Breaking New Ground in Ecocomposition: an Introduction Christian R
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Rhetorical Gardening: Greening Composition
Rhetorical Gardening: Greening Composition A dissertation submitted to the Graduate School Of the University of Cincinnati In partial fulfillment of the Requirements for the degree of Doctor of Philosophy in the Department of English and Comparative Literature of the College of Arts and Sciences by Carla Sarr June 2017 Master of Science in Teaching and Secondary Education, The New School Committee Chair: Laura R. Micciche Abstract Rhetorical Gardening: Greening Composition argues that the rhetorical understanding of landscapes offers a material site and a metaphor by which to broaden our understanding of rhetoric and composition, as well as increasing the rhetorical archive and opportunities for scholarship. An emphasis on material place in composition is of particular value as sustainability issues are among the toughest challenges college students will face in the years to come. Reading landscapes is an interpretive act central to meaningful social action. The dissertation argues that existing work in rhetorical theory and composition pedagogy has set the stage for an ecological turn in composition. Linking ecocomposition, sustainability, cultural geography, and literacy pedagogies, I trace the origins of my belief that the next manifestation of composition pedagogy is material, embodied, place-based, and firmly planted in the literal issues resulting from climate change. I draw upon historical gardens, landscapes composed by the homeless, community, commercial, and guerilla gardens to demonstrate the rhetorical capacity of landscapes in detail. Building from the argument that gardens can perform a rhetorical function, I spotlight gardeners who seek to move the readers of their texts to social action. Finally, I explore how the study of place can contribute to the pedagogy of composition. -
THEORIZING NATURE: SEEKING MIDDLE GROUND by Dahlia
THEORIZING NATURE: SEEKING MIDDLE GROUND by Dahlia Louise Voss A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in English MONTANA STATE UNIVERSITY Bozeman, Montana January 2005 © COPYRIGHT by Dahlia Louise Voss 2004 All Rights Reserved ii APPROVAL of a thesis submitted by Dahlia Louise Voss This thesis has been read by each member of the thesis committee and has been found to be satisfactory regarding content, English usage, format, citations, bibliographic style, and consistency, and is ready for submission to the College of Graduate Studies. Susan Kollin Approved for the Department of English Michael Beehler Approved for the College of Graduate Studies Bruce McLeod iii STATEMENT OF PERMISSION TO USE In presenting this thesis in partial fulfillment of the requirements for a master’s degree at Montana State University, I agree that the Library shall make it available to borrowers under rules of the Library. If I have indicated my intention to copyright this thesis by including a copyright notice page, copying is allowable only for scholarly purposes, consistent with “fair use” as prescribed in the U.S. Copyright Law. Requests for permission for extended quotation from or reproduction of this thesis in whole or in parts may be granted only by the copyright holder. Dahlia Louise Voss iv Dahlia Louise Voss was born in 1972 in Washington, D.C. She is the daughter of Suzanne Dow, author of The National Forest Campground Guide and college instructor, and Dan Voss, Naval engineer and avid Formula V driver. Upon high school graduation from Lake Braddock Secondary School in Northern Virginia, she attended and received her Bachelor of Arts in English from James Madison University in Harrisonburg, Virginia. -
Rehtinking Resistance: Race, Gender, and Place in the Fictive and Real Geographies of the American West
REHTINKING RESISTANCE: RACE, GENDER, AND PLACE IN THE FICTIVE AND REAL GEOGRAPHIES OF THE AMERICAN WEST by TRACEY DANIELS LERBERG DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at The University of Texas at Arlington May 2016 Arlington, Texas Supervising Committee: Stacy Alaimo, Supervising Professor Neill Matheson Christopher Morris Kenneth Roemer Cedrick May, Texas Christian University Abstract Rethinking Resistance: Race, Gender, and Place in the Fictive and Real Geographies of the American West by Tracey Daniels Lerberg, Ph.D. The University of Texas at Arlington, 2016 Supervising Professor: Stacy Alaimo This project traces the history of the American West and its inhabitants through its literary, cinematic and cultural landscape, exploring the importance of public and private narratives of resistance, in their many iterations, to the perceived singular trajectory of white masculine progress in the American west. The project takes up the calls by feminist and minority scholars to broaden the literary history of the American West and to unsettle the narrative of conquest that has been taken up to enact a particular kind of imaginary perversely sustained across time and place. That the western heroic vision resonates today is perhaps no significant revelation; however, what is surprising is that their forward echoes pulsate in myriad directions, cascading over the stories of alternative voices, that seem always on the verge of slipping away from our collective memories, of ii being conquered again and again, of vanishing. But a considerable amount of recovery work in the past few decades has been aimed at revising the ritualized absences in the North American West to show that women, Native Americans, African Americans, Mexican Americans and other others were never absent from this particular (his)story. -
An Ecology of Place in Composition Studies Jonathan Scott Alw Lin Purdue University
Purdue University Purdue e-Pubs Open Access Dissertations Theses and Dissertations January 2016 An Ecology of Place in Composition Studies Jonathan Scott alW lin Purdue University Follow this and additional works at: https://docs.lib.purdue.edu/open_access_dissertations Recommended Citation Wallin, Jonathan Scott, "An Ecology of Place in Composition Studies" (2016). Open Access Dissertations. 1233. https://docs.lib.purdue.edu/open_access_dissertations/1233 This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact [email protected] for additional information. AN ECOLOGY OF PLACE IN COMPOSITION STUDIES by Jonathan Scott Wallin A Dissertation Submitted to the Faculty of Purdue University In Partial Fulfillment of the Requirements for the degree of Doctor of Philosophy Department of English West Lafayette, Indiana December 2016 ii THE PURDUE UNIVERSITY GRADUATE SCHOOL STATEMENT OF DISSERTATION APPROVAL Dr. Patricia Sullivan, Chair Department of English Dr. Jennifer Bay Department of English Dr. Richard Johnson-Sheehan Department of English Dr. Thomas Rickert Department of English Approved by: Dr. Nancy J. Peterson Head of the Departmental Graduate Program iii ACKNOWLEDGMENTS Thank you to Dr. Patricia Sullivan for her consistent confidence in my ability as a student. I can’t imagine where I would be without the help and guidance she has offered me, from my first year here at Purdue, up through the final push to finish this dissertation. I give her my undying gratitude and thanks. Thanks also to Dr. Jenny Bay, whose enthusiasm for working with the greater Lafayette community inspired me to pursue the projects I write about in this dissertation. -
University of Florida Thesis Or Dissertation Formatting
MAPPING THE MORIBUND: THE RHETORIC OF MAPPING DEATH By ROLF K. ANDERSON A THESIS PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS UNIVERSITY OF FLORIDA 2018 © 2018 Rolf K. Anderson To Hazel ACKNOWLEDGMENTS I first want to thank the EcoTourists—Shannon Butts, Jason Crider, Jacob Greene, and Madison Jones—my close friends, collaborators, and role-models. Jason in particular deserves more than thanks for his patient guidance over the last two years. I also want to thank mentors new and old. Terry Harpold rekindled a part of my imagination I’d forgotten. Phil Wegner brought warmth to every encounter. Sid Dobrin lit fires. Before them, Barry Mauer set the example for how education and critical thinking are supposed to work. And of course, without Greg Ulmer, none of this would be possible. 4 TABLE OF CONTENTS page ACKNOWLEDGMENTS ...............................................................................................................4 ABSTRACT .....................................................................................................................................6 INTRODUCTION ...........................................................................................................................7 FOUR CORNERS .........................................................................................................................10 Origins ....................................................................................................................................10 -
Exploring Ecocomposition in Latin America in the Context of English Education
Utopía y Praxis Latinoamericana ISSN: 1315-5216 ISSN: 2477-9555 [email protected] Universidad del Zulia Venezuela Exploring Ecocomposition in Latin America in the context of English Education SIGERSO, Andrew Lee Exploring Ecocomposition in Latin America in the context of English Education Utopía y Praxis Latinoamericana, vol. 25, no. Esp.9, 2020 Universidad del Zulia, Venezuela Available in: https://www.redalyc.org/articulo.oa?id=27964626020 DOI: https://doi.org/10.5281/zenodo.4110916 This work is licensed under Creative Commons Attribution-NonCommercial-ShareAlike 3.0 International. PDF generated from XML JATS4R by Redalyc Project academic non-profit, developed under the open access initiative Andrew Lee SIGERSO. Exploring Ecocomposition in Latin America in the context of English Education... Artículos Exploring Ecocomposition in Latin America in the context of English Education Explorando la ecocomposición en América Latina en el contexto de la enseñanza del inglés Andrew Lee SIGERSO DOI: https://doi.org/10.5281/zenodo.4110916 Universidad Austral de Chile, Chile Redalyc: https://www.redalyc.org/articulo.oa? [email protected] id=27964626020 http://orcid.org/0000-0002-3857-7214 Received: 15 June 2020 Accepted: 03 August 2020 Abstract: e use of authentic materials is a fundamental factor in the teaching of English to speakers of other languages (TESOL). However, the question of the appropriateness of a given material is a complex question related to, among other factors, its relevance to the students. omas (2014) suggests utilizing “locally relevant authentic materials,” an idea which, in the context of composition specifically, corresponds to a recent branch of composition studies in North America known as ecocomposition, which calls for a pedagogical approach centered on students’ realities and local environments. -
Writing About Wolves: Using Ecocomposition Pedagogy to Teach Social Justice in a Theme-Based Composition Course
The Journal of the Assembly for Expanded Perspectives on Learning Volume 24 2018-2019 Article 9 6-2019 Writing about Wolves: Using Ecocomposition Pedagogy to Teach Social Justice in a Theme-Based Composition Course Michael S. Geary Bristol Community College Follow this and additional works at: https://trace.tennessee.edu/jaepl Part of the Creative Writing Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Methods Commons, Educational Psychology Commons, English Language and Literature Commons, Instructional Media Design Commons, Liberal Studies Commons, Other Education Commons, Special Education and Teaching Commons, and the Teacher Education and Professional Development Commons Recommended Citation Geary, Michael S. (2019) "Writing about Wolves: Using Ecocomposition Pedagogy to Teach Social Justice in a Theme-Based Composition Course," The Journal of the Assembly for Expanded Perspectives on Learning: Vol. 24 , Article 9. Available at: https://trace.tennessee.edu/jaepl/vol24/iss1/9 This Special Section is brought to you for free and open access by Volunteer, Open Access, Library Journals (VOL Journals), published in partnership with The University of Tennessee (UT) University Libraries. This article has been accepted for inclusion in The Journal of the Assembly for Expanded Perspectives on Learning by an authorized editor. For more information, please visit https://trace.tennessee.edu/jaepl. JAEPL, Vol. 24, 2019 Writing about Wolves: Using Ecocomposition Pedagogy to Teach Social Justice in a Theme-Based Composition Course Michael S. Geary Abstract: Elements of ecocomposition are employed to construct a course that uses the relationship between wolves and humans as a social justice metaphor. -
Why Writing Environments
Why Writing Environments An Introduction Sidney I. Dobrin and Christopher J. Keller Can the extrinsic forces of earth, water, and sky alter the intrinsic elements of language, rhetoric, and imagery? —William Howarth, “Reading the Wetlands” This collection looks broadly at the relationships between writing and places, or textuality and places: for instance, how the production of texts and discourse is influenced by the places and environments in which and for which they are produced; how texts and discourse construct places and environments and in turn how these texts influence, affect, and persuade readers; how different cultural and sociopolitical factors affect the production and interpretation of texts that focus on places and en- vironments; and how, in short, writers in various disciplines and profes- sions write when they write about places and environments. Much practical and theoretical work in English and writing studies already asks similar questions about texts and place, and a good deal of it harnesses work in other disciplines, including but not limited to phi- losophy, geography, architecture, anthropology, social theory, and history. And much of this work has entered English and writing studies from a variety of critical directions, such as Marxism and other materialist-ori- ented approaches, feminism, postcolonial studies, popular cultural stud- ies, ecological studies, and so forth. Thus, it is commonplace to suggest that studies of textuality and place are in most cases highly interdiscipli- nary and highly diverse in their critical methodologies and approaches. Additionally, no one umbrella term exists that adequately characterizes 1 © 2005 State University of New York Press, Albany 2WHY WRITING ENVIRONMENTS the diversity of such studies, though one often comes across phrases and terms such as spatial criticism, critical or cultural geography, postmodern geography, ecocomposition, or cognitive mapping, just to name a few. -
Sustaining Writing Theory
Composition Forum 21, Spring 2010 Sustaining Writing Theory Amy M. Patrick Abstract: This article examines ways in which the fundamentals of both writing studies and sustainability studies overlap and complement each other, ultimately moving toward a theory of writing that not only is sustainable, but that also sustains writing practice across a variety of areas. For example, in order to be sustainable, both writing and geographical communities must consider several elements in any decision or employed strategy. Both writing (the act and the teaching of it) and sustainability studies are localized, regionally specific. Key to the argument’s theoretical positioning is the role of technology and technological innovation in both a community and a classroom in terms of inhibiting and facilitating sustainability and communication. In his March 2009 Conference on College Composition and Communication address, Sidney Dobrin critiques the field of writing studies, and ecocomposition in particular, for focusing too much on students in the classroom and program management and not enough on writing itself. Indeed, much writing in the field today would fall under the category of “show and tell” or of quantitative studies of classroom behaviors and students’ end products. Dobrin notes that when he and Christian Weisser coedited the book Ecocomposition: Theoretical and Pedagogical Approaches (published in 2001), they predicted ecocomposition would grow and move forward in dynamic ways. Yet the field’s development has not followed this projection. Dobrin maintains that, if the field of writing studies is to grow in dynamic and innovative ways, it will be through the development of new theoretical perspectives on writing itself; furthermore, he suggests that the point of this growth can and should come from the developing subfield of ecocomposition. -
Monika Stasiak Doctor of Philosophy
Creative responses to uncertainty: the representation of environmental change themes within recent fiction by Monika Stasiak Thesis Submitted to Flinders University for the degree of Doctor of Philosophy College of Humanities, Arts and Social Sciences 10 May 2018 DECLARATION ..................................................................................................................................................2 ACKNOWLEDGEMENTS ....................................................................................................................................3 INTRODUCTION ...............................................................................................................................................4 CHAPTER ONE: THE EVOLUTION OF LITERARY CRITICISM IN RESPONDING TO ENVIRONMENTAL CHANGE SCENARIOS .............................................................................................9 Introduction ................................................................................................................................................... 9 The significance of environmental change for literary criticism ................................................................... 9 The relevance of literary criticism in an era of impending climate change ................................................. 11 Emerging issues for literary criticism of environmental change ................................................................. 14 Environmental concepts in Australian literary theory ................................................................................ -
Global Warming and Composition Studies: the Case for Intervention
MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Joseph P. Burzynski Candidate for the Degree Doctor of Philosophy ______________________________________ Jason Palmeri, Director ______________________________________ Katharine Ronald, Reader ______________________________________ John Tassoni, Reader ______________________________________ Roxanne Ornelas, Graduate School Representative ABSTRACT GLOBAL WARMING AND COMPOSITION STU DIES: THE CASE FOR I NTERVENTION by Joseph P. Burzynski C omposition studies has failed to offer any field - wide conversation acknowledging global warming or the part that our normalized pedagogical and theoretical orientations play in propping up the status quo. To be sure, composition studies did not create the United States' (or the world's) energy, manufacturing, or economic infrastructures. The field does, however, participate and benefit from these structures , and our disciplinary goal to exist at the forefront of composing — which includes b oth technological and cultural practices — means that we have a level of complicity that we have yet to acknowledge meaningfully. Composition studies’ history is littered with aspirational forays into epistemologies that expand ou r thinking toward ecology (Coe, 1974; Cooper, 1986; Dobrin and Weisser, 2002), the environment (Herndl and Brown, 1996; Killingsworth and Palmer, 1991), and sustainability (Owens, 2001). T hese respective offerings did not necessarily compel different theor etical or pedagogical paths, nor were they necessarily directly responding to resource consumption, environmental degradation, or global warming . Our field needs a more robust, resource - conscious line of inquiry that t heorize s the relationship between text s and resource consumption, recognizes that s ustainable composition is concer ned about production (of texts), understands that s ustainability should be considered situationally, not as a God term , and rethinks the resource cost of composing . -
A Material Ecocritical Reading Of
THE ANDROID IN THE ANTHROPOCENE: A MATERIAL ECOCRITICAL READING OF PHILIP K. DICK’S DO ANDROIDS DREAM OF ELECTRIC SHEEP? by Quentin Samuel Miller A professional paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in English MONTANA STATE UNIVERSITY Bozeman, Montana April 2017 ©COPYRIGHT by Quentin Samuel Miller 2017 All Rights Reserved ii DEDICATION For RG, MV, CR, DR, MC, LA, MC, MR, AP & the many other friends, family, and advisors that have supported me in this project. All of you are those who matter. iii TABLE OF CONTENTS I. INTRODUCTION ............................................................................................................1 II. THEORETICAL FRAMEWORK & THE TEXT ........................................................15 Ecological Postmodernism, Material Ecocriticism, & Storied Matter ..........................15 Literary Representation & Science Fiction in the Anthropocene ..................................19 Do Androids Dream & Naturecultures ..........................................................................25 Posthuman Ecocriticism and the Android ......................................................................33 III. CONCLUSION ............................................................................................................51 REFERENCES CITED ......................................................................................................53 iv ABSTRACT Paul Crutzen and Eugene Stoermer’s concept of the Anthropocene recognizes the human role