Please note: creative writing works are permanently embargoed in OpenBU. No public access is forecasted for these. To request private access, please click on the lock icon and fill out the appropriate web form. / A collection of poems / 2999-01-01T00:00:00Z

Please note: creative writing works are permanently embargoed in OpenBU. No public access is forecasted for these. To request private access, please click on the lock icon and fill out the appropriate web form. / War and Pace Report is a collection of five short stories. / 2999-01-01T00:00:00Z

The politics of writing of the Caribbean Canadian writer Marlene Nourbese Philip and the Turkish German writer Emine Sevgi Ozdamar show a crucial concern for the development of serious multi-racial, multi-cultural, and multilingual dialogue, a concern which will also be the focus of this thesis. The specific contribution this study of the two writers will provide to the field of ethnic minority and non-White women's writing in Canada and Germany consists of its comparative-interdisciplinary approach. Critical texts on the writings of Philip and Ozdamar or on cultural, literary and lingual hybridity are numerous, ' especially in the areas of minority discourse, post-colonialism and feminism. However, linkages of these three components are very rare. A major emphasis of this work is to reveal the significant similarities -an approach still carefully attending to the context-specific cultural and individual differences-that exist in Philip's and Ozdamar's writings and writerly positions and hence to motivate an intensification of comparative work and co-operation between the disciplines of Canadian and German literature. The introductory chapter clarifies and explains the choice of literary theory and tern1inology that builds the framework for the comparison done here. This involves a critical discussion of the concepts of cultural, literary, and lingual hybridity as well as the workings of permanent and intermittent, imposed and self-chosen salience in the process of identification. Chapter two compares Ozdamar's and Philip's writings in relation to the women's historical, social, political, and legal positions in the German and Canadian models of the nationstate and immigration. Building on this context, chapter three then discusses their public and critical-academic reception in Germany and Canada, their exclusionary position within mainstream literature, and their politics of resistance as "excentric" German and Canadian writers. Chapter four is most text-related as it specifically relates to the writers' intersecting strategies of lingual hybridity, embodied language and body-memory in Mutterzunge and She Tries Her Tongue. The conclusion re-evaluates the writers' "ex-centric" and yet integral positions at the border of single-nation literary studies, positions from which Ozdamar and Philip relocate literary, lingual, and cultural belonging in the German and Canadian nation-state respectively. / Thesis / Doctor of Philosophy (PhD)

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A collection of poems by Abigail Stallings

Please note: creative writing theses are permanently embargoed in OpenBU. No public access is forecasted for these. To request private access, please click on the lock icon and filled out the appropriate web form. / These are the short stories and excerpt of the novel Jaewuk Kim has worked on while in the MFA Program in Creative Writing Fiction at Boston University. / 2999-01-01

Thesis (M.A.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2999-01-01

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2999-01-01

This dissertation unites two seemingly unrelated fields, writing centers and technical writing, to study the feasibility of creating an online technical writing resource. Despite prolonged attention to multiliteracies and collaboration in both subfields, writing centers and technical writing do not commonly implicate one another in their shared mission of shaping students to become savvy writers with an awareness of rhetorical concepts and situations. This dissertation establishes how complementary these two fields are based upon their shared pedagogies of collaboration and multiliteracies. I suggest that a service design approach is beneficial to writing center research. Similarly, the technical writing field has little research and scholarship dedicated specifically to online writing instruction and pedagogy. Historically, writing centers have served students from all disciplines, but research demonstrates the effectiveness of specialist over generalist writing support. Taking a specialist perspective, I use service design methodology to gather input from student and instructor stakeholders about how online writing tutoring and web resources can address their needs. Using survey and interview data, I designed and piloted an online tutoring service for students enrolled in the Technical Writing service course at Virginia Tech. In student and instructor surveys, participants reported that they were highly unlikely to use online tutoring sessions but were more likely to use a course-specific website. Additionally, student interviews revealed that the Writing Center is not necessarily a highly-used resource, especially for upper-level students. Instructor interviewees indicated some misunderstandings and limited views of the Writing Center's mission. Nevertheless, a small number of participants in both groups spoke to a need for specialized tutoring in the Technical Writing course. In terms of feasibility, integration of online services for this course poses the greatest challenge because it relates to the amount of change needed to successfully integrate online tutoring or web resources into the curriculum. With some attention to how OWLs and synchronous online tutoring can be an asset to teaching technical writing online, I argue that the pilot project described in this study is relatively feasible. / Doctor of Philosophy / A feasibility study addresses whether or not an idea or plan is good. In the case of this dissertation, the idea is whether or not to offer online writing services—such as tutoring and a repository website—to students enrolled in Technical Writing at Virginia Tech. In order to study the feasibility of this plan, I first argue for bringing together the fields of writing centers and technical writing. Two strong reasons for uniting these fields are based upon their shared methods and practices of teaching collaboration and multiliteracies. Multiliteracies in this dissertation refers to critical, functional, and rhetorical computer literacies; each literacy is important for Technical Writing students to develop as they enter their future careers. Historically, writing centers are places on a college or university campus where students from all disciplines can go for tutoring; this is known as the generalist approach to writing tutoring. However, research demonstrates the effectiveness of a specialist approach—where a tutor is familiar with a student’s discipline—to writing tutoring over generalist writing support. Therefore, I take a specialist perspective in this study. I use service design system of methods to gather input from student and instructor stakeholders about how online writing tutoring and web resources can address their needs. Service design is commonly used in the service economy, such as restaurants and hotels, in order to design or redesign services. In particular, service design focuses on people and their needs. Using survey and interview data, I designed and piloted an online tutoring service and a website for students enrolled in the Technical Writing service course at Virginia Tech. In student and instructor surveys, participants reported that they were highly unlikely to use online tutoring sessions but were more likely to use a course-specific website. Additionally, student interviews revealed that the Writing Center at Virginia Tech is not necessarily a highly-used resource, especially for upper-level students. Instructor interviewees indicated some misunderstandings and limited views of the Writing Center’s mission. Nevertheless, a small number of participants in both groups spoke to a need for specialized tutoring in the Technical Writing course. In terms of feasibility, integration of online services for this course poses the greatest challenge because it relates to the amount of change needed to successfully integrate online tutoring or web resources into the curriculum. With some attention to how online writing labs and synchronous online tutoring can be an asset to teaching technical writing online, I argue that the pilot project described in this study is relatively feasible.

In the past ten or fifteen years, the subject of homelessness has been the topic of countless studies, newspaper and magazine articles, and personal interviews with both homeless people and the professionals in the various fields that explore the issue. Although I have always found them interesting, informative, and heart-wrenching, it has almost always been from the perspective of the subjects- the homeless people- that they have been presented; I cannot remember ever having been informed about the subject by anyone else, except for brief statements by family members whose loved one 'hit the streets' and has not been heard from since. This had a limited impact on me until, for several reasons, my own son became a member of the homeless population living on the streets of Orlando. This paper is my attempt to give my perspective, through prose and poetry, as a parent who has had to cope with, and is still coping with, my son's homelessness due to circumstances both beyond and within his control. It delves into the biological and psychological aspects of his mental illness as well as the environmental factors of his upbringing that most certainly have had an impact on his life, recounts the early attempts of our family to name the problem and find a solution to it, and details some of the present day agony and trauma that comes with having a loved one walking the streets day and night.