The main purpose of this study was to determine the elements of speech style which played the most dominant roles in five of Hugh B. Brown's addresses presented to the studentbody and faculty of the Brigham Young University.

This study examines the newspaper writings of Joseph Smith Jr., the Mormon Prophet, traces his development as an American writer as evidenced in his newspaper publications, and notes the major concepts contained therein which demonstrate that Smith may deservedly be called a "Jacksonian Man of Letters." Emerging from his youth lacking even rudimentary writing ability, Smith began his development with the translation of ancient scriptural records. Literary experiences with other scriptures, historical records, and even grammar classes augmented his development. Smith later turned his attention to frontier newspapers and served briefly as an editor. Jail confinement provided further stimulus to his literary development. Returning to editorship in 1842, he increased his literary productivity and rose to national prominence as a journalist. After resigning this post, Smith penned several creative literary innovations and in 1844, campaigned for the United States presidency with some successful political writings. Smith's untimely death in June, 1844, ended his writing career.

The primary function of this thesis was to determine, through the analysis of three randomly selected speeches, the speaking style of Heber C. Kimball. The selected speeches were presented in three different utah locations, and they covered a span of nine years (1856-65). All three speeches were presented to a Mormon audience and were religious in nature. Seven elements of style have been used for the analysis of the three speeches. They are: accuracy, clarity, propriety, economy, force, striking quality, and liveliness. It was determined that President Kimball's speaking style was weak in the areas of accuracy and clarity. In the areas of economy and propriety his style was good. In terms of liveliness, Kimball's speaking style was excellent. Heber C. Kimball's speaking style excelled in the areas of force and striking quality. All three speeches have a superior representation of force and the striking quality. In consideration of the historical setting of the three speeches, it was determined that Heber Chase Kimball was a very effective speaker.

This thesis has been a study of possible lexical Hebraisms occurring in the Book of Mormon in the sections entitled "The Words of Mormon" through "Moroni." A Hebraism was defined as any word or phrase which appeared to be a literal rendering of a Hebrew lexicographic mode of speech, in that the English had a usage or connotation which was not normal; whereas, if translated literally into Hebrew it would represent standard usage. Nearly two hundred such items were found, some one hundred twenty of which were discussed in the body of the thesis. Of these, nouns contributed over sixty examples, verbs more than thirty and the remainder were distributed among the rest of the parts of speech. This accumulation of Hebraisms could be evidence either of Joseph Smith's exceptional ability to recall biblical wording while under the influence of the Holy Spirit or evidence of Hebraic wording in the original coming through in Joseph Smith's translation.

The problem of this thesis is: What textual relationship does the Doctrine and Covenants of the Church of Jesus Christ of Latter-day Saints bear to the Bible, King James Version? As a preliminary hypothesis, it has been assumed that there are phrases and clauses in the Doctrine and Covenants similar enough in construction and meaning to some of the phrases and clauses in the Bible to permit selection of samples from both that will parallel each other. Whether such parallel phrasing, when found, would appear to be a result of quoting, adapting, reiterating, renewing, alluding or simply coincidental construction constituted part of the problem.

This thesis consists of three personal essays and a postface, in part experiments in genre, mode, and structure, and in large part explorations of the meanings of specific places in culture and on the self-definition of the observer-writer, the first essay being set in Florida and centered at Disneyworld; the second consisting of fragments of observations along the route from St. Augustine to Washington, D.C., and ending with a brief fiction; the third, a speculative/anti-speculative rumination over many things, including meaning, death, faith, and enshrinement, and set in Illinois, Missouri, and South Africa; and the postface a theoretical/descriptive theoretical defense of the thesis, all of which is abstracted in this abstract.

In researching the literary and visual art forms of four Utah Mormon artists/authors, considerable evidence supports the prognosis that natural parallels do exist between the written and visual works of artists/authors. Recent as well as past historical data also confirms this hypothesis.To implement research personal interviews and written questionnaires were submitted. The resultant data compiled supports the prognosis that this parallelism does exist.

The purpose of this study is to compare all the major printings of the texts of "The Book of Abraham" and the "Writings of Joseph Smith," both presently contained in "The Pearl of Great Price", to note the various changes in the texts and to evaluate the significance of those changes.

Online education has received excessive attention in recent decades as its characteristics and potential have undergone intense debate and scrutiny. Similar debate and scrutiny surround the content of first-year composition (FYC) courses. As we continue to define what composition studies entails, we redefine what we study in FYC. Yet discussions of blended delivery mode---using both online and on-ground teaching methods---get lost amid these debates. This dissertation addresses the dearth of research on blended online writing instruction by asserting the essential nature of connections between the content and the delivery of FYC courses. Through case studies of two experienced instructors teaching FYC in a blended environment for the first time, this dissertation evaluates the composition--both as a noun and as a verb-of FYC courses in light of the technology involved. Through an analysis of interviews with instructors, students, and faculty involved with FYC, I highlight the points of contact--the interfaces-that themselves create the experience of a class. This analysis applies interface theory from rhetoric and composition to the pedagogical acts of teaching FYC and reveals how attention to classroom interfaces can benefit our pedagogy. This project also incorporates student performance data (in the form of portfolio evaluations), student perception data (in the form of surveys), and comparative institutional data (in the form of website analysis) to better understand the varied causes, effects, and implementations of blended learning. By looking outside the classroom environment, I show how schools influence the way blended courses are perceived by those who create them. The differences in student and instructor expectations for this kind of class emerged as particularly influential in determining how successful a blended course can be. The perspective taken by an instructor in terms of experience and expertise also emerged as a significant determinant of perceived success, particularly for instructors themselves. This dissertation reveals the delicate balance instructors must navigate between relying on expertise in the field and exploring the course delivery as a novice. This balance allows instructors to be responsive, flexible, and dynamic in their classes while also assisting students in their efforts to better understand FYC course content. Overall, this dissertation defines and advocates for a hybrid approach to FYC instruction as an essential evolution of our pedagogical praxis. Students lead increasingly hybrid lives and learn in increasingly hybrid ways. Instructors must adopt hybridity in their classes to accommodate not only students' changing learning styles but also the changing nature of composition as a field and writing as its subject matter. And finally, institutions must consistently define and implement principles of hybridity to help reduce confusion and frustration across the disciplines. Suggestions for educators and institutions alike are provided to help meet the needs of today's students.

To accurately describe the past, historians strive to learn the cultural ideologies of the time and place they study so their interpretations are situated in the context of that period and not in the present. This exploration of historical context becomes critical when researching marginalized groups, as evidence of their rhetorics and cultural logics are usually submerged within those of the dominant society. This project focuses on how factors, such as rhetor/audience perspective, influence cross-cultural historical interpretation, and how a community history database can be designed to illuminate and affect these factors. Theories of contact zones and rhetorical listening were explored to determine their applicability both to history-making and to the creation of a community history database where cross-cultural, multi-vocal, historical narratives may be created, encountered, and extended. Contact zones are dynamic spaces where changing connections, accommodations, negotiations, and power struggles occur, and this concept can be applied to history-making, especially histories of marginalized groups. Rhetorical listening focuses on how perspective influences understanding the past, and listening principles are crucial to both historians and the consumers of history. Perspectives are grounded in cultural ideologies, and rhetorical listening focuses on how tropes, such as race and gender, describe and shape these perspectives. Becoming aware of tropes-both of self and other-can bring to view the commonalities and differences between cultures, and allow a better opportunity for cross-cultural understanding. Rhetorical listening steers the historian and the consumer of history towards looking at who is writing the history, and how both the rhetor and the audience's perspective may affect the outcome. These theories of contact zones and rhetorical listening influenced the design of the project database and website by bringing perspective to the forefront. The visualization of rhetor/audience tropes in conjunction with the co-creation of history were designed to help foster cross-cultural understanding.