University of Minnesota
literacy & rhetorical studies
center for writing

link to lrs homepageCenter for Writing's home page.

Research Series

The LRS Minor Research Series promotes awareness of current scholarship about literacy and rhetoric by providing an opportunity for faculty and students affiliated with the LRS Minor to present their research.

See the past Research Series page for information about past Research Series events.

Spring 2018 Research Series

Friday, March 30, 2018
12:00–1:30 pm
125 Nolte Center, East Bank

Lunch provided to registrants. Please register here.

Download our flyer.

Kristina Cashin (Master’s student, English, UM–Duluth)
Voices for Advocacy: Reconciling White Privilege and Representation
in the Asian TESOL Hiring Process
White native-English speakers are often given a place of unmerited privilege regarding employment in the international TESOL (Teaching English to Speakers of Other Languages) field. Drawing on experience as a White, native-English-speaking, TESOL instructor in Seoul, South Korea, this presenter explores representation, who should speak for whom, and how those in a position of privilege have had more space to be heard, often coming at the expense of the underprivileged. The privileged majority often speaks for and about the disadvantaged “Other.” This presentation proposes a role that White native-English speakers might take to appropriately approach advocacy for equity in the TESOL field.

Chongwon Park (Associate Professor, English, Linguistics, and Writing Studies, UM–Duluth)
Cognitive Grammar and English Nominalization
This presentation develops an analysis of event/result nominals and gerundives from a Cognitive Grammar perspective. These phenomena are much more flexible than what the extant research claims, and widely accepted generalizations concerning the phenomena are, at best, only partially true. This talk demonstrates that the said flexibility is ascribed to two different types of construals:
1) mass-like construal accompanied by reification and 2) zone-activation or metonymic shift. This analysis can be systematically extended to gerundives, which permit limited grounding methods, and also reveals how V-to-N converted event nominals could be accounted for unproblematically because the rise of event nominals does not rely on the nominalizing affixes.

Kevin Swanberg (Master’s student, Liberal Studies: Computational Linguistics, UM–Duluth)
What Makes a "Good" Translation "Good"? A Study of Metaphor in the Korean and English Versions of The Vegetarian by Han Kang
Metaphors are an important and ever-present facet of human communication. This linguistic structure is used particularly to convey complex notions or ideas, such as those that might be prevalent in a work of fiction. Recently, controversy has surrounded the accuracy of the translation of the novel The Vegetarian by Han Kang. An analytical comparison of the metaphors present in both the original Korean version of this novel and the English translation both assesses the accuracy of this work as well as provides a basis for identifying cross-linguistic metaphorical structures.

Elizabethada A. Wright (Professor, English, Linguistics, and Writing Studies, UM–Duluth)
Beyond the Epideictic: A Nineteenth-Century French American Catholic Sister and
a Rhetoric of Blame

Though the discourse of blame is usually categorized as epideictic rhetoric, much “blame” exists in various other forms of rhetoric. For example, in the 2018 National Shutdown, both parties castigated each other in types of discourse that would not appear to be epideictic at all. In fact, most analyses of the epideictic focus on the rhetoric of praise. Looking at the nineteenth-century letters of petition written by a French American Catholic woman to a French bishop, this presentation argues that blame works outside of the traditionally understood epideictic to enhance and build individuals’ ēthē as the individuals work to change specific situations.

The interdisciplinary graduate minor in Literacy and Rhetorical Studies (LRS) offers graduate students on the Twin Cities and Duluth campuses opportunities to interrogate issues related to writing and literacy, and to do so with faculty members drawn from disciplines across the University.