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Throughout history African–American women have struggled against oppressions that have stereotyped their identities, scrutinized their character, and ultimately labeled their bodies inferior and inhuman. Despite the debilitating ideologies and barriers African–American women have been forced to operate within, they have fought against these racist, sexist, classist, homophobic environments, crafting their own “new” ethos through writing, as well as entertainment and popular culture. Although Black women remain plagued by history, the New Age of the 1980s as discussed by Akasha Gloria Hull in Soul Talk: The New Spirituality of African–American Women seemed to spark a new spirituality amongst African–American women. During this time, they acquired new spiritual practices and beliefs (meditation, chanting, Tarot readings, and following of Eastern religions and medicine), and deeper spiritual connections with their pasts (including their ancestors). These new forms of enlightenment quickly became a major part of many Black women’s public and private identities. Hull notices that these new “spiritually-inspired”practices simultaneously became integrated into African–American women writer's, such as Alice Walker, Toni Cade Bambara, Toni Morrison, Audre Lorde, bell hooks, Susan L. Taylor and more, literature produced in the late 1970s and 1980s, resulting in a surge of three-dimensional writing that Hull says is political, creative, and spiritual. Drawing from Hull’s findings, I respond to a need within African–American rhetoric(s) for more research on the use of nommo (the word) and magara (the spirit) as rhetorical figures within African–American discourse. Although nommo is commonly recognized as an essential part of African–American discourse, magara (the spiritual force within the word) has been less discussed as a rhetorical device. I believe that this has to do with the controversial nature of spirituality within our culture, especially within the academy and social politics. To recognize the importance of `the spirit' within Black women's practices, I turn to a particular way of understanding—womanist thought—which embraces the spiritualization of the everyday, as well as African philosophy, which recognizes the inherent spiritual power of language, as background sources to my claim that African–American women use spirituality as a rhetorical device within their writing. Then, using a variation of Kenneth Burke’s cluster-agon method developed by Carol A. Berthold, I analyze three 1980s womanist texts: This Bridge Called My Back: Radical Women of Color, Sister Outsider, and The Color Purple. Through this analysis, I locate a womanist of color rhetoric during the late 1970s and 1980s New Age movement.

As widely recognized, the voices of community members have been severely overlooked in scholarship. This dissertation reports on interviews with 36 community partners from the three most common types of university-community partnerships in composition and rhetoric: Youth mentored in their writing by first-year composition (FYC) students; Non-profit staff acting as clients for upper-division professional writing students; and Community members (including adult literacy learners, youth slam poets, and rural teachers) working with graduate students in a community literacy practicum or engaged research course. The project offers a theoretical rationale for listening to community voices, combining theories from community development with critical raced-gendered epistemologies to argue for what I term "asset-based epistemologies," systems of knowing that acknowledge the advantages marginalized communities bring to the knowledge production process in service-learning. The dissertation also suggests a reciprocal, reflective storytelling methodology that invites community partners to analyze their own experiences. Each set of community members offered a distinct contribution to community-based learning: Latino/a high school students mentored by college students revealed the need to nuance traditional outcomes-based notions of reciprocity. The high school students experienced fear about interacting with college students, a response that I understand through Alison Jaggar's concept of "outlaw emotions." To mitigate this fear, the youth suggested emphasizing cultural assets and relationships, leading to what I term "relational reciprocity." Non-profit staff detailed their complex motivations for collaborating with professional writing courses, challenging the often-simplistic representations of non-profit partners in professional writing scholarship. Invoking the theory of distributed cognition, I use non-profit staff insights to describe how knowledge circulates in non-profits and how students can interact and write more effectively in organizational contexts. Community members who interacted with graduate students in a range of projects used the term "openness" to describe healthy partnerships, and I build from their stories, along with insights from bell hooks and Maria Lugones, to detail a disposition of openness needed for engaged work. This disposition includes open communication, open structures, open minds, open hearts, and open constructions of self and others. The dissertation concludes with an argument for attention to "relational literacies" in both service-learning practice and scholarship.

This dissertation combines theories of nationalism and discourse analysis modeled on Benedict Anderson and Homi Bhabha with Kenneth Burke's dramatism to demonstrate that political states are constituted as meaningful, exclusionary communities through legislative discourses, literary representations, and practices of historiography. Although a number of scholars have acknowledged the importance of state identifications in the complex of cultural and symbolic nationalism, there has been limited examination of the composition of what I call "statist"-- as related to but distinct from "nationalist"-- identities in their own right. Using Wyoming as a case study, this project examines the unique and deeply significant affiliations formed within individual states in the United States of America. Wyoming provides an interesting lens for this discussion for several reasons. First, Wyoming's attainment of statehood in 1890 marks an important figurative closing of the frontier acknowledged in the census of that year and remarked upon as significant among many scholars of Western history. This coincidence of timing also places Wyoming's territorial period and attempts to articulate the state as an independent cultural and political entity during the period of colonialism. Many scholars, including Benedict Anderson and Homi Bhabha as well as Ernest Gellner and Eric Hobsbawm, consider this the period during which modern nationalism flowered. Finally, Wyoming presents a useful template for this analysis precisely because of its unremarkableness in legislative terms; the language of its constitution draws heavily on the models provided by earlier states as well as the US Constitution and is quite similar in this respect to many that followed. Although the symbols and narratives that circumscribe the Wyoming imaginary are unique, the process by which they are constituted is not and could be observed in some form in any state in the Union.

How do politician talk about the role of school in society, in an era of changing demands and challenges represented by the knowledge society and globalization? The material underlying the study consists of protocols from the Swedish parliament during a decade characterized by many reforms and with both a conservative government and a social democratic. The aim of this thesis is to investigate the contemporary debate on school policy in the Swedish Parliament between 1991 and 2002.  My research questions are: Which are the dominating narratives about schooling that emerge in the debate? What are the influences from contemporary policies and from educational research? What kind of rhetorical resources underpin the arguments in the plenary debate and are there any shifts, inconsistencies and contradictions that can be heard in the debates?  Inspired by Margaret Somers four dimensions of narratives: ontological narrative, public narrative, metanarrative and conceptual narrative and I am using them to interpret different aspects of school as a political narrative. Methodologically, I worked initially with a content analysis gradually moving to narrative analysis. The educational debates held during the three terms in office are characterised by different political initiatives and different kind of issues. I construct a number of dominating narratives with different plots, problems, solutions and promises of a better future for both the school and the nation. Key concepts seems to “float” depending on who uses them and in what context they are used. Important parts in the narratives are the rhetorical resources that politicians are using to get legitimacy and credibility. Perceptions of schools presented in the debate, may be seen as stories about what is desirable and possible, but also what is unwanted, threatening the progress of school and society. I have highlighted four public narratives in these debates and they are: A School for All, School on the Market, School in the Knowledge Society and A School in Crisis.

La présente thèse est l’édition critique d’un recueil de figures de style anonyme protobyzantin des Ve-VIe siècles, De figuris orationis (Rhetores Graeci, III, édit. L. Spengel, Leipzig, Teubner, 1856, p. 110-160). L’auteur, un professeur, entreprend pour son élève un recensement des figures hermogéniennes en arguant de l’excellence d’Hermogène. Il s’agit de figures apparaissant aussi dans le Corpus rhetoricum (Corpus rhetoricum, édit. M. Patillon, Paris, Les Belles Lettres, 2008-2014), dans le traité sur l’invention (De inuentione (C. rhet.III1)) du Pseudo-Hermogène et dans le traité sur les catégories stylistiques du discours (Deideis (C. rhet. IV)) d’Hermogène. Le recueil a ensuite été augmenté d’un relevé de figures inhabituelles à partir des scolies de l’Iliade, où se glissent d’autres types de figures et des considérations annexes. Des gloses, d’inspiration chrétienne notamment, ont aussi été insérées en différents endroits de l’ensemble du texte. Cette édition comprend :I. 1) un rappel des opinions émises sur le texte ; 2) sa datation ; 3) un questionnement portant sur son unité ; 4) une étude des principales orientations théoriques dans le domaine des figures ; 5) un examen de la position théorique et pratique de l’auteur du recueil ; 6) l’étude de la tradition manuscrite du texte ; 7) une recherche portant sur les liens entretenus par le texte avec le corpus démosthénien et les Scolies de Démosthène ; 8) une explicitation des principes de l’édition ; 9) quelques observations sur les éditions antérieures ;II. 1) le texte établi et émendé, un apparat (leçons, témoins, sources) ; 2) une traduction en français ; 3) un commentaire continu. / The current thesis consists in the scholarly edition of a collection of anonymous proto-Byzantine stylistic devices, dated from the fifth and sixth centuries. It is entitled De figurisorationis (Rhetores Graeci, III, L. Spengel ed., Leipzig, Teubner, 1856, 110-160). Theirauthor, a Professor convinced of Hermogenes excellence, intended the inventory of theHermogenian devices for a student. These same devices can also be found in the Corpusrhetoricum (Corpus rhetoricum, M. Patillon ed., Paris, Les Belles Lettres, 2008-2014), bothin the treatise devoted to invention (De inuentione (C. rhet. III1)) by the Pseudo-Hermogenesand Hermogenes treatise dedicated to the stylistic categories of the discourse (De ideis (C.rhet. IV)). That collection was then expanded by a census of unusual devices found in theIliad scholia, to which were added some other kind of figures and additional observations.Gloses can also be found in various passages of the text, some of Christian inspiration.The current edition includes:I. 1) A reminder of various opinions on the text; 2) the dating of the text; 3) anexamination of its unity; 4) a study about the main theoretical orientations in the field ofstylistic devices; 5) an analysis of the theoretical and practical position of the author; 6) astudy of the manuscript tradition; 7) an investigation of the links between the text, theDemosthenean corpus and the Demosthenes Scholia; 8) an elucidation of the principlesguiding the current edition; 9) a few observations on prior editions;II. 1) The text established and reviewed, with footnotes (lectures, witnesses, sources); 2)a French translation; 3) a commentary.

Dans cette thèse, nous avons étudié un corpus de dix textes latins abordant des questions astronomiques telles que la forme de l’univers et de la Terre, la description des constellations ou le mouvement des astres et des planètes, à savoir les Aratea de Cicéron, le livre IX du De architectura de Vitruve, le De astronomia d’Hygin, les Astronomica de Manilius, les Arati phaenomena de Germanicus, le livre II de la Naturalis historia de Pline, une large portion du Timaeus a Calcidio translatus commentarioque instructus de Calcidius, les Aratea d’Aviénus, certains chapitres des Commentarii in Somnium Scipionis de Macrobe et, enfin, le livre VIII du De Nuptiis Mercurii et Philologiae de Martianus Capella. Cette recherche avait pour objectif d’une part de comprendre ce qu’était le savoir astronomique pour les auteurs de ces textes et d’autre part de voir quels étaient les moyens à leur disposition pour transmettre cette connaissance. Pour ce faire, nous avons jeté un regard double sur notre corpus : alors que notre plan a été essentiellement guidé par une enquête épistémologique abordant les grands thèmes de l’astronomie antique – autrement dit, le contenu –, notre analyse a été quant à elle davantage concentrée sur la forme, tant logique que rhétorique, de ces exposés. Nos analyses nous ont permis de mieux comprendre l’aspect didactique de toutes ces œuvres, aussi diverses soient-elles quant à leur genre, en repérant un certain nombre de procédés littéraires qui leur étaient communs, parmi lesquels nous trouvons la mise en scène de l’homme qui observe les phénomènes célestes, la mise en scène de l’homme qui raisonne et la mise en scène du ciel lui-même. / In our thesis, we study a corpus of ten Latin texts discussing astronomical topics such as the shape of the universe, the constellation descriptions and planet movements : the Aratea by Cicero, the ninth book of the De architectura by Vitruvius, the De astronomia by Hyginus, the Astronomica by Manilius, the Arati phaenomena by Germanicus, the second book of the Naturalis historia by Pliny, a large part of the Timaeus a Calcidio translatus commentarioque instructus by Calcidius, the Aratea by Avienus, some chapters of the Commentarii in Somnium Scipionis by Macrobius and, finally, the eighth book of the De Nuptiis Mercurii et Philologiae by Martianus Capella. The major aims of this research were first to understand what was astronomical knowledge for the authors of these texts and, secondly, to see what were the means at their disposal to convey that knowledge. To achieve this, we did a dual study of our corpus : as our plan was essentially guided by an epistemological inquiry addressing the major themes of ancient astronomy - in other words, content, our analysis was in turn more focused on the form, both logical rhetorical, of these presentations. Our analyses allowed us to better understand the didacticism or educational aspect of all these works, as diverse as they were, by identifying a number of common literary devices, among which we find the staging of the man observing celestial phenomena, the staging of the man who reasons and the staging of the sky itself.

Made available in DSpace on 2017-07-10T18:56:15Z (GMT). No. of bitstreams: 1 PATRICIA MARIA PILATTI.pdf: 4095463 bytes, checksum: 8fa8a4315be023021a273f595b3ce4ce (MD5) Previous issue date: 2011-11-23 / The present study aims at analysing, based on the Rhetorical theory, the rhetorical arguments used in printed advertisements, focusing the ones in which metaphorical phrases are used as an argumentative/persuasive strategy. The corpus of this research constitutes of advertisements which deal with the most preferred topics by the young audience, both masculine and feminine, taken from nationwide magazines of 2006. The theoretical framework that supports the corpus analysis consists of the Rhetorical theory proposed by Aristotle and Perelman, the advertising theories by Sant Anna, Gomes, Gade and Carrascoza, the theories of metaphor postulated by Richards, Ricoeur, Lakoff and Johnson, as well as the Semiotic theory by Barthes, Barros and Santaella. This study has the purpose of promoting a reflection on the usefulness of Rhetorics as a device of self-defense and acting, verifying that the argumentativity is found in the discursive activity, as well as the globalizing character of Rhetorics is found in printed advertisements. / O presente trabalho tem por objetivo analisar, com base na teoria Retórica, os mecanismos retóricos utilizados na publicidade impressa, atendo-se a anúncios em que as expressões metafóricas são usadas como estratégia argumentativa/persuasiva. O corpus da pesquisa constitui-se de anúncios publicitários de maior preferência entre o público jovem masculino e feminino, retirados de revistas de circulação nacional no ano de 2006. O referencial teórico que fundamenta e sustenta a análise do corpus apóia-se na teoria Retórica proposta por Aristóteles e Perelman, ancoradas nas teorias da publicidade de Sant Anna, Gomes, Gade e Carrascoza, juntamente com as teorias da metáfora postuladas por Ricoeur e Lakoff e Johnson, além de apoiar-se na teoria Semiótica de Barthes, Barros e Santaella. O estudo propõe levantar reflexões acerca da funcionalidade da retórica como um mecanismo de defesa e de atuação do sujeito, verificando que a argumentatividade está presente na atividade discursiva, assim como o caráter globalizante da retórica está presente nos anúncios da publicidade impressa.

This project provides rhetorical and sonic exploration of listening practices, musical song, crowded subject formations and multimodal composition pedagogy. Conceptually drawing from rhetorical studies, sound studies, queer and women of color (Q/WOC) feminisms, cultural studies, affect studies, and composition pedagogies, the project maintains commitments to multiply situated knowledge production. The project's sonic inquiries and cross-disciplinary interests offer scholarly interventions primarily aimed at improving rhetoric and composition studies analytical and affective responsiveness to sonority. Secondarily, the project is aimed at increasing sound studies rhetorical responsivity and attention to personified performance techniques. The project’s first chapter argues that disciplinary distancing between rhetorical, compositional and sonic arts can be lessened through the temporal principle of kairos. This chapter also overviews key methodological concepts, offers working definitions of key terms, and glosses the project's chapter progression. The second chapter is a multi-faceted literature review that surveys the ways listening is rhetorically emplaced and affectively confined within classical and contemporary discussions of Aristotelian epideixis. This chapter notes the limits of commonly accepted and received feminist rhetorical "recovery" projects that frequently place listening in service to logos; highlights the ways listening can act as a generative method of performative "respond-ability" through certain positions; and resonantly attunes listening to two audio-visual materials: timbral tonality and rhythmic temporality. Chapters three and four analytically train listening practices on two specific genres of musical sound: protest song and EDM-pop musical productions. The third chapter analyzes singer-songwriter-activist Nina Simone’s early 1960's protest song "Mississippi Goddam" while the fourth chapter focuses on contemporary singer-songwriter Sia's EDM-pop productions for "Chandelier." Treated as case studies, these songs and artists exemplify body-subject impressionability, political disaffection from historically dominant forms of whitened, hetero-patriarchal, liberalized ideology, and the performative possibilities of crossing and crowding subject-hood through persona crafting. Following these case studies, the project concludes by offering conceptual im/possibilities and pedagogical materials for rhetorically teaching composition as a sonic art. The fifth and final chapter conceptually intervenes in rhetoric and composition's pedagogical tendencies toward elevating and espousing notions of the minimally affected, individual, authorial, agentive rhetor/writer by developing a series of activities designed to give instructional supports for scaffolding student learning and composing specific to vocalic sound and the sorts of affects engendered in listening.

Au Congo Brazzaville s'est développé, depuis les Trois Glorieuses (13, 14 et 15 août 1963), un espace littéraire très créatif. La plupart de ses écrivains, et particulièrement les romanciers, sont (ont été) engagés, à des titres et à des niveaux divers, dans la vie politique effective de leur pays. Une approche sociocritique des romans congolais à partir des microlectures, dans une perspective intertextuelle, fait émerger la politique comme un moule structurateur de la plupart des fictions. L'analyse du contexte du roman congolais à thématique politique en révèle des particularités (1ère partie). Cette contextualisation permet de comprendre pourquoi le référent politique est si envahissant dans la fiction romanesque congolaise. La thématisation de la politique (2ème partie) comme sujet, motif ou topos permet une meilleure appréhension des univers imaginaires. La représentation des indépendances, des révolutions et de la vie sociale éclaire les complexes rapports entre le scribe et le prince. Les personnages des fictions se positionnent par rapport aux pouvoirs institués comme des révoltés, des révolutionnaires ou des collaborateurs. En général, ils dénoncent le vécu quotidien dans la dissidence et le refus du statu quo. Toute une rhétorique du politique ressort du traitement que les auteurs font de ce dernier (3èmepartie), et met en évidence une politique de l'écriture, à savoir des stratégies d'expression des univers politiques. Sont ainsi utilisés: le masquage par l'anthroponymie et la toponymie, le surgissement d'univers étranges (magique, merveilleux, carnavalesque, onirique, etc.) dans la trame narrative, ainsi que le recours à un langage crypté. Les postures pour dire le politique varient selon les écrivains. Qu'ils participent au pouvoir ou non, et du fait de leurs appartenance à la phratrie, tous se retrouvent en Congolie, contrée imaginaire libérée, et déclarent leurs « rêves du changement », ou leur aspirations à un mieux vivre ensemble, rendu de façon originale par Henri Djombo dans Lumières des temps perdus. Les fictions s'interrogent sur le politique, mais aussi et surtout sur l'acte d'écrire et sa finalité. Les textes posent ainsi une large problématique : la rencontre des champs politique et littéraire, la difficulté de l'écrivain à dire la politique en pays de dictature, ou le statut des valeurs. / In Congo Brazzaville, beginning from the Three Glorious 13th, 14th and 15th August 1963, there developed a very creative literary space. Most of its writers, especially as concerns the novelists, are (have been) committed, by titles and diverse levels, to the political life of their country. From a socio-critical perspective of Congolese novels using micro-lectures, from an intertextual perspective, brings out politics as a structuring mould for most fiction. An analysis of the context of the Congolese novel, with politics as a thematic concern reveals a number of particularities (Part 1). Putting things to context in this manner allows for understanding why the political referent permeates romanistic Congolese fiction. Thematizing politics (Part 2), as subject, motive or topos allows for a better understanding of imaginary universes. The representation of independences, of revolutions and of social life brings light to the complex relationships between the scribe and the prince. Characters in fictions position themselves in revolt to institutionalized powers, as revolutionaries or as collaborators. Generally, they denounce the day to day experience in dissidence and reject the status quo. An entire political rhetoric springs forth from the treatment which the authors give to the latter (Part 3) and establishes a writing policy, namely, strategies of political expression. Here employed are: masking by anthroponomy and toponymy, the cropping up of strange universes, (magic, the sublime, carnival, imaginary, etc) in the plot as well as making use of crypt language. Postures of political expression differ with writers. Whether they participate in power or not, and from the fact of their belonging to the phratry, all find themselves in Congolie, the imaginary liberated territory and declare their « Dream for Change » or their aspirations to a better communal life, rendered in an original manner by Henri Djombo in Lumières des temps perdus. The fictions dwell on politics, but also, and especially on the act of writing and its finality. In this wise, the texts pose a large statement of the problem: the meeting of political and literary spheres, the difficulty of the writer to express political issues in a dictator nation or the statutes of values.