DOCSLIB.ORG

The Semiotics, Practical Application, and Assessment of the Modalities

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

THE SEMIOTICS, PRACTICAL APPLICATION, AND ASSESSMENT OF THE MODALITIES Kent Alan Lenz A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2014 Committee: Kristine Blair, Committee Chair Becca Cragin Graduate Faculty Representative Lee Nickoson Gary Heba © 2014 Kent Alan Lenz All Rights Reserved iii ABSTRACT Kristine Blair, Advisor This dissertation examines the influence digital composing spaces, e.g. networked technology, have on composition instruction, student composing practices, and assessment of student work. Recent conversations – Pamela Takayoshi and Brian Huot (2003), Cynthia Selfe (2007), Joddy Murray (2009), and The National Writing Project (2010) – recognize that the presence of technology has given rise to multimodality in composition curricula. Thus, this project first questions what can be considered multimodality by examining where print and digital composing spaces have differences and similarities. Second, whether the multimodal composition process occurs in print or digital composing spaces, the process of multimodality (either instruction or production) relies on Semiotics as a basis for visual interpretation and theory. To showcase this theory in practical application, this project analyzes advertisements for technology to map society’s history with various technological landmarks. Next, this project then considers how multimodality can be used in composition curriculum by exemplifying an Intermediate Writing. However, the presence of multimodality in the classroom raises the question of assessment. As a result, this project utilizes Semiotics in conjunction with theories of discourse as a foundation for assessing multimodal composition projects. Finally, this dissertation provides discussion that speculates on the future direction of composition. This speculation recognizes that the influence multimodality has is not just noticeable in popular composition textbooks. The influence reaches us as members of contemporary society. iv To my family: Sarah, Eric, Karen, Brian, and Julia. v ACKNOWLEDGMENTS This project could not have happened without the help and support of so many people along the way: my family from afar and my colleagues at Bowling Green State University. I am especially indebted to my committee, which I casually referred to as the Dissertation Dream Team. First, Dr. Kristine Blair’s leadership, insights, and support as chair kept this project vibrant and engaging. Many seeds of this project were planted in her Computer Mediated Writing course, and without her expertise, this project would not have come together. Next, Dr. Gary Heba also helped with the origins of this project with his Visual Rhetoric course. In this course, Dr. Heba challenged me to view rhetoric in ways I did not know were possible. This project is the result of those challenges. Finally, Dr. Lee Nickoson also helped with establishing the origins of this project with her Writing Assessment course. This course changed the way I view grading student work, but more importantly, it also provided the strong foundation for the fourth chapter. To my entire committee, I thank you all for the support, effort, and insights. Outside of the committee, I would also like to recognize Dr. Rick Gebhardt, who gave me the opportunity to teach the Intermediate Writing course that became a backbone of this project. The extension of the teaching opportunity cannot be overlooked. Also, Dr. Sue Carter Wood’s expertise in Historical Rhetoric helped me make connections in the writing that could not have been possible. In a similar vein, I would like to extend my gratitude to Dr. Lance Massey. He helped me see the theory behind practice and the theory behind writing. Finally, to my fellow graduate students, your support in class, in the hallways, in our offices, or off campus, kept me plugging away. I would like to thank vi Scott Obernesser especially. His late night availability helped me decompress after difficult writing sessions. Outside of BGSU, I have many, many people to thank for their unwavering support over the years. First and foremost, my family helped me get to where I am, and I cannot thank them enough. My brother, Eric, helped me find motivation. My parents, Brian and Karen, rooted for me every step of the way. My wife, Sarah, for the editing, the understanding, and the patience. I cannot thank you all enough for helping me along my educational journey. Along the way toward completing this project, I have had the unwavering support of many friends. DA Stutsman was the voice of reason during many phone conversations while I paced around outside East Hall. Aaron Stueve and Chris Smith were the support that helped me begin this journey. Finally, I need to give recognition Julia Isabelle Weill. This is a part of who I am. vii TABLE OF CONTENTS Page CHAPTER I: BUILDING A DEFINITION OF MULTIMODAL COMPOSITION .......... 1 Defining Multimodal Composition: Scholarly Conversations .................................. 5 Boundaries and Production ....................................................................................... 7 Boundaries: Accessibility ............................................................................. 9 Boundaries: Mobility ..................................................................................... 13 Production: Digital Distribution .................................................................... 16 Production: Print Media Distribution............................................................. 18 The Semiotics of ........................................................................................................ 20 The Practical Application of ...................................................................................... 22 The Assessment of ..................................................................................................... 25 Concluding Thoughts ................................................................................................. 29 Chapter Abstracts ....................................................................................................... 29 CHAPTER II: THE SEMIOTICS OF MULTIMODAL COMPOSITION .......................... 33 Semiotics of Culturally Based Communication ......................................................... 34 Ubiquitous Technology .............................................................................................. 41 Advertising Goes Viral .............................................................................................. 56 Concluding Thoughts ................................................................................................. 63 CHAPTER III: THE PRACTICAL APPLICATION OF THE MODALITIES ................... 67 The Modalities of First Year Composition ................................................................ 69 The Bridge of Advanced Composition ...................................................................... 75 Genre and Activity Theories: The Foundation of the Bridge .................................... 78 viii Cultural Studies .......................................................................................................... 85 Expressivist Pedagogy ............................................................................................... 87 Writing Without Chalkboards: Theories in Action .................................................... 90 Unit 1: Analyzing Various Digital Rhetorical Spaces ............................................... 92 Unit 2: Introduce Yourself ......................................................................................... 93 Unit 3: Analyze an Advertisement ............................................................................. 94 Unit 4: Multimodal Composition ............................................................................... 95 Student Examples from the Course............................................................................ 95 Excerpt #1 ...................................................................................................... 97 Excerpt #2 ...................................................................................................... 98 Excerpt #3 ...................................................................................................... 100 Excerpt #4 ...................................................................................................... 101 Excerpt #5 ...................................................................................................... 103 Excerpt #6 ...................................................................................................... 104 Concluding Thoughts ................................................................................................. 106 CHAPTER IV: THE ASSESSMENT OF THE MODALITIES .......................................... 111 The Truth Behind Grades........................................................................................... 116 Monkey Wrench: The Multimodal Influence ............................................................ 125 Student Examples: Assessment in Motion ................................................................. 132 Concluding The Assessment Process......................................................................... 150 CHAPTER V: LOOKING FORWARD ............................................................................... 153
Recommended publications
  • A Diagrammatic Approach to Peirce's Classifications of Signs

    A Diagrammatic Approach to Peirce's Classifications of Signs

    A diagrammatic approach to Peirce’s classifications of signs1 Priscila Farias Graduate Program in Design (SENAC-SP & UFPE) [email protected] João Queiroz Graduate Studies Program on History, Philosophy, and Science Teaching (UFBA/UEFS) Dept. of Computer Engineering and Industrial Automation (DCA/FEEC/UNICAMP) [email protected] © This paper is not for reproduction without permission of the author(s). ABSTRACT Starting from an analysis of two diagrams for 10 classes of signs designed by Peirce in 1903 and 1908 (CP 2.264 and 8.376), this paper sets forth the basis for a diagrammatic understanding of all kinds of classifications based on his triadic model of a sign. Our main argument is that it is possible to observe a common pattern in the arrangement of Peirce’s diagrams of 3-trichotomic classes, and that this pattern should be extended for the design of diagrams for any n-trichotomic classification of signs. Once this is done, it is possible to diagrammatically compare the conflicting claims done by Peircean scholars re- garding the divisions of signs into 28, and specially into 66 classes. We believe that the most important aspect of this research is the proposal of a consolidated tool for the analysis of any kind of sign structure within the context of Peirce’s classifications of signs. Keywords: Peircean semiotics, classifications of signs, diagrammatic reasoning. 1. PEIRCE’S DIAGRAMS FOR 10 CLASSES OF SIGNS In a draft of a letter to Lady Welby composed by the end of December 1908 (dated 24-28 December, L463:132-146, CP 8.342-76, EP2:483-491; we will be referring to this diagram 1.
  • Postmodernism: Theorising Fragmentation and Uncertainty

    Postmodernism: Theorising Fragmentation and Uncertainty

    Chapter contents Friedrich Nietzsche 213 Bauman as postmodernist 234 `Gloss' and `disclaimers' in the What is a modern person? 237 writings of Jean-FrancËois The modern identity 238 Lyotard 217 Bauman: the critique of life Lyotard, The DiffeÂrend: in the postmodern condition 243 Phrases in Dispute (1988) 219 Deleuze and Guattari 244 Critique of Lyotard 221 Jean Baudrillard (1929± Richard Rorty 223 present) 259 Zygmunt Bauman 226 Gianni Vattimo (1936±present) 262 The creation of a Critiques of postmodernism 265 postmodernist 229 In conclusion: living in the Bauman as modernist 230 postmodern condition 270 Postmodernism: Theorising Fragmentation 6 and Uncertainty By the end of this chapter you should: · have a critical understanding of · be familiar with the key the notions of postmodernism and postmodern writers: Lyotard, postmodernity; Bauman, Baudrillard, Vattimo, · appreciate the signi®cance of Deleuze and Guattari, Rorty, and Nietzsche to postmodern Fish; theorising; · be aware of some of the central critiques of postmodernism: Sokal, Habermas, Giddens, Philo, Kellner. Friedrich Nietzsche riedrich Nietzsche (1844±1900) invented many of the central ideas and concepts which postmodern- F ism raises about the foundations of society. In particular, Nietzsche's anti-foundationalist ideas, built upon the assumption that `God is dead', together with his refusal to privilege his own position, have in¯uenced most of the postmodern writers that we shall review in this chapter. According to Anthony Giddens: `Nietzsche offers a refuge for those who have lost their modernist illusions without relapsing into complete cynicism or apathy' (Giddens, 1995: 261). Nietzsche attempted to undermine the foundations of truth, morality, science, identity and religion.
  • Power Structures, Change, and the Illusion of Democracy: a Semiotic Study of Leadership and Policy-Making

    Power Structures, Change, and the Illusion of Democracy: a Semiotic Study of Leadership and Policy-Making

    DOCUMENT RESUME ED 413 647 EA 028 734 AUTHOR Spielmann, Guy; Radnofsky, Mary L. TITLE Power Structures, Change, and the Illusion of Democracy: A Semiotic Study of Leadership and Policy-Making. PUB DATE 1997-03-00 NOTE 19p.; Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). PUB TYPE Reports Research (143) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Elementary Secondary Education; *Leadership; *Policy Formation; Power Structure; Professional Autonomy; Professional Development; School Restructuring; *Semiotics; *Teacher Empowerment; Teacher Influence; *Teaching (Occupation) ABSTRACT There is ample evidence that the success or failure of school reform lies not only in the soundness and appropriateness of the reform model chosen, but primarily in its perception, acceptance, and endorsement by teachers. This essay expresses the concept of power as it applies to school reform that focuses on teacher empowerment and professionalization. The paper is based on a grounded theory developed from a qualitative case study that assessed the impact of a newly implemented, districtwide staff-development program. The data are analyzed using an ethnosemiotic approach to explain how a fundamental ambivalence in the concepts of "power" and "professionalism" may prevent the reform from succeeding, even in the absence of overt crisis or resistance. Data were gathered through interviews with and observations of 80 teachers and administrators over 7 months. The paper defines power qualitatively in four different modalities--power ("being-able-to-do"), independence ("being-able-not-to-do"), powerlessness ("not-being-able-to-do"), and submission ("not-being-able-not-to-do").
  • Sociosemiotics and Metalanguage: the Case of Translanguaging Linguistic Frontiers

    Sociosemiotics and Metalanguage: the Case of Translanguaging Linguistic Frontiers

    Linguistic Frontiers • 3(2) • 57—65 • 2020 DOI: 10.2478/lf-2020-0015 Linguistic Frontiers Sociosemiotics and Metalanguage: The Case of Translanguaging Original Study Anti Randviir Department of Semiotics, University of Tartu, Estonia. Received: July 2020 ; Accepted: September 2020 Abstract: The age of transdiscipinarity has brought along the fading of boundaries between disciplines. This has engaged both the fusion of metalanguages that are used for the description of cultures and sign-proce- sses, and the launch of novel proposals for metalinguistic vocabularies. In the case of the study of culture, communication and sign-processes, it is natural that all such developments are connected with the paradigm of semiotics. At times the relevant metalinguistic and methodological proposals challenge traditional semiotic vocabulary, methods and methodological truths. This has brought along the need to recall the semiotic roots of the study of semiosis and communication, and to review transdisciplinary metalanguage in order to avoid possible misinterpretations or unnecessary repetitions of the established agreements in the paradigm of se- miotics as a possible ground for transdisciplinary study of human interaction and cultural processes. Howe- ver, besides occasional theoretical confusion, the spread of the semiotic methodology and vocabulary across applied scholarship has enriched semiotics in its faculties of field studies. Keywords : sociosemiotics, metalanguage, transdisciplinarity, modality, multimodality, mediality, coding, semiosis, modelling, translanguaging. Contemporary scholarship has, both in the domain of studies were founded. Secondly, it is useful to recall the humanities and social sciences, as also in the so-called proximity of interdisciplinary studies and interdisciplinary hard sciences, passed a fairly clear transition from mono- education as proposed by American pragmatism.
  • Defining Visual Rhetorics §

    Defining Visual Rhetorics §

    DEFINING VISUAL RHETORICS § DEFINING VISUAL RHETORICS § Edited by Charles A. Hill Marguerite Helmers University of Wisconsin Oshkosh LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS 2004 Mahwah, New Jersey London This edition published in the Taylor & Francis e-Library, 2008. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” Copyright © 2004 by Lawrence Erlbaum Associates, Inc. All rights reserved. No part of this book may be reproduced in any form, by photostat, microform, retrieval system, or any other means, without prior written permission of the publisher. Lawrence Erlbaum Associates, Inc., Publishers 10 Industrial Avenue Mahwah, New Jersey 07430 Cover photograph by Richard LeFande; design by Anna Hill Library of Congress Cataloging-in-Publication Data Definingvisual rhetorics / edited by Charles A. Hill, Marguerite Helmers. p. cm. Includes bibliographical references and index. ISBN 0-8058-4402-3 (cloth : alk. paper) ISBN 0-8058-4403-1 (pbk. : alk. paper) 1. Visual communication. 2. Rhetoric. I. Hill, Charles A. II. Helmers, Marguerite H., 1961– . P93.5.D44 2003 302.23—dc21 2003049448 CIP ISBN 1-4106-0997-9 Master e-book ISBN To Anna, who inspires me every day. —C. A. H. To Emily and Caitlin, whose artistic perspective inspires and instructs. —M. H. H. Contents Preface ix Introduction 1 Marguerite Helmers and Charles A. Hill 1 The Psychology of Rhetorical Images 25 Charles A. Hill 2 The Rhetoric of Visual Arguments 41 J. Anthony Blair 3 Framing the Fine Arts Through Rhetoric 63 Marguerite Helmers 4 Visual Rhetoric in Pens of Steel and Inks of Silk: 87 Challenging the Great Visual/Verbal Divide Maureen Daly Goggin 5 Defining Film Rhetoric: The Case of Hitchcock’s Vertigo 111 David Blakesley 6 Political Candidates’ Convention Films:Finding the Perfect 135 Image—An Overview of Political Image Making J.
  • A Multimodal Social Semiotic Approach

    A Multimodal Social Semiotic Approach

    LEARN Journal : Language Education and Acquisition Research Network Journal, Volume 11, Issue 1, June 2018 An Investigation of Instagram’s Metonymy: A Multimodal Social Semiotic Approach Sichon Koowuttayakorn Thammasat University [email protected] Abstract This paper applied a social semiotic lens toward investigating the metonymic representations repeatedly displayed on the Instagram official account and the Instagram blog. The main source of data were 90 photos gathered from ten “Weekend Hashtag Projects” (WHPs), a weekly photo challenge organized by the Instagram team. The multimodal analyses revealed that the WHP photos shared some common visual properties including medium to low color saturation, medium color modulation, minimal background, unengaged social actors, long distant shots, and unique visual presentations. Thus, the metonymy VISUAL PROPERTY FOR BRAND IMAGE was proposed. These findings suggest that certain visual elements that were repeatedly featured on Instagram has subtly yet persuasively suggested its users what kind of visual aesthetics are highly valued in the community. Keywords: social semiotics, metaphor, metonymy, social media, visual grammar Introduction Instagram Launched in October 2006, Instagram is a photo-sharing social networking site (SNS) that has quickly become one of the fastest growing social media platforms alongside Facebook and Twitter. At present, it has over 800 million monthly active users, 500 million daily active users, and 300 daily stories active users (Instagram, 2018). Because Instagram is a visually-oriented SNS, images are undoubtedly the most prominent features appearing on the site; however, the Instagrammers are equipped with various other tools that they can use to express themselves and to communicate with others.
  • Charles Sanders Peirce - Wikipedia, the Free Encyclopedia 9/2/10 4:55 PM

    Charles Sanders Peirce - Wikipedia, the Free Encyclopedia 9/2/10 4:55 PM

    Charles Sanders Peirce - Wikipedia, the free encyclopedia 9/2/10 4:55 PM Charles Sanders Peirce From Wikipedia, the free encyclopedia Charles Sanders Peirce (pronounced /ˈpɜrs/ purse[1]) Charles Sanders Peirce (September 10, 1839 – April 19, 1914) was an American philosopher, logician, mathematician, and scientist, born in Cambridge, Massachusetts. Peirce was educated as a chemist and employed as a scientist for 30 years. It is largely his contributions to logic, mathematics, philosophy, and semiotics (and his founding of pragmatism) that are appreciated today. In 1934, the philosopher Paul Weiss called Peirce "the most original and versatile of American philosophers and America's greatest logician".[2] An innovator in many fields (including philosophy of science, epistemology, metaphysics, mathematics, statistics, research methodology, and the design of experiments in astronomy, geophysics, and psychology) Peirce considered himself a logician first and foremost. He made major contributions to logic, but logic for him encompassed much of that which is now called epistemology and philosophy of science. He saw logic as the Charles Sanders Peirce formal branch of semiotics, of which he is a founder. As early as 1886 he saw that logical operations could be carried out by Born September 10, 1839 electrical switching circuits, an idea used decades later to Cambridge, Massachusetts produce digital computers.[3] Died April 19, 1914 (aged 74) Milford, Pennsylvania Contents Nationality American 1 Life Fields Logic, Mathematics, 1.1 United States Coast Survey Statistics, Philosophy, 1.2 Johns Hopkins University Metrology, Chemistry 1.3 Poverty Religious Episcopal but 2 Reception 3 Works stance unconventional 4 Mathematics 4.1 Mathematics of logic C.
  • A Semiotic Perspective on the Denotation and Connotation of Colours in the Quran

    A Semiotic Perspective on the Denotation and Connotation of Colours in the Quran

    International Journal of Applied Linguistics & English Literature E-ISSN: 2200-3452 & P-ISSN: 2200-3592 www.ijalel.aiac.org.au A Semiotic Perspective on the Denotation and Connotation of Colours in the Quran Mona Al-Shraideh1, Ahmad El-Sharif2* 1Post-Graduate Student, Department of English Language and Literature, Al-alBayt University, Jordan 2Associate Professor of Linguistics, Department of English Language and Literature, Al-alBayt University, Jordan Corresponding Author: Ahmad El-Sharif, E-mail: [email protected] ARTICLE INFO ABSTRACT Article history This study investigates the significance and representation of colours in the Quran from the Received: September 11, 2018 perspective of meaning and connotation according to the semiotic models of sign interpretation; Accepted: December 06, 2018 namely, Saussure’s dyadic approach and Peirce’s triadic model. Such approaches are used Published: January 31, 2019 to analyze colours from the perspective of cultural semiotics. The study presents both the Volume: 8 Issue: 1 semantic and cultural semiotics aspects of colour signs in the Quran to demonstrate the various Advance access: December 2018 semiotic meanings and interpretations of the six basic colours (white, black, red, green, yellow, and blue). The study reveals that Arabic colour system agrees with colour universals, especially in terms of their categorization and connotations, and that semiotic analysis makes Conflicts of interest: None an efficient device for analyzing and interpreting the denotations and connotations of colour Funding: None signs in the Quran. Key words: Semiotics, Signs, Denotation, Connotation, Colours, Quran INTRODUCTION or reading, a colour ‘term’ instead of seeing the chromatic Colours affect the behaviour by which we perceive the features of the colour.
  • Peirce's Triadic Logic: Continuity, Modality, and L

    Peirce's Triadic Logic: Continuity, Modality, and L

    University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2020-06-22 Peirce's Triadic Logic: Continuity, Modality, and L Odland, Brent C. Odland, Brent C. (2020). Peirce’s Triadic Logic: Continuity, Modality, and L (Unpublished master's thesis). University of Calgary, Calgary, AB. http://hdl.handle.net/1880/112238 master thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY Peirce’s Triadic Logic: Continuity, Modality, and L by Brent C. Odland A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS GRADUATE PROGRAM IN PHILOSOPHY CALGARY, ALBERTA JUNE, 2020 c Brent C. Odland 2020 Abstract In 1909, in his Logic Notebook, Charles Sanders Peirce conducted what, to my knowledge, are the first experiments with many-valued post-Aristotelian logic. As these experiments are entirely contained in a handful of pages in his notebook, which were not published or discussed by other authors during his lifetime, his reasons are open to conjecture. By examining and transcribing these pages and connecting them to his larger body of philoso- phy, I show how his motivations lie within his views on modality, continuity, and his hypothetical cosmology.
  • Naturalizing Peirce's Semiotics: Ecological Psychology's Solution To

    Naturalizing Peirce's Semiotics: Ecological Psychology's Solution To

    Naturalizing Peirce’s Semiotics: Ecological Psychology’s Solution to the Problem of Creative Abduction Alex Kirlik and Peter Storkerson It is difficult not to notice a curious unrest in the philosophic atmo- sphere of the time, a loosening of old landmarks, a softening of oppo- sitions, a mutual borrowing from one another on the part of systems anciently closed, and an interest in new suggestions, however vague, as if the one thing sure were the inadequacy of extant school-solutions. The dissatisfactions with these seems due for the most part to a feeling that they are too abstract and academic. Life is confused and super- abundant, and what the younger generation appears to crave is more of the temperament of life in its philosophy, even though it were at some cost of logical rigor and formal purity. William James (1904) Abstract. The study of model-based reasoning (MBR) is one of the most interesting recent developments at the intersection of psychology and the phi- losophy of science. Although a broad and eclectic area of inquiry, one central axis by which MBR connects these disciplines is anchored at one end in the- ories of internal reasoning (in cognitive science), and at the other, in C.S. Peirce’s semiotics (in philosophy). In this paper, we attempt to show that Peirce’s semiotics actually has more natural affinity on the psychological side with ecological psychology, as originated by James J. Gibson and especially Egon Brunswik, than it does with non-interactionist approaches to cognitive science. In particular, we highlight the strong ties we believe to exist between the triarchic structure of semiotics as conceived by Peirce, and the similar triarchic stucture of Brunswik’s lens model of organismic achievement in irre- ducibly uncertain ecologies.
  • Semiotics Guidelines Final.Pdf

    Semiotics Guidelines Final.Pdf

    Kent Academic Repository Full text document (pdf) Citation for published version Mingers, John and Willcocks, Leslie (2017) An integrative semiotic methodology for IS research. Information and Organization, 27 (1). pp. 17-36. ISSN 1471-7727. DOI https://doi.org/10.1016/j.infoandorg.2016.12.001 Link to record in KAR http://kar.kent.ac.uk/60191/ Document Version Author's Accepted Manuscript Copyright & reuse Content in the Kent Academic Repository is made available for research purposes. Unless otherwise stated all content is protected by copyright and in the absence of an open licence (eg Creative Commons), permissions for further reuse of content should be sought from the publisher, author or other copyright holder. Versions of research The version in the Kent Academic Repository may differ from the final published version. Users are advised to check http://kar.kent.ac.uk for the status of the paper. Users should always cite the published version of record. Enquiries For any further enquiries regarding the licence status of this document, please contact: [email protected] If you believe this document infringes copyright then please contact the KAR admin team with the take-down information provided at http://kar.kent.ac.uk/contact.html AN INTEGRATIVE SEMIOTIC METHODOLOGY FOR IS RESEARCH Abstract Semiotics studies the production, transmission and interpretation of meaning represented symbolically in signs and messages, primarily but not exclusively in language. For information systems (IS) the domain of semiosis consists of human and non-human interactions based on technologically-mediated communication in the social, material and personal worlds. The paper argues that semiosis has immense bearing on processes of communication central to the advanced information and communications technologies studied by IS scholars.
  • An Investigation Into the Role of Visual Rhetoric and Ethos in Corporate Visual Identity Jennifer R

    An Investigation Into the Role of Visual Rhetoric and Ethos in Corporate Visual Identity Jennifer R

    Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2009 More than decoration: An investigation into the role of visual rhetoric and ethos in corporate visual identity Jennifer R. Veltsos Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Part of the English Language and Literature Commons, and the Rhetoric and Composition Commons Recommended Citation Veltsos, Jennifer R., "More than decoration: An investigation into the role of visual rhetoric and ethos in corporate visual identity" (2009). Graduate Theses and Dissertations. 10643. https://lib.dr.iastate.edu/etd/10643 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. More than decoration: An investigation into the role of visual rhetoric and ethos in corporate visual identity by Jennifer R. Veltsos A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Rhetoric & Professional Communication Program of Study Committee: Charles Kostelnick, Major Professor Lee Honeycutt Barbara Blakely Margaret LaWare Debra Satterfield Iowa State University Ames, Iowa 2009 Copyright © Jennifer R. Veltsos, 2009. All rights reserved. ii DEDICATION To Noah, who was with me at the start of this journey. To Nikolas, who was with me at the end of it. And to Chris, who was beside me all the way.