In this dissertation, I analyze the organizational and political constraints that technical writers encounter when dealing with complex rhetorical situations, particularly within risk-management discourse. I ground my research in case studies of safety briefings that airlines provide to their passengers because these important documents have long been regarded as ineffective, yet they ve gone largely unchanged in the last 20 years. Airlines are required to produce these safety briefings, which must satisfy multiple audiences, such as corporate executives, federal safety inspectors, flight attendants, and passengers. Because space and time are limited when presenting safety information to passengers, the technical writers must negotiate constraints related to issues such as format, budget, audience education and language, passenger perceptions/fears, reproducibility, and corporate image/branding to name a few. The writers have to negotiate these constraints while presenting important (and potentially alarming) information in a way that s as informative, realistic, and tasteful as possible. But such constraints aren t unique to the airline industry. Once they enter the profession, many writing students will experience complex rhetorical situations that constrain their abilities to produce effective documentation; therefore, I am looking at the theories and skills that we re teaching our future technical communicators for coping with such situations. By applying writing-style and visual-cultural analyses to a set of documents, I demonstrate a methodology for analyzing complex rhetorical situations. I conclude by proposing a pedagogy that teachers of technical communication can employ for helping students assess and work within complex rhetorical situations, and I offer suggestions for implementing such practices in the classroom.

This thesis explores how metaphors can humanize a technical document and more effectively facilitate user comprehension. The frequent use of metaphor in technical communication reminds us that the discipline is highly creative and rhetorical. Theory demonstrates that a technical text involves interpretation and subjectivity during both its creation by the technical communicator and its application by the user. If employed carefully and skillfully, metaphor can be a powerful tool to ensure users' needs are met during this process. The primary goal of technical communication is to convey information to an audience as clearly and efficiently as possible. Because of the often complex nature of technical content, users are likely to feel alienated, overwhelmed, or simply uninterested if the information presented seems exceedingly unfamiliar or complicated. If users experience any of these reactions, they are inclined to abandon the document, automatically rendering it unsuccessful. I identify metaphor as a means to curtail such an occurrence. Using examples from a variety of technical communication genres, I illustrate how metaphors can humanize a technical document by establishing a strong link between the document and its users.

Jesus was a healer, but what may not be as obvious is that he started a legacy of healing. He passed on his skills and abilities to his followers at least three times. Though not as frequently, they continued to heal through the Book of Acts. The legacy continued in the Apocryphal Acts and other apocryphal materials spanning the early centuries of the common era. Secondary literature looks at modern scholarship and leans heavily into Rabbinic literature. Up to this point, other English-language works in healing have sorely lacked luster in providing. The exploration of the healing legacy of Jesus shifted to meet the skills and needs of the healers, patients, and communities involved. Further, the healings had a substantive resultant impact on various levels of socioeconomics for the parties, which is explored by reexamining each group type of healings, from lameness and paralytics to possession and resurrection, and more. The hope is that taking a holistic approach to these healings as possible will allow readers a new way of experiencing the early common era and these events that permeated everyone's lives at one time or another.

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This thesis explores the impact of the usage of text-generative artificial intelligence (AI) in digital marketing on user satisfaction. Recently, concerns regarding job displacement and human expertise arose due to the efficiency and improved workflow provided by AI-powered tools. This study addresses these concerns by evaluating whether ChatGPT 3.5 is able to generate website texts with minimal human supervision while maintaining user satisfaction. Our investigation employs a mixed approach of qualitative and quantitative research, utilising controlled experiments with 14 participants aged between 20 and 31 to compare AI-generated texts with human-written texts. The controlled experiment included two identically looking prototypes, one containing human-written texts and the other containing texts generated by ChatGPT 3.5. Both prototypes had three different pages: Home, Joining and About. Additionally, two types of surveys were created, a Satisfactory Survey for each prototype and a Final Survey. The Satisfactory Survey contained Likert scales from one (1) to five (5) which enabled participants to rank the texts together with open-ended questions. The Final Survey included questions about demographics and an overall prototype preference. Having tested texts on the three different pages in each prototype on satisfaction, informativeness and appeal, the biggest difference was found in the satisfaction of the individual pages. While participants preferred human-written texts on the Home and the About page, they favoured AI-generated texts on the Joining page. Findings suggest that ChatGPT 3.5 can, with minimal human supervision, produce texts of nearly equally good satisfaction from a user perspective compared to texts written by humans. The study underscores the importance of human oversight and expertise in optimising AI-generated outputs and contributes to the ongoing discourse on integrating AI into marketing practices.

This study was designed to explore the transactional relationship between young learners and diverse texts. Students' perceptions toward difference are shaped by prior, lived experiences, and books provide students with virtual experiences of diversity, which can lead to transformative possibilities. This study explored: (1) How can children's picture books about autism be used to create transformative opportunities in an elementary classroom, and (2) What types of responses do primary students have when transacting with children's picture books about autism? Through the use of a formative experiment methodology aligned with Rosenblatt's Transactional Theory of the Literary Work (1978), interventions involving (a) a teacher read aloud, (b) student journal writing, and (c) class discussion allowed second grade students to transact both aesthetically and efferently with diverse texts about autism. Examination of student responses was a qualitative, iterative process that utilized the Constant Comparative method (Strauss and Corbin, 1998), and intervention data was triangulated with researcher field notes and pre and post-intervention student interviews. Analysis led to a deeper understanding of transactional response, including how (a) increasing awareness cultivates deeper connections with diverse texts, (b) prior perceptions and experiences influence evocation and response, and (c) diverse texts provide necessary virtual experiences with diversity. Student responses during transaction also revealed a process of growth in which students oscillated between various levels of introspection by (a) gaining awareness though an insightful view of diversity (developing understanding of difference/defining and explaining autism), (b) reflecting on similarities to gain an understanding of difference (journeying through the text), and (c) using texts as a reflexive tool and gateway toward acceptance (affirming care and responsibility). This study gives insight into how transacting with diverse texts can provide students with opportunities to explore diversity and increase their knowledge and understanding of difference in order to create a more accepting and equitable culture. / Ph. D.

This study was designed to explore written responses of dialogue journals in a fourth-grade social studies classroom to better understand individuals' meaning-making responses during content-based lessons. The Transactional Theory of Literacy acknowledges that readers generate individualized experiences as they transact with literacy. Although Rosenblatt focused explicitly on the transactions readers make with text, this study expands the idea of these transactions to the more current, unbounded definition of text. Writing could be the tool used for students to record these transactions that lead to their continuously changing, individualized understandings. Through journals, students conversed with one another using written dialogue in the continued generation or restructuring of existing understandings in response to exposure of a content-specific text. The following research questions were addressed in the study: How do written responses of fourth-grade students made in dialogue journals express students' understandings of content-based lessons? 2) To what extent do dialogue journals motivate students in content-based lessons? Analysis of dialogue journals showed evidence of varying levels of understanding, the effective use of journals as a communication tool, and differences in statement types depending on journal audience and content materials used. The MUSIC Model Inventory (Jones, 2009) used to assess perceptions of motivational constructs related to use of dialogue journals in social studies lessons yielded positive results for all constructs measured. Therefore, the results of the study including word count findings, qualitative journal analysis, and observational files clearly showed evidence of dialogue journals being a motivating way of having students express their understandings of content-based texts. / Ph. D.

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