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The Rhetoric of Space in the Design of Academic Writing Locations Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 12-2010 The Rhetoric of Space in the Design of Academic Writing Locations Amanda Nicold Metz Bemer Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the Rhetoric and Composition Commons Recommended Citation Bemer, Amanda Nicold Metz, "The Rhetoric of Space in the Design of Academic Writing Locations" (2010). All Graduate Theses and Dissertations. 752. https://digitalcommons.usu.edu/etd/752 This Dissertation is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. THE RHETORIC OF SPACE IN THE DESIGN OF ACADEMIC COMPUTER WRITING LOCATIONS by Amanda Nicole Metz Bemer A dissertation submitted in partial fulfillment Of the requirements for the degree of DOCTOR OF PHILOSOPHY in Theory and Practice of Professional Communication Approved: _______________________ ______________________ Keith Gibson Keith Grant-Davie Major Professor Committee Member _______________________ ______________________ David Hailey Evelyn Funda Committee Member Committee Member _______________________ ______________________ Wendy Holliday Byron Burnham Committee Member Dean of Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2010 ii Copyright © Amanda Nicole Metz Bemer 2010 All Rights Reserved iii ABSTRACT The Rhetoric of Space in The Design of Academic Computer Writing Locations by Amanda Nicole Metz Bemer, Doctor of Philosophy Utah State University, 2010 Major Professor: Dr. Keith E. Gibson Department: English This dissertation explores the rhetoric of space as it relates to academic computer writing locations—specifically, computer labs, computer classrooms, and writing centers. Using observation, surveys, interviews, and textual analysis, the author discusses seven rhetorical principles of design for these spaces, including designing for specific audiences, attention, clarity, enthymematic flexibility, identification, pathos, and shared ethos. Ultimately, applying a rhetorical gaze to these areas can help us to design more effective computer spaces in academia. (217 pages) iv CONTENTS Page ABSTRACT ......................................................................................................................iii LIST OF TABLES............................................................................................................. vi LIST OF FIGURES..........................................................................................................vii CHAPTER 1. INTRODUCTION .....................................................................................1 Describing the Issue..............................................................................................2 Justifying the Issue................................................................................................5 Stating the Questions..........................................................................................11 Methodology........................................................................................................13 Dissertation Outline............................................................................................15 2. REVIEWING THE LITERATURE.........................................................18 Rhetoric.................................................................................................................22 Professional Communication ............................................................................27 Document Design................................................................................................32 Academic Computer Writing Spaces...............................................................41 Collaboration in Rows, Pods, and Circles .......................................................43 Conclusion ...........................................................................................................47 3. CREATING COLLABORATIVE COMPUTER LABS........................49 Methodology........................................................................................................51 Description of the Suite Lab ..............................................................................61 Designing for Specific Audiences.....................................................................64 Designing for Attention .....................................................................................70 Designing for Clarity..........................................................................................74 Conclusion ...........................................................................................................80 4. CREATING ENTHYMEMATICALLY FLEXIBLE COMPUTER CLASSROOM SPACES ..........................................................................84 The Role of the Enthymeme in Classroom Design ........................................90 Traditional Computer Writing Classroom Layouts.......................................92 v The Permanence of Design, or, Desktop Design ..........................................105 Enthymematically Flexible Design.................................................................107 5. DESIGNING EFFECTIVE WRITING CENTER SPACES................113 Designing for Identification.............................................................................121 Designing for Pathos ........................................................................................138 Designing for Shared Ethos.............................................................................152 Conclusion .........................................................................................................158 6. CONCLUSION......................................................................................163 Computer Labs..................................................................................................163 Computer Classrooms......................................................................................165 Writing Centers .................................................................................................166 Applied Principles ............................................................................................167 Implications .......................................................................................................176 Pedagogy............................................................................................................177 Further Research ...............................................................................................178 Conclusion .........................................................................................................180 REFERENCES................................................................................................................181 APPENDICES................................................................................................................194 Appendix A: Computer Lab Surveys.............................................................195 Appendix B: Writing Center Websites...........................................................198 CURRICULUM VITAE ................................................................................................202 vi LIST OF TABLES Table Page 3.1 Majors of Survey .................................................................................................53 3.2 Year in School of Survey ....................................................................................54 5.1 List of Schools and Scheduling Methods.......................................................125 5.2 List of Schools and Online Scheduling with Document Type Requirements...........................................................................................134 vii LIST OF FIGURES Figure Page 2.1 Good continuation ..............................................................................................34 3.1 Top three student-reported activities in computer labs................................57 3.2 Year in school of survey respondents ..............................................................58 3.3 Labs used by student respondents ...................................................................59 3.4 The Suite Lab .......................................................................................................63 3.5 Image of Ag 119 computer lab ..........................................................................67 3.6 Zones in the Suite Lab ........................................................................................75 4.1 Computer classroom row formation................................................................94 4.2 Peninsula formation ...........................................................................................96 4.3 Circle formation ..................................................................................................98 4.4 Pod formation....................................................................................................101 5.1 Clemson University’s Writing Center website .............................................128 5.2 Texas State University Writing Center ..........................................................132 5.3 University of Wisconsin –
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