WorldCat Identities

Sidler, Michelle

Overview
Works: 10 works in 11 publications in 1 language and 118 library holdings
Genres: History 
Roles: Thesis advisor
Classifications: PE1404,
Publication Timeline
Key
Publications about  Michelle Sidler Publications about Michelle Sidler
Publications by  Michelle Sidler Publications by Michelle Sidler
Most widely held works by Michelle Sidler
Computers in the composition classroom : a critical sourcebook ( Book )
2 editions published in 2008 in English and held by 109 WorldCat member libraries worldwide
Computers in the Composition Classroomintroduces new teachers and scholars to the best thinking and practices that inform sound computer-assisted writing pedagogy. Chapters focus on critical issues such as literacy and access; identity and online writing practices; composing online; and the future of technology and writing
Towards in/Vention in the 21st century a philosophical case study by Trisha Nicole Campbell ( )
1 edition published in 2010 in English and held by 1 WorldCat member library worldwide
This thesis offers a philosophical treatise on Invention in the 21st century, positing our current oppositional dialectic as problematic. Thus, I move to offer a way out of this dialectical negation in order to really invent or effect change. I provide an empirical study of in/Vention in the 21st century as a way of seeing this new mode of invention
Using film to teach rhetoric and multimodal literacy by Kristen Bryona Miller ( )
1 edition published in 2010 in English and held by 1 WorldCat member library worldwide
As communication becomes increasingly more visual and multimodal, there have been calls within the field of composition studies to adapt to these changes and better prepare students to be critical consumers of the communication they encounter. Meeting this standard requires both broadening the type of literacy that we seek to instill in our students and developing a practical plan to improve that broadened literacy. In order for this to be accomplished, two things must take place. First, the analytical frameworks that we teach our students as a process for analyzing and producing texts must be revised to be applicable to a broader range of text types. Second, we must come up with concrete ways to begin incorporating other types of texts into our composition courses. This work seeks to meet both of these needs. First, it develops an analytical framework similar to ones that are commonly used in composition but more inclusive of emotional persuasion and related issues, overall designed out of principles from classical and contemporary rhetorical theory. For the second step, it proposes utilizing film in composition alongside word-based texts for the purposes of allowing the analytical framework to be applied to two quite different text types, demonstrating its ability to be adapted to multiple modes of communication. Asking students to analyze multimodal texts along with word-based increases the likelihood of improved multimodal literacy. The partnerships between these two text types can also help students better grasp certain concepts of rhetorical theory. Following the articulation of this revised analytical framework derived from rhetorical theory, this work applies that framework to example films and word-based texts, demonstrating both the framework's viability and the connections between the ways that different text types use comparable tactics to achieve similar responses in the audience. At its conclusion, this work also provides some suggestions for use of film in the composition class and application of the proposed analytical framework
Multiple visions of the research paper how compositionists and librarians understand, represent, and teach the research process by Amanda Beth MacDonald ( )
1 edition published in 2010 in English and held by 1 WorldCat member library worldwide
This thesis project examines how composition and library science scholars understand, represent, and teach the research process. Librarians and instructors have been similarly affected by technology, so they must discover how students are currently writing and researching in order to improve instruction. While this similarity can encourage collaboration and communication between librarians and compositionists, differing opinions on the relationship between writing and knowing can lead to conflicts. With librarians focusing more on the research process and with compositionists focusing more on the writing assignment, it is not surprising that even in recent scholarship their view of the relationship between writing and knowing remains slightly different. An initial step toward creating effective instruction for students involves understanding their different views of writing and knowing in relation to the research paper
Monsters, men and machines gender in literature and film, 1942-1962 by Angela Farmer ( )
1 edition published in 2008 in English and held by 1 WorldCat member library worldwide
In the construction of the ideologically abject we see the creation of its manifestation: monstrosity. Just as the Kristevian abject, which is neither subject nor object, is my starting point, the Deleuzian "Desiring Machine" is my concluding position (Powers of Horror; Anti-Oedipus). I show that, in fictional texts, ideology is spread through an ever-reproducing collective of desiring machines. The scripted language of film creates the allusion of subjectivity, a mise-en-scene which repudiates the stability of the Oedipal triad: mother-child-father. Such refutation of presumed systems eschews normalization; however, due to the very performative nature of film; Hollywood is able to call attention to the manufacture of normalization while simultaneously appropriating the appearance of accepted Oedipal desire. In other words, fiction, by nature, pretends to be reality; because it is through language that subjectivity is negotiated and all possibility of an existential reality is removed from the subject. And because the language of fiction is a scripted appropriation of fantasy, fiction (especially visual fiction) is able to represent fantasmatic desire as real. In the chapters that follow, I will discuss the breakdown between fictive truth and epistemological truth. The appearance of masculinity which conforms to hegemonic expectations (or "hegemonic masculinity") in fiction can be seen as just that -- fiction. Fiction represents the fantastic desires of the culture from which it arises. In the texts that follow, hegemonic masculinity is often performed in a way that betrays itself as a fiction; when cast in the light of satire, parody, and ironic representation, masculinity can be seen as nothing more than a correspondent to Lacans feminine masquerade or the facÌʹade of phallic femininity
Insurrection in red ink the literary murder of a 20th century goddess by Katharyn M Privett ( )
1 edition published in 2006 in English and held by 1 WorldCat member library worldwide
The 20th century literary archetype of the Maternal Goddess had its most locatable beginnings in the late Victorian landscape of poetry and prose. Although goddess imagery had been historically manipulated to serve Victorian sensibilities, its morphology can be traced back to the rise of Christianity and patriarchy. Victorians, such as Coventry Patmore and John Ruskin, reappropriated the Maternal Goddess image to include angelic and queenly characteristics, specifically within the domestic sphere. Yet, by inscribing the Maternal Goddess upon the written page, these authors opened up the archetype to further interpretation within the early 20th Century. Modern authors, both English and American, worked to disengage the Maternal Goddess from the physicality of womanhood by situating the maternal essence of femininity as an unviable, and even detrimental, state of being. Negotiating between foundational truth systems, the writers of the early 20th century laid bare the binary relationship between maternity and creativity. Modernist authors further fragmented those conditions within the unitary frame of womanhood, creating a new and radical amaternal female within fiction which reflected a specifically patriarchal anxiety at the demise of the Maternal Goddess. As the later 20th century gave way to Postmodernism, the women writers of the time effectively overthrew the reign of the Maternal Goddess. Depicting maternal essence to be a dystopic and phantasmatic myth of institutionalized motherhood, these authors lay to waste the romanticized mythology of the Maternal Goddess. As Postmodern authors were also in literary conversation with the opposing premises of feminism, specifically essentialism and constructivism, the late 20th century became a site of contestation over the feminine body. In effect, both literature and theory became the markers of the end of an era that valorized the Maternal Goddess and policed women as her rightful commonwealth. The end of the 20th and the beginning of the 21st centuries have resurrected, through the forum of popular culture and feminist theology, the goddess archetype in pre-patriarchal forms. This resurrection is evidence of a possible renaissance in culture, literature, and theory that reclaims the feminine body as both sacred and powerful for the women of the 3rd millennium
Pens, paper and football plays a case study of student athlete literacy by James Michael Rifenburg ( )
1 edition published in 2009 in English and held by 1 WorldCat member library worldwide
Football players, as their community of practice demands, perform a high level of complex literate practices. While the literate activity of football is closely parallel to that we require of students in first year composition, football players traditionally struggle in the writing classroom. This thesis explores the complexity of a football play, illustrates how it is learned and then suggests how these learning strategies can be better implemented into the writing classroom Data is drawn from a semester long qualitative case study of three male, freshmen, football players, at Auburn University, graduates of Auburn's 2008 Summer Transition Enhancement Program (STEP), and currently enrolled in STEP English 1100. This data, combined with interviews, textual analysis and classroom observation, yields beneficial insight into the richly textual world of collegiate football
The truth is online digital reality and remediating The X-Files by Nodya Boyko ( )
1 edition published in 2009 in English and held by 1 WorldCat member library worldwide
Argues that the remediation of cultural artifacts enables users of web 2.0 technologies to redefine their interactive experiences with mass media and to blur the line between digital and real. As example, traces the way audiences have used internet technology to remediate The X-Files from its original television incarnation into a multimodal digital presence that illuminates and critiques fans' relationship with the series. Study of an X-Files discussion board community and X-Files YouTube videos, improves understanding of how fans of a television show can use this sort of cultural artifact to create new communities that transcend the original artifact, and that take the new, digital artifact and make it useful offline. By understanding how these artifacts are being remediated, teachers can improve their ability to help students approach a variety of texts and make skillful, critical decisions about how to use them in their own lives
Conversations in story(ality) by Amanda Lynch Morris ( )
1 edition published in 2010 in English and held by 1 WorldCat member library worldwide
In this dissertation, I introduce and define my new term, story(ality), which requires refocused attention on the truths available through nonfiction stories told, written, and performed in a contact zone, which is a social space where cultures meet, clash, and grapple with each other. All of the texts used in this dissertation exist in contact zones and are either true nonfiction experiential tales or pretend to be, and all of these texts have the potential to alter the recipient's perception of reality and truth. The project begins with the problematic text Stiya: A Carlisle Indian Girl at Home, a text that pretends to represent truth and reality, then the dissertation moves on into the 21st century to an examination of Native American story practitioners in two non-academic fields: stand-up comedy and web design, and then concludes with a review of helping students use rhetorical sovereignty in a basic composition class to learn more about their own stories and understand their own truths and realities from a new perspective. Further, through analysis of written and digital texts, performances, interviews, and student writing, I explore how Native peoples construct their identities for both Native and non-Native audiences. I complicate these constructions by considering how a white woman's version of Native identity can be equally influential for the right audience compared to the identities constructed by Native individuals, as well as suggesting how effectively contemporary Native story practitioners achieve cross-cultural understanding in different genres. In addition, I also propose that the Native American experiential theory of rhetorical sovereignty has the potential to help students construct and control their own identities and stories. My goal is to obtain a deeper understanding of the rhetorical choices in the nonfiction stories of contemporary Native intellectuals as they use story (written, verbal, performed), memory, and technology to construct identity and create alliances across multiple communities. Ultimately, this dissertation connects the humor of stand-up comedians, the technological storytelling capability of a sovereign tribal nation, and rhetorical skills of different Native story practitioners. To connect these diverse groups, I examine their communication methods through the lens of story(ality) and the complicated issue of control. Consequently, this dissertation offers the fields of Native American Studies and Composition and Rhetoric a new term that privileges story, storytellers of nonfiction experience, and changing perceptions of reality. Finally, I call for a more critical engagement with Native American nonfiction works in the composition classroom as a more effective method for students to learn more fruitfully and completely about their own stories
Multigenre rhetoric where genre theory and feminist composition theory meet by Joel Conway ( )
1 edition published in 2006 in English and held by 1 WorldCat member library worldwide
Argues that multigenre rhetoric could be used as a pedagogical supplement to expository writing in freshman composition. Explores the history and development of genre theory and feminist composition theory. Provides a rationale for introducing multigenre rhetoric in the composition classroom. Addresses the pedagogical benefits of multigenre rhetoric in relation to genre theory and feminist composition theory, linking the two theories with a progressive, alternative rhetoric. Explicates multigenre rhetoric as currently used in English classrooms. Proposes implementing multigenre rhetoric in freshman composition as empirical research
 
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English (11)
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