Dissertationen: „Rhetorical research“

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Safnil und safnil@yahoo com. „Rhetorical Structure Analysis of the Indonesian Research Articles“. The Australian National University. Faculty of Arts, 2000. http://thesis.anu.edu.au./public/adt-ANU20020726.095142.

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This thesis discusses rhetorical features of Indonesian research articles (RAs) in three disciplinary areas: Economics, Education and Psychology. These were written by Indonesian speakers and published mainly in university-based scientific journals. The main focus of this thesis is on the examination of the patterns of communicative purposes or Moves and their subsequent elements or Steps of the introduction sections of these articles. The analyses include the examination of communicative purposes and persuasive values of the texts, linguistic resources used to materialise the communicative purposes and persuasions, and the cultural factors (ie. norms, beliefs and values) and scientific practices and academic writing conventions underlying the specific rhetorical features. ¶ This study found that the macro rhetorical structure of the Indonesian RAs (ie. the Introduction, Methods, Results and Discussion or IMRD pattern) is relatively similar to that of the English RAs except that, unlike in English RAs, the conclusion and suggestion section in the Indonesian RAs have a separate section. However, the communicative purposes and persuasions in the introduction sections in the two groups of the RAs (English and Indonesian) are relatively different. Differences are also found in the way that rhetorical works use the linguistic resources to materialise the communicative purposes and persuasions in the introduction sections of the two groups of RAs. Some of the rhetorical differences are because of the differences in the research practices and scientific writing conventions in Indonesian and in English speaking countries, while others are because of cultural differences reflected in the two languages. ¶ The pedagogical implication of this study is that the Indonesian RA genre needs to be explicitly taught to Indonesian students, particularly university students in order to give them more access to the content of Indonesian research, and to develop skills needed by Indonesian researchers and research writers. For this purpose, an appropriate approach needs to be developed; that is to teach the generic features of Indonesian RAs such as those in social sciences written in Bahasa Indonesia or Indonesian.

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MORAES, LUCIANA SALLES DE BRAGANCA. „METADISCOURSE IN RESEARCH ARTICLES: INTERCULTURAL, INTERDISCIPLINARY AND RHETORICAL VARIATION“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7260@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Este trabalho estuda o uso do metadiscurso em artigos pesquisa em diferentes culturas, áreas disciplinares e seções do artigo, tendo como objetivo investigar como esse recurso retórico varia em contextos lingüísticos e sócio-culturais diversos, contribui para a construção de sentido de textos escritos e reflete a construção de conhecimento em diferentes áreas disciplinares. A pesquisa adota como base teórica a abordagem sociointeracional de linguagem, a teoria da construção social do conhecimento e princípios da retórica contrastiva. O corpus utilizado compõe-se de 24 artigos científicos, divididos em duas línguas (português e inglês), duas áreas disciplinares (Ciências Biomédicas e Lingüística, Letras e Artes) e quatro seções (Introdução, Metodologia, Resultados e Discussão). O estudo da variação entre os textos escritos em inglês e português mostrou que há diferenças quanto ao uso de itens metadiscursivos que enfocam a micro ou a macroorganização do artigo de pesquisa. A variação interdisciplinar mostrou que o texto pode ser escrito de forma subjetiva ou objetiva, e que o conhecimento nas diferentes comunidades disciplinares pode ser construído com base em idéias ou fatos. Quanto às seções dos artigos, verificou-se que o uso do metadiscurso varia para alcançar objetivos retóricos diferenciados de acordo com a seção do artigo. Esta pesquisa reforça a possibilidade e necessidade de enfocar o metadiscurso e a linguagem sob uma ótica sociointeracional, confirmando que a escrita acadêmica é interativa e mostrando que a construção de sentidos de textos e a construção de conhecimento variam em diferentes culturas e comunidades disciplinares.
This research studies the use of metadiscourse in research articles in different cultures, disciplinary areas and article sections, aiming at investigating how this rhetorical device varies in different linguistic and socio- cultural contexts, contributes to the construction of meaning in written texts and reflects the construction of knowledge in different disciplinary areas. This work adopts as theoretical basis a sociointeractional approach to language, the theory of social construction of knowledge and principles of contrastive rhetoric. The research corpus is composed of 24 scientific articles, divided into two languages (Portuguese and English), two disciplinary areas (Biomedical Sciences and Linguistics, Letters and Arts), and four sections (Introduction, Methodology, Results and Discussion). The study of variation between texts written in English and Portuguese shows that there are differences in the use of metadiscourse items which can focus on micro or macroorganization of the scientific article. Interdisciplinary variation shows that scientific texts can be written either in a subjective or objective manner, and that knowledge construction in different disciplinary communities can be based either on ideas or facts. As to research article sections, this study shows that the use of metadiscourse varies according to writers´ intention to reach rhetorical objectives in each section. This research study reinforces both the possibility and necessity to focus on metadiscourse and language under a sociointeractional perspective, confirming that academic writing is interactive, and showing that the construction of meaning in texts and the construction of knowledge vary in different cultures and disciplinary communities.

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3

Tachino, Tosh. „Academic research and public policy rhetorical lessons from the Sophonow Inquiry /“. [Ames, Iowa : Iowa State University], 2008.

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4

Chang, Ping-Nan. „An exploration of rhetorical structure and interactional metadiscourse in architecture research articles“. Thesis, Queen's University Belfast, 2015. https://pure.qub.ac.uk/portal/en/theses/an-exploration-of-rhetorical-structure-and-interactional-metadiscourse-in-architecture-research-articles-edd-tesol(c76affdf-50b4-4d89-83c3-78847b4e700d).html.

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Research articles have long been the centre of EAP/ESP genre research. However, the majority of relevant studies focused on a section of research articles rather than the full text. Furthermore, while research articles in science and technology and social sciences have been extensively investigated, little applied linguistic research attention has been paid to the design filed, including architecture that this research is concerned about. In order to hope to contribute to the understanding of this important genre and to provide some information and implications for teaching ESP, I conducted this exploratory study by analysing fourteen research papers in The Journal of Architecture. Two aspects chosen for the analysis are move structure and interactional metadiscourse based on Swales (1990) and Hyland (2005) respectively. While the identification of relevant features relied on my judgment, the software of UAM Corpus Tool was applied to facilitate the process. To complement the textual analysis, I also consulted two architect lecturers about their discipline by means of an open-ended questionnaire. Some findings, such as the prevalence of nonepistemic introduction, the lack methods-related moves and the salience of engagement markers, seem to set these articles apart from those based on empirical research and to suggest their resemblance to those in arts and humanities.

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Maswana, Sayako. „A Cross-Disciplinary Genre Analysis of Research Articles: A Focus on Rhetorical Structures“. Kyoto University, 2015. http://hdl.handle.net/2433/199406.

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Kyoto University (京都大学)
0048
新制・課程博士
博士(人間・環境学)
甲第19082号
人博第735号
新制||人||176(附属図書館)
26||人博||735(吉田南総合図書館)
32033
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)教授田地野彰, 教授西山教行, 准教授中森誉之
学位規則第4条第1項該当

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6

Provencher, Joseph Zachary. „Is Scholarship Advancing?: An Analysis of Fifteen Years of Framing Research“. PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2705.

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In 2011, Porismita Borah published "Conceptual Issues in Framing Theory: A Systematic Examination of a Decade’s Literature" to shed light on the status of framing research, and attempt to answer several scholars' criticisms of framing research practices (Carragee and Roefs 2004, D'Angelo, 2002, Entman, 1993). Borah argues that framing research has several areas of necessary improvement, and her prescription is for future research to be able to examine specific framing issues or effects, but also be able to connect with broader understandings of framing. The following content analysis of framing research, conducted between the year 2000 and 2013, seeks to examine the current state of framing literature, and whether or not scholarship is advancing optimally. The hope is to examine partially if Borah's concerns remain relevant to current framing research. Additionally, the current study seeks to expand the questions asked of framing research in multiple ways. What follows is an account of framing, as a theory broadly. Borah's role in attempting to measure the state of framing research is explained, and then I show how research can be expanded in several areas to be more inclusive. Then, new avenues of inquiry will be opened, particularly in regard to power, and social relationships, to delve deeper into whether or not framing research can be improved in terms of accuracy and efficacy. Following those sections is an explanation of the way my research questions have been operationalized, an account of the methodology employed by this study, our findings, and a discussion of the data and it’s meaningful portions.

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Adams, Megan Elizabeth. „Through Their Lenses: Examining Community-Sponsored Digital Literacy Practices in Appalachia“. Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429194448.

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Ziegler, Lena M. „A Revisionist History of Loving Men: An Autoethnography and Community Research of Naming Sexual Abuse in Relationships“. Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1616688614469166.

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Steiner, Lindsay B. „The Available Means of Design: A Rhetorical Investigation of Professional Multimodal Composition“. Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1374244511.

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Ramsey, Shawn D. „Deliberative Rhetoric in the Twelfth Century: The Case for Eleanor of Aquitaine, Noblewomen, and the Ars Dictaminis“. Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1343298630.

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11

Wilken, Curtis B. „An examination of American reading textbooks, 1785-1819, as an expression of eighteenth-century rhetorical theory, and as a precursor to nineteenth-century writing instruction“. Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1259307.

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In this study I examine twenty-five reading textbooks published in America between 1785 and 1819 for their rhetorical theory, pedagogy, and approach to language in order to discover more about the origins of modern writing instruction. The reading textbooks were selected for popularity, needing to go through at least three editions. I also examine four early writing textbooks, all published 1816 and earlier, and compare them to the reading textbooks on the same points.My results show that the dominant rhetorical theorist before 1800 is James Burgh, and not Hugh Blair. After 1800, rhetorical theory in these textbooks is dominated by Blair and John Walker. An emphasis on grammatical correctness is inherent in both writing and speech instruction, meaning the public associated grammatical correctness with writing instruction even in the eighteenth century. Correctness went beyond grammar into vocabulary and pronunciation because language instruction was primarily a matter of imitating the upper class. The reading textbooks, designed for teaching speech, show no evidence of the transition to writing instruction that occurred in the nineteenth century. My examination of the writing textbooks shows that writing instruction developed separately from speech instruction because the elocutionary pedagogy dominant in these years could not be applied to writing instruction. The early writing textbooks have the same emphasis on grammatical correctness, and add inventional schemata that are wholly absent from the reading textbooks.
Department of English

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Wang, Tiffany R. „Devout Pedagogies: A Textual Analysis of Late Nineteenth Century Christian Women“. Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1498327741573647.

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13

Varpio, Lara. „Mapping the Genres of Healthcare Information Work: An Interdisciplinary Study of the Interactions Between Oral, Paper, and Electronic Forms of Communication“. Thesis, University of Waterloo, 2006. http://hdl.handle.net/10012/2818.

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Electronic Patient Records (EPRs) are becoming standard tools in healthcare, lauded for improving patient access and outcomes. However, the healthcare professionals who work with, around, and despite these technologies in their daily practices often regard EPRs as troublesome. In order to investigate how EPRs can prompt such opposing opinions, this project examines the EPR as a collection of communication genres set in complex contexts. In this project, I investigate an EPR as it was used on the Nephrology ward at a large, Canadian, urban, paediatric teaching hospital. In this setting, this study investigates EPR-use in relation to the following aspects of context: (a) the visual rhetoric of the EPR's user-interface design; (b) the varied social contexts in which the EPR was used, including a diversity of professional collaborators who had varying levels of professional experience; (c) the span of social actions involved in EPR use; and (d) the other genres used in coordination with the EPR.

This qualitative study was conducted in two simultaneous stages, over the course of 8 months. Stage one consisted of a visual rhetorical analysis of a set of genres (including the EPR) employed by participants during a specific work activity. Stage two involved an elaborated, qualitative case study consisting of non-participant observations and semi-structured interviews. Stage two used a constructivist grounded theory methodology. A combination of theoretical perspectives -- Visual Rhetoric, Rhetorical Genre Studies, Activity Theory, and Actor-Network Theory -- supported the analysis of study data. This research reveals that participants routinely transformed EPR-based information into paper documents when the EPR's visual designs did not support the professional goals and activities of the participants.

Results indicate that healthcare professionals work around EPR-based patient information when that genre's visual organization is incompatible with professional activities. This study suggests that visual rhetorical analysis, complemented with observation and interview data, can provide useful insights into a genre's social actions. This research also examines the effects of such EPR-to-paper genre transformations. Although at one level of analysis, the EPR-to-paper-genre transformation may be considered inefficient for participants and so should be automated, at another level of analysis, the same transformation activity can be seen as beneficially supporting the detailed reviewing of patient information by healthcare professionals.

To account for this function in the transformation dysfunction, my research suggests that many contextual factors need to be considered during data analysis in order to construct a sufficiently nuanced understanding of a genre's social actions. To accomplish such an analysis, I develop a five-step approach to data analysis called 'context mapping. ' Context mapping examines genres in relation to the varied social contexts in which they are used, the span of social actions in which they are involved, and a range of genres with which they are coordinated. To conduct this analysis, context mapping relies heavily on theories of "genre ecologies" (Spinuzzi, 2003a, 2003b; Spinuzzi, Hart-Davidson & Zachry, 2004; Spinuzzi & Zachry, 2000) and "Knotworking" (Engestrom, Engestrom & Vahaaho, 1999). Context mapping's first three steps compile study data into results that accommodate a wide range of contextual analysis considerations. These three steps involve the use of a composite scenario of observation data, genre ecologies and the description of a starting point for analysis. The final two steps of this approach analyse results using the theory of Knotworking and investigate some of the implications of the patterns of genre use on the ward.

Through context mapping analysis, this study demonstrates that EPR-based innovations created by a study participant could result in the generation of other improvisations, in a range of genres, by the original participant and/or by other collaborators. These genre modifications had ramifications across multiple social contexts and involved a wide range of genres and associated social actions. Context mapping analysis demonstrates how the effects of participant-made EPR-based variations can be considered as having both beneficial and detrimental effects in the research site depending on the social perspective adopted. Contributions from this work are directed towards the fields of Rhetorical Genre Studies, Activity Theory research, and Health Informatics research, as well as to the research site itself. This study demonstrates that context mapping can support text-in-context style research in complex settings as a means for evaluating the effects of genre uses.

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Trotter, Stormy P. „Countering the Misconceptions of Media Portrayal Using Creative Expression: An Examination of Veterans With PTSD and the Complexity of Identity Gaps“. Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491262570887116.

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15

May, Phillip W. "Cactus" IV. „Between the Lines: Writing Ethics Pedagogy“. Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1521624213838432.

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16

Hillyard, Lisa Wittenberg. „A dialect study of Oregon NORMs“. PDXScholar, 2004. https://pdxscholar.library.pdx.edu/open_access_etds/3628.

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The pioneers and settlers of the Oregon Territory were not of one ilk. They came from various places and brought their separate speech patterns with them. This study sought to identify which major North American English dialect was present in the first half of the 20th century in Oregon. Analysis relied on the descriptions for the Southern, Northern, Midlands, and Western dialects. Some dialect features have acoustic measurements attached to their descriptions, and others do not. The analytical process was based on acoustic measurements for vowel classes and individual tokens, as well as global observations about the place of a particular class means within the larger vowel system. Findings indicate weak presence of Southern and Western speech patterns. The Northern and Midlands dialects were present, but they were not advanced. No single dialect predominated. Part of the process attempted to find a dialect diagnosis to help determine a one-step indicator as to which dialect may be present. Observations implied that the front/back relation of /e/ and /o/ is a reliable dialect indicator.

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Han, Min Wha. „Rhetoricity of History and Narrativity of Life: A Life History Approach to the First-Generation Koreans in Japan“. Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1238100975.

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18

Färlin, Johanna. „Postmodern retorik? : Om postmodernitetens roll i det svenska retorikämnets utveckling 1980–2020“. Thesis, Uppsala universitet, Avdelningen för retorik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447317.

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Having been introduced in Sweden in the 1980’s, one would perhaps have thought postmodern philosophy to be a thing of the past. As it turns out, the debate on postmodernism is still very much alive. But the term ‘postmodernism’ in 2021 is complex and sometimes misunderstood. In public discourse, the term has moved beyond its status as a continental philosophy or as a denomination for certain historical conditions of the late twentieth century. Today, it appears, people use ‘postmodernism’ as an invective for relativism, post-truth and ‘empty words’. Two books, published in 2020, even warn the Swedish people for a postmodern invasion of both the academics and Swedish government. The humanities, apparently, are especially corrupted by postmodern thinking. Is this true? As a rhetorician, I ask myself to what extent postmodern theory has had an influence on Swedish rhetoric in the 40 years since the discipline was re-established within higher education. This essay examines course syllabuses, teaching material, Swedish articles in the periodical Rhetorica Scandinavica, doctoral theses, and the complete works published by Sweden’s eight professors of rhetoric. Early on, I found that there was very little information available about the development of Swedish rhetoric –even less about a postmodern rhetoric in a Swedish context. Thus, this essay is to be looked at as both a history of Swedish postmodern rhetoric – the first of its kind – and as an examination of the occurrence of postmodern theory within Swedish rhetoric. I find that postmodernism has not, as opposed to the critics’ claims, played a key role in the development of Swedish rhetoric. Its presence has, however, significantly increased within the field of rhetoric since 2010, and I discuss why that might be. Further, I discuss what can be said to define the Swedish postmodern rhetoric, and what the future might hold for this specific branch of rhetorical studies and research.

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Adams, Peter James. „A Rhetoric of mysticism“. Thesis, University of Auckland, 1991. http://hdl.handle.net/2292/2021.

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Research into mystical experience has to date relied primarily on retrospective self reports of mystical states. Analysis of such reports assumes a direct correspondence between their content and the content of the experiences. But experiencers themselves often express dissatisfaction with the capacity of language to convey these states, and the language they do choose to use is typically vague and ambiguous. The current dissertation argues that vagueness is not an accidental nor an unfortunate feature of mystical communications. Because of difficulties in direct expression, mystical communicators rely on the active and imaginative participation of the listener/reader to complete the expression. A theory of provocative gaps is developed to explain how this operates. A "gap" is conceived of as an open receptacle in linguistic space. It provides a site within a discourse upon which receptive listeners/readers can insert content from their own experience. Gaps can be created by blatant omissions of content, but in written descriptions are more likely to occur in indirect forms by exploiting subtleties in grammar and meaning. A simple diagrammatic system is developed for explaining the gap-provoking potential of several major rhetorical strategies. Three studies were designed to explore whether and at what frequency written testimonials of mystical experience exploit a selection of 31 of these gap-provoking strategies: the first study exposed their high frequency in extracts by well-known published mystics; the second indicated similarly high frequencies for the average person's description; and the third found significantly higher rates in mystical testimonials than in descriptions by the same participants of dream or travel experiences. A similar use of vagueness can be found in the language of hypnotic trance induction, and as an adjunct to the second study, the hypnotic susceptibility of 81 subjects was assessed and results indicated that subjects with mystical inclinations were more susceptible to hypnosis than those without. The general support of the studies for a theory of provocative gaps suggests that the notion of intentional vagueness could have useful application in the study of other types of communication, including: the media, art criticism, teaching, psychotherapy and academic discourse.
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Johanek, Cynthia L. „A contextualist research paradigm for rhetoric and composition“. Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115713.

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The unresolved nineteenth-century debate--"is rhetoric an art or a science?"--hashindered our attempt to establish an inclusive research paradigm for rhetoric and composition. The newly dominant paradigm is quickly narrowing to prefer the qualitative designs that suit our literary ideals, relieve our math and statistics anxiety, and fulfill political ideologies. Such qualitative work has given us great insight into the mind of the researcher, a stronger voice to the individual, and a powerful tool for groups traditionally oppressed by our field.At the same time, however, our field needs quantitative research that examines the scope of certain issues or that tests the effectiveness of solutions to problems, and we should remain prepared to understand such research from other fields. But the quantitative/qualitative division in composition cannot be healed through "methodological pluralism" or by examining the epistemologies governing those methodological choices.A Contextualist Theory of Epistemic Justification (Annis, 1978) provides a new lens through which we may recontextualize the competing epistemologies our field has outlined, providing a new decision-making framework through which we may appreciate the intersection of research issues (issue/question, purpose, method, and publication) and rhetorical issues (writer, audience, and subject) that form the varied contexts for our work: contexts highlighted in a matrix of questions representing a Contextualist Research Paradigm for Rhetoric and Composition.To illustrate such a paradigm, Eileen Oliver's (1995) "The Writing Quality of Seventh, Ninth, and Eleventh Graders, and College Freshmen: Does Rhetorical Specification in Writing Prompts Make a Difference?" is reprinted with an interview with Oliver, in which she detailed the context for her study. To further demonstrate a Contextualist Paradigm at work, my own study--"Red Ink / Blue Ink: Does it Really Make a Difference?"--responds to the largely untested anecdotal evidence that discourages writing teachers' use of red pens.A Contextualist Research Paradigm is necessary for composition to heal the artificial divisions between qualitative and quantitative research, to direct our attention fully to context rather than politics, form, and numbers, and to conduct not only the research we like, but also the research we and our students need.
Department of English

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Siebert, Bradley Gene. „Freshman rhetorics: Composition studies research and theory into practice“. Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185142.

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In this study, the author analyzes a sample of eleven freshman rhetorics to trace influences of the recent scholarship that has marked the emergence of composition studies as a scholarly discipline. The author classifies the textbooks according to the divisions of Berlin's taxonomy of the rhetorical epistemologies and the rhetorical schools that have influenced composition studies. The interactions of each textbook's treatment of invention and of each one's description or implicit working model of composing as a process are analyzed to support the classifications and to discuss how different concepts of invention and composition orient students toward the nature of knowledge. Although conclusions in this study should be limited to the sample, the author found significant innovation in most of the textbooks. While two current-traditional rhetorics were among those studied and traditional features play significant roles in several others, most of the texts are informed primarily by recent research and theory. The author found only one of the textbooks to be strictly traditional; the other traditional textbook includes small adaptations of recent scholarship. The innovative textbooks are distinguished by some degree of primary focus on invention, either the discovery of latent knowledge or the making of new knowledge through composing processes. All also develop one or another of the models of the general composing process, although most emphasize the recursive model. The two traditional textbooks exhibit the expected objective epistemology. Of the others, one develops a subjective epistemology (and represents the expressive school of rhetoric) and eight develop transactional epistemologies (one of these is of the classical school, four are cognitivist, and three are epistemic). The author also found interaction between rhetorical schools in most of the textbooks, which indicates that authors are not responding only to current-traditional rhetoric but also to the other rhetorical schools developing in the discipline, indicating further that composition studies is developing as a discourse community.

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Jackson, Tanisha M. „Defining Us: A Critical Look at the Images of Black Women in Visual Culture and Their Narrative Responses to these Images“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281378634.

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23

Bradshaw, Jonathan L. „Rhetorics of Remaining: The Production and Circulation of Cultural Rhetorics in Appalachian Civic Organizations“. Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1464681132.

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Copeland, Adam John. „Crowdfunding for a Cause| Rhetorically Oriented Action Research with Christian Organizations“. Thesis, North Dakota State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10978520.

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When it comes to fundraising, many congregations and faith-related organizations struggle to keep up in the competitive charitable giving landscape. In recent years, online crowdfunding platforms (e.g. Kickstarter, GoFundMe, Indiegogo) have grown to a multi-billion-dollar industry, supporting fundraisers for diverse causes both charitable and for-profit. Does crowdfunding offer faith-related organizations potentially valuable opportunities for fundraising? If so, how should faith-related non-profit organizations best ask for money online?

To engage these questions, I employed a participatory action research framework to accompany, coach, and learn with organizations launching crowdfunding campaigns. This partnership resulted in meaningful engagement with nine would-be crowdfunders. Three of these organizations eventually launched crowdfunding campaigns. Though none reached their goal, crowdfunders secured over $36,000 for their organizations’ aims. Significantly, all campaigners reported positive mission-related benefits in addition to funds raised. I analyzed data using a cross-case replication study design with three individual case write-ups. Additionally, I rhetorically examined the crowdfunding pages themselves seeking to understand how crowdfunders engaged the multimodal possibilities of the genre. Theories engaged include multimodal rhetoric, audience awareness, genre theory, and Christian giving rhetoric.

This project found that crowdfunding pages serve as a place for compact, powerful invitations to give. Yet, in their digital design template and scope of projects, crowdfunding methods also limit fundraisers’ rhetorical choices. Existing scholarship from multiple fields has sought to discover factors related to crowdfunding success and failure. What has not been considered sufficiently, however, is the process potential crowdfunders go through as they discern whether to launch a campaign, how they imagine the audience of a possible campaign, and how the rhetoric of the resulting crowdfunding pages may be shaped by the expectations of the genre. My study identified new terminology to describe rhetorical phenomena of the campaigns including hidden friction, the audience paradox, discrepant rhetoric, as well as visual aids such as an explanatory action matrix. The action research methodology of the study brings the work of crowdfunders, previously behind the scenes, to the forefront. Ultimately, it shows that while the aims of the crowdfunders may be multiple, and even in conflict, crowdfunders can reap rewards beyond money alone.

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Copeland, Adam J. „Crowdfunding for a Cause: Rhetorically Oriented Action Research with Christian Organizations“. Diss., North Dakota State University, 2018. https://hdl.handle.net/10365/28783.

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When it comes to fundraising, many congregations and faith-related organizations struggle to keep up in the competitive charitable giving landscape. In recent years, online crowdfunding platforms (e.g. Kickstarter, GoFundMe, Indiegogo) have grown to a multi-billion-dollar industry, supporting fundraisers for diverse causes both charitable and for-profit. Does crowdfunding offer faith-related organizations potentially valuable opportunities for fundraising? If so, how should faith-related non-profit organizations best ask for money online? To engage these questions, I employed a participatory action research framework to accompany, coach, and learn with organizations launching crowdfunding campaigns. This partnership resulted in meaningful engagement with nine would-be crowdfunders. Three of these organizations eventually launched crowdfunding campaigns. Though none reached their goal, crowdfunders secured over $36,000 for their organizations? aims. Significantly, all campaigners reported positive mission-related benefits in addition to funds raised. I analyzed data using a cross-case replication study design with three individual case write-ups. Additionally, I rhetorically examined the crowdfunding pages themselves seeking to understand how crowdfunders engaged the multimodal possibilities of the genre. Theories engaged include multimodal rhetoric, audience awareness, genre theory, and Christian giving rhetoric. This project found that crowdfunding pages serve as a place for compact, powerful invitations to give. Yet, in their digital design template and scope of projects, crowdfunding methods also limit fundraisers? rhetorical choices. Existing scholarship from multiple fields has sought to discover factors related to crowdfunding success and failure. What has not been considered sufficiently, however, is the process potential crowdfunders go through as they discern whether to launch a campaign, how they imagine the audience of a possible campaign, and how the rhetoric of the resulting crowdfunding pages may be shaped by the expectations of the genre. My study identified new terminology to describe rhetorical phenomena of the campaigns including hidden friction, the audience paradox, discrepant rhetoric, as well as visual aids such as an explanatory action matrix. The action research methodology of the study brings the work of crowdfunders, previously behind the scenes, to the forefront. Ultimately, it shows that while the aims of the crowdfunders may be multiple, and even in conflict, crowdfunders can reap rewards beyond money alone.

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Hudson, Stanton. „The rhetoric of the uninsured claimsmaking in public policy research /“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5639.

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Thesis (M.A.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 3, 2008) Includes bibliographical references.

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Park, Seung Yub. „The research of narrative preaching in Old Testament narrative“. Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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Dabars, William B. „Disciplinarity and interdisciplinarity rhetoric and context in the American research university /“. Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1680035121&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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McNely, Brian Jeremy. „Un/commonplaces redirecting research and curricula in rhetoric and writing studies /“. To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Curfs, Garrit Thomas. „Experiment as rhetoric in the cold fusion controversy“. Thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-03142009-040600/.

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Jeter, Andrew L. „High school peer tutor alumni research project“. Thesis, Indiana University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10242959.

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This study examines the perceived intellectual and dispositional takeaways for high school alumni who had been peer tutors in their secondary context. The research question which drove this study was, “What abilities, values, and skills do tutors develop from their experience as peer tutors and how, if at all, have they used those abilities, values, and skills in their lives beyond high school?” The findings come from the completed surveys of 63 high school tutor alumni who all tutored at a large, public suburban high school with a diverse population, and who represent a cross-section of the school’s population. The survey was adapted from one made available by the Peer Writing Tutor Alumni Research Project (PWTARP), a national project which seeks to better understand the developmental process of students who engage in the work of peer tutoring during their undergraduate university experience. I collected this data between 2010 and 2013 in my role as the program coordinator and although I knew these tutors very well, their responses were anonymous. Participants named 25 skills, abilities, and values they developed. Participants also indicated, through the survey’s four Likert-scale questions, that they found their tutor experiences were important or influential to their development after high school. This study used the grounded theory method of initial and focused coding for analysis of the data generated by the survey’s open-ended responses. These responses generated 180 pages of text. During the analysis 132 initial codes were applied to 2,231 excerpts from the survey responses. The 132 initial codes were grouped into 34 focused codes. These focused codes were further consolidated into 11 categories that describe the learned skills, innate abilities, and developed values of respondents. These analytic categories are descriptive in nature and constitute the major findings of this study. These categories include writing, reading, collaboration, adaptability, patience, perseverance, confidence, maturity, leadership, bravery, and joie de vivre.

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Kim, Tanyoung. „Coded visualization: the rhetoric and aesthetics of data-based cultural interface“. Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/47648.

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Visualization enables new forms of social expression beyond the support of scientific data analysis. Focusing on the expanded roles of computational visualization, I investigate the influences of computation on the aesthetics and the rhetoric of visualization through design research methods. My design research includes 1) the construction of knowledge by synthesizing literature from digital media studies, visual rhetoric, information visualization, graphic design history, and HCI and 2) research through practices and consequent critiques. Coded visualization is a new term that I coined to integrate the rhetoric and aesthetics of data visualization. I define it as a data-based interface whose visual form is an aesthetic space where messages are coded and interpreted with cultural references. I also suggest the design criteria of coded visualization, apply them to a design project, and critique how the current design of the project can be improved to fully exemplify the concept of coded visualization. This study on the rhetoric and aesthetics of visualization through design research contributes to digital media studies, design research, as well as information visualization.

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Liu, Xingua. „Contrastive rhetoric research of English and Chinese : an expanded and ecological approach“. Thesis, University of Reading, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707161.

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Rynearson, Anne. „Theories of Charter School Action: The Realities Behind the Rhetoric“. Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/666.

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By elucidating the distinct values of charter school advocates, this thesis will draw out unspoken assumptions about the nature of how charter schools function in America’s public school arena. Laying out the framework of three theories of charter school action will enable discussions on charter school policy to start from a shared point of understanding.

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Gott, Trisha. „Analysis of discourse and rhetoric in performance measures for research institutions in Kansas“. Diss., Kansas State University, 2016. http://hdl.handle.net/2097/34469.

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Doctor of Education
Department of Educational Leadership
Kakali Bhattacharya
David C. Thompson
Mary H. Tolar
This qualitative discourse analysis examines discourse related to performance-based measures such as, state of the state speeches, policy documents, reports, and other discourse to explore the purpose(s) higher education has in Kansas, as manifested in discourse from 1997 to 2015. The research explores discourse produced by elected and appointed state level officials’ related to higher education policy, purpose, and governance, with a specific focus on performance-based measures in Kansas. The purpose of this research was to understand more fully how discourse shapes and reflects understanding of the role and purpose of higher education in the state of Kansas. This study explored the power of discourse to shape a narrative in a state and influence policy and governance. Using discourse analysis as the methodological framework, this qualitative study included analysis of policy documents, speeches, reports, budgets, and other discourse related to performance-measures in Kansas. Discourse analysis, informed by political and critical discourse analysis were the primary approach to this research. Using a multiperspective approach to data analysis and coding, data was examined for themes of power, social, economic, and political influences. The study has implications for higher education policy and for policymakers, administrators, and other actors in higher education in Kansas.

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Taylor, Aimee N. „Fat Cyborgs: Body Positive Activism, Shifting Rhetorics and Identity Politics in the Fatosphere“. Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1479311506093833.

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Conway, April Rayana. „Practitioners of Earth: The Literacy Practices and Civic Rhetorics of Grassroots Cartographers and Writing Instructors“. Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1459792763.

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Raphael, Mary Louise Longman 1949. „Keeping score: Restructuring rhetoric used in Fortune 500 companies and public Research I universities“. Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282709.

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Researchers have discussed the problems of restructuring, the methods used to measure restructuring success, the effectiveness of restructuring efforts, and prescriptions for successful restructuring among specific types of organizations (for-profit and public non-profit). While some have suggested that different challenges face for-profit sector and public non-profit sector restructuring efforts, few have compared the restructuring processes in both sectors based on the statements made by organizational representatives. This research studies both the language of restructuring as used by university and corporate leaders and the actual results of the restructuring plans presented through the theoretical frameworks of isomorphism and resource dependency. The documents collected from each organization were limited to those prepared for public consumption and reflected the language used by top management or administrators. An approach, using multiple case studies, was employed to organize and focus the data collected. The use of individual cases provided the opportunity to examine specific restructuring strategies, language, and results used by different organizations functioning in different economic sectors. The language analysis looked for the expression of different or similar organizational values expressed during the course of restructuring. The organizations studied all underwent recent restructuring efforts, and included two Research I universities and three Fortune 500 businesses. This research indicated that the public rhetoric of restructuring may not reflect the actual activities of restructuring taking place within an organization. Even though the business literature and many businesses themselves have extolled the benefits of a more collaborative management style since the early 1980's, and legislatures have encouraged public universities to be more business-like since the early 1990's, and though much of the rhetoric reflected these pressures, the actual management processes showed very little change in either group. A movement toward one another in management style was not found in these organizations. All five organizations structured rhetoric to satisfy their constituents, all five organizations maintained their traditional management and decision making styles, and, at the end of the restructuring period, all five organizations were still trying to find ways to improve their organizational outcomes.

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Jones, Beverley. „The rhetoric of research in social science : a post-structuralist consideration of world views“. Thesis, Keele University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368976.

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Patrick, James Earle. „The prophetic structure of 1-2 Samuel“. Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:309e6831-242b-40c9-9271-360dd4bec2d0.

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The book of 1-2 Samuel, originally one scroll, is an episodic narrative recounting how the ancient Israelite monarchy was established around 1000 BC by the prophet Samuel and the kings Saul and David. For well over a century historical critics have sought to discern the process of its composition, proposing various conclusions with little consensus. Presently it is generally believed that several blocks of traditional material on common themes (e.g. the History of David's Rise) were brought together in the later pre-exilic period as part of the so-called Deuteronomistic History. This thesis chooses to begin with the present limits of 1-2 Samuel (without including, for example, 1Kgs 1-2), and undertakes to apply rhetorical analysis to all fifty-five chapters, episode by episode, each in its final-form position. The particular structural technique that has been discerned throughout this book is inverted parallelism with an unparalleled centre, here termed 'concentrism'. The unique contributions of this thesis are firstly a careful methodology for concentrism in Hebrew narrative, based on Hebrew poetic and oral composition and proposing specific criteria for identifying and verifying such structures. Secondly, the thesis attempts to account for the current position of every episode in the book, discerning how each contributes to the larger work as regards literary structure and rhetorical message. The resulting arrangement demonstrates an overall unity of technique and authorial perspective, focused on the themes of prophecy (hence the thesis title), deliverance from military attack, religious devotion and dynastic succession. The centre of this thesis therefore provides a detailed description of the discovered structure, one chapter for each of the book's two primary segments (1Sam 1 - 2Sam 6; 2Sam 7-24). A lengthy preceding chapter addresses various theoretical issues often raised relating to such concentric patterns (often inadequately labelled 'chiasmus'/'chiastic'). A summary chapter likewise follows the central chapters, revisiting themes of the methodology and drawing conclusions together. An initial chapter outlines past and present compositional theories, and a concluding chapter suggests further avenues of future research.

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Walters, Emily. „A Culture for Encouraging Shared Knowledge: The Current State of Undergraduate Research in the Humanities across the Nation and at Virginia Tech“. Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/83816.

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Over the last two decades, higher education administrations have seen the importance of undergraduate students having been exposed to research be increasingly emphasized. Higher education institutions have taken strides to incorporate research into the undergraduate curricula, with the natural sciences fields being the most successful and efficient at implementing these changes. This project aimed to survey the national undergraduate research landscape when it came to humanities fields to see what steps academic humanities researchers, faculty, and administrators are taking, or need to be taking, to encourage more humanities undergraduates to become involved with research. Additionally, this project provides a brief case study of the undergraduate research opportunities available to humanities students at Virginia Tech.
Master of Arts

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Phelps-Hillen, Johanna. „Institutional Review Boards and Writing Studies Research: A Justice-Oriented Study“. Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6742.

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In this multi-method dissertation project I conduct policy analysis and utilize results from a discipline-wide survey (n=258) to examine the intersection of Writing Studies researchers’ disciplinary affiliation, research context, and personal disposition in relation to the local implementation of federal policy regarding human subjects research. I elaborate on the context of this project, discussing the September 2015 release of the Notice of Proposed Rulemaking (NPRM) to revise and update the Common Rule, 45.CFR Part 46, and the Conference on College Composition and Communication’s formal comment in response to the proposed rule’s provisions. I discuss the process of designing and implementing the survey used to establish a disciplinary representation of Writing Studies researchers’ perceptions of, and experiences with, IRBs. The results of this survey (Chapter 4) indicate how Writing Studies researchers presently interface with the process of local policy implementation. In Chapter 5, data from the survey are set against the Final Rule (released January 19, 2017) to provide a new taxonomy for Writing Studies researchers regarding how to interface with IRBs. Finally, the major theoretical contribution is articulated in Chapter Six: a call for human subjects researchers in Writing Studies to consider IRBs as justice-oriented, rather than positivist, in design and purpose. I argue increasingly reciprocal relationships between IRBs and Writing Studies researchers will help ensure Writing Studies research is not overly influenced by IRB review, nor that Writing Studies researchers are unwilling or unable to interface with IRBs to build more ethical and robust research agendas.

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Carvalho, EdnÃsia Pinto de. „hedges in research articles: a contrative studie based in corpora“. Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=6779.

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FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico
This thesis investigates, from a rhetoric-contrastive perspective, the uses and functions of rhetoric mitigation metadiscursive marks (here hedging devices) in research articles produced by Brazilian and German authors and understood as specialized texts (HOFFMANN, 1998), inserted in the expert-expert communicative context (PEARSON, 1998). To achieve this goal, the present study aims at answering the following questions: (a) how often are hedging strategies employed in the introduction and conclusion sections? (b) what is the relationship between the number of hedges in each subcorpus and the rhetorical characteristics of each analyzed section? (c) how often do the lexico-grammatical items performing the role of hedges appear in each subcorpus? The starting point for the investigation was the assumption that texts belonging to the same genre but written in different languages present striking rhetorical distinctions. Such differences in academic writing can be described by the use of hedges as discourse-pragmatic elements which characterize the "modus dicendi" of a given knowledge area; in the present case, Medicine. A corpus of 120 research articles from national and international medical journals was built, including texts written in German and Portuguese; the articles were collected from the CAPES periodics website. This corpus consists of 60 Medicine articles written in Portuguese and 60 articles written in German, divided into two subcorpora, namely, Corpus 1: Medicine-German and Corpus 2 : Medicine-Portuguese. The former is made of two subcorpora, (i) German Medicine Introduction (MAI) and (ii) German Medicine Discussion (MAD); the latter is also subdivided into two parts, (i) Portuguese Medicine Introduction (MPI) and (ii) Portuguese Medicine Discussion (MPD). The data were analyzed and processed in accordance with the Corpus Linguistics methodological principles, in an instrumental application of its methods. The data were treated with the help of a linguistic analysis software called WordSmith Tools (SCOTT, 1997), version 3.0, especially the Wordlist and Concord tools. In order to investigate and analyze the uses and functions of the hedges, from the Interactional Metadiscourse (HYLAND, 2005) and Intercultural Rhetoric (CONNOR, 2008) perspectives, given the corpora collected, we have proposed a classification model, in accordance with the taxonomies proposed by Hyland (2005), Cabrera (2004) and MartÃn-MartÃn (2008). The results of the analysis have pointed to the occurrence of a largest number of hedges, in both languages, in the discussion section of the articles, followed by the introduction section. Both present a high number of occurrences of indetermination devices (epistemic expressions, such as modal verbs, lexical verbs, semi-auxiliary verbs, and modal adjectives / adverbs) and disagentivization (impersonal expressions, passive voice).We can therefore conclude that the authors of the Medicine research articles, both those in Portuguese and in German, employ the same amount of hedges in order to achieve the communicative purposes of the research paper genre, given the position the authors occupy in the academic community and the interpersonal relationship they wish to establish with the audience. This research contributes to minimize the gap in the studies on hedging under a contrastive perspective, based on corpora of scholarly texts in Portuguese and German in the Medicine area.
Esta tese investiga sob uma perspectiva retÃrico-contrastiva, os usos e as funÃÃes das marcas metadiscursivas de atenuaÃÃo retÃrica (hedges), em artigos de pesquisa, considerados, aqui, textos especializados (HOFFMANN, 1998), pertencentes ao contexto comunicativo: especialista-especialista (PEARSON, 1998), produzidos por autores (as) brasileiros (as) e alemÃes (as). Para cumprir tal objetivo, a pesquisa intenciona responder aos seguintes questionamentos: (a) qual a freqÃÃncia das estratÃgias de atenuaÃÃo retÃrica utilizadas nas seÃÃes introduÃÃo e conclusÃo? (b) qual a relaÃÃo existente entre o nÃmero de marcas metadiscursivas de atenuaÃÃo retÃrica em cada subcorpus e as caracterÃsticas retÃricas de cada seÃÃo em anÃlise? (c) qual a freqÃÃncia dos itens lÃxico-gramaticais que realizam as marcas metadiscursivas de atenuaÃÃo retÃrica em cada subcorpus. Para tanto, parte-se do pressuposto de que textos pertencentes a um mesmo gÃnero discursivo, porÃm escritos em lÃnguas distintas apresentam diferenÃas retÃricas marcantes. Tais diferenÃas no discurso acadÃmico escrito podem ser descritas pelo uso das marcas de atenuaÃÃo retÃrica como elemento discursivo-pragmÃtico caracterizador de um âmodus dicendiâ de uma determinada Ãrea do conhecimento, no caso, a Medicina. Para a investigaÃÃo dessas marcas de atenuaÃÃo, selecionamos um corpus composto por 120 artigos de pesquisa em Medicina de periÃdicos nacionais e internacionais, coletados, no site de periÃdicos da CAPES, escritos em lÃngua alemÃ e em lÃngua portuguesa. O referido corpus de estudo compÃe-se de: 60 artigos em Medicina escritos em portuguÃs e 60 artigos escritos em lÃngua alemÃ, divididos em dois subcorpora, a saber, Corpus 1- Medicina AlemÃo, composto por dois subcorpora: (i) Medicina AlemÃo IntroduÃÃo (MAI) e (ii) Medicina-AlemÃo DiscussÃo (MAD) , Corpus 2- Medicina PortuguÃs, com dois subcorpora: (i) Medicina PortuguÃs IntroduÃÃo (MPI) e (ii) Medicina PortuguÃs DiscussÃo (MPD). Na anÃlise e tratamento dos dados, utilizamos os princÃpios metodolÃgicos da LingÃÃstica de Corpus, aplicando seu carÃter instrumental. Para avaliar os dados dessa pesquisa, utilizamos o programa computacional de anÃlise lingÃÃstica, WordSmith Tools (SCOTT, 1997), versÃo 3.0, as ferramentas Wordlist e o Concord. Para investigar e analisar os usos e as funÃÃes das marcas metadiscursivas de atenuaÃÃo, sob uma perspectiva do Metadiscurso Interacional (HYLAND, 2005) e da RetÃrica Intercultural (CONNOR, 2008), tendo em vista os corpora em anÃlise, propomos um modelo classificatÃrio, em conformidade com as taxonomias propostas por Hyland (2005), Cabrera (2004) e MartÃn-MartÃn (2008). Conforme os resultados, a seÃÃo de discussÃo concentra o maior nÃmero de ocorrÃncias das marcas de atenuaÃÃo retÃrica nas duas lÃnguas, seguida da seÃÃo de introduÃÃo. Ambas apresentam um elevado nÃmero de ocorrÃncias das estratÃgias de indeterminaÃÃo (as expressÃes epistÃmicas, como verbos modais, lexicais, semi-auxiliares) e os adjetivos/advÃrbios modais,) e desagentivaÃÃo (as expressÃes impessoais, voz passiva). A partir desses resultados, conclui-se que os autores tanto em portuguÃs como em alemÃo nos artigos de pesquisa na Medicina fazem uso na mesma proporÃÃo de estratÃgias de atenuaÃÃo para atender aos propÃsitos comunicativos do gÃnero textual-artigo de pesquisa, como tambÃm pela posiÃÃo que ocupam na comunidade acadÃmica e pela relaÃÃo interpessoal que desejam estabelecer com a audiÃncia. Essa pesquisa contribui para minimizar a lacuna existente com relaÃÃo aos estudos sÃcio-retÃricos das marcas metadiscursivas de atenuaÃÃo, sob uma perspectiva contrastiva, em corpora escritos em portuguÃs e alemÃo de artigos acadÃmicos na Medicina.

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Colby, Richard James. „Computers and composition communities: Solidarity as a research paradigm“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2322.

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After a brief history of composition studies demonstrating a community realizing the need for more inclusive research practices, this thesis shows composition struggling with its identity as an academically legitimized discipline.

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Brady, Louca-Mai. „Rhetoric to reality : an inquiry into embedding young people's participation in health services and research“. Thesis, University of the West of England, Bristol, 2017. http://eprints.uwe.ac.uk/29885/.

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Whilst there is growing awareness of the case for children and young people’s participation across the public sector, there is limited evidence on how this apparent commitment to participation and children’s rights translates into professional practice and young people’s experience of participation in health services and research. Participation in health tends to be driven by a public involvement and engagement agenda rather than discourses of participatory practice. Young people’s views are still not consistently sought or acknowledged within healthcare settings; they are rarely involved in decision-making processes and often occupy a marginalized position in healthcare encounters. In addition to the piecemeal approach to participation in health services there have also been disparities in the characteristics of young people likely to participate, the types of decisions they are involved in making, and the extent to which this participation is meaningful and effective. This study drew on theories of participation and childhood, and considered how these were informed by debates around children’s rights, citizenship and agency in relation to young people’s participation in health services and research. Using a participative research approach informed by an action research methodology, the study sought to explore how participation was understood and operationalised in two case studies: a community children’s health partnership and a randomised controlled feasibility trial. Through working collaboratively with adults and young people in these case studies, and informed by a wider process of collaborative inquiry, the study sought to build capacity through learning to inform the embedding of participation. This study found that participation in health services and research was still conceptualised primarily as adult-initiated, context-specific collective participation in formal settings which potentially excludes some of the young people most likely to use health services and limits the potential for fundamental change. The learning from the study identified the potential for new approaches which would do more to transfer power to young people, and informed a rights-based framework for embedding participation in practice.

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Gledhill, Christopher J. „Scientific innovation and the phraseology of rhetoric: posture, reformulation and collocation in cancer research articles“. Thesis, Aston University, 1995. http://publications.aston.ac.uk/11042/.

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Povozhaev, Lea M. „Addiction Rhetoric: Conceptual Metaphors in Conversational Illness Narratives“. Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1406720653.

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Baker, Beverly Anne. „In the service of the stakeholder: a critical, mixed-method program of research in high-stakes language assessment“. Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96783.

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The three studies presented here represent a two-year program of research that critically explored one case of high-stakes language assessment—English proficiency assessment for teacher certification in Quebec, Canada.The first study was an examination of the final administration of a writing test used for this purpose at one Quebec university before this test was replaced. In this study, mismatches were revealed in stakeholder perceptions of the task to be produced in this assessment. The second study examined the pilot administration of a new replacement test. It focused on the socio-political environment of the test—namely, how the perception of high or low stakes by raters affected scoring. Results from this study suggested that test stakes—to all stakeholders, including raters—is a worthwhile focus of study. The third study examined the first official administration of the new test, and focused on rater behavior from a socio-cognitive perspective, suggesting that information on decision-making style may provide insight into variability in rater scoring.This program of research has been critical in that •it has integrated social and political values into the test validation process;•test stakeholders, including the test takers themselves, have not only been consulted but have determined the direction of the research program to a great extent; and•the conflicting views and competing interests of the stakeholders have been embraced and have enriched the research program.These studies will make contributions to the field of language assessment, and in particular, in better understanding how all elements of the subjectively-scored assessment situation interact. Because of its critical approach, these studies have demonstrated a responsible and progressive approach to researching the assessment of language proficiency for professional certification. In addition, the use of mixed methods designs in all three studies has been somewhat innovative and will add to the emerging field of mixed method research.
Les trois études présentées ici forment une programme de recherche unie, étalé sur deux ans, qui explore de manière critique une étude de cas se rapportant aux enjeux majeurs de l'évaluation de la langue et en particulier, au jugement de la compétence en anglais dans la certification des enseignants du Québec.La première étude est une exploration de l'ancienne épreuve finale du test écrit évaluant cette compétence. Celle-ci trace un portrait des divergences de perceptions des partis impliqués (étudiants, administrateurs et correcteurs) de la tâche exigée par cette épreuve. La deuxième étude examine l'administration pilote d'un nouveau test (The English Exam for Teacher Certification ou EETC). Cette étude s'attarde à l'environnement sociopolitique du processus d'évaluation et tente de déterminer en quoi les perceptions des conséquences d'échec entretenues par les évaluateurs peuvent affecter le score attribué. La troisième étude porte sur la première administration officielle du EETC. Dans une perspective sociocognitive, le comportement de l'évaluateur y est analysé. Cette étude cherche à déterminer comment l'information est perçue et traitée selon le style cognitive des évaluateurs et en quoi ce style peut affecter leur décision.Ce programme de recherche est critique dans le sens qu'il :-a intégré des valeurs sociales et politiques tout au long du processus de validation du test ;-a impliqué les différents acteurs concernés (étudiants, administrateurs et correcteurs) dans l'orientation de ce projet ; -a pris en compte les divers points de vue et intérêts des partis impliqués pour enrichir le programme de recherche.Ces études contribueront à l'élargissement des connaissances dans le domaine de l'évaluation de la langue. Entre autres, les résultats de celles-ci permettront de mieux saisir les interactions de chacun des partis impliqués dans cette situation d'évaluation. Cette recherche critique sur l'évaluation de la compétence de la langue pour la certification professionnelle a donné lieu à trois études menées dans une perspective progressiste et responsable. De plus, le recours à des méthodes variées pour chacune des études s'inscrit dans le domaine émergeant des méthodologiques mixtes.

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Graves, Heather Ann Brodie. „The Rhetoric of Physics: An Ethnography of the Research and Writing Processes in a Physics Laboratory“. The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1226082856.

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Graves, Heather Brodie. „The rhetoric of physics : an ethnography of the research and writing processes in a physics laboratory /“. The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779914826881.

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Dissertationen zum Thema „Rhetorical research“

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