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Dissertations / Theses on the topic 'Language and Power'

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Published: 4 June 2021

Last updated: 29 July 2024

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1

Birgersson, Elisabeth. "Language of power and power of language : rhetorical strategies used by Bush and Hitler." Thesis, University West, Department of Social and Behavioural Studies, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-1477.

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2

Balen, Julia Therese. "Embodied subjectivities: Power, gender, language." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186177.

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The speaking subject, or the self, in white Western language and literature predominantly functions as a disembodied construct. Two influential constructions of self exemplify this disembodiment. Cogito ergo sum, as it has been developed outside of Descartes' works, claims subjectivity on the basis of thought alone, potentially relegating all other elements of human existence to non-subjectivity. Desidero ergo sum, as psycho-linguistically developed by Lacan, claims subjectivity only through language, which requires explicitly gender-based disavowals of embodiment. While the desidero disrupts the cogito by theorizing the impossibility of any definitive 'knowledge' of self, both constructions of self function dichotomously (mind/body, male/female; etc.) wherein the "first" element defines itself by not being the "second." These constructs empower those who can effectively disembody themselves (e.g., those who can claim masculinity) at the expense of those who are therefore necessarily, psycho-socially marked with embodiment (e.g., those marked with the feminine). In response, this dissertation conjoins Elaine Scarry's "reading" of torture with mostly Irigarayan developments of gender and subjectivity tempered by Monique Wittig's critique of "the mark of gender," to ironically pose sentio ergo sum in order to tease open both the pretense to universality and the oppressive dichotomizing of hegemonic subjectivity. Calling on a wide range of theories in English and French in an effort to bring the highly theoretical, 'disembodied' discourse that surrounds subjectivity 'down to earth,' I consider the ways in which several contemporary writers and theorists work to create new subjectivities by reconfiguring the relationship between language, self, and embodiment. Roland Barthes' specular search, Luce Irigaray's multivalent "lips", and Julia Kristeva's motherly voice offer problematic theoretical resistance to the dichotomizing heterosexual masculinization of all subjectivity. Similarly in fiction Marguerite Duras's "ravishing" of the subject and Monique Wittig's "lesbianization" of the subject offer very different attempts to alter the patriarchally constructed bounds of subjectivity through radical embodiment. Seen together, the works of these writers offer insights into the importance of embodiment for any challenge to the culturally constructed and personally limiting images of "the speaking subject."

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3

Vigilante, Maria Carleton University Dissertation Political Science. "Bodies of language and languages of power; feminism and its disjunctions." Ottawa, 1987.

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4

Fröjd, Lena. "Power in language : strategies to achieve power in language used by president George W Bush." Thesis, University West, Department of Social and Behavioural Studies, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-1474.

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5

Akan, Adem. "Language and Power - How Power Influences Language : A conversation analysis on the TV – show "Breaking Bad"." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27899.

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Power displays itself through talk-in-interaction in social situations; it can also present itself through appearances. Appearance is a personal feature that is immediately obvious and available to others to see. A person’s appearance makes a strong statement about ones values, attitude, abilities etc. People display power through different modalities of talk-in-interactions. This study investigates the linguistic tools that people with power tend to use and how a normal everyday person can change their social status by changing and giving out different linguistic signals. Tracing the patterns of what the verbal cues of power is and describes how an everyday character mastered the relationship between language and power.

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6

Rich, Laura Brooke. "Language and power in Roman comedy." Thesis, [Austin, Tex. : University of Texas Libraries, 2009. http://hdl.handle.net/2152/ETD-UT-2009-05-157.

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7

Thungren, Edvin. "Monumentalism : A Power Language in Visual Communication." Thesis, Konstfack, Grafisk Design & Illustration, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-6116.

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This work is a study on the phenomenon of monumentality. It combines examples and theories from art and architecture and seeks to explore its counterparts in the context of visual communication and graphic design. The project focuses on forms and materials of culturally inherited power and explores how these aspects of monumentalism could be used as a design tool. The final result of this project was presented as a lecture and an exhibition, in excess of this written report.

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8

Ho, Siu-kei Gary, and 何肇基. "Wang Bi and limitations of the expressive power of language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42182220.

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9

Ho, Siu-kei Gary. "Wang Bi and limitations of the expressive power of language." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42182220.

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10

Hawkins, Emma B. "Gender, Power, and Language in Anglo-Saxon Poetry." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278983/.

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Many Old English poems reflect the Anglo-Saxon writers's interest in who could exercise power and how language could be used to signal a position of power or powerlessness. In previous Old English studies, the prevailing critical attitude has been to associate the exercise of power with sex—the distinction between males and females based upon biological and physiological differences—or with sex-oriented social roles or sphere of operation. Scholarship of the last twenty years has just begun to explore the connection between power and gender-coded traits, attributes which initially were tied to the heroic code and were primarily male-oriented. By the eighth and ninth centuries, the period in which most of the extant Old English poetry was probably composed, these qualities had become disassociated from biological sex but retained their gender affiliations. A re-examination of "The Dream of the Rood," "The Wanderer," "The Husband's Message," "The Wife's Lament," "Wulf and Eadwacer" and Beowulf confirms that the poets used gender-coded language to indicate which poetic characters, female as well as male, held positions of power and powerlessness. A status of power or powerlessness was signalled by the exercise of particular gendered traits that were open for assumption by men and women. Powerful individuals were depicted with masculine-coded language affiliated with honor, mastery, aggression, victory, bravery, independence, martial prowess, assertiveness, physical strength, verbal acuteness, firmness or hardness, and respect from others. Conversely, the powerless were described with non-masculine or feminine-coded language suggesting dishonor, subservience, passivity, defeat, cowardice, dependence, defenselessness, lack of volition, softness or indecisiveness, and lack of respect from others. Once attained, neither status was permanent; women and men trafficked back and forth between the two. Depending upon the circumstances, members of both sexes could experience reversals of fortunes which would necessitate moving from one category to the other, on more than one occasion in a lifetime.

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11

Perry, Elizabeth. "The declining use of the Mixtec language the persistence of memory, discrimination, and social hierarchies of power /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p1464887.

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Thesis (M.A.)--University of California, San Diego, 2009.
Title from first page of PDF file (viewed July 7, 2009). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 120-126).

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12

Bornstein, Daniel, Laura Guffuri, and Brian Jeffrey Maxson. "Languages of Power in Italy, 1300-1600." Digital Commons @ East Tennessee State University, 2017. https://www.amzn.com/2503540384.

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Book Summary: The essays in this collection explore the languages - artistic, symbolic, and ritual, as well as written and spoken - in which power was articulated, challenged, contested, and defended in Italian cities and courts, villages, and countryside, between 1300 and 1600. Topics addressed include court ceremonial, gossip and insult, the performance of sanctity and public devotions, the appropriation and reuse of imagery, and the calculated invocation (and sometimes undermining) of authoritative models and figures. The collection balances a broad geographic and chronological range with a tight thematic focus, allowing the individual contributions to engage in vigorous and fruitful debate with one another even as they speak to some of the central issues in current scholarship. The authors recognize that every institutional action is, in its context, a political act, and that no institution operates disinterestedly. At the same time, they insist on the inadequacy of traditional models, whether Marxian or Weberian, as the complex realities of the early modern state pose tough problems for any narrative of modernization, rationalization, and centralization. The contributors to this volume trained and teach in various countries - Italy, the United States, Canada, the United Kingdom, and Australia - but share a common interest in cultural expressions of power.
https://dc.etsu.edu/etsu_books/1186/thumbnail.jpg

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13

Kuadnok, Kuanhathai. "Pedagogies and power relations in Thai English foreign language writing classrooms : a critical ethnography." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/106915/1/Kuanhathai_Kuadnok_Thesis.pdf.

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Using critical applied linguistics, and drawing on the concept of power as theorised by Foucault, this study examines issues of power and pedagogical practices that influenced the teaching of writing to Thai English Foreign Language (EFL) primary students. Carspecken’s critical ethnographic approach was adopted to gather data. The research yielded findings concerning power relations that operated in the enactment of EFL pedagogies for teaching writing in Thai schools. The research has theoretical significance for understanding EFL writing education in Thailand in the context of the international spread of English in the twenty-first century.

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14

Patrick, Donna Rae. "Language, power, and ethnicity in an arctic Québec community." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0004/NQ35278.pdf.

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15

Morris, Jeffery Thomas. "Risk, Language, and Power: The Nanotechnology Environmental Policy Case." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/29195.

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In this dissertation I explore discourse around the environmental risks of nanotechnology, and through this study of nanotechnology make the case that the dominance in risk discourse of regulatory science is limiting policy debate on environmental risks, and that specific initiatives should be undertaken to broaden debate not just on nanotechnology, but generally on the risks of new technologies. I argue that the treatment of environmental risk in public policy debates has failed for industrial chemicals, is failing for nanotechnology, and most certainly will fail for synthetic biology and other new technologies unless we change how we describe the impacts to people and other living things from the development and deployment of technology. However, I also contend that the nanotechnology case provides reason for optimism that risk can be given different, and better, treatment in environmental policy debates. I propose specific policy initiatives to advance a richer discourse around the environmental implications of emerging technologies. Evidence of enriched environmental policy debates would be a decentering of language concerning risk by developing within discourse language and practice directed toward enriching the human and environmental condition.
Ph. D.

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16

Scarato, Luciane Cristina. "Language, identity, and power in colonial Brazil, 1695-1822." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/269859.

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This dissertation investigates the diverse ways in which the Portuguese language expanded in Brazil, despite the multilingual landscape that predominated prior to and after the arrival of the Europeans and the African diaspora. It challenges the assumption that the predominance of Portuguese was a natural consequence and foregone conclusion of colonisation. This work argues that the expansion of Portuguese was a tumultuous process that mirrored the power relations and conflicts between Amerindian, European, African, and mestizo actors who shaped, standardised, and promoted the Portuguese language within and beyond state institutions. The expansion of Portuguese was as much a result of state intervention as it was of individual agency. Language was a mechanism of power that opened possibilities in a society where ethnic, religious, and economic criteria usually marginalised the vast majority of the population from the colonial system. Basic literacy skills allowed access to certain occupations in administration, trading, teaching, and priesthood that elevated people’s social standing. These possibilities created, in most social groups, the desire to emulate the elites and to appropriate the Portuguese language as part of their identity. This research situates the question of language, identity, and power within the theoretical framework of Atlantic history between 1695 and 1822. Atlantic history contributes to our understanding of the ways in which peoples, materials, institutions and ideas moved across Iberia, Africa and the Americas without overlooking the new contours that these elements assumed in the colony, as they moved in tandem, but also contested each other. Focusing on the mining district of Minas Gerais for its economic and social importance, this dissertation draws on multiple ecclesiastical and administrative sources to assess how ordinary people and authoritative figures daily interacted with one another to shape the Portuguese language.

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17

Ivanoff, Jonathan. "The language of powers in the epistles of St. Paul." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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18

Clement, Victoria. "Rewriting the "Nation" Turkmen literacy, language, and power, 1904-2004 /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1133456057.

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19

Grace, Lauri Joy, and lswan@deakin edu au. "Language, power and ruling relations in vocational education and training." Deakin University. School of Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060927.134645.

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This thesis uses institutional ethnography to explore the text-based regulatory framework of the Australian Vocational Education and Training (VET) sector. Training Packages are national competency standards used to assess local workplace practice. The Australian Quality Training Framework (AQTF) is a national compliance framework used to audit local learning and assessment practice. These texts operate in a symbiotic relationship to achieve a policy goal of national consistency. The researcher explicates the social relations of VET starting from her disquiet as a practitioner. The thesis argues that Training Packages and the AQTF socially organise the content and delivery of local learning and assessment activities. VET practitioners struggle to use these texts to support good practice, and their hidden work maintains an unstable VET system. Yet the extralocal mode of ruling offers no room to challenge VET policy. The thesis explicates three themes. Interview data is used to explore the contrast between the institutional language of Training Packages and the vernacular of workplaces in which these texts are activated. Many practitioners and participants simply do not understand Training Package competency standards. Using these texts to judge employee performance shifts the policing of workplace practice from local sites to external VET authorities. A second theme emerges as the analysis explores why VET practitioners use this excluding language in their work with participants. Interview data reveals that local training organisations achieve different readings as they engage with ruling VET texts. Some organisations use the national texts as broad frameworks, allowing practitioners to create spaces for meaningful learning. Other organisations adopt a narrow and rule-bound reading of national texts, displacing practitioners authority over their own practice. A third theme is explored through examination of a sequence of VET texts. The review and redevelopment of the mandatory qualifications for VET practitioners identified the language of the competency standards as a significant accessibility issue. These concerns were reshaped and subsumed in an official response that established the use of this language as a compulsory assessable requirement and a language and literacy benchmark. The thesis presents a new understanding of VET as a regulatory framework established through multiple levels of ruling texts that connect local sites to national government agendas. While some individual practitioners are able to navigate through this system, there is an urgent need for practitioners as a profession to challenge national hegemony.

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20

Pehar, DrazÌŒen. "Language, power, law : groundwork for the theory of diplomatic ambiguity." Thesis, Keele University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423426.

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21

Martinez, Pedro Plaza. "Language, education and power in Bolivia : bilingual education classroom practices." Thesis, University of Liverpool, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367008.

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22

Atkinson, David Jonathan. "Cosa de tots? : language, identity and power in 1990s Catalonia." Thesis, University of Sheffield, 1999. http://etheses.whiterose.ac.uk/14779/.

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This thesis is an investigation of and reflection on aspects of the process of acquisition of Catalan as a second language through attendance at the adult education classes provided on a subsidised basis by the Catalan government, through the Consorci per a la Normalitzaei6 LingO/stiea. Its subject matter is the language situation in Catalonia, not the phenomenon of adult education in its own right. However, in line with the tenor of the above quotation, its origins are based on the assumption that learners, whether adults or nor, manifestly do not approach the learning process in a vacuum and that exploration of the perceptions and attitudes of some of those studying in this particular context would be of interest in furthering understanding of the dynamics of the process which they embark on. The group in question is an important one, partly because the programme which they are involved one is a large one - more than 275,000 people registered for courses at a Centre de Normalitzaei6 LingOfstiea between 1991 and 1998 (Consorci per a la Normalitzaci6 lingOistica 1998a) - and partly because the majority of these are L 1 Castilian speakers and as such in one sense representatives of approximately half, and potentially more than half, of the population of the Principality (e.g. StrubeIl1998). After an introduction which summarises briefly the field of study and the historical background to ethnolinguistic differentiation in Catalonia, the first Chapter of the thesis describes my own involvement in one of the relevant courses as a participant observer, interviews that I carried out with some of the other participants and the dominant themes and questions which emerged from this process. The second Chapter analyses some of the complexities of the politics of language in Catalonia in recent years and attempts to assess objectively some key aspects of the status of Catalan and the respective ethnolinguistic vitality of Castilian and Catalan in the Principality. Chapter three 11 is an as dispassionate as possible consideration of what role might be required of the L 1 Castilian community in the realisation of the 'normalisation' of Catalan, referring in particular to the 1998 Uei de Normalitzaci6 LingOfstica and issues of motivation, integration and assimilation. The fourth Chapter reports the results of the subjective perceptions of over one hundred questionnaire respondents concerning the main issues dealt with in the previous two Chapters, in particular ethnolinguistic vitality and orientation towards the acquisition of Catalan. In a final section, I attempt to draw some conclusions from what goes before.

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23

Silver, Jeremy. "Language, power and identity in the drama of Ben Jonson." Thesis, Royal Holloway, University of London, 1986. http://repository.royalholloway.ac.uk/items/afe5e26d-221e-437c-bffd-ead6585af447/1/.

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The thesis explores the relationships between language, power and identity in the drama of Ben Jonson. The approach is primarily through linguistic analyses of the plays, but frequent reference is made to other texts which illuminate the social, and cultural conditions out of which the drama emerges. The first three chapters deal, respectively, with Jonson's Humour plays, Poetaster, and both tragedies. Four subsequent chapters deal individually with Volpone, Epicoene, The Alchemist, and Bartholomew Fair. Two final chapters deal with Jonson's late plays. The thesis analyses the way in which characters reflect on each other's' uses of language and make artificial use of language themselves in order to acquire power over others, raise their social status, and confirm, deny or alter their identities. This involves the analysis of the numerous discourses which are contained in the plays (e.g. those characterized by origins in the Classics, in English Morality plays, or in contemporary sources such as the literature of duelling, or the idiom of the Court). The playwright's self-conscious use of language games, plays-within-plays, disguises, and deceptions is studied with close attention to the self-reflexive effects of these dramatic techniques. Jonson's plays, by using mixed modes of drama, set off dramatic conventions against one another in ways which often undermine the artifice. The moral views in the plays, inconsequence, fail to find any single basis and are also set in conflict with one another. Thus, it is argued, the plays, contrary to certain orthodox views, do not offer simple moral positions for the audience, but demand of the spectators a re-examination of their own frames of moral reference. It is suggested that the view of the world implicit in the earlier plays is one where language seems to offer the possibility of access to an ultimate truth, whereas in the later plays, language increasingly constructs its own truths.

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24

Fonseca, Ana Paula de Oliveira Carvalho. "Language, power and gender in the plays of David Mamet." Master's thesis, Universidade de Aveiro, 2010. http://hdl.handle.net/10773/2845.

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Mestrado em Estudos Ingleses
Esta tese visa a análise e conclusão sobre uso da linguagem, das relações depoder e da inter-relação entre pessoas do mesmo ou de diferente sexo nas peças mais relevantes da fase intermédia da carreira do dramaturgo DavidMamet. Para dar cumprimento a esta tarefa, iniciarei com uma contextualizaçãohistórica do autor e do teatro na América do Norte dos anos setenta aos anos noventa. Seguidamente, procederei à análise do estilo linguístico de Mamet. Aqui incidirei sobre o estilo do autor relativamente à construção das cenas, dodiálogo, e das suas especificidades linguísticas, tal como a gramática, a sintaxe, o ritmo, a velocidade (o andamento), a prosódia, o recurso à invectiva, à profanidade, ao calão e à linguagem demótica, para concluir sobre a suafunção. De seguida, debruçar-me-ei sobre o modo como as relações de poder são estabelecidas nas peças em apreço. Numa primeira instância, apresentarei osresultados de uma pesquisa sobre os elementos passíveis de constituíremfontes de poder, depois analisarei a forma como as personagens masculinasestabelecemrelações de poder com os seus pares e com as personagens dosexo oposto, para de seguidame debruçar sobre o como e o porquê da transformação de carácter e linguística que se opera em duas daspersonagens principais destas peças. Finalmente, procederei à caracterização da linguagem da masculinidade nas peças, das figuras masculinas e femininas, bem como da natureza da polarização das figuras masculinas e das figuras masculinas versus femininas. ABSTRACT: This thesis aims to analyse Mamet’s mid-career as a playwright and his object of drama through the study of five of his most acclaimed plays of the time. To accomplish my task I am going to provide a historical contextualization ofthe author and of theatre in the 1970s up until the early 1990s America. Then, I am going to carry out a thorough analysis of Mamet’s linguistic style.Here, I will study Mamet’s approach to dialogue and scene setting/building, andhis linguistic specificities such as the use of invective, profanity, grammar, syntax, rhythm, pace, prosody, jargon and demotic language, to concludeabout their effects. After that,I am going to analyse how power relations are established in theplays. First, I am going to present the results of my research onwhat can constitute symbols of power; second, I am going to analyse how men establishpower relations with one another and with women; and third, I am going to account for how and why two major characters in these plays undergo alinguistic and character transformation. Finally, I am going to characterize the language of masculinity in the plays, themale and female figures and the nature of male-male and male-female polarization.

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25

Ryder, Phyllis Mentzell 1963. "Strong rhetoric: Acting in the interplay of language, power, belief." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282367.

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The dissertation confronts these dual questions: What theory of rhetoric would serve a multicultural democracy? How might such a theory be taught in a first-year composition program? I argue that democratic negotiations are rhetorical, as groups vie to control definitions of themselves, each other, and the "proper" relationships among people, and that rhetoric shapes what people consider to be "knowledge" and "truth." Because hidden ideologies influence the rhetoric people find convincing, people need methods for reflecting critically on their own locations. I argue that one method of developing this reflection is to seek to understand the positions of oppressed peoples, as those positions may reveal assumptions embedded in dominant rhetorical patterns. I also argue that a rhetoric for democracy must be committed to action, not just self-reflection and analysis. I call my theory "strong rhetoric." In the remainder of the dissertation I consider how to apply strong rhetoric in pedagogical contexts, and I perform the kind of self-reflection that strong rhetoric demands by noting how my own contexts have influenced my theory. In chapter two I contemplate the role of a teacher in a democratic classroom and offer "liberation morality"--the critique of inequitable distributions of power--as a strategy to convince students of the value of strong rhetoric. In chapter three I critique four curricula designed to teach civic rhetoric, and I argue that teachers must present ideology as more than partisan politics, advocate action as the goal of rhetoric, discuss the limits of democracy defined as a public forum, and treat students as knowledge-makers and citizens. In chapter four, I discuss my involvement in the the University of Arizona's curriculum revision and make explicit that research and revision are integral to strong rhetoric. I also argue that a pedagogy for strong rhetoric must confront the tensions of establishing the classroom as "community." In chapter five I show how teaching assistants at the University of Arizona translated complex rhetorical concepts into essay assignments. Recognizing that teachers need to simplify strong rhetoric to present it in a one-semester course, I model the analysis teachers might use to determine which elements of strong rhetoric to teach.

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26

Tambini, Barbara. "The power of language and the language of power in M. T. Anderson’s Feed and Gary Stheyngart’s Super Sad True Love Story. A comparative analysis." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amslaurea.unibo.it/10800/.

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The aim of my dissertation is to analyze how selected elements of language are addressed in two contemporary dystopias, Feed by M. T. Anderson (2002) and Super Sad True Love Story by Gary Shteyngart (2010). I chose these two novels because language plays a key role in both of them: both are primarily focused on the pervasiveness of technology, and on how the use/abuse of technology affects language in all its forms. In particular, I examine four key aspects of language: books, literacy, diary writing, as well as oral language. In order to analyze how the aforementioned elements of language are dealt with in Feed and Super Sad True Love Story, I consider how the same aspects of language are presented in a sample of classical dystopias selected as benchmarks: We by Yevgeny Zamyatin (1921), Brave New World by Aldous Huxley (1932), Animal Farm (1945) and Nineteen Eighty-Four (1949) by George Orwell, Fahrenheit 451 by Ray Bradbury (1952), and The Handmaid's Tale by Margaret Atwood (1986). In this way, I look at how language, books, literacy, and diaries are dealt with in Anderson’s Feed and in Shteyngart’s Super Sad True Love Story, both in comparison with the classical dystopias as well as with one another. This allows for an analysis of the similarities, as well as the differences, between the two novels. The comparative analysis carried out also takes into account the fact that the two contemporary dystopias have different target audiences: one is for young adults (Feed), whereas the other is for adults (Super Sad True Love Story). Consequently, I also consider whether further differences related to target readers affect differences in how language is dealt with. Preliminary findings indicate that, despite their different target audiences, the linguistic elements considered are addressed in the two novels in similar ways.

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27

Hunter, Hannah S. "A STUDY OF TURKISH VOWEL HARMONY AND THE POWER OF LANGUAGE." Kent State University Honors College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1376315922.

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28

Gee, Ammon Spencer. "Triangulating power in the writing class /." Read thesis online, 2010. http://library.uco.edu/UCOthesis/GeeAS2010.pdf.

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29

Galarza, Elizabeth. "Teacher-Student Dialogic Exchange and Power." Thesis, Hofstra University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751430.

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Abstract Power is an unavoidable issue when discussing relationships between teachers and their students because teachers have both the sanctioned authority over students in school, as well as having the natural authority conveyed by being an adult. How can writing with students improve teacher-student relationships and soften the power differential? This dissertation explored the language of real and perceived power by analyzing the written conversations between a teacher (myself) and five of my sixth-grade students in dialogue journals. Although previous research indicates that writing in dialogue journals increases student empowerment, no research has focused on how these opportunities to shift power differentials might impact student learning and the teacher-student relationships. Drawing on Vygotsky?s sociocultural theory of language and learning and Rosenblatt?s transactional theory of reading and writing, this study examined language within the journals that indicated student empowerment, student disempowerment, and teacher-student relationship-building. Using a directed qualitative critical content analysis, five dialogue journals were analyzed to identify text that showed reinforcement of conventional language, reversal of conventional language, or the language of role equality. Findings suggest that when authentic relationships are built, and traditional roles are suspended, students are empowered in various ways, and language of equality can be attained. This research is important to the field of literacy studies because writing with students in dialogue journals is a classroom practice that can empower students and improve relationships between teachers and students. There is a mutual advantage in students and teachers developing an authentic, positive, growth-oriented working relationship. Keywords: dialogue journals, student empowerment, teacher-student relationships, conventional language, equality, written conversation, communication partners

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Young, Merrie Lauren. "Nonverbal Power Cues." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500841/.

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Studies investigating aspects of social influence or power in counseling settings have examined the relationship between nonverbal cues and social influence or power. This study investigated perceptions of power, responsiveness, attractiveness, expertness, and trustworthiness by manipulating posture, facial expression and sex of therapist. After viewing photographs of stimulus therapists and listening to audio tapes, 96 male and 98 female undergraduates completed the Counselor Rating Form and a questionnaire measuring therapists' power and responsiveness. Results indicated that facial expression was more salient than posture. Smiling decreased ratings of power and increased ratings of attractiveness, responsiveness, and trustworthiness. Open posture was seen as more attractive and more powerful than closed posture. Surprisingly, females were viewed as more powerful than males. Other gender differences were found only in interaction with other variables.

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Thornborrow, Joanna. "Discourse, power and ideology : some explorations in critical discourse analysis." Thesis, University of Strathclyde, 1991. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21500.

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This thesis consists of an inquiry into the articulation between language, ideology, and power, which is approached from two different angles. Firstly, it deals with theories of ideology as representation, and secondly, investigates the effect of ideology and power on structures of discursive interaction. Thompson (1984) has argued for the necessity of accounting for the relationship between meaning and power in the study of ideology, a relationship which does not seem to be adequately addressed by theories of representation on the one hand, or by theories of social interaction, on the other. The central objective of this research is then to identify possible areas of interface between the linguistic domains of semantics and pragmatics, and the social domains of background beliefs and institutional interaction, and to investigate how this interface may, in practice, construct and organise ideological meanings in discourse. Through a series of case studies, examples of naturally-occurring discourse are analysed in order to examine specific ways in which meaning works to sustain asymmetrical relations of power, and it is argued that this relationship between meaning and power cannot be fully accounted for without integrating pragmatic theories of language in use into the analysis of social discourse.

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Schryer, Stephen E. "Discourses of delinquency : language and power in a Canadian juvenile court /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0007/MQ42200.pdf.

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Farinde, Raifu Olanrewaju. "Aspects of power asymmetry in the language of Nigerian courtroom discourse." Thesis, Bangor University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432062.

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Blankenship, Kevin L. "Linguistic power and persuasion : an analysis of various language style components." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221304.

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This study examined the effect of tag questions, hesitations, and hedges on participants' attitudes toward an advocacy, perceptions of the speaker, message, and cognitive responses regarding the message. Results from 351 participants showed that although linguistic power markers affected attitudes when participants were motivated to process the message, the markers did so through different processes. The use of hesitations in an advocacy affected influenced attitudes by affecting participants' perceptions of the speaker, whereas the use of hedges influenced attitudes by affecting participants' perceptions of the message. The use of tag questions in a message influenced attitudes, but this study failed to find the mechanism this effect. The overall finding suggest a more complex relation among linguistic power components and aspects of a persuasive appeal than once thought and researchers should consider the different aspects underlying the effects of linguistic power components on persuasion.
Department of Psychological Science

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Gorle, Gilian. "Reading as translation : language and power in African and Pacific novels." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342115.

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Miller, Caroline Grace. "The Dual Power of Language: Theories of Maurice Blanchot in Practice." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami159528857275781.

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Lundsten, Elin. "Speaking subjects in the good school : language and relations of power." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497144.

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This thesis concerns how power works through language in an educational institution. The empirical context is secondary schools in Sweden. The educational system in Sweden is considered as a key instrument in increasing equality in society and the curriculum also states that the values of democracy and equality should be taught in schools. Through an ethnographic study and textual analysis, I investigate what the language of ideals does in both the site of everyday speech and in written texts, and further how 'truths' and 'knowledges' about students and schools are discursively iced. i. The thesis examines the power relations of race, class and gender in relation to practices in schools and how subject positions are produced.

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Altanero, de la Santísima Metáfora Ti5mothy John Tarek. "Power indexation in language choice in a South African Indian community /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Bugnon-Mordant, Michel. "Strange power of speech : Coleridge and the poetic use of language /." Fribourg : M. Bugnon-Mordant, 1990. http://catalogue.bnf.fr/ark:/12148/cb355044767.

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Pittman, L. Monique. "Virginia Woolf's "Mrs Dalloway": Interpretation, Knowledge and Power." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539625829.

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Charbonneau-Gowdy, Paula. "Forbidden fruit : identity, power and investment issues in learning a second language through computer mediated communication." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100334.

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In this inquiry, I use ethnographic research methods to uncover the tensions that a selected group of military officers and students from Central and Eastern Europe and Asia experienced learning English in Canada and in Europe. In both settings, I use a Participatory Action Research (PAR) approach to the inquiry to critically explore with the participants their experiences using computers for second language learning. We negotiate changes to their current perceptions of computer-assisted language learning (CALL) through the use of computer-mediated communication (CMC). This communication involved writing-based exchanges at the Canadian site and using state-of-the-art audio video transferring technology, in a multi-site videoconferencing setting with Europe. The study took place between 2001 and 2004. During the four phases of the study, I collected data through observations of online interchanges, collaborative dialogic interviews and participants' written texts in the form of journals and e-mails. Other important data sources included videotapes and field notes taken at the Canadian site and during three field trips to the European sites. I draw on Vygotsky's socio-cultural approach to language, Bakhtin's concept of learning as dialogic and Weedon's notion of identity as dynamic, constructed and contested through Discourses. The work of these three theorists helps to frame my understanding of the historical, political, cultural, pedagogical and personal influences on this multicultural group of English language learners as they negotiated their learning in a unique setting. The participants' stories suggest that video-based computer technology not only supported some of their investment in using their second language orally but also enabled them to construct more powerful subjectivities. The identity construction that took place in English online is an important consideration for these individuals from evolving democracies that are struggling for international connection and recognition. I argue that more stories need to be told so that SL researchers can re-examine their understanding and theories of language learning and communicative practices to include computer technology. I suggest that stories such as these also have important implications for learners, educators and policy makers as they consider their teaching and learning practices with computers in their second language learning contexts.

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Wildstam, Martin. "Perspectives on Power : Teaching Suzanne Collins’s The Hunger Games and the Concept of Power in the English Language Classroom." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-25767.

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Målet med uppsatsen är att visa hur Suzanne Collins’s The Hunger Games kan användas i ett språkklassrum för att introducera begreppet makt. Målet är även att, från ett makt-perspektiv, kunna påvisa att spektaklet Hungerspelen kan uppfattas som ett medel för systematiskt förtryck, förödmjukelse och avhumanisering av den styrande makten. Ett ytterligare mål är att yrka på att huvudkaraktären Katniss handlingar i Hungerspelen kan uppfattas som motstånd mot detta. Novellen analyseras med hjälp av teorierna ”power over” och ”power to” för att kunna identifiera olika kategorier av makt. ”Power over” är ett uttryck av makt som används för att påverka, tvinga eller utnyttja någon. I novellen kan detta bland annat identifieras när den styrande makten tvingar befolkningen att titta på, eller delta i Hungerspelen. ”Power to” hänvisar till en persons individuella förmågor och kan identifieras i Katniss intelligens, självständighet, överlevnadsfärdigheter och mod. ”The Theory of Consent” är en teori som berör medgivande i en dominant-underordnad relation. Teorin påvisar att utan de underordnas medgivande har den dominanta parten dåliga förutsättningar för att styra. Denna teori presenteras som grund till den styrande maktens motiv för att tvinga dess underordnade att medverka i de farliga spelen. Skolan kan vara en plats som ger ökad förståelse av makt och mänskligt värde, något som betonas i Skolverkets styrdokument. Detta genom att koppla diskussioner om olika perspektiv om makt till läsningen. Teorierna kan bistå elever med djupare förståelse om begreppet och kunna identifiera och ifrågasätta maktmissbruk och maktutövanden som utnyttjar och förtrycker sina underordnade. Den didaktiska delen kommer ge förslag på ett lektionsupplägg där elever kommer, utöver utveckla sin kunskap om makt, även träna sina språkliga egenskaper genom att läsa, tala, lyssna och skriva. Detta är något som betonas i styrdokumenten.

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Delph-Janiurek, Tomasz Joseph. "Language and the (re)production of gendered and sexualised space." Thesis, University of Sheffield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323198.

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Fox, Peter Holden. "Textual apparitions: power, language, and site in the work of Jenny Holzer." Pomona College, 2007. http://ccdl.libraries.claremont.edu/u?/stc,10.

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Jenny Holzer's text-based projects have attracted the attention of critics, historians, and curators from Des Moines to Dresden. An understanding of the complex interplay between language, gender, power, and site within Holzer's work demonstrates how a singular interpretive approach is insufficient for discussing the multitude of meanings her projects produce. Perhaps most significantly, a fresh analysis of Holzer's work and critical reactions to it challenges the story of modernism and postmodernism and the relationship between these two terms.

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Luesink, David Nanson. "Dissecting modernity : anatomy and power in the language of science in China." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43115.

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This study analyzes the construction of modernity by looking at a set of problems that began to be posed in a striking connection in China in the 1910s, related to anatomy, technical language and power. It does so by focusing on a network of people who created and standardized translations for scientific terminology in Chinese, beginning with the terminology for anatomy. This network, lasting from 1915 to 1927, extended to three hundred members, but this study keeps the focus on a much smaller number. Anglo-American physicians were represented by Philip Cousland and Yu Fengbin. Mediating between missionaries and Chinese elite physicians were members of the Jiangsu Provincial Education Association like philologist Shen Enfu, but also Yu Rizhang, also head of the YMCA. Overshadowing these men was Dr. Tang Erhe, government representative and leader of Japanese-trained physicians. Only several years earlier, Tang had almost single-handedly established legal, routinized dissection as the basis of medical education in China. The activities of these men reveal the problems of how scientific modernity would be established as a new orthodox epistemology in the Chinese context. This study examines the rapid shift, in China, from a cosmology centered in Confucian orthodoxy and the institution of the imperial examination system toward a scientific worldview based on material practices like anatomical dissection and bolstered by a vast new technical terminology. In China in 1910 China was still the Qing empire, anatomy was illegal and medical education occurred only in master-disciple relationships. By 1920, these conditions had changed. Even as politics deteriorated, new forms of mundane power were established. The JPEA-Joint Terminology Committee network coincided with, and accelerated trends towards professionalization, first among anatomically-based physicians, but also scientists and educators. Professional groups formed in 1915, publishing the results of the committee and related attempts to regulate the medical field. This regulation led directly to attempts to abolish Chinese medicine. By following members of this committee, we see the institutionalization of anatomically-based medicine in China through its technical language and anatomical practice. We also see a new form of power that sought to eliminate ambivalence through reductionism.

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Alsree, Zubaida S. A. "Language and power : a critical analysis of email text in professional communication." Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360143.

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Bond-Kaplan, Peter Martin. "The 'consultant-client' relationship : an analysis of subjectivity and power in language." Thesis, Birkbeck (University of London), 2002. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683399.

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How do changing states of relational dynamics affect the interpretation of things said and done by the parties in discourse ? By what conceptual model will the consultant be guided in making adjustment for the effect of relational dynamics on qualitative aspects of interpreting information about the client? This thesis describes a psycholinguistic approach to developing analytical, rather than explanatory theory for the correlation between subjective/power positioning in discourse and functionally specific usage of vocabularies in self-referential text, The aim is to show, how changing states of the self-concept may become operationalised through the formative precess of language behaviour. It involves the terms 'subjectivity' and 'power' conceptualised as complementary social constructs, The focus of linguistic analysis is en avoidance related text of episodic recall, Previous research (Stone et al, 1956) suggests, relative to any other mode of self-presentation, avoidance is least supportive of maintaining functionally effective object relations in the consultant-client discourse. But what can be inferred from the analysis of avoidance specific text in autobiographical speech, to elucidate the nature of dynamics in the self-system? This empirical study represents a qualitative-guantitative approach to content analysis, grounded in the verbal text of autobiographical accounts by consultants from different professions. Results are discussed, while critically reviewing the work of other researchers, inter alia McGuire (et al, 1986) and their methodology for analysing text of this category, Findings from inferential statistics of the present study provide the basis for a conceptual model of functionally differentiated states of the self in discourse, The proposed heuristics lead to a comparative discussion of that differentiation for a two-dimensional scale, active-passive and friendly-hostile, It describes relative levels of cognitive distortion in probabilistic terms, Subjectivity and power are viewed as state-specific, empirically guantifiable concepts, Concluding, this document addresses theoretical and methodological implications for a linguistically orientated approach to intervention.

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Smith, Josefine. "Finding Power Within the Language : - a securitization study of operation EUNAVFOR MED." Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-55759.

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This research paper takes departure from the contradictions of understandings regarding the purpose of operation EUNAVFOR Med, which operates in the Mediterranean aiming at disrupting the business model of human smugglers. The alteration of opinions concerns the question(s) regarding, to what extent the operation should be considered a securitization, and if so, of what? Research has consequently been drawn from the Copenhagen’s School theory of securitization, looking deeper into the involvement of the main actors in the operation, the EU, the human smugglers and the migrants, in order to identify if this operation could indeed be considered a securitization act. By placing the main actors of the operation in the center of the theoretical framework this research has been able to identify how this operation can be understood from a securitization theory and also what has been securitized. The methodological approach is based upon Norman Fairclough’s critical discourse analysis, framing both the structure and the analytical apparatus of the research paper, enabling an even broader understanding of the case. The result showed that there are indeed indicators demonstrating that operation EUNAVFOR Med could be considered a successful securitization of human smugglers. Also, in line with this operation, there are several indicators that shows how the EU has managed to pull a securitization move of migration, arguing that the migrants has formed an ‘uncontrolled problem’ for the EU.

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Walker, Gena B. "A language of signs : obtaining power in Elizabeth Inchbald's A simple story /." Electronic version (PDF), 2004. http://dl.uncw.edu/etd/2005/walkerg/genawalker.pdf.

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Jang, Sunghyun. "The arbitrary power of language: Locke, romantic writers, and the standardizers of English." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/1645.

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Writers from the Romantic period embraced Locke's principle of linguistic arbitrariness as they reacted to the threat to their literary authority posed by the standardizers of English such as Samuel Johnson. Their texts articulate a desire to maximize the potential for authorial freedom that Locke's theory of language offers. By exploiting arbitrary properties of language, writers hoped to transcend the linguistic limits imposed by the standardizers and thus to confirm their status as creative practitioners of the English language. Priestley, one of such writers, capitalizes on the arbitrariness of signs as described by Locke when he envisions a perfect language that shall be universally used in the future millennial kingdom. Predicated upon the arbitrary connection between words and "things of considerable consequence," Priestley's universal language scheme allows the writer to ponder meanings outside the semantic range of standard lexicography. In Pigott's Political Dictionary (1795), Locke's semantic theory becomes the means to radicalize Locke's political ideas, especially the idea of the right of revolution. The arbitrariness (or voluntariness) of signification encourages Pigott to revise Johnson's standard definitions in a way that articulates French Revolutionary principles. Wordsworth sides with Francis Grose--the author of A Classical Dictionary of the Vulgar Tongue (1785)--in placing a high value on vulgar English. But unlike Grose, he contends that rural language is "more permanent," i.e. durable, than a refined language. Wordsworth's description of how rustics' language achieves durability reveals that he is deeply conscious of all linguistic signs being arbitrary. Furthermore, the naturalism that Wordsworth attributes to his poetic diction results from his appropriation of the arbitrariness that rules the language of rustics. Coleridge emphatically denies the role of linguistic arbitrariness in his theorization of the symbol. The signifying process that produces the symbol, however, operates by seizing on the possibilities for semantic expansion that the arbitrary quality of the sign opens up. As a result, the privileged status of the symbol, and hence of the "natural" in Coleridge's system, is thrown into question. My reading of Coleridge deconstructs the opposition of natural / arbitrary in his thinking about language. By exerting arbitrary power over the ways in which words stand for ideas, Romantic authors sought to restore the vitality of their literary language and to lead the continued progress of their mother tongue.

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