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You searched for +publisher:"University of Louisville" +contributor:("Sheridan, Mary P."). Showing records 1 – 12 of 12 total matches.

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University of Louisville

1. Matravers, Laura Sceniak. A fractured conversation : the professional, scholarly, and disciplinary identities of two-year college writing faculty.

Degree: PhD, 2018, University of Louisville

  At a time when state-sponsored policies for tuition-free two-year college education are on the rise, this dissertation examines the place of two-year colleges within… (more)

Subjects/Keywords: two-year colleges; community colleges; composition studies; writing faculty; knowledge-making; disciplinarity; Rhetoric and Composition

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APA (6th Edition):

Matravers, L. S. (2018). A fractured conversation : the professional, scholarly, and disciplinary identities of two-year college writing faculty. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2941 ; https://ir.library.louisville.edu/etd/2941

Chicago Manual of Style (16th Edition):

Matravers, Laura Sceniak. “A fractured conversation : the professional, scholarly, and disciplinary identities of two-year college writing faculty.” 2018. Doctoral Dissertation, University of Louisville. Accessed April 23, 2019. 10.18297/etd/2941 ; https://ir.library.louisville.edu/etd/2941.

MLA Handbook (7th Edition):

Matravers, Laura Sceniak. “A fractured conversation : the professional, scholarly, and disciplinary identities of two-year college writing faculty.” 2018. Web. 23 Apr 2019.

Vancouver:

Matravers LS. A fractured conversation : the professional, scholarly, and disciplinary identities of two-year college writing faculty. [Internet] [Doctoral dissertation]. University of Louisville; 2018. [cited 2019 Apr 23]. Available from: 10.18297/etd/2941 ; https://ir.library.louisville.edu/etd/2941.

Council of Science Editors:

Matravers LS. A fractured conversation : the professional, scholarly, and disciplinary identities of two-year college writing faculty. [Doctoral Dissertation]. University of Louisville; 2018. Available from: 10.18297/etd/2941 ; https://ir.library.louisville.edu/etd/2941


University of Louisville

2. Tetreault, Laura. "We're asking you to show up" : accountability as rhetorical practice for queer, feminist, and racial justice allyship.

Degree: PhD, 2018, University of Louisville

  In this threatening political climate, many are asking how to advocate for social justice across axes of difference, such as in coalitional movements working… (more)

Subjects/Keywords: cultural rhetorics; social justice; queer studies; feminism; intersectionality; race; Rhetoric and Composition

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APA (6th Edition):

Tetreault, L. (2018). "We're asking you to show up" : accountability as rhetorical practice for queer, feminist, and racial justice allyship. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2982 ; https://ir.library.louisville.edu/etd/2982

Chicago Manual of Style (16th Edition):

Tetreault, Laura. “"We're asking you to show up" : accountability as rhetorical practice for queer, feminist, and racial justice allyship.” 2018. Doctoral Dissertation, University of Louisville. Accessed April 23, 2019. 10.18297/etd/2982 ; https://ir.library.louisville.edu/etd/2982.

MLA Handbook (7th Edition):

Tetreault, Laura. “"We're asking you to show up" : accountability as rhetorical practice for queer, feminist, and racial justice allyship.” 2018. Web. 23 Apr 2019.

Vancouver:

Tetreault L. "We're asking you to show up" : accountability as rhetorical practice for queer, feminist, and racial justice allyship. [Internet] [Doctoral dissertation]. University of Louisville; 2018. [cited 2019 Apr 23]. Available from: 10.18297/etd/2982 ; https://ir.library.louisville.edu/etd/2982.

Council of Science Editors:

Tetreault L. "We're asking you to show up" : accountability as rhetorical practice for queer, feminist, and racial justice allyship. [Doctoral Dissertation]. University of Louisville; 2018. Available from: 10.18297/etd/2982 ; https://ir.library.louisville.edu/etd/2982


University of Louisville

3. Harvey, Barrie Olson. Yours, mine, and ours : confronting the originality burden through remix and intertextuality.

Degree: PhD, 2014, University of Louisville

  This dissertation contributes to ongoing conversations regarding the goal of composition instructors “to empower students to take responsibility for their ideas and their texts… (more)

Subjects/Keywords: English Language and Literature

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APA (6th Edition):

Harvey, B. O. (2014). Yours, mine, and ours : confronting the originality burden through remix and intertextuality. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/580 ; https://ir.library.louisville.edu/etd/580

Chicago Manual of Style (16th Edition):

Harvey, Barrie Olson. “Yours, mine, and ours : confronting the originality burden through remix and intertextuality.” 2014. Doctoral Dissertation, University of Louisville. Accessed April 23, 2019. 10.18297/etd/580 ; https://ir.library.louisville.edu/etd/580.

MLA Handbook (7th Edition):

Harvey, Barrie Olson. “Yours, mine, and ours : confronting the originality burden through remix and intertextuality.” 2014. Web. 23 Apr 2019.

Vancouver:

Harvey BO. Yours, mine, and ours : confronting the originality burden through remix and intertextuality. [Internet] [Doctoral dissertation]. University of Louisville; 2014. [cited 2019 Apr 23]. Available from: 10.18297/etd/580 ; https://ir.library.louisville.edu/etd/580.

Council of Science Editors:

Harvey BO. Yours, mine, and ours : confronting the originality burden through remix and intertextuality. [Doctoral Dissertation]. University of Louisville; 2014. Available from: 10.18297/etd/580 ; https://ir.library.louisville.edu/etd/580


University of Louisville

4. Weaver, Stephanie D. The available means of imagination : personal narrative, public rhetoric, and circulation.

Degree: PhD, 2016, University of Louisville

  This dissertation examines the digital circulation of personal narratives by non-celebrity individuals that become part of larger public and political debates. I posit the… (more)

Subjects/Keywords: narrative; rhetoric; circulation; Rhetoric

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APA (6th Edition):

Weaver, S. D. (2016). The available means of imagination : personal narrative, public rhetoric, and circulation. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2551 ; https://ir.library.louisville.edu/etd/2551

Chicago Manual of Style (16th Edition):

Weaver, Stephanie D. “The available means of imagination : personal narrative, public rhetoric, and circulation.” 2016. Doctoral Dissertation, University of Louisville. Accessed April 23, 2019. 10.18297/etd/2551 ; https://ir.library.louisville.edu/etd/2551.

MLA Handbook (7th Edition):

Weaver, Stephanie D. “The available means of imagination : personal narrative, public rhetoric, and circulation.” 2016. Web. 23 Apr 2019.

Vancouver:

Weaver SD. The available means of imagination : personal narrative, public rhetoric, and circulation. [Internet] [Doctoral dissertation]. University of Louisville; 2016. [cited 2019 Apr 23]. Available from: 10.18297/etd/2551 ; https://ir.library.louisville.edu/etd/2551.

Council of Science Editors:

Weaver SD. The available means of imagination : personal narrative, public rhetoric, and circulation. [Doctoral Dissertation]. University of Louisville; 2016. Available from: 10.18297/etd/2551 ; https://ir.library.louisville.edu/etd/2551


University of Louisville

5. Perry, Kathryn Elizabeth. Stories of single mothers : narrating the sociomaterial mechanisms of community literacy.

Degree: PhD, 2016, University of Louisville

  In light of the increasing significance of community activist scholarship in Rhetoric and Composition and given the overwhelming nature of institutional educational inequity, this… (more)

Subjects/Keywords: literacy; community literacy; college writing; actor-network theory; narrative; authorship; Other English Language and Literature; Other Rhetoric and Composition; Scholarship of Teaching and Learning

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APA (6th Edition):

Perry, K. E. (2016). Stories of single mothers : narrating the sociomaterial mechanisms of community literacy. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2441 ; https://ir.library.louisville.edu/etd/2441

Chicago Manual of Style (16th Edition):

Perry, Kathryn Elizabeth. “Stories of single mothers : narrating the sociomaterial mechanisms of community literacy.” 2016. Doctoral Dissertation, University of Louisville. Accessed April 23, 2019. 10.18297/etd/2441 ; https://ir.library.louisville.edu/etd/2441.

MLA Handbook (7th Edition):

Perry, Kathryn Elizabeth. “Stories of single mothers : narrating the sociomaterial mechanisms of community literacy.” 2016. Web. 23 Apr 2019.

Vancouver:

Perry KE. Stories of single mothers : narrating the sociomaterial mechanisms of community literacy. [Internet] [Doctoral dissertation]. University of Louisville; 2016. [cited 2019 Apr 23]. Available from: 10.18297/etd/2441 ; https://ir.library.louisville.edu/etd/2441.

Council of Science Editors:

Perry KE. Stories of single mothers : narrating the sociomaterial mechanisms of community literacy. [Doctoral Dissertation]. University of Louisville; 2016. Available from: 10.18297/etd/2441 ; https://ir.library.louisville.edu/etd/2441


University of Louisville

6. Hartline, Megan Faver. Aspirations into action : navigating structures for community engagement at the University of Louisville.

Degree: PhD, 2017, University of Louisville

  This dissertation analyzes the affordances of university structures based on how they value and support community engagement, focusing on common issues for community-engaged scholars.… (more)

Subjects/Keywords: community engagement; community writing; institutional critique; institutional ethnography; graduate education; Rhetoric and Composition

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APA (6th Edition):

Hartline, M. F. (2017). Aspirations into action : navigating structures for community engagement at the University of Louisville. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2632 ; https://ir.library.louisville.edu/etd/2632

Chicago Manual of Style (16th Edition):

Hartline, Megan Faver. “Aspirations into action : navigating structures for community engagement at the University of Louisville.” 2017. Doctoral Dissertation, University of Louisville. Accessed April 23, 2019. 10.18297/etd/2632 ; https://ir.library.louisville.edu/etd/2632.

MLA Handbook (7th Edition):

Hartline, Megan Faver. “Aspirations into action : navigating structures for community engagement at the University of Louisville.” 2017. Web. 23 Apr 2019.

Vancouver:

Hartline MF. Aspirations into action : navigating structures for community engagement at the University of Louisville. [Internet] [Doctoral dissertation]. University of Louisville; 2017. [cited 2019 Apr 23]. Available from: 10.18297/etd/2632 ; https://ir.library.louisville.edu/etd/2632.

Council of Science Editors:

Hartline MF. Aspirations into action : navigating structures for community engagement at the University of Louisville. [Doctoral Dissertation]. University of Louisville; 2017. Available from: 10.18297/etd/2632 ; https://ir.library.louisville.edu/etd/2632


University of Louisville

7. Gramer, Rachel. Stories at work : restorying narratives of new teachers' identity learning in writing studies.

Degree: PhD, 2017, University of Louisville

  Rhetoric and composition has a long, robust history of studying how we train new writing teachers in our graduate/writing programs; yet we lack in-depth… (more)

Subjects/Keywords: narrative; teacher education; teacher identity; teacher learning; teaching college writing; Higher Education and Teaching; Rhetoric and Composition

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APA (6th Edition):

Gramer, R. (2017). Stories at work : restorying narratives of new teachers' identity learning in writing studies. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2678 ; https://ir.library.louisville.edu/etd/2678

Chicago Manual of Style (16th Edition):

Gramer, Rachel. “Stories at work : restorying narratives of new teachers' identity learning in writing studies.” 2017. Doctoral Dissertation, University of Louisville. Accessed April 23, 2019. 10.18297/etd/2678 ; https://ir.library.louisville.edu/etd/2678.

MLA Handbook (7th Edition):

Gramer, Rachel. “Stories at work : restorying narratives of new teachers' identity learning in writing studies.” 2017. Web. 23 Apr 2019.

Vancouver:

Gramer R. Stories at work : restorying narratives of new teachers' identity learning in writing studies. [Internet] [Doctoral dissertation]. University of Louisville; 2017. [cited 2019 Apr 23]. Available from: 10.18297/etd/2678 ; https://ir.library.louisville.edu/etd/2678.

Council of Science Editors:

Gramer R. Stories at work : restorying narratives of new teachers' identity learning in writing studies. [Doctoral Dissertation]. University of Louisville; 2017. Available from: 10.18297/etd/2678 ; https://ir.library.louisville.edu/etd/2678


University of Louisville

8. Holladay, Andrew Wesley. Articulating the new normal(s) : mental disability, medical discourse, and rhetorical action.

Degree: PhD, 2017, University of Louisville

  “Articulating the New Normal(s): Mental Disability, Medical Discourse, and Rhetorical Action” studies the writing of people diagnosed with autism and post- traumatic stress disorder… (more)

Subjects/Keywords: rhetoric; medicine; psychiatry; online writing; mental health; Rhetoric

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APA (6th Edition):

Holladay, A. W. (2017). Articulating the new normal(s) : mental disability, medical discourse, and rhetorical action. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2787 ; https://ir.library.louisville.edu/etd/2787

Chicago Manual of Style (16th Edition):

Holladay, Andrew Wesley. “Articulating the new normal(s) : mental disability, medical discourse, and rhetorical action.” 2017. Doctoral Dissertation, University of Louisville. Accessed April 23, 2019. 10.18297/etd/2787 ; https://ir.library.louisville.edu/etd/2787.

MLA Handbook (7th Edition):

Holladay, Andrew Wesley. “Articulating the new normal(s) : mental disability, medical discourse, and rhetorical action.” 2017. Web. 23 Apr 2019.

Vancouver:

Holladay AW. Articulating the new normal(s) : mental disability, medical discourse, and rhetorical action. [Internet] [Doctoral dissertation]. University of Louisville; 2017. [cited 2019 Apr 23]. Available from: 10.18297/etd/2787 ; https://ir.library.louisville.edu/etd/2787.

Council of Science Editors:

Holladay AW. Articulating the new normal(s) : mental disability, medical discourse, and rhetorical action. [Doctoral Dissertation]. University of Louisville; 2017. Available from: 10.18297/etd/2787 ; https://ir.library.louisville.edu/etd/2787


University of Louisville

9. Nutakki, Gopi Chand. A framework for clustering and adaptive topic tracking on evolving text and social media data streams.

Degree: PhD, 2017, University of Louisville

  Recent advances and widespread usage of online web services and social media platforms, coupled with ubiquitous low cost devices, mobile technologies, and increasing capacity… (more)

Subjects/Keywords: stream clustering; topic modeling; Computer Engineering; Computer Sciences

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APA (6th Edition):

Nutakki, G. C. (2017). A framework for clustering and adaptive topic tracking on evolving text and social media data streams. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2834 ; https://ir.library.louisville.edu/etd/2834

Chicago Manual of Style (16th Edition):

Nutakki, Gopi Chand. “A framework for clustering and adaptive topic tracking on evolving text and social media data streams.” 2017. Doctoral Dissertation, University of Louisville. Accessed April 23, 2019. 10.18297/etd/2834 ; https://ir.library.louisville.edu/etd/2834.

MLA Handbook (7th Edition):

Nutakki, Gopi Chand. “A framework for clustering and adaptive topic tracking on evolving text and social media data streams.” 2017. Web. 23 Apr 2019.

Vancouver:

Nutakki GC. A framework for clustering and adaptive topic tracking on evolving text and social media data streams. [Internet] [Doctoral dissertation]. University of Louisville; 2017. [cited 2019 Apr 23]. Available from: 10.18297/etd/2834 ; https://ir.library.louisville.edu/etd/2834.

Council of Science Editors:

Nutakki GC. A framework for clustering and adaptive topic tracking on evolving text and social media data streams. [Doctoral Dissertation]. University of Louisville; 2017. Available from: 10.18297/etd/2834 ; https://ir.library.louisville.edu/etd/2834


University of Louisville

10. Mathis, Keri Elizabeth. Pens, print, and pixels : gendered writing and the epistolary genre in transitional eras.

Degree: PhD, 2018, University of Louisville

  This dissertation proposes a retheorization of rhetorical genres, media, and modes, with a particular emphasis on how this interrelationship reinstantiates and/or subverts deeply entrenched… (more)

Subjects/Keywords: rhetorical genre; media; multimodality; mode; gendered writing; Rhetoric; Rhetoric and Composition

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APA (6th Edition):

Mathis, K. E. (2018). Pens, print, and pixels : gendered writing and the epistolary genre in transitional eras. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2928 ; https://ir.library.louisville.edu/etd/2928

Chicago Manual of Style (16th Edition):

Mathis, Keri Elizabeth. “Pens, print, and pixels : gendered writing and the epistolary genre in transitional eras.” 2018. Doctoral Dissertation, University of Louisville. Accessed April 23, 2019. 10.18297/etd/2928 ; https://ir.library.louisville.edu/etd/2928.

MLA Handbook (7th Edition):

Mathis, Keri Elizabeth. “Pens, print, and pixels : gendered writing and the epistolary genre in transitional eras.” 2018. Web. 23 Apr 2019.

Vancouver:

Mathis KE. Pens, print, and pixels : gendered writing and the epistolary genre in transitional eras. [Internet] [Doctoral dissertation]. University of Louisville; 2018. [cited 2019 Apr 23]. Available from: 10.18297/etd/2928 ; https://ir.library.louisville.edu/etd/2928.

Council of Science Editors:

Mathis KE. Pens, print, and pixels : gendered writing and the epistolary genre in transitional eras. [Doctoral Dissertation]. University of Louisville; 2018. Available from: 10.18297/etd/2928 ; https://ir.library.louisville.edu/etd/2928


University of Louisville

11. Chamberlain, Elizabeth Frances Bergeron. "If this stuff matters, why isn't it being shared?" : citations, hyperlinks, and potential public futures of online writing in rhetoric and composition.

Degree: PhD, 2016, University of Louisville

  This dissertation addresses two deceptively discrete questions: (1) how academics might reach wider public audiences, and (2) how and why people cite the way… (more)

Subjects/Keywords: hyperlinks; citations; publics; rhetoric; composition; Rhetoric and Composition

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APA (6th Edition):

Chamberlain, E. F. B. (2016). "If this stuff matters, why isn't it being shared?" : citations, hyperlinks, and potential public futures of online writing in rhetoric and composition. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2598 ; https://ir.library.louisville.edu/etd/2598

Chicago Manual of Style (16th Edition):

Chamberlain, Elizabeth Frances Bergeron. “"If this stuff matters, why isn't it being shared?" : citations, hyperlinks, and potential public futures of online writing in rhetoric and composition.” 2016. Doctoral Dissertation, University of Louisville. Accessed April 23, 2019. 10.18297/etd/2598 ; https://ir.library.louisville.edu/etd/2598.

MLA Handbook (7th Edition):

Chamberlain, Elizabeth Frances Bergeron. “"If this stuff matters, why isn't it being shared?" : citations, hyperlinks, and potential public futures of online writing in rhetoric and composition.” 2016. Web. 23 Apr 2019.

Vancouver:

Chamberlain EFB. "If this stuff matters, why isn't it being shared?" : citations, hyperlinks, and potential public futures of online writing in rhetoric and composition. [Internet] [Doctoral dissertation]. University of Louisville; 2016. [cited 2019 Apr 23]. Available from: 10.18297/etd/2598 ; https://ir.library.louisville.edu/etd/2598.

Council of Science Editors:

Chamberlain EFB. "If this stuff matters, why isn't it being shared?" : citations, hyperlinks, and potential public futures of online writing in rhetoric and composition. [Doctoral Dissertation]. University of Louisville; 2016. Available from: 10.18297/etd/2598 ; https://ir.library.louisville.edu/etd/2598

12. Lueck, Amy Jean. “A polished, a practical, or a profound education” : (gendered) rhetorical literacies and higher learning in Louisville’s first free public high schools, 1856-1896.

Degree: PhD, 2015, University of Louisville

  This archival project investigates the first public high schools in Louisville as they negotiated the means and ends of providing higher education to an… (more)

Subjects/Keywords: English Language and Literature; Rhetoric and Composition

University of Louisville.”1 They exhorted council members to make good on this promise, explaining… …in relation to the University of Louisville underscores the uncertain boundaries between… …University of Louisville” and determining to build a female high school in 1852.24 Plans to… …University of Louisville see Sam Adkins and M. R. Holtzman, The… …Louisville (Louisville, KY: University of Louisville, 1939). 23… 

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APA (6th Edition):

Lueck, A. J. (2015). “A polished, a practical, or a profound education” : (gendered) rhetorical literacies and higher learning in Louisville’s first free public high schools, 1856-1896. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2096 ; https://ir.library.louisville.edu/etd/2096

Chicago Manual of Style (16th Edition):

Lueck, Amy Jean. ““A polished, a practical, or a profound education” : (gendered) rhetorical literacies and higher learning in Louisville’s first free public high schools, 1856-1896.” 2015. Doctoral Dissertation, University of Louisville. Accessed April 23, 2019. 10.18297/etd/2096 ; https://ir.library.louisville.edu/etd/2096.

MLA Handbook (7th Edition):

Lueck, Amy Jean. ““A polished, a practical, or a profound education” : (gendered) rhetorical literacies and higher learning in Louisville’s first free public high schools, 1856-1896.” 2015. Web. 23 Apr 2019.

Vancouver:

Lueck AJ. “A polished, a practical, or a profound education” : (gendered) rhetorical literacies and higher learning in Louisville’s first free public high schools, 1856-1896. [Internet] [Doctoral dissertation]. University of Louisville; 2015. [cited 2019 Apr 23]. Available from: 10.18297/etd/2096 ; https://ir.library.louisville.edu/etd/2096.

Council of Science Editors:

Lueck AJ. “A polished, a practical, or a profound education” : (gendered) rhetorical literacies and higher learning in Louisville’s first free public high schools, 1856-1896. [Doctoral Dissertation]. University of Louisville; 2015. Available from: 10.18297/etd/2096 ; https://ir.library.louisville.edu/etd/2096

.