@article {1103, title = {Uptake and genre: The Canadian reception of suffrage militancy}, journal = {Women{\textquoteright}s Studies International Forum}, volume = {29}, year = {2006}, month = {2006}, pages = {288}, chapter = {279}, abstract = {

From 1909 onward, the Canadian suffrage debate was heavily influenced by reports on suffrage militancy from Great Britain and the United States. Militancy played an influential role in Canadian suffrage history not through its practice\–there was no Canadian militant campaign\–but through an ongoing discussion of its meaning. Using Anne Freadman\&$\#$39;s notions of genre and uptake, this paper analyzes the discursive uptake of suffrage militancy\—from news reports on front pages, to commentary on women\&$\#$39;s pages, to reviews of Emmeline Pankhurst\&$\#$39;s Canadian speaking engagements. The Canadian debate about militancy is a fertile site for drawing out the roles of genre and uptake in the political positioning of both suffragists and suffrage sceptics. Talk about militancy serves as a way to regulate the uptake of this particular genre of political action, whereby both sides tended to share the optimistic view that Canadian suffragists where not yet in need of militancy.

}, doi = {10.1016/j.wsif.2006.04.007}, url = {http://www.sciencedirect.com/science/article/pii/S0277539506000173}, author = {Thieme, Katja} } @article {1104, title = {Constitutive rhetoric as an aspect of audience design: The public texts of Canadian suffragists}, journal = {Written Communication}, volume = {27}, year = {2010}, pages = {36{\textendash}56}, abstract = {

This article offers a way of using the theory of audience design\—how speakers position different audience groups as main addressees, overhearers, or bystanders\—for written discourse. It focuses on main addressees, that is, those audience members who are expected to participate in and respond to a speaker\’s utterances. The text samples are articles, letters, and editorials on women\’s suffrage that were published between 1909 and 1912 in Canadian periodicals. In particular, the author analyzes noun phrases with which suffrageskeptical women are addressed, relying on the theory of constitutive rhetoric to highlight the interpellative force with which the audience design of this public political debate operates.

}, keywords = {addressee, Erving Goffman, Herbert C. Clark, interpellation, noun phrases, rhetorical situation, women{\textquoteright}s rights}, doi = {10.1177/0741088309353505}, url = {http://wcx.sagepub.com/content/27/1/36}, author = {Thieme, Katja} } @inbook {1105, title = {Letters to the women{\textquoteright}s page editor: Reading Francis Marion Beynon{\textquoteright}s "The Country Homemakers" and a public culture for women}, booktitle = {Basements and attics, closets and cyberspace}, year = {2012}, pages = {215-231}, publisher = {Wilfrid Laurier University Press}, organization = {Wilfrid Laurier University Press}, address = {Waterloo, ON}, keywords = {Canadian studies, collective rhetoric, letters to the editor, print discourse, women{\textquoteright}s suffrage movement}, isbn = {978-1-55458-632-5}, issn = {978-1-55458-632-5}, url = {http://www.wlupress.wlu.ca/Catalog/morra-schagerl.shtml}, author = {Thieme, Katja}, editor = {Morra, Linda M. and Schagerl, Jessica} } @article {1779, title = {How do you wish to be cited? Citation practices and a scholarly community of care in trans studies research articles}, journal = {Journal of English for Academic Purposes}, volume = {321315225151110329295992010220217325082325756200523392114218323882}, year = {2018}, pages = {80 - 90}, abstract = {

Trans rights advocacy is a social justice movement that is transforming language practices relating to gender. Research has highlighted the fact that language which constructs gender as binary harms trans people, and some trans studies researchers have developed guidelines for honouring trans people{\textquoteright}s names and pronouns. The language of academic writing is an area of discussion where questions of trans rights and trans experiences have not yet been addressed. This paper draws on two data sources to explore the citation experiences and practices of trans scholars and activists: a web-based archive of writers{\textquoteright} perspectives built between 2015 and 2016; and a corpus-based study of 14 research articles published in TSQ: Transgender Studies Quarterly. Our analysis highlights the sensitivity that is required of colleagues who work with transgender authors{\textquoteright} writing, furthering our understanding of citation as a collaborative and potentially intimate and caring practice. Practices of referring to work by trans scholars pose ethical questions about the social relations expressed in citation in general, enabling applied language scholars to develop a new and different awareness of the sociality of citation.

}, issn = {14751585}, doi = {10.1016/j.jeap.2018.03.010}, url = {https://linkinghub.elsevier.com/retrieve/pii/S1475158518301115https://api.elsevier.com/content/article/PII:S1475158518301115?httpAccept=text/xmlhttps://api.elsevier.com/content/article/PII:S1475158518301115?httpAccept=text/plain}, author = {Thieme, Katja and Saunders, Mary Ann S.} } @article {1780, title = {Spacious Grammar: Agency and Intention in the Teaching of Research Writing}, journal = {Discourse and Writing/R{\'e}dactologie}, volume = {32}, year = {2022}, pages = {281 - 299}, abstract = {

Standardized academic English is now understood to be rooted in histories and practices that are colonial, classist, nationalist, heteronormative, ableist, and sexist. Current teaching of academic English carries an ethos of making practices of research writing accessible to students from marginalized backgrounds through explicit attention to language patterns and genre structures. In the context of both ideological critique and explicit pedagogy, I discuss three pragmatic elements of research writing{\textemdash}positionality, citation, and evaluation{\textemdash}with examples from one of my courses. I present these elements and my approach to teaching them as a practice that is attentive to both details of published scholarship and students{\textquoteright} agency and intentionality in shaping their own writing projects, claims, and arguments. My work is framed by a functional approach to grammar where grammar is not interesting as a standardized apparatus but as a code that provides a range of options for producing performative effects. I call this spacious grammar.\ 

}, issn = {2563-7320}, doi = {10.31468/dwr.931}, url = {https://journals.sfu.ca/dwr/index.php/dwr/article/view/931https://journals.sfu.ca/dwr/index.php/dwr/article/download/931/855https://journals.sfu.ca/dwr/index.php/dwr/article/download/931/855}, author = {Thieme, Katja} } @article {1781, title = {A Play on Occlusion: Uptake of Letters to the University President}, journal = {Rhetoric Review}, volume = {41118833}, year = {2022}, pages = {226 - 239}, abstract = {

Occlusion is most commonly presented as an aspect of certain genres: occluded genres. Here, occlusion is proposed as a property of the processes by which genres are taken up. While routine use of genres creates expectations around when the genre{\textquoteright}s uptake is commonly occluded, such expected practice can be subverted by deliberate disclosure. Occlusion and disclosure in the process of genre uptake thus become argumentative and powerful moves in communicative interaction. In three case studies, I analyze processes of occlusion in relationship to the genre of the letter to the university president.

}, issn = {0735-0198}, doi = {10.1080/07350198.2022.2038510}, url = {https://www.tandfonline.com/doi/full/10.1080/07350198.2022.2038510https://www.tandfonline.com/doi/pdf/10.1080/07350198.2022.2038510}, author = {Thieme, Katja} } @article {1782, title = {Surface and Depth: Metalanguage and Professional Development in Canadian Writing Studies}, journal = {Discourse and Writing/R{\'e}dactologie}, volume = {29}, year = {2019}, pages = {148 - 158}, abstract = {

In the process of mentoring instructors of writing into the field of writing studies, there is a tension between practical surface of writing instruction and underlying theoretical depth. This paper calls for more systematic thinking about that tension between surface and depth. It emphasizes the important roles that metalanguage plays in mediating that tension and points out the indignities of contract employment that in many ways prevent writing instruction in Canada from becoming the deep and thoroughly researched practice it could be.

}, issn = {2563-7320}, doi = {10.31468/cjsdwr.757}, url = {https://journals.sfu.ca/dwr/index.php/dwr/article/view/757https://journals.sfu.ca/dwr/index.php/dwr/article/download/757/703https://journals.sfu.ca/dwr/index.php/dwr/article/download/757/703}, author = {Thieme, Katja} } @article {1783, title = {Do We Need New Method Names? Descriptions of Method in Scholarship on Canadian Literature}, journal = {ESC: English Studies in Canada}, volume = {44}, year = {2017}, pages = {91 - 110}, abstract = {

Literary studies are often seen as a discipline without method. Research articles in literature do not have method sections, nor do they list what type of evidence has been included in a particular project or by what procedures primary material was analyzed. Because of implicitness of questions of method and research design, writing in literary studies is difficult to teach and often relies on students{\textquoteright} abilities to infer their own strategies for reading and writing. I analyze a textual corpus of recent research articles from Canadian Literature and Studies in Canadian Literature in order to clarify typical discursive patterns that are used when discussing methods of literary scholarship. On the basis of these findings, we can ask: How can teaching in literary studies be adjusted in order to demystify the methodological practices of the discipline?

}, issn = {1913-4835}, doi = {10.1353/esc.2017.0049}, url = {https://muse.jhu.edu/article/742449}, author = {Thieme, Katja} }