historical accounts of this period during the Renaissance. His contemporaries, Marino Sanudo, Niccolo Machiavelli, and Francesco Guicciardini, also wrote historical accounts of this time. My research spotlights Bembo’s history of the Venetian Republic. This history was written in a supposedly objective fashion, yet, scholarship shows that historical writing from this time contained bias. I focused on Bembo because there is a lack of scholarship that looks at his historical writings. This bias can be linked with the socio-political ties these men had. Examining his accounts of historical events and comparing them with the other three historians, Bembo’s slanted accounts illustrate the effect and importance of having a strong patronage network.

Few research studies have focused on WAC program development. Those that exist do not examine the ideological grounds for programmatic changes. This dissertation explores the dynamics of such changes through a four-year ethnographic study of WAC program development at a small, public, liberal arts college. The study employed extensive participant observation, interviewing, and document collection to trace how curricular and cultural changes around writing take shape and what ideologies and rhetorical practices come into play during that complex change process. The site for the study is of special interest because WAC there was in transition from an informal coalition focused on changing culture and pedagogy to a potentially institutional program equally invested in curricular reform. My study documents the interactions that characterize the change process, using Jenny Edbauer's conception of rhetorical ecology for its explanatory power in non-linear discursive environments. I analyze rhetorical encounters between a wide range of institutional constituents, including administrators and faculty from multiple disciplines. In these encounters, higher education's historic ideologies surface and interact in complex ways with WAC's ideologies. Using critical discourse analysis, I unpack these interactions and ideological multilectics, examining how language and values circulate among multiple users, texts, and sites within the rhetorical ecology of one college, influencing the shape of program developments. WAC scholars suggest that contemporary practitioners need to forge alliances with other cross-curricular initiatives in order for WAC to continue as a viable educational movement. My analysis of how WAC advocates at one college positioned their efforts in relation to other curricular changes reveals both benefits and costs resulting from such alliances. Although alliances can produce significant reforms, working with groups that have divergent ideological premises risks positioning WAC in subordination to others' ideological priorities. Two intertwined strategies appear to mitigate this problem: 1) ideological recentering on WAC's core theoretical commitments and 2) formation of recombinant multilectics by identifying the ideologies in play and considering how, or whether, core WAC ideological commitments align with them. Acts of recentering that incorporate deliberate multilectics may be key survival strategies for WAC programs as they interact with other cross-curricular initiatives.

This study seeks to explore ideas about learning and how it happens in writing center tutorials. The questions posed for this research are the following: 1) What does learning look like in writing center consultations? and 2) What moves do tutors make to prompt learning moments? The study was created by video recording nine writing center consultations over the course of a single semester. The researcher conducted the sessions herself and worked with the same writer each time. Segments of sessions were transcribed to reveal patterns of learning at work. Reflective memos were also collected, as well as a final retrospective interview. The results of the study showed that learning happens when tutors and writers create learning moments both together and independently of each other. Tutors and writers prompt learning by addressing four elements of writing center sessions: session activities, writer moves with the text at hand, writing processes, and learning processes. Addressing these elements in sessions leads to conversations about learning, which leads to learning taking place. This research is useful for further developing the identity of the writing center as a space that values and strives for authentic learning to occur.

<p>In this thesis I deal with the issue of relativism that threatens Toulmin’s field- dependency thesis (i.e. the claim that the standards of argument appraisal depend on the argument field in which the argument occurs). After offering partial interpretation of the concept of “argument fields” and elucidating the concept of field-dependence, I argue that Toulmin’s field-dependency thesis does result in an unacceptably strong relativism.</p> / Master of Arts (MA)